cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
HAIDI
Contact Email
jes@staff.unri.ac.id
Phone
+6281363888549
Journal Mail Official
jes@staff.unri.ac.id
Editorial Address
Journal of Educational Sciences, Gedung Dekanat, FKIP, Universitas Riau Jl. HR. Soebrantas KM 12.5, Simpangbaru, Pekanbaru 28293, Indonesia
Location
Kota pekanbaru,
Riau
INDONESIA
Journal of Educational Sciences
Published by Universitas Riau
ISSN : 25811657     EISSN : 25812203     DOI : 10.31258/jes.
Core Subject : Religion, Humanities, Science, Education,
Religion Humanities Education Library & Information Science Other
JES publishes original articles on the latest issues and trends occurring regionally and internationally in the educational sciences with the aim to advance our knowledge both in term of theory and practice. Moreover, this journal also covers the issues concerned with the following special sections: Education Technology Mathematic and Natural Sciences Education Social and Humaniora Sciences Education Early Childhood Education Physical Health and Sport Education All the related educational research
Arjuna Subject : Umum - Umum
Articles 1,666 Documents
 142   143   144   145   146 
Enhancing Students’ Reading Interest by Developing Augmented Reality-Based Storybooks Jannah, Wirda Jannatul; Melliofatria, Melliofatria; Corrina , Fatti
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5343-5357

Abstract

This study aims to increase students' interest in reading by developing augmented reality (AR)-based storybooks. This study is a development study using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. The difference between this storybook and others is that it uses Augmented Reality technology, and students create their own stories based on readings that interest them, as well as design the story images using the Canva application. This research was conducted on second-semester students majoring in Information Systems at Pasir Pengaraian University. The development instruments used were media expert validation sheets, material expert validation sheets, and user response questionnaires. The results of the first validator’s validation were a score of 50, with a percentage of 80% in the “Suitable” category from 12 statements. Meanwhile, the second validator obtained a score of 49, with a percentage of 81% in the “Very Suitable” category from 7 statements. Furthermore, from the user response questionnaire, a score of 97% was obtained, with a category of “Very Suitable” from 11 statements, involving 10 students as users. Based on these results, it can be concluded that the augmented reality (AR)-based picture storybook media is declared very suitable for use as a literacy learning medium.
Transformation of the Role of School Superintendents in Implementation of the Independent Curriculum Case Studies (Supervisory Roles Post-Director General GTK 2023) Mulyadi, Mulyadi; Jabar, Cepi Safruddin Abdul
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5358-5369

Abstract

This study aims to analyze the transformation of the role of school supervisors in supporting the implementation of the Merdeka Curriculum following the issuance of the Regulation of the Director General of Teachers and Education Personnel (Perdirjen GTK) Number 4831/B/HK.03.01/2023 at public junior high schools in Wates District, Kulon Progo. The research also explores the challenges faced by supervisors after the regulation and the efforts made to overcome them. This study employed a descriptive qualitative approach, conducted through in-depth interviews, observations, and document studies involving supervisors and principals to understand their experiences and perceptions regarding the new supervisory roles. Data analysis followed the interactive model of Miles and Huberman, including data collection, condensation, display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings indicate that supervisors face several challenges, such as limited training, inadequate resources, and an imbalance between the number of supervisors and schools under supervision. Despite these constraints, supervisors have adopted collaborative and adaptive strategies to assist principals in designing more innovative and contextual learning programs. The study concludes that the transformation of the supervisory role into that of a facilitator and mentor contributes significantly to achieving more relevant and student-centered educational outcomes.
Implementation of Contextual-Based Educational Games To Develop Students' Character and Conceptual Understanding on Legal Norms Material in Grade V of UPTD SD Negeri 5 Makmur Annisa, Dian; Khairani, Cut; Muharramsyah , Rambang
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5370-5383

Abstract

This study aims to analyze the implementation of contextual-based educational games in developing students' character and conceptual understanding of legal norms material in grade V at UPTD SD Negeri 5 Makmur. The research employed a descriptive qualitative approach with data collection techniques through in-depth interviews, observations, and documentation. Research subjects included grade V teachers, school principals, colleagues, and 5 representative students from 33 grade V students. Data analysis used the Miles and Huberman model strengthened by NVivo 15 coding software. The results showed: (1) Implementation of educational games proceeded very well (91.5%) through systematic planning, implementation, and evaluation stages; (2) Students' discipline and responsibility character developed significantly from external to internal discipline; (3) Students' conceptual understanding improved in identifying, explaining, and applying legal norms although still limited to simple cases; (4) Student and teacher responses were very positive with high enthusiasm (96.8%) and active involvement. This research confirms the effectiveness of contextual-based educational games as learning innovation that integrates cognitive, affective, and psychomotor aspects in learning legal norms at elementary school.
Development of Discovery Learning-Based Teaching Modules to Facilitate Mathematical Connection Skills of Phase-F Students in Function Composition and Function Inverse Content Aprillia, Dea; Maimunah, Maimunah; Kartini, Kartini
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5384-5396

Abstract

This research aims to produce a learning tool with a discovery learning model on function composition and inverse function content that meets valid and practical requirements to facilitate the mathematical connection abilities of F-phase students. This type of research is development research with a 4-D research design. The development that the researchers carried out consisted of four stages, namely: (1) define; (2) design; (3) develop; (4) disseminate. This research produced learning tools in the form of learning tools (Teaching Modules). The results of the research show that the learning tools met the criteria for validity and practicality. The validity of the development product is determined by expert validation with an average percentage of 97.22% in the very valid category. The practicality of the development product was determined by teachers with an average of 96.73%, and students with an average of 91.43% in the very practical category. Thus, the learning tools developed have met valid and practical requirements to facilitate students' mathematical connection abilities.
The Effect of the Realistic Mathematics Education Approach on Improving the Arithmetic Operation Skills of Students with Intellectual Disabilities at the Junior High School Level Hardiyanti, Hardiyanti; Mumpuniarti, Mumpuniarti
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5397-5413

Abstract

The study aims to examine the effect of a Realistic Mathematics Education (RME) approach on improving arithmetic operation skills among students with intellectual disabilities. A quantitative method with a quasi-experimental design, specifically the One-Group Pretest Posttest Design, was employed, involving a pretest, an intervention, and a posttest. The participants consisted of 10 students at Bengalon 4 Junior High School who were identified as having intellectual disabilities. Data were collected through observations and standardised tests that experts had validated. The reliability scores were 0.731 for the pretest and 0.826 for the posttest. The data were analysed using both descriptive and inferential statistics, including normality testing and paired sample t-tests. The results show that the Realistic Mathematics Education approach significantly improves students’ arithmetic abilities. The average score increases from 46.00 to 72.50. Additionally, improvements are observed across numeracy indicators, although not evenly distributed. Full mastery is demonstrated on questions 1 and 2 (100% for all three indicators), while questions 3 and 4 show complete mastery of two indicators (100%).
Development of Interactive Learning Media Based on Genially in Informatics Subjects to Improve Digital Literacy of SMPN 4 Madapangga Students Ifrianingsih, Ifrianingsih; Syarifudin, Syarifudin; Fitrianingsih, Nur
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5414-5425

Abstract

The rapid development of digital technology demands innovation in the learning process to make it more interactive and relevant to 21st-century educational needs. However, Informatics learning at SMPN 4 Madapangga is still dominated by conventional and static media, resulting in low student engagement and digital literacy skills. Based on these conditions, this study aims to develop interactive learning media based on Genially in the Informatics subject for eighth-grade students to improve their digital literacy. The research employed the Research and Development (R&D) method using the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The validation results showed that the media obtained feasibility scores of 83%, 89%, and 95% from two media experts and one material expert, respectively, categorized as very feasible. The practicality test involving 20 students yielded a score of 93.88% (very practical), while the digital literacy assessment reached 94.76% (very good). The effectiveness test using the N-Gain calculation produced an average score of 0.56 (moderate category), indicating that the media is quite effective in improving learning outcomes. Therefore, Genially-based learning media are declared feasible, practical, and effective for enhancing students’ digital literacy and supporting the implementation of the student-centered and technology-integrated Merdeka Curriculum.
Development of Google Sites-Based E-Learning Animation Video for Learning Atomic Theory Putri, Rizka Amalia; Rahayu, Rosika; Nurlaili, Nurlaili; Lestari, Sri; Rahmadani, Agung
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5426-5442

Abstract

The rapid advancement of digital technology offers significant opportunities to develop innovative, interactive, and adaptive learning media that align with the learning characteristics of the 21st-century generation. This study aims to develop and evaluate animated video-based instructional materials on the topic of atomic theory development, integrated through Google Sites, and to determine their validity, practicality, and effectiveness. The research employed the Research and Development (R&D) method using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The study involved two subject matter experts, two media experts, two instructional practitioners, and tenth-grade students from SMAIT Istiqamah YPAIT Balikpapan. The validation results indicated a high level of feasibility with a score of 94.92% (very valid). Practicality assessments yielded scores of 90.73% from teachers (very practical) and 76.74% from students (practical). The effectiveness test demonstrated improved learning outcomes, with an N-Gain score of 0.70 (medium category) and an effect size of 3.71 (very strong category). These findings suggest that Google Sites-based animated video media effectively enhance students’ conceptual understanding, motivation, and learning independence, making it a relevant and innovative alternative for digital-based chemistry learning.
Implementation of Android-Based E-Raso Media to Enhance Students’ Environmental Care Character in Bima Haryadi, Didit; Zulkifli, Zulkifli; Sumardin, Sumardin; Ahmadin, Ahmadin; Komalasari, Desy Ningsih
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5443-5451

Abstract

Ideally junior high school students should demonstrate awareness and concrete practices such as reducing plastic waste, maintaining cleanliness, reusing waste materials, and actively participating in greening activitiesThe objectives of this study are: (1) to determine the effect of using the Android-based E-Raso media to enhance students’ environmental care character, and (2) to identify the factors that influence students’ environmental care character. This research employs a quantitative approach with a pre-experimental method and a One-Group Pretest-Posttest design. The study was conducted at SMPN 1 Kota Bima with a sample of 33 students. Data collection techniques included both test and non-test methods. The test instrument consisted of pretest and posttest questions, while the non-test instrument consisted of documentation. The results showed a significant increase in the average score, rising from 59.50% on the pretest to 86.83% on the posttest. The paired-sample t-test yielded a significance value of 0.000 (p < 0.05), confirming a significant effect of using the Android-based E-Raso media in improving students’ environmental care character. Therefore, the Android-based E-Raso media proved to be influential and effective, serving as one of the supporting factors for enhancing this ability.
Exploring Innovations in Teaching, Assessment, and Technology for English Language Education in Indonesian Tertiary Education Islami, Annisa Permata; Putri, Syadza Adila; Hasibuan, Hapni Nurliana H.D
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5452-5465

Abstract

Educational policy, technological advancement, and socio-cultural dynamics in Indonesia have made English language learning increasingly complex. Therefore, appropriate strategies are required in selecting teaching methods, assessments, and technology to ensure that the learning process remains effective and adaptive to these changes. This study employs a qualitative approach with a case study design to explore the implementation of teaching methods, assessments, and technology in English language learning in Indonesia. Data were collected from six lecturers at a university in Indonesia through onsite and online interviews, observations, and document analysis. The findings reveal that the implementation of English language teaching is influenced by educational policies, cultural factors, and student characteristics. The implementation of the Outcome-Based Education (OBE) policy encourages the use of active learning approaches such as Project-Based Learning (PBL) and cooperative learning, which emphasize learning outcomes. In addition, assessment forms are aligned with the adopted teaching methods, allowing evaluations to better reflect students’ learning processes and achievements. The use of technology also plays a crucial role in providing interactive and flexible learning experiences while facilitating assessment practices. Overall, this study highlights the importance of integrating teaching methods, assessments, and technology within the context of educational policy and local culture. These findings are expected to contribute to the development of more contextual and relevant strategies for English language teaching in Indonesia.
Phenomenological Study: Guidance and Counseling Teachers' Experiences in Developing Grit in Dyslexic Children at the Talenta Perdagangan Special Needs School Azmi, Fadia Nurul; Darmayanti, Nefi; Abdurrahman, Abdurrahman
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5466-5481

Abstract

This study aims to analyze the experiences of guidance and counseling teachers in developing grit in children with dyslexia at Talenta Dagang SLB. The research methodology used was qualitative, with a phenomenological approach. The data collection strategy employed in-depth interviews with a semi-structured interview guide. Data analysis used Interpretative Phenomenological Analysis (IPA), and three themes emerged: (1) Experiences of children with dyslexia in overcoming learning difficulties, (2) The role of guidance and counseling teachers in developing grit in children with dyslexia, and (3) Inhibiting factors in developing grit in children with dyslexia. The results showed that children with dyslexia initially experienced frustration, laziness, and hopelessness due to repeated failures in reading, writing, and spelling, as well as social pressure from comparison with peers. However, through guidance from guidance counselors, family support, and small achievements that foster a sense of pride, children begin to become more patient, braver in trying, and more enthusiastic about learning despite still facing obstacles. Parental involvement facilitated by guidance counselors also strengthens the consistency of support for children. The development of grit in dyslexic children at Talenta Dagang Special School is hampered by various interrelated factors, including psychological, cognitive, social, structural, and learning facilities.

Page 144 of 167 | Total Record : 1666

 142   143   144   145   146 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol. 10 No. 1 (2026): Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences Vol. 9 No. 3 (2025): Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences Vol 9. No. 1. January 2025 Vol. 9 No. 1 (2025): Journal of Educational Sciences Vol. 8 No. 4 (2024): Journal of Educational Sciences Vol 8. No. 4. October 2024 Vol 8, No 3: July 2024 Vol 8. No. 3. July 2024 Vol. 8 No. 3 (2024): Journal of Educational Sciences Vol 8, No 2: April 2024 Vol 8. No. 2. April 2024 Vol. 8 No. 2 (2024): Journal of Educational Sciences Vol 8. No. 1. January 2024 Vol. 8 No. 1 (2024): Journal of Educational Sciences Vol 8, No 1: January 2024 Vol 7, No 4: October 2023 Vol 7. No. 4. October 2023 Vol. 7 No. 4 (2023): Journal of Educational Sciences Vol 7, No 3: July 2023 Vol 7. No. 3. July 2023 Vol. 7 No. 3 (2023): Journal of Educational Sciences Vol. 7 No. 2 (2023): Journal of Educational Sciences Vol 7, No 2: April 2023 Vol 7. No. 2. April 2023 Vol 7, No 1: January 2023 Vol 7. No. 1. January 2023 Vol. 7 No. 1 (2023): Journal of Educational Sciences Vol 6, No 4: October 2022 Vol 6. No. 4. October 2022 Vol. 6 No. 4 (2022): Journal of Educational Sciences Vol 6. No. 3. July 2022 Vol. 6 No. 3 (2022): Journal of Educational Sciences Vol 6, No 3: July 2022 Vol 6. No. 2. April 2022 Vol 6, No 2: April 2022 Vol. 6 No. 2 (2022): Journal of Educational Sciences Vol 6. No. 1. January 2022 Vol. 6 No. 1 (2022): Journal of Educational Sciences Vol 6, No 1: January 2022 Vol 5. No. 4. October 2021 Vol 5, No 4: October 2021 Vol 5. No. 3. July 2021 Vol 5, No 3: July 2021 Vol 5, No 2: April 2021 Vol 5. No. 2. April 2021 Vol 5, No 1: January 2021 Vol 5. No. 1. January 2021 Vol 4, No 4: October 2020 Vol 4. No. 4. October 2020 Vol. 4 No. 3 (2020): Journal of Educational Sciences Vol 4, No 3: July 2020 Vol 4. No. 3. July 2020 Vol 4. No. 2. April 2020 Vol 4, No 2: April 2020 Vol 4. No. 1. January 2020 Vol 4, No 1: January 2020 Vol 3, No 3: September 2019 Vol. 3 No. 3 (2019): Journal of Educational Sciences Vol 3. No. 3. September 2019 Vol 3. No. 2. May 2019 Vol 3, No 2: May 2019 Vol 3. No. 1. January 2019 Vol 3, No 1: January 2019 Vol 2, No 2: July 2018 Vol 2. No. 2. July 2018 Vol 2, No 1: January 2018 Vol 2. No. 1. January 2018 Vol 1. No. 1. July 2017 Vol 1, No 1: July 2017 More Issue