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Journal of Educational Sciences, Gedung Dekanat, FKIP, Universitas Riau Jl. HR. Soebrantas KM 12.5, Simpangbaru, Pekanbaru 28293, Indonesia
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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
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Kahoot-Based Team Quiz Strategy to Improve Elementary School Students’ Mathematics Learning Activity and Outcomes Lesmana, Inda; Aisyah , Siti; Adriantoni , Adriantoni
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.100-111

Abstract

This research aims to improve the activity and learning outcomes of fifth-grade students at SDN 23 Tanjung Gadang in mathematics through the implementation of the Team Quiz strategy supported by Kahoot. The study used the Classroom Action Research (CAR) method with the Kemmis and Taggart model, conducted in two cycles of two meetings each. The subjects consisted of 17 students. Instruments included observation sheets of student activity, learning achievement tests, and documentation. In the pre-cycle stage, the average student achievement was only 63%, with five students reaching mastery. After the action in Cycle I, improvements appeared: the average score increased to 65% in the first meeting and 75% in the second, with nine and eleven students achieving mastery. More significant progress occurred in Cycle II, where the average scores rose to 79% in the first meeting and 85% in the second, with sixteen students meeting mastery. Observation results showed that initially passive behaviors changed into active and enthusiastic participation in discussions, questioning, and Kahoot-based quizzes. The classroom atmosphere became more lively, competitive, and enjoyable. The study concludes that the Team Quiz strategy using Kahoot effectively enhances motivation, cooperation, and mathematics learning outcomes.
The Influence of a Concrete Media-Assisted Guided Discovery Learning Model on Students' Learning Interests and Creative Thinking Abilities in Science Learning at Cluster VI, Sutera District Nengsih, Ratna; Ismira, Ismira; Martha , Alfroki
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.238-248

Abstract

This study addresses the low learning interest and limited creative thinking skills of fifth-grade students in science classes at Gugus VI, Sutera Subdistrict. These issues are associated with the lack of varied learning media, minimal student participation, and the dominance of teacher-centered instruction. The research aimed to determine the effect of the Guided Discovery Learning model supported by concrete media on students’ learning interest and creative thinking abilities. A quasi-experimental design was used, specifically the posttest-only control group design. The population consisted of all fifth-grade students in Gugus VI, with SDN 25 Amping Parak as the experimental group and SDN 29 Teratak Panas as the control group. Data were collected through a learning interest questionnaire and a creative thinking test containing statements and essay questions. The data were analyzed using the Mann-Whitney U test in SPSS 27. The results showed a significant difference between students taught using Guided Discovery Learning with concrete media and those taught conventionally. The significance values of the questionnaire (0.001 < 0.05) and the test (0.000 < 0.05) indicated that the model effectively increased learning interest and creative thinking skills.
This Study Investigates How Role Playing Combined with Musical Drama Improves Fifth-Grade Students’ Indonesian Speaking Skills and Learning Motivation in Sintuk Toboh Gadang Elementary Schools Yani A.R, Fitri; Yulastri , Weni; Hidayat, Hafiz
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.249-262

Abstract

Low speaking skills and learning motivation among students remain a challenge in elementary education, as speaking is a key productive language skill and motivation affects students’ willingness to practice. This study aimed to examine the effectiveness of the Role-Playing method assisted by musical drama in improving speaking skills and learning motivation of fifth-grade students at 07 Sintuk Toboh Gadang and 10 Sintuk Toboh Gadang elementary schools. A quasi-experimental design with non-randomized classes was employed. Oral tests measured speaking skills, while questionnaires assessed learning motivation. Normality and homogeneity tests confirmed the suitability of the data for analysis. The experimental class showed an increase in mean scores from 48 in the pretest to 67 in the posttest. T-test analysis indicated a significant difference between the experimental and control classes, with t-count 7.795 exceeding t-table 2.023. The learning motivation questionnaire was valid and reliable, with r-count exceeding r-table and Cronbach’s Alpha of 0.884. The findings indicate that the Role-Playing method assisted by musical drama effectively enhances both speaking skills and learning motivation of fifth-grade students.
Local Wisdom-Based Cultural Arts Education to Foster Character Building in Fifth Grade Students at SD Inpres Bumi Sagu Rusli, ⁠Elfira; Hariana, Kadek; Wilade, ⁠Surahman; Rizal, Rizal
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.263-275

Abstract

Along with the rapid development of globalization, the integration of regional cultural values in education has become increasingly important, particularly in strengthening the character of students from an early age. This study aims to describe the implementation of local wisdom-based cultural arts learning in building the character of fifth-grade students at SD Inpres Bumi Sagu. The research employed a descriptive qualitative method with data collected through interviews, document analysis, and observation. The subjects included the principal, homeroom teachers, dance teachers, and students as the primary participants. The findings reveal that local wisdom-based cultural arts learning at SD Inpres Bumi Sagu has been carried out effectively, although it remains an extracurricular activity and has not yet been fully integrated into the Merdeka Curriculum syllabus. The school successfully adopted the Torata Dance, a traditional welcoming dance from Central Sulawesi, as the main learning medium. The process was structured through initial orientation, dance practice, and closing activities that emphasized the philosophical and religious values of the local culture. Strong support from both the school and parents contributed to the success of the program. Students showed high enthusiasm, demonstrated the dance well, and understood its cultural meaning and origins. Moreover, this learning approach not only improved artistic skills but also fostered positive character traits such as hard work, creativity, responsibility, and religiosity.
The Effect of Artificial Intelligence (AI)-Based Learning Models on Students' Motivation and Learning Interests (Case Study at SMA Negeri 2 Tabang Kutai Kartanegara) Kurniawan, Yohanes Dedi; Sucipto, Sucipto; Tobing, Victor Maruli Tua L.
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1508-1521

Abstract

The research is motivated by the transformative potential of Artificial Intelligence (AI) in education and the challenges of implementation in disadvantaged areas, which create a gap in students' motivation and interest in learning. The purpose of the study was to analyze the influence of AI-based learning models on increasing students' motivation and learning interest at SMA Negeri 2 Tabang, Kutai Kartanegara. The study used a qualitative approach of a case study with thirty student subjects. Data were collected through observation (10 indicators of interest and ten indicators of motivation), interviews, and documentation. Research shows that AI-based models significantly and simultaneously improve both aspects, which is evident from 9 out of ten indicators of interest and all ten indicators of motivation seen. This improvement is fueled by the personalization of exploration and instant feedback from AI, which creates a collaborative and student-centered learning environment. Research proves that despite infrastructure constraints, managed AI integration can transform the dynamics of learning in disadvantaged areas. It is recommended that schools develop guidelines for the use of AI and conduct prompt drafting training for teachers.
Comparative Analysis of Islamic Educational Thought of KH. Hasyim Asy’ari and KH. Ahmad Dahlan Rasyid, Muhammad Agus Ainur; Rohimin, Rohimin; Hidayat, Nur
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.276-284

Abstract

This study aims to: (1) examine the educational thought of KH. Hasyim Asy'ari, (2) explore the educational ideas of KH. Ahmad Dahlan, and (3) identify the similarities and differences between the two. This research employs a library research design with a philosophical approach, using literature review as the main data collection technique and descriptive as well as content analysis for data interpretation. The findings reveal that: (1) KH. Hasyim Asy'ari emphasizes Islamic education as a process of forming a complete human being who seeks closeness to Allah SWT and attains happiness in both worldly and spiritual dimensions. (2) KH. Ahmad Dahlan views the purpose of Islamic education as producing individuals who master religious knowledge while possessing a broad and modern worldview. (3) Both scholars share similarities in their educational goals, commitment to Islamic reform, intellectual lineage, emphasis on Islamic education, establishment of educational institutions, efforts to raise Muslim awareness, and focus on building an educated generation, positioning education as a tool for transformation. However, their differences lie in their approaches to religious education, curriculum orientation, teaching methods, and specific educational objectives.
A Systematic Review of Reading Strategies for EFL Learners with Low Proficiency in Indonesian Senior High Schools Astuti, Umi; Safitri, Nyimas Triyana; Norawati, Rosinta
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1969-1984

Abstract

This paper presents a systematic literature review examining the effectiveness of various reading strategies tailored for English as a Foreign Language (EFL) students with limited proficiency in Indonesian senior high schools. Despite reading being a foundational skill in EFL contexts, numerous national assessments continue to reveal widespread difficulties in reading comprehension among these learners. The review aims to identify practical, research-supported approaches that enhance reading engagement and achievement. Utilizing the PRISMA framework, a total of peer-reviewed articles published from 2014 to 2024 were analyzed, sourced from Scopus, ERIC, and Google Scholar. The quality of each article was assessed using a simplified CASP (Critical Appraisal Skills Programme) framework to ensure methodological rigor and relevance. The review identifies five primary strategies: repeated reading, reciprocal teaching, partner reading, the use of graphic organizers, and digital-based reading tools. These approaches were found to contribute significantly to learner comprehension, motivation, and confidence, particularly in low-proficiency EFL classroom settings.
The Utilization of Assembler Edu (AR) as a Learning Media to Increase Students' Learning Interest in Komjardas Class X Computer and Network Engineering Vocational School Unitomo Surabaya AbdiKusumo, Wisnu Candi; Sucipto, Sucipto; Tobing, Victor Maruli Tua L.
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1522-1535

Abstract

The research is motivated by the challenges in Basic Computer and Network learning (Komjardas) that require concrete visualization of network devices, while conventional media such as textbooks are considered less interactive and cause students' interest in learning to decrease. The purpose of the research was to analyze the use of Augmented Reality (AR)-based Assemblr Edu media in increasing the learning interest of students in class X of Computer and Network Engineering at SMK Unitomo Surabaya. The study used a descriptive qualitative approach of 33 students. Data was collected through observation, interviews, documentation, and learning outcome tests. Research shows that the implementation of Assemblr Edu significantly increases students' interest in learning, characterized by enthusiasm, activeness of questioning, independent exploration, and collaboration. Cognitive learning outcomes also improved with an average post-test score of 83.2-84.3 and a completeness of 83.6%, compared to a pre-test of 75.6-76.2 with a completeness of 75.9%. An effective Edu assembly creates immersive and interactive learning, thereby increasing students' interest and learning outcomes. Teachers need to be able to consider the integration of AR technology and training.
Development of a Liveworksheet-Based E-LKPD Oriented Toward Independent Character to Improve Students’ Mathematics Learning Outcomes Lucardo, Welly; Aisyah, Siti; Fitriana, Dewi
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.285-301

Abstract

This study was motivated by the low mathematics learning outcomes of elementary school students in Lubuk Basung District, where most students scored below the minimum mastery criterion. In addition, students showed a lack of independent learning habits, relying heavily on teacher guidance. To address these issues, this research aimed to develop an electronic student worksheet (E-LKPD) using Liveworksheet, designed to foster student independence and improve mathematics achievement. The research employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Participants included fourth-grade students from several elementary schools in Lubuk Basung District. Data were collected through observations, interviews, expert validations, student response questionnaires, and achievement tests, and were analyzed both qualitatively and quantitatively. The results indicated that the developed E-LKPD was highly valid (95–96%), practical with positive student responses (87–89%), and effective in improving outcomes. The experimental class achieved an average score of 83.04, higher than the control class average of 75.87, with the t-test confirming a significant difference. In conclusion, the Liveworksheet-based E-LKPD not only enhanced students’ mathematics achievement but also cultivated independent learning, making it a valuable tool for classroom practice.
The Influence of the Quantum Reading Learning Model on the Speed Reading and Reading Comprehension Skills of Fifth-Grade Students at Public Elementary School 15 Anduring, Padang City Afrina, Riche; Martha, Alfroki; Ismira, Ismira
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.302-316

Abstract

This research examines the impact of the Quantum Reading model on the speed reading and reading comprehension skills of fifth-grade students at Public Elementary School 15 Anduring, Padang. The study used a quasi-experimental method with a Nonequivalent Control Group Design. Two classes were selected as samples: class V.C as the experimental group and class V.B as the control group, with 22 students in each. Instruments consisted of validated and reliable tests for speed reading (KPM) and reading comprehension. Data analysis involved prerequisite tests for normality and homogeneity, followed by hypothesis testing using an Independent Sample t-test.The results indicate that the Quantum Reading model significantly improved students’ reading abilities. The experimental group achieved a higher average posttest score in speed reading (147.50) compared to the control group (126.95). Similarly, in reading comprehension, the experimental group scored 23.18, surpassing the control group’s 17.95. Statistical testing showed significance at p < 0.05, meaning the alternative hypothesis was accepted. In conclusion, the Quantum Reading model is more effective than traditional approaches, helping students to read faster while also deepening their comprehension of texts.

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