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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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Strategy Leadership in School Development: A Case Study of SDN 4 Kaliaman, Jepara Kusmiati, Kusmiati; Yuliejantiningsih, Yovitha; Prayito, Muhammad
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.945-956

Abstract

School development requires strategic leadership to ensure continuous improvement in educational quality and sustainability. However, many elementary schools still face challenges related to instructional quality, teacher capacity, and resource management. Therefore, this study aims to analyze the leadership strategies implemented by the principal in developing SDN 4 Kaliaman, Kembang Subdistrict, Jepara Regency. This research employed a qualitative case study approach, with data collected through observations, in-depth interviews, and documentation. The findings reveal that the principal implemented strategic leadership through participative school planning, teacher empowerment via continuous professional development, integration of technology in learning, and collaboration with parents and the local community. In addition, effective infrastructure development and efficient budget management supported the successful implementation of school programs. The study concludes that strategic leadership characterized by participatory planning, teacher capacity building, and optimal resource utilization plays a crucial role in fostering a conducive learning environment and supporting sustainable school development.
Implementing Quality Culture at SD Negeri 2 Kaliaman: A Case Study in Kembang District Rustamto, Rustamto; Yuliejantiningsih, Yovitha; Prayito, Muhammad
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.957-969

Abstract

Education quality is strongly influenced by the culture of quality within schools, which shapes collaboration, trust, and academic achievement among school members. This study aims to examine the implementation of quality culture at SD Negeri 2 Kaliaman, Kembang District, Jepara, focusing on three key elements: reliability culture, trust culture, and academic optimism. A qualitative case study approach was employed, with data collected through interviews, observations, and documentation to obtain an in-depth understanding of the strategies and practices used to develop quality culture. The findings indicate that the school has effectively fostered a culture of reliability through structured supervision, teacher motivation, and competency enhancement via training and the use of technology. Trust culture has strengthened communication and cooperation among teachers, students, and the community, while academic optimism is demonstrated through collaborative academic and non-academic activities involving teachers, students, and parents. However, challenges remain, particularly in fully integrating technology into teaching practices and bridging gaps in understanding between parents and the school. In conclusion, implementing a quality culture plays a critical role in improving educational outcomes, promoting stakeholder engagement, and creating a sustainable and competitive learning environment.
Development of Bustarah Media to Introduce Reading and Writing Literacy to Early Children in Historical Tourism Exploration in Palembang Amalia, Sherly; Farida, Farida; Raharjo, Makmum; Sumarni, Sri
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.6430-6446

Abstract

This study aims to develop a historical pocket book (BUSTARAH) as a learning medium to enhance early childhood (AUD) literacy through an educational tourism exploration approach grounded in the local potential of Palembang. The research is motivated by the need for contextual and engaging literacy media that connect children’s learning experiences with real-life environments, particularly through the introduction of historical sites as authentic learning resources. The development process followed the ADDIE model, encompassing needs analysis, design, development, implementation, and evaluation. Validation results indicated a high level of feasibility, with material expert ratings reaching 95%, media experts 100%, language experts 85%, and teacher practicality scores at 97%, demonstrating that BUSTARAH is suitable and easy to use in classroom settings. Its effectiveness was further assessed through learning outcome improvements, reflected in an increase in the average score from 18.5 (pre-test) to 31.2 (post-test), accompanied by an N-Gain score of 0.79 in the moderate category. These findings confirm that BUSTARAH effectively enhances early literacy skills by providing exploratory and meaningful learning experiences aligned with children’s developmental needs, particularly through direct engagement with local cultural and historical heritage.
Internalization of the Value of Traditional Malay Education in Madrasah as the Foundation for Generation Z Moral Development Anggraini, Fitri; Soraya, Nyayu; Anggara , Baldi
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.1776-1788

Abstract

Generation Z faces moral degradation challenges due to negative digital content exposure and weakening understanding of traditional values, positioning madrasah strategically to internalize Islamic values based on Malay local wisdom. This research aims to identify relevant Malay traditional education values, describe internalization processes, and formulate an integrative model as the foundation for Generation Z's moral development in madrasah. The research method employs a qualitative approach with descriptive-analytical library research on 2020-2025 literature through content analysis techniques. Results indicate that tauhid values, noble character, tawasuth, tasamuh, and tawazun are internalized through comprehensive strategies including contextual exemplary, project-based learning, spiritual habituation, reflective dialogue, and individual counseling integrating formal and hidden curriculum. The integrative model combining philosophical, institutional, pedagogical, socio-cultural, psychological, and technological dimensions proves effective in forming religious character reflected through worship consistency, rule compliance, discipline, and social responsibility. Recommendations include strengthening tripartite school-family-community collaboration, continuous teacher competency development, and digital technology utilization aligned with Malay oral tradition preservation to maintain traditional values relevance for Generation Z.
The Effect of the Teams Games Tournament (TGT) Cooperative Learning Model on the Mathematics Learning Outcomes of Fourth-Grade Students at SD Inpres 5 Lolu Kurniawan, Gusti Putu Indra; Zulnuraini, Zulnuraini; Kamisani, Nurul; Azizah, Azizah; Guci, Ammar Abdullah Joni
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.2017-2030

Abstract

This study aims to analyze the effect of the Teams Games Tournament (TGT) cooperative learning model on the mathematics learning outcomes of fourth-grade students at SD Inpres 5 Lolu, specifically on the topic of fractions. The research used a quantitative approach with a One-Group Pretest–Posttest Design involving 20 students as the experimental sample. Data were obtained through pretest and posttest instruments and analyzed using descriptive statistics, the Shapiro–Wilk normality test, the Paired Sample t-test, and the N-Gain test with the assistance of SPSS Statistics. The results revealed a substantial improvement in students’ cognitive abilities after the application of the TGT model. The average pretest score of 22.5 increased to 81 on the posttest, yielding a mean gain of 58.5 points. The Paired Sample t-test produced a significance value of <0.001, indicating a statistically significant effect of the TGT model on learning outcomes. Furthermore, the N-Gain value of 0.7663 categorized the improvement as high. These findings indicate that the TGT model is effective in enhancing students’ understanding of fractions, increasing engagement, and creating a more interactive learning environment. Thus, TGT can be considered an innovative alternative learning strategy for improving mathematics outcomes at the elementary school level.
Innovation In Learning Media Using An Assemblr Edu–Based Augmented Reality Website On Students’ Learning Outcomes Rahmawati, Risqi Dwi; Utami , Ratnasari Dyah
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.2000-2016

Abstract

Twenty-first-century learning requires students to master critical thinking, creativity, collaboration, and technological literacy to face global challenges. However, learning in elementary schools is still largely dominated by conventional methods, which often result in low student engagement and difficulties in understanding abstract concepts, especially in the IPAS subject. This study aimed to examine the effectiveness of an Assemblr Edu–based Augmented Reality (AR) website in improving students’ learning outcomes. The research employed a quantitative approach using a pretest–posttest control group design involving two sixth-grade classes at SD Muhammadiyah Program Unggulan Colomadu. Data were collected through learning outcome tests and observation sheets that were validated and tested for reliability. Of the 20 test items, 13 were declared valid, and reliability analysis using Cronbach’s Alpha produced a coefficient of 0.936, indicating very high consistency. Statistical tests showed that the use of Assemblr Edu had a significant effect on learning outcomes. The experimental class posttest scores increased from 56.92 to 81.15, while the control class showed a decline. These findings indicate that AR technology provides more concrete, interactive, and meaningful learning experiences for IPAS instruction in elementary schools.
The Implementation of The Problem Based Learning Model With Wordwall Application on The Mathematics Learning Motivation of Grade 3 Students of Trosemi 02 State Elementary School Novitasari, Monica; Fathoni , Achmad
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.1025-1038

Abstract

Education plays an essential role in shaping students’ intellectual abilities, character, and overall potential, enabling them to adapt to the demands of a rapidly changing world. However, learning motivation in mathematics remains a persistent challenge, particularly when instructional practices rely heavily on abstract explanations and limited media variation. This study investigates the effectiveness of integrating the Problem-Based Learning (PBL) model with the digital platform Wordwall to enhance third-grade students’ motivation in learning mathematics at SDN Trosemi 02. Using a quantitative approach with a one-group pretest–posttest design, the research involved 14 students who received treatment through contextual problem-solving activities supported by interactive game-based media. Data were collected through questionnaires, tests, observations, and documentation, and analyzed using validity, reliability, normality tests, and a paired sample t-test. The findings reveal significant improvements in both learning outcomes and motivation, supported by a Sig. value of 0.000 (< 0.05). Students showed increased enthusiasm, participation, and confidence after the intervention. The combination of PBL and Wordwall provided a more engaging, meaningful, and student-centered learning experience. These results indicate that integrating contextual learning models with digital media can effectively strengthen learning motivation and support improved mathematical understanding.
The Role of the School Principal as a Manager in Improving the Quality of Learning Through Learning Communities at SD Negeri 1 Kalipang, Rembang Regency Sugiharti, Sugiharti; Yuliejantiningsih, Yovitha; Prayito, Muhammad
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.970-982

Abstract

This study examines the role of the principal as a manager in improving the quality of learning through learning communities at SD Negeri 1 Kalipang. The research aims to understand how effective school leadership can enhance teaching quality by organizing collaborative learning environments for teachers. The findings suggest that the principal's involvement in planning, organizing resources, and motivating teachers has significantly contributed to the success of the learning community program. By engaging teachers in collaborative activities and fostering a culture of continuous professional development, the school has enhanced both teaching competencies and student engagement. Despite challenges such as a limited number of certified teachers in certain subjects, the school has been successful in overcoming these obstacles through training and resource optimization. This study highlights the importance of a principal’s leadership in fostering a supportive learning community, which ultimately improves educational outcomes. The results provide valuable insights for other schools aiming to implement similar programs to enhance learning quality and teacher development.
Utilization of the Educaplay Website Application as a Learning Medium to Enhance Elementary School Students’ Creative Thinking Alkhusufiah, Adinda Nihlah; Utami, Ratnasari Dyah
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.1364-1378

Abstract

Creativity is one of the essential abilities that needs to be developed from the elementary school level. In line with technological advancements, interactive learning media such as Educaplay can serve as a means to enhance students’ creativity. This study aimed to describe the utilization of the Educaplay website application in IPAS learning and its influence on students’ creative thinking at SD Muhammadiyah Program Unggulan Colomadu. The research employed a descriptive qualitative approach using observation, interview, and documentation techniques. Data validity was ensured through source, technique, and time triangulation. The results indicate that Educaplay is able to improve students’ creative thinking in three main indicators: fluency, flexibility, and curiosity. Students became more active, enthusiastic, and capable of generating diverse ideas through interactive game-based activities. Teachers experienced greater ease in delivering materials and conducting evaluations due to the visual and audio features as well as automatic feedback. The main obstacles encountered were related to internet connectivity and adaptation to the use of the media; however, these were addressed through network checks, the use of personal hotspots, and the provision of alternative learning activities. Overall, Educaplay is effective as a learning medium for enhancing elementary school students’ creative thinking.
The Effectiveness of Coaching-Based Academic Supervision in Improving Teacher Performance: A Case Study at SD Negeri 1 Sedan Astuti, Yanti Yuni; Nyoman, Ngurah Ayu; Prayito, Muhammad
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.983-997

Abstract

Improving teacher performance remains a central priority in efforts to enhance instructional quality in Indonesian primary schools. Conventional supervision practices, which often focus on administrative compliance, have been criticized for their limited impact on classroom instruction. In response, coaching-based academic supervision has emerged as a more empowering and reflective approach to professional development. This study examines the effectiveness of coaching-based academic supervision in improving teacher performance at SD Negeri 1 Sedan. Using a qualitative descriptive design, data were collected through interviews, observations, and documentation, then analyzed using an interactive model of data condensation, data display, and conclusion drawing. The findings show that coaching enables principals to identify teacher needs through data-driven analysis, establish flexible supervision schedules, and set clear instructional performance indicators. During implementation, coaching fosters reflective dialogue, constructive feedback, and collaborative problem-solving, leading to improved lesson planning, classroom interaction, and pedagogical decision-making. Evaluation is conducted through joint reflection and analysis of observation results, forming the basis for continuous follow-up coaching. The study concludes that coaching-based supervision offers a more holistic and impactful model than traditional supervision, although it requires strong coaching skills and adequate time allocation. Future studies should examine long-term effects across diverse school contexts.

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