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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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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
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The Effect of Transformational Leadership of School Principals and the Role of Management Information Systems on Organizational Commitment and Its Implications for the Development of Teacher Professionalism at SMPN Dayun District Faizah, Iis; Sri Budi Herawati, Endang
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.6477-6493

Abstract

This study analyzes the influence of transformational leadership, Management Information Systems (MIS), and organizational commitment on the professional development of teachers at SMPN Dayun Subdistrict. The research uses a quantitative correlational approach, involving all teachers through a saturated sampling technique. Data were collected using questionnaires and analyzed through path analysis with SmartPLS. The findings show that transformational leadership has a significant positive effect on teacher professional development (β = 0.464; T = 4.962; p = 0.000). MIS also demonstrates a significant positive effect (β = 0.384; T = 3.151; p = 0.000), as does organizational commitment (β = 0.498; T = 6.187; p = 0.000). Organizational commitment acts as a strong predictor mediating the influence of transformational leadership (β = 0.788) and MIS (β = 0.808) on professional development. The structural model indicates that transformational leadership and MIS jointly explain 56.5% of the variation in teacher professionalism (R² = 0.565), confirming their dominant role in enhancing teacher professional competence.
Improving Descriptive Writing Skills Through the Implementation of the Jigsaw Cooperative Learning Model in Grade IX Students at SMP Negeri 4 Karau Kuala, South Barito Regency Franciska, Eva Lesiani; Nurhidayah, Nurhidayah
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.1137-1149

Abstract

Writing descriptive texts is a fundamental component of Indonesian language learning at the junior secondary level; however, many students still experience difficulties in organizing ideas, selecting appropriate vocabulary, and constructing coherent paragraphs. This study aimed to improve both the learning process and students’ descriptive writing skills through the implementation of the Jigsaw cooperative learning model in Grade IX students at SMP Negeri 4 Karau Kuala, South Barito Regency. The research employed a Classroom Action Research design conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The participants were 25 ninth-grade students, and the research was carried out collaboratively with the Indonesian language teacher. Data were collected through observation sheets, questionnaires, interviews, written tests, and documentation, and were analyzed using descriptive qualitative analysis supported by quantitative data. The results indicated that the implementation of the Jigsaw cooperative learning model improved student engagement, collaboration, and motivation during the learning process. In addition, students’ descriptive writing skills showed consistent improvement across cycles in terms of content, organization, grammar, language style, and writing mechanics. The study concludes that the Jigsaw cooperative learning model is effective in enhancing descriptive writing skills and creating a more active and meaningful learning environment.
The Role of Parents in Building an Educational Ecosystem that Supports Religious Learning Imamah, Tazkiyyatul; Mustofa, Triono Ali
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.1150-1161

Abstract

Religious education plays a crucial role in shaping children's character, morals, and spirituality. As the first and foremost educators, parents are not only responsible for teaching religious knowledge cognitively but also serve as educators, guides, motivators, facilitators, and role models in daily life. This study aims to explore the role of parents in building an educational ecosystem that supports Islamic religious learning. Using a descriptive qualitative method with a literature review approach, this research analyzes theories and previous studies related to parental involvement in religious education. The findings indicate that parental involvement is significantly influenced by religious awareness, educational background, and the presence of a supportive family and school environment. On the other hand, several obstacles were identified, such as parental busyness, limited religious knowledge, and the influence of digital media. Therefore, collaboration among families, schools, and communities is essential to create a holistic and sustainable religious education ecosystem. This study is expected to serve as a reference for parents, educators, and educational institutions in strengthening the family's role as the foundation for nurturing children's religious character.
Principal's Academic Supervision Strategy Based on Coaching Techniques to Improve Teacher Teaching Quality Khawadits, Khawadits; Diat Prasojo, Lantip
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.6464-6476

Abstract

This study aims to explore the academic supervision strategies implemented by school principals to improve the teaching quality of teachers at SMP Negeri Kecamatan Siak, focusing on three main aspects: planning strategy, implementation strategy, and evaluation and follow-up strategy of academic supervision. Using a qualitative approach with a phenomenological method, this study involved in-depth interviews, observations, and document analysis at SMPN 2 and SMPN 4 Siak from August to October 2025. The results showed that the academic supervision carried out by the principals in SMP Negeri Kecamatan Siak emphasized professional development of teachers rather than just administrative evaluation. In the planning stage, principals involved teachers from the outset to build mutual understanding. During the implementation phase, different challenges were found in each school: at SMPN 2, psychological barriers emerged as some teachers felt awkward and tense during the supervision process, limiting openness to feedback, while at SMPN 4, administrative barriers occurred due to the focus of supervision being more on checking teaching materials rather than substantive pedagogical support. However, SMPN 4 had implemented an effective monitoring and follow-up system, although the adoption of positive practices had not yet been widespread among teachers.
Development of Integrated Science E-Learning Modules Based on Bangka Belitung Ethnoscience Subjects in Junior High Schools Fitriyah, Firanita; Sriyati, Siti; Agustin, Rika Rafikah
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.1162-1173

Abstract

This study aims to integrate science learning with local wisdom in Bangka Belitung into teaching materials in the form of integrated science E-Modules based on ethnoscience to improve science process skills. This development follows the ADDIE development process, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The analysis stage focuses on the needs that are used as information for development. The design stage focuses on developing the content and format of the E- Module in accordance with the concept map and storyboard to produce an initial product. In the development stage, the initial product was validated by experts consisting of expert lecturers and teachers as science learning practitioners. The validation results showed that the developed E-Module was very suitable for use because it received a very valid category with a score of 85.80% from content validation and 86.99% from construct validation. In the implementation stage, the average response of students to the use of E- Modules in learning was 91.84%. Thus, the developed E- Module is considered feasible, practical, and effective in science learning.
Trends and Predictive Factors of Teacher Digital Literacy: A Literature Review (2020–2025) Abdullah, Ridwan; Karnati , Neti; Effendi , Mohammad Sofwan; Kamaludin, Kamaludin
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.1379-1390

Abstract

Digital technological developments have reshaped global education, requiring schools to adapt through learning innovation, visionary leadership, and organizational cultures that support digital transformation. School culture plays a crucial role in shaping teachers’ values, behaviors, and attitudes toward effective technology use in the classroom. Teacher digital literacy is a key competency for 21st-century learning and is strongly influenced by collaborative and adaptive school cultures. This study aims to identify, review, and synthesize recent research on the relationship between school culture support and teacher digital literacy in digital school organizations. A Systematic Literature Review (SLR) was conducted using the PRISMA method, analyzing publications indexed in Scopus and Google Scholar from 2000 to 2025. The initial search identified 235 articles, and 22 studies met the inclusion criteria after screening and duplicate removal. Bibliometric analysis using VOSviewer identified four main clusters: teacher competence and basic education, school management and culture, school support and teacher innovation, and digital leadership. The findings indicate that school culture acts as a central link connecting digital leadership, teacher competence, and organizational support in fostering teacher digital literacy. A collaborative, innovative, and visionary school culture is a critical factor in successful technology integration and educational digital transformation.
Islamic Education Teachers' Strategy for Integrating Digital Technology in the Learning Process at MTsS Diponegoro Mendiro Al Khilmi, Muhammad Abid; Jinan , Mutohharun
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.1174-1185

Abstract

Study This focuses on the PAI Teacher Strategy to integrate Digital Technology in the Islamic Religious Education Learning Process at MTsS Diponegoro Mendiro . The purpose of study is analyze the strategies used by PAI teachers to integrate digital technology in the learning process . This method chosen in a way qualitative with There are 3 types of data collection processes that is interviews , observations , and documentation towards Islamic Education Teachers and students . Findings study This prove that  Islamic Education teachers use some strategies for integrate digital technology to in the PAI learning process , as as follows : 1) First , the E-Learning Platform , namely make it easier for teachers and students For Study more easy 2) Second , Interactive Digital Module is convey a number of material For interesting attention 3 ) Third , Google Drive and Google Form are presented For list storage a number of material . However , in implementing this strategy , Islamic Education teachers and students experience constraint in adjustment . This strategy have objective For optimize to stay relevant and positive influence to integration digital technology to Islamic Education teachers and students
Principal Leadership in the Development of Professional Learning Communities in Public High Schools Kampar Regency Yenita, Resi; Andriani, Dwi Esti
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.6494-6507

Abstract

School quality improvement increasingly depends on teacher collaboration and continuous professional development, making Professional Learning Communities (PLCs/KBP) a strategic mechanism in strengthening learning culture in schools. This study aims to gain an in-depth understanding of principals’ leadership in developing PLCs at public high schools in Kampar Regency, focusing on principals’ views of PLC urgency, implementation challenges, and leadership practices in planning, managing, and evaluating PLC activities. The research employed a qualitative approach with a basic qualitative design. Informants were selected using maximum variation sampling, involving principals, vice principals, PLC coordinators, and teachers from six public high schools. Data were collected through semi-structured interviews and documentation, then analyzed using thematic analysis through initial coding, categorization, and theme development. Trustworthiness was ensured through source and technique triangulation, member checking, and audit trails. Findings show that principals perceive PLCs as collective learning spaces for sharing good practices and collaboratively solving instructional problems, rather than administrative routines. Key challenges include limited time, perceptions of PLCs as additional burdens, digital competence gaps, inconsistent attendance, and shallow reflection. Principals addressed these through participatory, instructional, and distributive leadership, enabling flexible scheduling, data-based evaluation, structured reflection, and reinforcement. Overall, effective principal leadership strengthens collaborative culture and enhances teacher professionalism.
Total Quality Management in the Utilization of Educational Reports at SMAS Santo Yosef and SMAN 4 Mandau, Bengkalis Regency Christine, Jene; Raharja, Setya
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.6447-6463

Abstract

This study analyzes: (1) the implementation of Total Quality Management (TQM) principles in the utilization of Education Reports, (2) school strategies for integrating Education Report results into planning and TQM-based quality improvement, and (3) supporting and inhibiting factors in the application of TQM related to the use of Education Reports as tools for sustainable and systematic quality enhancement at SMAS Santo Yosef and SMAN 4 Mandau, Bengkalis Regency. This research employs a descriptive qualitative approach with principals, teachers, education staff, school committee members, and students as subjects. Data were collected through interviews, observations, and document analysis, with source and technique triangulation used to ensure credibility. Data were analyzed through data condensation, data display, and conclusion drawing/verification. The findings show that both schools use Education Report data as a basis for planning and designing quality improvement programs, supported by strong collaboration among school stakeholders. Annual evaluations and follow-ups based on Education Reports help maintain consistency in quality improvement and strengthen a culture of continuous quality. However, limited time, resources, and uneven understanding of quality management roles hinder optimal TQM implementation, indicating the need for more systematic integration of TQM and more intensive evaluation cycles.
School Principal Leadership Strategies in Enhancing Teacher Profesionalism Through Strengthening Digital Competencies at SMPN 1 and SMPN 3 Tualang Rini, Rini; Lestari, Slamet
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.6519-6532

Abstract

This study aims to 1) analyze the leadership strategies of school principals, 2) the programs designed and implemented by school principals, and 3) the aspects that support and hinder school principals' leadership in improving teacher professionalism through strengthening digital competencies at SMPN 1 and SMPN 3 Tualang. This study uses a qualitative research method. The subjects of this study were principals, teachers, and school operators at SMPN 1 and SMPN 3 Tualang. The results showed that: (1) the principal of SMPN 1 Tualang applied a supportive approach that encouraged collaboration among teachers, while the principal of SMPN 3 Tualang emphasized an administrative approach; (2) the teacher digital competency development program at SMPN 1 Tualang is implemented through training and workshops, while at SMPN 3 Tualang, despite efforts to provide technological assistance, limited facilities and a lack of ongoing technical support limit the effectiveness of technology implementation in learning; and (3) the main challenge at SMPN 1 Tualang is the digital skills gap among teachers, especially senior teachers who feel pressured to master technology, while at SMPN 3 Tualang, an additional challenge is the high administrative burden, which limits teachers' time and energy to participate in training programs.

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