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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 2,273 Documents
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Contextualizing Social Studies with Mandar Culture Boosts Primary Learners’ Interest and Achievement Asriati Asriati; Nursalam Nursalam; Suardi Suardi
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.427-450

Abstract

Persistent disengagement in primary Social Studies frequently occurs when instruction is weakly connected to pupils’ lived cultural experiences. This study examined the effect of a culturally contextualized pedagogy grounded in Mandar culture on fifth-grade students’ interest and achievement in Social Studies. A quasi-experimental pretest-posttest control group design was implemented in two public primary schools over eight weeks. Data were collected using a Likert-type interest scale, curriculum-aligned achievement tests, classroom observations, and implementation fidelity checklists. Descriptive statistics, assumption tests, independent-samples t tests, and multivariate analysis of variance with alpha set at 0.05 were employed. Compared with the control class, the experimental class showed substantially greater gains in both interest and achievement, and posttest differences between groups were statistically significant. These findings indicate that systematically embedding Mandar cultural elements such as Kalindaqdaq and Sayyang Pattu’du within inquiry-based and collaborative learning meaningfully strengthens student engagement and learning outcomes. The study concludes that integrating local culture into primary Social Studies is an effective strategy for improving both affective and cognitive learning indicators and offers a transferable model for culturally responsive curriculum design.
Muslim Women, Islamic Education, and TikTok: Achieving Gender Equality and Combating Cyberbullying Asti Triasih; Zuhdiyah Zuhdiyah; Maryamah Maryamah
Journal of Educational Sciences Vol. 10 No. 2 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.2.p.3406-3420

Abstract

In the digital era, TikTok has become a significant medium for Indonesian Muslim women to express their identities and advocate for gender equality through content that challenges stereotypes and builds supportive communities. This study aims to analyze how Muslim women utilize TikTok as a form of da’wah and self-empowerment while facing the challenges of cyberbullying and moral criticism. Using a qualitative research method with a literature review approach, data were collected from relevant academic studies, social media analyses, and documentation of user experiences. The findings reveal that Muslim women dynamically represent their religious identity by integrating Islamic values with progressive and modern expressions, showing that faith and modernity can coexist harmoniously. Through educational, inspirational, and community-based content, they promote gender equality, financial literacy, and inclusive dialogue about women’s roles in religion and society. Despite these positive contributions, they still encounter serious challenges such as online harassment, gender-based discrimination, and digital violence. The study concludes that resilience, community solidarity, and the implementation of digital literacy and protection strategies are crucial for ensuring a safe and empowering online space for Muslim women and other marginalized groups.
The Effect of Wordwall-Based Interactive Media through the Team Games Tournament (TGT) Learning Model on Elementary School Students' Interest and Social Studies Learning Outcomes Amaliyah Ramadhani; Nursalam Nursalam; Jamaluddin Arifin
Journal of Educational Sciences Vol. 10 No. 2 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.2.p.3366-3375

Abstract

This study aims to examine the effect of Wordwall-based interactive media implemented through the Teams Games Tournament (TGT) learning model on students’ interest and learning outcomes in social studies. The research employed an experimental method with a pretest–posttest control group design. The sample consisted of 42 fourth-grade students from SDN 17 Langnga-Langnga and SDN 39 Tamalalang in Cluster I, Minasatene District, Pangkajene and Islands Regency. Data were collected using questionnaires, observations, achievement tests, and documentation. The data were analyzed using descriptive and inferential statistics with JASP, including normality and homogeneity tests, independent samples t-test, ANOVA, and MANOVA. The results indicated that the implementation of Wordwall-based interactive media through the TGT model had a significant positive effect on students’ interest and learning outcomes. The independent samples t-test showed a significance value of p < .001, indicating differences between the experimental and control groups. Furthermore, MANOVA results (p < .001) confirmed a simultaneous effect on both dependent variables. It can be concluded that the integration of Wordwall and the TGT learning model effectively improves students’ engagement and academic achievement in social studies at the elementary school level.
The Thoughts of Syeid Muhammad Naquib Al-Attas; Adab as a Foundation Ismarani Junia Putri; Izzatuzzahroh Izzatuzzahroh; Muhammad Sirozi
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.871-879

Abstract

This study examines the perspectives of Muslim thinkers outside Southeast Asia on the concept of education, its implementation within educational systems, and its strengths and limitations in contemporary contexts. The thought of Syed Muhammad Naquib al-Attas is used as the main focus due to his significant contribution to the discourse on Islamic education and the Islamization of knowledge. The research aims to explore the philosophical foundations of Al-Attas’s educational ideas and evaluate their relevance to modern educational challenges. This research employs a literature study using a descriptive qualitative approach by analyzing primary works of Al-Attas and related scholarly discussions. The findings show that Al-Attas emphasizes adab as the central goal of education, which refers to the cultivation of proper moral conduct and the correct placement of knowledge and human beings within the order of existence. His concept of education also stresses the integration of knowledge within the framework of Tawhid, rejecting the dichotomy between religious and secular sciences and criticizing the secularization of knowledge. However, his ideas have also been criticized, particularly by secular-liberal scholars who consider the Islamization of knowledge difficult to implement in the modern academic environment. Despite these debates, Al-Attas’s thought offers an important philosophical foundation for the development of contemporary Islamic education.
The Relevance of the Traditional Malay Islamic Curriculum Towards Strengthening the Values of Responsibility and Discipline in Elementary School Students Jami'atul Husna; Nyayu Soraya; Baldi Anggara
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.1-10

Abstract

The traditional Malay Islamic curriculum embodies noble values that emphasize the balance between knowledge, manners, and good deeds. In the context of modern primary education, these values are relevant for strengthening students' character, particularly in terms of responsibility and discipline. This study aims to analyze the relevance of the traditional Malay Islamic curriculum to strengthening the character values of elementary school students. The research method used is library research with a descriptive qualitative approach. Data sources consist of primary and secondary literature in the form of books, journal articles, and educational policy documents. The results of the study indicate that Malay Islamic values such as manners, trustworthiness, religious discipline, and social responsibility contribute significantly to the formation of children's character. This curriculum positions teachers as role models and education as a process of spiritual and social habituation. Therefore, the Malay Islamic curriculum can be used as a reference in the development of a national curriculum based on local values and culture.
Student Perceptions of Learning Vocabulary Through Task-Based Learning (TBL): A Case Study Amelia Amelia; Iwan Ridwan; Abdul Kodir Al-Baekani
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.11-22

Abstract

Vocabulary is a fundamental component of English language learning as it supports the development of other language skills. However, many students still experience difficulties in vocabulary acquisition due to monotonous teaching methods and limited use of interactive learning media. This study aims to investigate senior high school students’ perceptions of learning vocabulary through Task-Based Learning (TBL) integrated with crossword puzzles. A qualitative approach with a case study design was employed, involving eleventh-grade students from a senior high school in Karawang. Data were collected through classroom observations and semi-structured interviews and analyzed using thematic analysis. The findings revealed that the integration of crossword puzzles within the TBL framework created a more engaging, interactive, and meaningful learning environment. Students showed increased motivation, active participation, and better understanding of vocabulary across the pre-task, during-task, and post-task stages. They perceived vocabulary learning as enjoyable, less stressful, and effective in helping them remember and apply new words in context. In conclusion, the use of Task-Based Learning combined with crossword puzzle media positively influenced students’ vocabulary learning experiences, motivation, and confidence.
The Role of Kaili Tara Culture Based on Habits in Character Formation of Early Childhood at State Kindergarten 2, Parigi Tengah Nurafni Lamanje; Nurhayati Nurhayati; Sita Awalunisah
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.697-709

Abstract

The problem in this study lies in the character values of children who have not developed well. This study aims to analyze whether there is a role of Kaili Tara culture in the formation of early childhood character using qualitative methods. The population in this study were all students in group B of Tk Negeri 2 Parigi Tengah, totaling 15 children. The collection technique was carried out through observation, documentation, interviews and assessment rubrics. The aspects observed in this study were aspects of politeness, aspects of responsibility and aspects of obedience to regulations. Researchers can draw the conclusion that there is a role of Kaili Tara culture in the formation of children's character in Tk Negeri 2 Parigi Tengah through the habituation method. This can be proven by the following observation results: the results of the recapitulation of the role of Kaili Tara culture in the formation of children's character from all aspects before the implementation of habituation activities were 11% in the category (BSB), 16% in the category (BSH), 29% Starting to Develop (MB) and 44% in the category (BB). and it can be seen that the results of the recapitulation of the role of Kaili Tara culture in the formation of children's character from all aspects in the fourth week are 25% in the Very Well Developed (BSB) category, 45% in the Developed According to Expectations (BSH) category, 20% Starting to Develop (MB) and 10% in the Not Yet Developed (BB) category.
Trends in The Development of Articulate Storyline Media in Science Learning in Elementary Schools (2020-2025) Fitriyani Fitriyani; Langlang Handayani; Bambang Subali; Nuni Widiarti
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.23-39

Abstract

Technological developments have driven innovation in science education. One innovation in science education is the development of Articulate Storyline media. This study aims to analyze the novelty and findings of trends in the development of Articulate Storyline media in science education in elementary schools for the period 2020-2025. This study uses a systematic literature review method. Articles were searched through Publish or Perish from Google Scholar using the keywords “development” and “Articulate Storyline”. The search yielded 28 articles from a total of 500 articles that matched the context of the title and abstract to be analyzed based on novelty and findings, thus revealing research opportunities. The novelty analysis results showed that there was integration of media with Problem Based Learning, Discovery Learning, Contextual Teaching and Learning, Culturally Responsive Teaching, Critical Thinking Skills, 21st Century Competencies, and STEM. The findings analysis results showed that there was effectiveness in learning outcomes, interest, concept understanding, science literacy, and critical thinking skills of students. In conclusion, this trend opens up opportunities for further research in developing Articulate Storyline media with more innovative integration to improve the learning needs of elementary school students.
Implications of Constructivist Theory in Islamic Religious Education Learning in Elementary School Jami'atul Husna; Ermis Suryana; Zulhijra Zulhijra
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.710-721

Abstract

Islamic Religious Education (PAI) plays an important role in shaping students’ character and spirituality. However, at SD Negeri 74 Palembang, learning has tended to remain teacher-centered, so students’ active engagement has not been optimal. This study aims to describe the implementation of constructivist theory in PAI learning on the topic of prayer in the third grade, analyze its impact on students’ understanding and religious attitudes, and identify the challenges faced by teachers within a context of limited resources. The study employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. Data were analyzed using the interactive model of Miles and Huberman, while validity was ensured through source and technique triangulation. The findings indicate that the teacher implemented constructivist principles through prayer demonstrations, reflective discussions, direct practice, and experience-based learning. Students became more active, developed a deeper understanding of worship, and demonstrated growth in discipline, concentration in prayer, and responsibility. Despite limited school facilities, teacher creativity enabled learning to remain contextual and meaningful. Thus, the implementation of constructivist theory proved effective in creating active, reflective, and student-centered PAI learning that is relevant for application in elementary schools.
Sociocultural Theory and Its Implications for Islamic Education (PAI) Learning in Elementary Schools Ayu Annur Fani; Ermis Suryana; Zulhijra Zulhijra
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.40-51

Abstract

Elementary school education plays a strategic role in shaping students’ cognitive, social, and emotional development; however, teacher-centered learning practices often fail to provide optimal opportunities for meaningful social interaction. This study aims to describe the socio-cultural theory of Lev S. Vygotsky and its implications for Islamic Religious Education (PAI) learning at the elementary level, specifically at SDN 16 Talang Kelapa, Banyuasin Regency. This research employs a descriptive qualitative approach using a case study method to investigate the phenomenon in depth. The findings indicate that the implementation of socio-cultural learning theory in PAI instruction at SDN 16 Talang Kelapa, based on the Merdeka Curriculum, demonstrates that social engagement and interaction among students enhance their understanding of religious concepts in a deeper and more contextual manner. Through collaboration, group discussions, and habitual reflective activities, students not only comprehend the material cognitively but also internalize religious values in their daily lives. Thus, socio-cultural theory is proven effective in fostering active, meaningful, and student-centered learning.

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