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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 1,805 Documents
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Application of the Sociodrama Method in History Learning for Class XI PH3 Students of SMKN 3 Jember in 2025-2026 Qoriroh, Muhidatul; Adzkiyak, Adzkiyak; Hamdani , M. Iqbal Ibrahim
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.321-331

Abstract

History learning in schools is often dominated by conventional teaching methods that emphasize memorization, resulting in low student participation and limited meaningful learning experiences. This condition was also found in history learning for class XI PH3 students of SMKN 3 Jember, particularly on the topic of the Proclamation of Indonesian Independence. This study aims to describe the application of the sociodrama method in history learning, focusing on the learning process, student responses, and challenges encountered during its implementation. The research employed a qualitative descriptive approach. Data were collected through classroom observations, interviews, questionnaires as supporting data, and documentation. The results show that the application of the sociodrama method creates a more active and interactive learning atmosphere, increases students’ participation, communication skills, motivation, and understanding of historical material. Students were able to comprehend historical events more meaningfully through role-playing activities. Despite challenges such as time constraints and varying levels of student confidence, these obstacles can be addressed through careful planning and teacher guidance. In conclusion, the sociodrama method is effective in improving the quality of history learning and can be used as an alternative instructional strategy in vocational high school contexts.
Co-Teaching Level of Regular Teachers and Special Supervisory Teachers in Elementary Schools Providing Inclusive Education in Padang City Cindy Rahmi Aulia; Hermanto Hermanto
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.383-391

Abstract

Co-teaching has become a central instructional approach in inclusive education, requiring strong collaboration between general education teachers and special education teachers. This study aimed to evaluate the level of co-teaching implementation in inclusive elementary schools in Padang and to identify the discrepancy between actual practices and the ideal theoretical model. Using a quantitative descriptive design supported by a discrepancy evaluation model, data were collected from seventy-two teachers through a validated and reliable questionnaire measuring five core components of co-teaching. The results indicate that co-teaching is generally implemented at an effective level, with teachers demonstrating positive collaborative interactions and functional shared instructional practices. Cooperative Processes emerged as the strongest component, while Shared Goals, Parity, and Distributed Leadership showed lower levels of development, revealing structural aspects that require improvement. A discrepancy test further confirmed that actual implementation has not fully reached the ideal standard. The study concludes that although co-teaching is progressing well, targeted efforts are needed to strengthen planning structures and collaborative leadership. Future research is recommended to incorporate qualitative observations and investigate the impact of co-teaching quality on student outcomes.
Evaluation of Student Satisfaction with the Use of ChatGPT in the Selected Chapters Course using the SUS Method Pratama, Aryo Bimo Putra; Widodo, Suprih; Elviani, Ulva
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.359-368

Abstract

The use of artificial intelligence technologies such as ChatGPT has increasingly been integrated into student learning activities in higher education, including the Selected Capita course in the Information Systems and Technology Education Study Program (PSTI). However, student satisfaction and user experience with this technology have not been sufficiently evaluated using standardized instruments. This study aims to evaluate the usability and student satisfaction toward the use of ChatGPT in the Selected Capita course using the System Usability Scale (SUS). This study employed a quantitative survey approach, with the sample determined using the Slovin formula, resulting in 60 PSTI students who had taken the course as respondents. Data were collected through an online questionnaire distributed via Google Forms and analyzed using Microsoft Excel. The preliminary survey showed that 68.3% of students utilized ChatGPT in their learning activities. The SUS analysis produced an average score of 78.2, which falls into the Good category (Grade B+), indicating that ChatGPT is easy to use, intuitive, and provides a positive user experience. In conclusion, ChatGPT demonstrates good usability and is positively received by students, although improvements are still needed in usage limitations, response accuracy, and answer consistency.
Literature Review (2020-2025): Numeracy Development and Mathematics Learning Models in Elementary Schools Lestari, Puji; Andarani, Eka Titi; Subali, Bambang; Widiyatmoko, Arif
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.392-403

Abstract

Numeracy skills are an important competency for elementary school students, but Indonesian students' numeracy achievement remains relatively low based on various assessment results. This study aims to map trends in numeracy research and mathematics learning models in elementary schools in the 2020–2025 period and identify research gaps, particularly related to the GEMBIRA Learning Model. This study used a Systematic Literature Review (SLR) approach based on the PRISMA protocol on 997 articles obtained through Google Scholar, resulting in 98 articles analyzed using content and bibliometric analysis with VOSviewer. The results show that numeracy research publications fluctuate with a significant spike in 2025, and are dominated by contextual approaches such as Realistic Mathematics Education, Ethno-RME, ethnomathematics, inquiry, and discovery learning. Bibliometric analysis indicates that numeracy and instructional models are the most dominant themes. However, no empirical studies have been found testing the implementation of the GEMBIRA Learning Model in elementary schools. These findings confirm that GEMBIRA is a potential framework but still wide open for further research.
Principal Leadership and Teacher Job Satisfaction in Millennials and Z Generations: A Systematic Study (2015–2025) Raihan, Izza Mutia; Listyasari, Winda Dewi
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.369-382

Abstract

This study is a systematic literature review that aims to explore the relationship between school leadership, organizational communication, and school culture to teacher job satisfaction, with a focus on millennials and Generation Z. A total of 22 studies from 76 initial articles (2015-2025) were analyzed using the PRISMA and VOSviewer methods. Bibliometric analysis using the PRISMA and VOSviewer methods identified 59 keywords grouped into five main themes. The findings showed that teacher job satisfaction (40 incidents) emerged as the most dominant theme with key factors including distributive and transformational leadership, teacher collaboration, and professional development. Organizational communication serves as an important mediator between leadership and teacher satisfaction. This research contributes to providing an integrative conceptual framework that bridges the leadership literature, organizational communication, and teacher generation dynamics, and offers practical implications for the development of school leadership models that are responsive to the needs of young teachers. The study emphasizes the importance of adaptive leadership, transparent internal communication, and supportive school cultures for teacher retention, performance, and motivation. Further research is recommended using longitudinal approaches and blended methods in a variety of school contexts.
Transforming Student Data Governance through a Web-Based Management Information System (MIS): A Systematic Literature Review Kamal, Sep Arinda Risa; Rahmawati, Desi; Zulaikha, Siti; Huda , Syafaat Ariful
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.416-426

Abstract

In the era of Industrial Revolution 4.0 and Society 5.0, educational data governance demands speed, accuracy, and real-time accessibility. Manual student data management often leads to redundancy, inefficiency, and delays in strategic decision-making. This study aims to analyze the effectiveness and impact of transforming student data governance through the implementation of Web-based Management Information Systems (MIS). The research method employs a Systematic Literature Review (SLR) using the PRISMA protocol on 32 reputable scientific articles (Scopus and SINTA 1-2) published between 2015 and 2025. The synthesis analysis shows that the transformation to web-based MIS has a significant impact on four main dimensions: (1) Operational efficiency of school administration through automation; (2) Improvement of data validity and integration (interoperability); (3) Support for data-driven decision making for school principals; and (4) Improvement of public services to parents. However, challenges related to cybersecurity and human resource (HR) readiness remain major obstacles. These findings confirm that the digitalization of data governance is not just a change of tools, but an organizational cultural transformation towards an accountable and futuristic school.
Gamification in Contextual Learning-Based Approaches: A Systematic Review of Empirical Research Aurellia, Gracelda Luthfi; Kustandi , Cecep; Kusumawardani, Dwi; Rahmadi , Imam Fitri
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.404-415

Abstract

Gamification is widely used to increase student motivation and participation, yet evidence on its effective integration with Contextual Teaching and Learning (CTL) remains fragmented. This systematic review aims to map how gamification elements are integrated with CTL components and how the integration relates to reported learning outcomes. The review followed PRISMA 2020 guidelines through a structured search in Scopus, screening based on predefined inclusion and exclusion criteria, and methodological quality assessment prior to synthesis. Included studies were analyzed narratively by coding gamification elements, CTL implementation (authentic context, inquiry/discovery, collaboration, and reflection), research design, educational level, and outcome indicators. The synthesis suggests that integration is most consistently associated with positive outcomes when game elements are embedded in authentic, context-rich tasks and inquiry-oriented activities, supported by clear learning goals and formative feedback. However, the current evidence base is constrained by limited coverage of early childhood education, short intervention durations, and incomplete reporting of implementation fidelity. Future research should expand educational contexts, improve transparency in documenting CTL enactment and gamification use, and apply longer-duration designs to evaluate sustained outcomes.
Optimizing The Utilization of Information and Communication Technology as Learning Resources in The Digital Era at SMPN 4 Bataguh Azizah, Nor; Madina, Maya; Noviani, Widy; Suriansyah, Ahmad; Aslamiah, Aslamiah
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.467-477

Abstract

This study aims to describe the optimization of Information and Communication Technology (ICT) utilization as a learning resource in the digital era at SMPN 4 Bataguh. The research focuses on teachers’ strategies in utilizing ICT to support the effectiveness and interactivity of the teaching and learning process. A descriptive qualitative approach was employed, with data collected through observations, interviews, and documentation. The findings indicate that ICT has been applied in various forms, including online learning applications, interactive learning media, and digital-based academic administration. Nevertheless, the utilization of ICT has not been optimally implemented. Several obstacles were identified, such as limited internet infrastructure, differences in teachers’ digital literacy levels, and the absence of continuous professional training related to ICT use in learning. These conditions affect the consistency and effectiveness of ICT integration in classroom practices. Therefore, strengthening teachers’ digital competencies and improving ICT facilities are essential to support effective and sustainable learning processes.
Strengthening Teacher and Educational Staff Competencies and Participation in School Quality Management Azizah, Nor; Madina, Maya; Noviani, Widy; Aslamiah, Aslamiah; Cinantya, Celia
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.508-516

Abstract

This study aims to analyze how principal-led leadership strategies are operationalized to strengthen teacher competencies and structure the participation of educational staff within an integrated school quality management system at SMKN 2 Marabahan. Adopting a descriptive qualitative design, data were collected through in-depth interviews, observations, and document analysis involving the principal, teachers, and educational staff selected via purposive sampling. Data analysis followed the Miles and Huberman interactive model. The findings reveal that school quality improvement is enacted through three interrelated strategic mechanisms: continuous professional development via academic supervision and internal training, competency-based task delegation aligned with institutional needs, and the cultivation of a collaborative work culture. The principal functions as the coordinating actor who aligns these strategies, while teachers serve as the main instructional agents and educational staff operate as strategic partners in administrative management, digital services, and data governance. Participation is institutionalized through regular coordination meetings, shared decision-making forums, and the structured involvement of educational staff in planning and quality assurance processes. These mechanisms contribute to increased institutional efficiency, transparency, and collective accountability. The study concludes that inclusive and integrative leadership is critical for sustainable school quality management, as it connects teacher competence development with participatory governance involving educational staff. This model is particularly relevant for vocational schools navigating the challenges of digital transformation.
The Role of the Principal as a Supervisor in Improving Digital-Based Educational Quality at SMKN 2 Marabahan Azizah, Nor; Madina, Maya; Noviani, Widy; Sulistiyana, Sulistiyana; Metroyadi , Metroyadi
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.550-566

Abstract

This qualitative descriptive study examines the principal's supervisory role in improving digital-based educational quality at SMKN 2 Marabahan during the Industrial Revolution 4.0 era. Data were collected through semi-structured interviews with the principal, 15 teachers, and three staff members, supplemented by 20 classroom observations and documentation analysis. Analysis followed Miles and Huberman's interactive model with triangulation and member checking for validity. Findings reveal that the principal functions as an innovative supervisor through three strategies: implementing a Learning Management System for systematic monitoring, developing industry-aligned programs (industrial classes and Vocational Industrial Work Training), and facilitating continuous teacher professional development with a developmental rather than evaluative approach. Results showed the school's national accreditation score increased from 83.5 to 91.5 (9.6% improvement), digital competency test pass rates rose from 78% to 92%, and graduate employment rates increased from 65% to 81%. These findings demonstrate that technology-adaptive supervision significantly enhances vocational education quality, suggesting that principals must integrate digital technologies and industry partnerships for effective vocational education transformation in the digital era.

Page 172 of 181 | Total Record : 1805

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