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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 1,805 Documents
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Instructional Leadership in School Literacy: A Systematic Literature Review Based on Scopus and Google Scholar Data (2020–2025) Prasetyaningtyas, Hariyani; Effendi, Mohammad Sofwan; Sugiarto, Sugiarto; Kamaludin, Kamaludin
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.478-494

Abstract

Research on instructional leadership and school literacy has increased significantly; however, prior studies often examine leadership practices, collaboration, or literacy outcomes separately, resulting in limited integrative understanding of how these elements function as a coherent school-wide system. This study aims to systematically analyze how instructional leadership contributes to strengthening primary school literacy through organizational, collaborative, and instructional processes. A Systematic Literature Review was conducted following the PRISMA 2020 protocol. Forty-five open-access studies published between 2020 and 2025 were retrieved from Scopus and Google Scholar. The data were analyzed using thematic synthesis and bibliometric mapping with VOSviewer to identify dominant patterns, research clusters, and conceptual relationships. The findings indicate that instructional leadership positions literacy as a strategic school agenda through policy direction and supervision, effective implementation depends on structured collaboration among principals, teachers, and librarians, and systematic literacy management is consistently associated with improved student academic achievement. This study concludes that school literacy operates as a collaborative instructional ecosystem governed by leadership processes, offering a conceptual contribution to instructional leadership theory and guidance for coherent literacy policy and practice.
Psychological Well-Being of Elementary School Teachers: A Systematic Literature Review of Studies From 2024-2025 Kristiyana, Yosi Imas; Fuad, Nurhattati; Rahmawati, Desi; Kamaludin, Kamaludin
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.495-507

Abstract

Teachers’ psychological well being plays an essential role in supporting effective instruction and fostering positive teacher student relationships in elementary schools. However, increasing administrative workloads, emotional demands, and performance expectations pose serious challenges to teachers’ mental health. This study aims to systematically identify the main determinants of elementary school teachers’ psychological well being, examine intervention strategies discussed in recent literature, and map current research trends. A Systematic Literature Review was conducted in accordance with the PRISMA 2020 guidelines. Articles were collected using Publish or Perish from the Scopus and Crossref databases, limited to peer reviewed journal publications from 2015 to 2024. Following the screening and eligibility process, 40 articles were selected and analyzed using qualitative thematic synthesis and bibliometric mapping with VOSviewer. The findings show that internal factors such as self efficacy, emotion regulation, resilience, and psychological capital are the most consistent predictors of teachers’ psychological well being. External factors including workload, organizational support, school climate, and leadership practices also play a significant role. Overall, teachers’ psychological well being is shaped by the interaction of individual and organizational factors.
A Systematic Review of Digital Picture Storybooks as Multimodal Tool for Literacy Development in Students with Mild Intellectual Disabilities Anjelina, Dewi; Handayani, Langlang; Widyatmoko, Arif; Subali, Bambang
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.517-529

Abstract

The rapid advancement of digital technology has encouraged the integration of digital picture storybooks as instructional media that combine text, images, audio, and animation to support multimodal learning. Although their use in literacy instruction has increased, empirical evidence regarding the effectiveness of digital picture storybooks for students with mild intellectual disabilities remains fragmented and has not been systematically synthesized. This study aims to systematically review empirical research published between 2020 and 2025 on the use of digital picture storybooks as multimodal instructional tools for literacy development in students with mild intellectual disabilities. A systematic literature review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Relevant studies were identified through searches of national and international academic databases using predefined inclusion and exclusion criteria. The selected studies were screened and analyzed using descriptive and thematic synthesis. The findings indicate that digital picture storybooks have the potential to support literacy development, particularly in vocabulary acquisition, basic reading comprehension, and learner engagement among students with mild intellectual disabilities. Overall, this review suggests that digital picture storybooks can function as effective multimodal literacy tools when implemented with appropriate instructional support, while highlighting the need for further studies.
Designing an Interactive Learning Game BUDIAN Based on Culture and Arts with a Design Thinking Approach Lana, Muhammad Isfa'; Septiadi, Jaka; Hikmawan, Rizki; Yuniar, Rani; Dadari, Nabiilah Lintang
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.530-549

Abstract

The purpose of this research is to develop an interactive learning application design, BUDIAN, to expand access to arts and culture learning and address the limitations of arts facilities in schools. The research used the Research and Development (R&D) method with a Design Thinking approach through the stages of empathize, define, ideate, prototype, and test. The development results showed that the initial trial on 13 respondents resulted in an average feature access time of 234.1 seconds and several inputs related to navigation, which were then improved in the revision stage. Further testing using the System Usability Scale (SUS) on 25 respondents showed an average score of 84.3 (Excellent category), indicating the application has a high level of usability. This research has an impact on the availability of interactive, contextual, and user-centered cultural learning application designs, and fills the gap in previous research by comprehensively documenting the integration of Design Thinking in R&D. The BUDIAN application has the potential to increase cultural literacy and support the preservation of Indonesian culture through innovative digital media.
The Effect of Demonstration Methods on Gross Motor Skills in Children in Group B1 at Pembina Samporoa Public Kindergarten Devi, Selia; Amrullah, Amrullah; Setianingsih, Hesti Putri
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.567-578

Abstract

Early childhood education plays an important role in developing all aspects of child development, one of which is gross motor skills. This study aims to determine the application and effect of the demonstration method on the gross motor skills of children in group B1 at Pembina Samporoa State Kindergarten. This study uses a quantitative approach with a descriptive research type and a one-group pretest-posttest design. There were 15 children in the study. Data collection techniques were conducted through observation, interviews, and documentation. Data were analyzed using descriptive percentage analysis and inferential analysis through a t-test at a significance level of 5%. The results showed a significant increase in children's gross motor skills after the demonstration method was applied. In terms of physical endurance, the Very Good Development (VGD) category increased from 7% to 67%. In terms of balance, the VGD category increased from 0% to 20% and the Developing as Expected (DAE) category increased to 53%. In terms of physical strength, the VGD category increased from 0% to 20% and the DAE category increased from 33% to 67%. The t-test results showed that the t-count value of 10.142 was greater than the t-table value of 1.761, so H0 was rejected and H1 was accepted. The conclusion of this study shows that the demonstration method has a significant and effective influence on improving children's gross motor skills, particularly in the aspects of endurance, balance, and body strength.
The Effect of Industrial Work Practices, Work Skills, and Work Motivation on the Work Readiness of State Vocational School Students Department DPIB in Makassar City Lukman, Luthfi FIkri Pratama Putra; Lululangi, Mithen; Natsir, Taufiq
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.451-466

Abstract

This research is motivated by the suboptimal work readiness of vocational high school students, especially those majoring in Building Modeling and Information Design (DPIB) in Makassar City. This condition is influenced by the implementation of Industrial Work Practices, work skills, and student work motivation.A quantitative approach with the ex post facto method was used. The population consisted of 100 grade XII DPIB students from public high schools/vocational high schools, with 88 students selected as samples using the Slovin formula and proportional random sampling. Data were collected through observation, documentation, and questionnaires. Data analysis included descriptive analysis, prerequisite tests, and regression analysis. The results of the study show that (1) Industrial work practice has a positive effect on work readiness with a contribution of 56.4%, (2) Work skills have a positive effect on work readiness with a contribution of 44.6%, (3) Work motivation has a positive effect on work readiness with a contribution of 59.1%, (4) simultaneously, the three variables have a positive effect on work readiness with a combined contribution of 67.0%. This study concludes that industrial work practice, work skills, and work motivation have a positive effect on work readiness, with work motivation as the most dominant variable.
Comparison of the Implementation of Digital and Conventional Learning Methods on Student Retention at MA Tuhfatul Ulum Hasanah, Uswatun; Yuliana, Dyan; Seituni, Siti
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.3436-3449

Abstract

This study compares the effectiveness of digital and conventional learning methods on students' retention at MA Tuhfatul Ulum. Traditional methods, particularly lectures, dominate the educational process but have limited effectiveness in engaging students actively. In contrast, digital learning methods, such as educational games, provide an innovative approach that enhances student engagement and retention. This research uses a quantitative comparative method with a sample of 47 students. Data were collected through observation, structured interviews, questionnaires, and documentation. The results, analyzed using One-Way ANOVA, indicate a significant difference in retention scores between the digital learning group (Mean = 81.09) and the conventional learning group (Mean = 56.52), with a significance value of 0.000. These findings demonstrate that digital methods, which encourage active participation and multisensory engagement, significantly improve long-term memory retention compared to traditional methods. Therefore, the study recommends the integration of digital learning tools to enhance the effectiveness of teaching and learning.
The Implementation of The Total Physical Response (TPR) Technique to Develop Young Learners Vocabulary of Recognizing Colours Hasanah, Wilda; Gaffar, Muhammad Andriana
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.3467-3475

Abstract

Introducing English from an early age is a crucial step toward foreign language acquisition. However, young learners often encounter challenges when learning a language that is unfamiliar to them. This study aims to examine the effectiveness of the Total Physical Response (TPR) method in improving English color vocabulary among early childhood learners. This study employed a qualitative approach using classroom action research conducted at Al Asthoriyah Early Childhood Education Center and Mekar Arum Kindergarten in Bandung Regency. Data were collected through classroom observations, field notes, and semi-structured interviews with teachers. The findings indicate that the implementation of the TPR method through engaging and movement-based activities enhanced students’ comprehension and responsiveness to instructions. Students demonstrated high levels of enthusiasm and motivation, which contributed to noticeable improvement in vocabulary acquisition and faster response in answering questions. Based on these findings, the TPR method can be considered an effective and engaging instructional approach that offers a practical solution to challenges in early English language learning.
Strengthening High School Students' Character through a Hypercontent E-Module Based on the Core Values of Pangudi Luhur Tyas, Niken Widowati Setyaning; Efendi, Agus; Muchtarom, Moh.
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.3376-3391

Abstract

The increasing character problems in high school students, such as bullying, low empathy, and weakened social awareness, indicate that conventional character education strategies have not been able to internalize values meaningfully. This study aims to develop and test the effectiveness of a hypercontent e-module based on Pangudi Luhur's Core Values as a digital medium to strengthen students' character. The study used a Design-Based Research approach through the stages of needs analysis, design, expert validation, limited trials, field trials, and reflection, involving 30 grade XII students of Pangudi Luhur Santo Yosef Surakarta High School as subjects. Data were collected through questionnaires, observations, reflective journals, self-assessments, peer assessments, and character pretests and posttests. The results showed that the e-module was in the very valid category (91.67%), was considered very practical by students, and was effective in increasing understanding of values, reflective attitudes, social behavior, and character commitment, especially in internalizing the value of pro-poor. It is concluded that the hypercontent e-module designed with the Self-Regulated Learning approach and the ARCS motivation model is an interactive, contextual, and sustainable digital learning solution for strengthening the character of high school students.
Correlation Analysis of the Need for Interactive Ethnographic Bumper Videos with Elementary School Students' Home Learning Activities Fatahillah, Deden Nur; Raharjo, Makmum; Asawasulakin, Asawasulakin
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.579-594

Abstract

This study explores the relationship between the need to develop interactive ethnographic bumper videos and the home learning process related to cultural learning at the elementary school level. The method adopted was descriptive quantitative, involving the participation of 330 students and 12 teachers from three elementary schools in South Sumatra. Data collection tools included six dimensions of needs (pedagogical, technical, cognitive, aesthetic, socio-cultural, and evaluative) and 20 indicators of home learning activities. Data collection was conducted through surveys, observations, and interviews, which were then analyzed using percentages and Spearman correlation analysis. The findings of this study indicate that all dimensions are in the high to very high category, with a significant correlation value between media needs in the school environment and home learning activities (rs = 0.70-0.75; p < 0.01). Aesthetic (88.1%) and cognitive (86.7%) aspects were identified as the main priorities in media development. These results emphasize that interactive ethnographic media has a significant role in integrating formal and non-formal learning experiences, as well as supporting the implementation of collaborative learning that is relevant to local culture. Practically, the results of this research form the basis for developing digital learning designs that focus on cultural values, theoretically, strengthening the concept.

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