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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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Development of A Learning E-Module Based on The OIDDE Learning Model on The Material on The Classification of Living Things in Class VII of Muhammadiyah 08 Junior High School, Kota Baru Azizah, Hanik Fitrotul; Hudha, Atok Miftachul; Permana, Fendy Hardian
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.3450-3466

Abstract

The demands of 21st-century education require integrating technology and innovative learning models. This study aims to develop a valid and practical e-module based on the OIDDE (Orientation, Identify, Discussion, Decision, and Engage in Behavior) learning model for living creature classification material in class VII at Muhammadiyah Junior High School 08 Batu City. The ADDIE (Analysis, Design, Development, Implementation, Evaluation) model guided the development process. Data were collected through validation sheets from material, media, and language experts, and practicality questionnaires completed by educators and students. The e-module was validated by six experts and tested on 26 students. Validation results showed mean scores of 91.5% for material, 95.8% for media, and 100% for linguistic aspects, indicating very high validity. Practicality tests yielded scores of 95% from educators and 90.2% from students, demonstrating very high practicality. These results indicate that the OIDDE-based e-module is highly valid and practical, making it a viable alternative teaching material for science learning. It is recommended that further development expand the module’s features and content scope to enhance its educational impact.
The Level of Intensity of Bullying Behavior Using Quantitative Descriptive Research Methods at State Elementary School 008/VII Rangkiling Simpang 1 Sutrisno, Sutrisno
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.609-618

Abstract

This study aims to identify the intensity of bullying behavior that occurs at SD Negeri 008/VII Rangkiling Simpang 1 using a quantitative descriptive method approach. Bullying is a deviant behavior that can have a negative impact on children's social and psychological development, especially at the elementary school level. This study involved 60 students from grades I to VI who were selected using a saturated sampling technique. The data collection instrument was a closed questionnaire that included several indicators of bullying forms, such as physical bullying, verbal bullying, relational bullying, and cyberbullying. The collected data were analyzed descriptively using percentages to describe the level of intensity of each type of bullying. The results showed that verbal bullying had the highest level of intensity compared to other forms of bullying, followed by relational bullying, physical bullying, and finally cyberbullying. These findings emphasize the important role of schools and parents in creating a safe and comfortable educational environment that supports students' social and emotional development.
The Implementation of a Special Digital Program For Enhancing Students’ Character and Competencies at Muhammadiyah 5 Randublatung Junior High School Nurhayati, Siti Naviah; Kusumaningsih, Widya; Sulianto, Joko
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.3421-3435

Abstract

Digital transformation in education requires schools to adapt systematically to technological developments while ensuring character formation and competency enhancement. This study aims to analyze the implementation of a Special Digital Program in strengthening students’ character and competencies at Muhammadiyah 5 Randublatung Junior High School. The research employed a qualitative approach with a case study design. Data were collected through observations, in-depth interviews with the principal and teachers, and documentation analysis. Data analysis involved data reduction, data display, and conclusion drawing, with source triangulation to ensure validity. The findings reveal that the program was implemented through the integration of character values into technology-based learning and the reinforcement of digital literacy. The initiative fostered responsibility, discipline, and digital ethics, while improving 21st-century competencies such as critical thinking, creativity, collaboration, and problem-solving skills. The success of the program was supported by visionary leadership, teacher readiness, and an adaptive school culture. In conclusion, digital transformation should be positioned as an integrative strategy connecting pedagogical, cultural, and managerial dimensions to sustain educational quality.
The Synergy of School Culture, Academic Supervision, and Work Discipline in Fostering Teacher Well-Being Aeni, Fitriyatul; Nafiati, Dewi Amaliah; Suriswo, Suriswo
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.3392-3405

Abstract

Teacher well-being has emerged as a strategic issue in sustaining educational quality amid increasing professional demands and ongoing educational reforms. This study aims to analyze the synergistic roles of school culture, academic supervision, and work discipline in fostering teacher well-being through a library research approach. Data were collected from reputable national and international journal articles, educational policy documents, and scholarly books published within the last decade. The analysis employed content analysis and comparative analysis to synthesize theoretical perspectives and empirical findings. The results indicate that a supportive school culture contributes to psychological safety and social support, which function as protective factors against stress and burnout. Transformative clinical academic supervision enhances teachers’ self-efficacy, professional satisfaction, and motivation through reflective and collaborative practices. Meanwhile, integrity-based work discipline provides role clarity and organizational stability that support emotional balance. The synergy of these three elements forms an integrative managerial ecosystem that promotes sustainable teacher well-being. This study offers a conceptual framework that positions teacher well-being as a systemic organizational outcome rather than merely an individual condition.
Effectiveness of Personalized Learning with Interactive Flipbook Media in Learning Sequences and Series: A Systematic Literature Review Iwan, Iwan; Khaerudin, Khaerudin; Kustandi, Cecep; 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.595-608

Abstract

Mathematics learning, particularly in sequences and series, faces epistemological, ontogenic, and didactic obstacles that have not been optimally addressed through conventional approaches. This study aims to conduct a systematic literature review on the effectiveness of personalized learning approaches supported by interactive flipbook media in learning sequences and series. The study employed the PRISMA method on SCOPUS and SINTA databases for the period 2020-2024. From 64,307 identified articles, 25 articles met the inclusion criteria and were assessed for quality using the CASP-JBI (Critical Appraisal Skills Programme-Joanna Briggs Institute) instrument. The assessment results showed that 25 articles had scores greater than or equal to 7 (high quality), which were then analyzed using thematic content analysis. Findings indicate that effective learning designs must consider learning obstacles through stages of initial situation, exploration, formulation, application, and remediation. The personalized learning approach with interactive flipbooks proved more effective than conventional learning in improving conceptual understanding, learning motivation, and students' problem-solving abilities. Flipbook media supports personalized learning through multimedia integration, interactive elements, and flexible accessibility. The research provides recommendations for developing flipbook media that integrates various learning styles and effective learning approaches such as RME and Discovery Learning.
Development of Interactive Media Based on Articulate Storyline with a Culture Responsive Teaching Approach in Spatial Volume Building Material at SD Negeri 01 Sengare, Talun District, Pekalongan Regency Nailusaulakhah, Nailusaulakhah; Nugroho, Aryo Andri; Purnamasari, Iin
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.619-637

Abstract

This study aims to develop and assess the quality of interactive multimedia based on Articulate Storyline with a Culturally Responsive Teaching (CRT) approach in spatial volume material in elementary schools. The study used the Research and Development (RnD) method with the ADDIE model, which includes analysis, design, development, implementation, and evaluation. Validation was carried out by subject matter experts and media experts, while practicality and effectiveness were measured through teacher and student questionnaires and pre-tests and post-tests. The results showed that this media was highly valid, with a subject matter expert validation percentage of 92% and media validation of 94%. The practicality of the media was also high, with positive responses from 80% of students and 84% of teachers. The effectiveness test showed a significant increase in student learning outcomes, with an N-Gain value of 0.7143, which is in the high category. These findings confirm that Articulate Storyline-based interactive multimedia that integrates CRT is feasible, practical, and effective for improving mathematical concept understanding, student engagement, and learning outcomes for solid volume material in elementary schools.
AI Dependency in Education: A Bibliometric Analysis and Psychological Research Directions Sihombing, Jonatan Hasudungan; Muqodas, Idat; Agustin, Mubiar
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.638-655

Abstract

The proliferation of artificial intelligence (AI) tools in higher education has raised growing concerns about students' excessive reliance on AI in completing academic tasks, a phenomenon referred to as AI dependency. No comprehensive bibliometric synthesis on this topic currently exists. This study aimed to map the research landscape of AI dependency in education by identifying publication trends, intellectual structure, and emerging thematic directions. A bibliometric analysis was conducted on 88 articles published between 2023 and 2025, indexed in the Scopus database. Descriptive analysis, keyword co-occurrence networks, co-authorship networks, and thematic mapping were performed using Bibliometrix and VOSviewer. Findings reveal an exponential annual growth rate of 724.62%, with China, France, and Southeast Asian countries dominating research output. Four thematic clusters were identified: Generative AI and Educational Ethics, AI Dependency and Cognitive Impact, Human Factors and Psychology, and Educational Research Methods. Thematic mapping indicates that AI dependency occupies an emerging theme position with near-zero centrality, suggesting the construct remains in early conceptual consolidation. The co-occurrence of self-efficacy and psychological variables points to possible directions for developing standardised theoretical frameworks and evidence-based interventions to support responsible AI use in education.
A Cognitive Diagnostic Model Approach to Developing and Validating a Mathematics Literacy Instrument on Systems of Linear Equations Krismanto, Nugro; Rahayu , Wardani; Ridwan , Achmad; Sumunaringtyas, Maria
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.656-667

Abstract

This study addresses the limited availability of mathematics literacy assessments that provide detailed cognitive diagnostic information at the junior secondary level. While most existing instruments focus on total achievement scores, few are systematically developed to diagnose specific cognitive attributes underlying students’ problem-solving processes. This study aimed to develop and validate a mathematics literacy instrument on Systems of Linear Equations in Two Variables using a Cognitive Diagnostic Model framework. The instrument was constructed in the form of complex multiple-choice items with partial credit scoring and explicitly linked to four cognitive attributes through a Q-matrix specification. The development process included needs analysis, expert validation, pilot testing with 200 students, and large-scale field testing with 960 eighth-grade students. Data were analyzed using the Generalized Deterministic Inputs, Noisy “And” Gate model to estimate students’ cognitive mastery profiles. The findings revealed that 28.54% of students mastered all four attributes, whereas 28.75% did not master any attribute, indicating substantial polarization in conceptual and procedural understanding. The instrument demonstrated satisfactory content validity and classification reliability. This study contributes a systematically developed, curriculum-aligned diagnostic tool that advances mathematics literacy assessment beyond conventional score-based measurement.
The Role of Teachers in Shaping the Character of Fourth Grade Students at SDN Ululere Elementary School, Bungku Timur Subdistrict, Morowali Regency Lasmana, Bayu; Nashrullah, Nashrullah; Lapasere, Sisriawan; Zulnuraini, Zulnuraini; Rahmawati, Dyah; Alfulaila, Noor
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.861-870

Abstract

Character education plays an important role in shaping the personalities of elementary school students. This study aims to analyze the role of teachers in shaping the character of fourth-grade students at SDN Ululere. The research method used is descriptive qualitative with data collection through observation, interviews, and documentation. The results show that teachers play the role of educators, teachers, and coaches in shaping students' character. As educators, teachers instill religious values and responsibility through habitual prayer, exemplary behavior, and routine activities such as class duty. As teachers, teachers integrate character values into learning through group discussions and differentiated learning, emphasizing honesty, cooperation, and responsibility. As coaches, teachers provide personal guidance, routine religious activities, and training in student independence. From this character-building process, four main characters are strengthened, namely religious, honest, independent, and responsible. This study confirms that character building in students requires a collaborative approach between teachers, schools, and parents in a consistent and sustainable manner.
Engaging EFL Junior Students in Collaborative Online Audio of Narrative Texts in Learning Extensive Listening: A Classroom Action Research Widiawati, Windi; Yanto, Elih Sutisna; Al-Baekani, Abdul Kodir
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.880-890

Abstract

Listening comprehension remains a significant challenge for many Indonesian junior high school EFL students, primarily due to limited exposure to and insufficient engagement with authentic listening materials. This Classroom Action Research explores the effectiveness of using collaborative online audio podcasts featuring narrative texts to enhance extensive listening skills and increase student engagement. The study, conducted over five sessions with eighth-grade students, utilized qualitative methods including classroom observations, reflective journals, and semi-structured interviews. The findings indicate that podcast-based collaborative listening activities significantly boosted students' motivation, participation, and comprehension of narrative texts. Students reported enjoying the interactive and social aspects of group listening tasks, which fostered active discussions and peer support, consistent with Vygotsky’s Sociocultural Theory and Mayer’s Cognitive Theory of Multimedia Learning. Despite some challenges, such as difficulties with vocabulary and fast speech, the overall impact on listening skills and student attitudes was positive. This study suggests that integrating podcasts into collaborative extensive listening practices provides a practical, engaging, and effective approach to improving EFL listening comprehension in junior high school settings.

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