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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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The Effect of Problem-Based Learning Model Assisted by Audio-Visual Media on Interest and Learning Outcomes in Social Studies Indrawati, Indrawati; Suardi, Suardi; Kaharuddin, Kaharuddin
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.891-905

Abstract

This study investigates the effectiveness of integrating Problem-Based Learning (PBL) with audiovisual media in enhancing fifth-grade students’ interest and achievement in social studies. The research was motivated by the persistent predominance of teacher-centered instruction in Indonesian primary schools, which often leads to low engagement and suboptimal learning outcomes. Employing a quasi-experimental design with a pretest–posttest control group, the study involved 44 students from two Grade 5 classes in one public primary school cluster in South Sulawesi. The experimental class received PBL supported by audiovisual media, whereas the control class was taught using conventional methods without systematic media integration. Data on learning interest were collected through a validated questionnaire, and learning achievement was measured using standardized social studies tests administered before and after the intervention. The data were analyzed using descriptive statistics, independent samples t-tests, and MANOVA. The findings demonstrate that students in the PBL with audiovisual media group achieved significantly higher gains in both learning interest and social studies achievement than those in the control group (p < 0.05). These results indicate that PBL supported by audiovisual media is a promising pedagogical approach for fostering more engaging and effective social studies instruction in primary education.
Madrasah Principal Leadership Strategy as a Motor for Developing Teacher Professionalism Nurlaili, Nurlaili; Asbiri, Asbiri; Sirozi, Muhammad
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.906-919

Abstract

Education as the foundation of national development heavily relies on the quality of professional teachers who continuously develop their competencies, especially in facing the challenges of dynamic curricula and the digital era. Meanwhile, madrasahs, with their unique integration of religious values and general knowledge, require visionary leadership from headmasters to create a conducive work environment that fosters the sustainable improvement of teacher professionalism. This study employs a qualitative method with a literature review approach. The findings reveal that the role of the headmaster as an instructional leader is crucial in enhancing teacher competencies by motivating and facilitating professional development tailored to the teachers' actual needs. Headmasters must also implement leadership strategies that cultivate a supportive, inclusive, and conducive work environment, encouraging teachers to engage in continuous learning and collaboration to improve teaching quality. However, in practice, headmasters face various challenges such as administrative burdens, limited resources, and resistance from teachers that hinder the effectiveness of their roles. Therefore, capacity building in leadership, resource support, and synergy with stakeholders are essential to enable headmasters to optimally and sustainably drive the development of teacher professionalism, ultimately positively impacting the quality of education in madrasahs.
Contextual-Based Animation Video Development for Elementary School Students Sari, Syafni Gustina; Amrina, Zulfa; Jusar, Ira Ramayuni; Zamardi, Randi Ali
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.920-929

Abstract

Learning boredom and the difficulty of understanding abstract mathematical concepts often become challenges in elementary school learning. One effort to overcome this problem is by utilizing learning media that are interactive and relevant to students’ daily experiences. This study aims to develop contextual-based animated video learning media for fifth-grade elementary school students on the topics of Greatest Common Factor (GCF) and Least Common Multiple (LCM). The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The research subjects were 28 fifth-grade students at SDN 04 IV Koto Aur Malintang. Data were collected through expert validation sheets, learning outcome tests, and student and teacher response questionnaires. The validation results indicate that the developed animated video media is categorized as valid to very valid in terms of content and media design. The implementation results show an improvement in students’ conceptual understanding, indicated by an increase in the average pre-test score from 78.57 to a post-test score of 90.71 with a high N-gain category. In addition, students and teachers responded positively to the use of the media. Therefore, contextual-based animated video media can support more meaningful and engaging mathematics learning in elementary schools.
Development of IT-Based Card Media on the Digestive System Topic to Improve Students’ Critical Thinking Skills and Learning Activities Fatimah, Nurulul; Sulianto, Joko; Roshayanti, Fenny
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.930-942

Abstract

Integrated Science and Social Studies (IPAS) learning in primary education aims to prepare students to face future challenges through active learning activities. Critical thinking skills play a crucial role in enabling students to evaluate ideas and actively engage in the learning process. This study aimed to develop IT-based card media for digestive system material that is valid, practical, and effective in improving students’ critical thinking skills and learning activities. The research employed a Research and Development approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The participants were 19 fifth-grade students of Pandeanlamper 02 Elementary School, Semarang, selected through purposive sampling. The results of expert validation by media experts, material experts, and practitioners indicated that the developed media met the criteria of very valid. Furthermore, the implementation of the IT-based card media showed an improvement in students’ critical thinking skills and learning activities after its use. Overall, these findings suggest that IT-based card media is feasible and effective as a learning medium to support the development of critical thinking skills and active learning in primary education.
The Use of the Drill Method with a Game-Based Learning Approach to Improve Mathematical Understanding and Foster Self-Confidence at Elementary School Level Setiyana, Agustin Arum; Muhtarom, Muhtarom; Sutono, Agus
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.943-957

Abstract

This study addresses low mathematical understanding and self-confidence among elementary school students in mathematics learning. Conventional instructional methods often lack engagement and fail to effectively support students' motivation and conceptual development. This research examines the effectiveness of combining the drill method with a game-based learning (GBL) approach to improve students' mathematical understanding and self-confidence. A quasi-experimental design was employed involving sixth-grade students from two elementary schools. The findings reveal that students who learned through the drill method integrated with game-based learning demonstrated significantly higher levels of mathematical understanding and self-confidence compared to those taught through conventional methods. Improvements in both cognitive and affective dimensions were more evident in the experimental group. These results indicate that integrating drill practices with game-based learning creates a more engaging learning environment and effectively enhances students' comprehension and confidence in mathematics. The study highlights the potential of interactive learning approaches as an innovative strategy to strengthen mathematics learning at the elementary level.
The Shifting Narrative of Character Education in Catholic Schools (2010–2025): A Systematic Literature Review Based on the Lickona Framework Nia Do, Ambrosius Tode Peya; Sugiarto, Sugiarto; Rahmawati, Desi; Huda, Syafa’at 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.988-1004

Abstract

This literature-based study describes shifts in character education narratives in Catholic schools from 2010 to 2025 using Lickona’s moral framework of knowing–feeling–action. Within conditions of technological disruption and growing social complexity, Catholic schools are portrayed as institutions facing challenges in sustaining moral and spiritual formation while responding to contemporary demands. The review applies a Systematic Literature Review (SLR) design following PRISMA 2020 guidelines, encompassing identification, screening, eligibility, and inclusion stages. A total of 43 articles indexed in Scopus and Web of Science are examined through descriptive and qualitative thematic analysis, with study quality evaluated using the Critical Appraisal Skills Programme (CASP). The synthesis indicates a discernible paradigm shift from a mainly cognitive orientation toward moral knowing (2010–2014) to increased attention to moral feeling and moral action (2015–2025). Values such as service, empathy, integrity, solidarity, and love appear as dominant themes. This shift reflects the reorientation of Catholic education from a dogmatic stance toward a reflective and transformative social practice, with important implications for curriculum development and character formation in pluralistic and secular contexts.
A Systematic Literature Review Analysis of the Culture of Politeness Among Junior High School Teenagers in the Digital Technology Era Taek, Nordianus Wilfridus Bere; Fuad, Nurhatatti; Effendi, Mohammad Sofwan; 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.971-987

Abstract

This study analyzes how the culture of politeness among junior high school students is influenced in the digital technology era and identifies impactful educational strategies for developing adaptive ethical norms. The research employs a Systematic Literature Review (SLR) using the PRISMA approach, examining publications from 2020 to 2025 obtained through Publish or Perish from Scopus and Google Scholar databases. The literature selection process included identification, screening, eligibility, and in-depth analysis, resulting in 89 relevant articles. The findings indicate that students’ politeness culture extends beyond traditional norms, reflecting a dynamic process involving digital ethical literacy, parental and school supervision, social media influence, and technology integration in character development. Effective digital educational strategies show a significant correlation with increased politeness by shaping positive perceptions, strengthening normative credibility, and fostering respectful social relationships among adolescents, families, and school communities. These findings imply that nurturing politeness should be integrated into character management and digital communication education, providing guidance for policymakers and educators in strengthening ethical norms and students’ character in the digital era.
The Effectiveness of the Teams Games Tournament Model Using Blooket Games Media on Fourth-Grade Science Learning Outcomes Dani, Novelita Ayu Rahma; Nafiah, Nafiah; Wahyudi, Agus; Rahayu, Dewi Widiana
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.958-970

Abstract

This study examines the effectiveness of the Teams Games Tournament (TGT) cooperative learning model supported by Blooket media on student learning outcomes in Grade IV Science and Social Studies (IPAS) at SD Iskandar Said, Surabaya. The study was conducted in response to low student learning outcomes associated with the use of conventional instructional methods and limited utilization of interactive learning media. A quantitative approach was employed using a one-group pretest–posttest pre-experimental design. The research sample consisted of 25 students from Class IVA. Data were collected through learning outcome tests (pretest and posttest), observation sheets of learning implementation, and student response questionnaires. The results indicated that the mean pretest score of 48.80 increased to 85.60 in the posttest. The N-Gain value of 0.73 was categorized as high, indicating a substantial improvement in learning outcomes. Observation results showed a score of 62, categorized as good, reflecting consistent implementation of the learning model. Student response questionnaire results indicated a positive level of engagement, with a percentage of 95%. These findings suggest that the application of the TGT learning model supported by Blooket media contributes to improved learning outcomes and encourages active student participation in the learning process.
Exploring Instructional Leadership Practices at Rantau Kiwa 2 Public Elementary School, Tapin Regency: A Qualitative Case Study Sari, Indah Puspita; Madina, Maya; Triantoro, Rilo Pambudi; Hairani, Noor; Kamilah, Nur Adzkia; Arnafama, Putri Medina Heru; Suhaimi, Suhaimi; Saleh, Saleh
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.1005-1015

Abstract

This qualitative case study investigates instructional leadership practices at SD Negeri Rantau Kiwa 2, Tapin Regency, based on empirical data from in-depth interviews, participatory observations, and document analysis. The findings reveal that instructional leadership at the school is empirically manifested through four interconnected dimensions: collaborative instructional planning, student-centered and innovative instructional implementation, reflective evaluation grounded in learning outcome data, and systematic follow-up through continuous teacher professional development. Observational and interview data indicate that the principal facilitates structured teacher collaboration, conducts instructional supervision, and utilizes evaluation results to design targeted professional learning activities. The implementation of the Merdeka Curriculum is supported by observable practices, including the integration of digital technology, differentiated instruction, and the establishment of professional learning communities. These findings demonstrate that instructional leadership at SD Negeri Rantau Kiwa 2 operates as a concrete and cyclical set of practices influencing instructional planning, classroom implementation, evaluation, and follow-up within the school context.
From Administrative to Reflective Pedagogy: ISMUBA Teachers' Strategies for Internalizing Values in the Digital Era Rauf, Mardhatillah L.; Madjid, Abd.
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.1016-1036

Abstract

ISMUBA (Al-Islam, Muhammadiyah, and Arabic) learning is the main identity of Muhammadiyah education which is directed at forming Islamic character and noble character of students. However, in practice, the effectiveness of learning strategies in internalizing Islamic values remains a challenge in the era of digital disruption. This study aims to analyze ISMUBA teachers' learning strategies in internalizing the values of faith and morals in Muhammadiyah elementary school students using a qualitative case study approach. Data were collected through in-depth interviews with three ISMUBA teachers and analyzed using thematic analysis techniques. The results of the study revealed five main findings: (1) Reflective contextual learning planning; (2) Differentiation of strategies based on the characteristics of Generation Z students; (3) Three models of Muhammadiyah value integration (personal contextual, fundamental applicative, normative referential); (4) Adaptive responses to contemporary learning challenges; (5) Holistic evaluation efforts amidst systemic limitations. This study concludes that although teachers have developed innovative strategies, it is necessary to strengthen the institutional support system and develop evaluation instruments capable of measuring value internalization comprehensively.

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