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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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Trends in Implementation of Problem-Based Learning with Flashcard Media in Improving Elementary Students Mathematical Abilities: A Systematic Literature Review Sungkar, Lutfi'ah; Avrilianda, Decky; Subali, Bambang; Widiarti, Nuni
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.1037-1053

Abstract

Mathematics learning in elementary schools often faces obstacles due to the abstract nature of the material, which is difficult for students in the concrete operational stage to understand. This condition requires learning models and learning media that can bridge abstract concepts to make them more tangible and easier to understand. This review aims to examine trends in problem-based learning models and flashcard media in mathematics learning in elementary schools during the period 2020–2025. The research methods used are a systematic literature review with bibliometric analysis. Data were collected through the Publish or Perish (POP8) application connected to Google Scholar. The search yielded 210 articles, which were then selected based on inclusion and exclusion criteria, leaving 25 articles relevant for analysis. The results of the analysis showed that the problem-based learning model and flashcards in mathematics learning in elementary schools experienced a significant increase in the 2020–2025 period. Overall, the problem-based learning model and flashcards proved to be effective in increasing student motivation, engagement, and understanding of mathematical concepts. This study provides a comprehensive overview of the direction and potential for creative, interactive, and relevant research for mathematics learning in elementary schools.
Comparison of Islamic Education According to the Perspectives of K.H. Ahmad Dahlan and K.H. Hasyim Asy'ari: Historical Roots and Curricular Implications Zain, Irfan Ahmad; Erihadiana, Mohamad; Aulia, Rifdaa; Mardhiyyah, ‘Ainul; Mafaiza, Sheila; Rachman, Dicky Alfian Nur
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.1067-1084

Abstract

Islamic education in Indonesia was significantly shaped by early twentieth-century reform movements led by K.H. Ahmad Dahlan and K.H. Hasyim Asy'ari. This study aims to analyze comparatively the relationship between intellectual genealogy (sanad) and the curricular structure formulated by K.H. Ahmad Dahlan and K.H. Hasyim Asy'ari. It addresses the analytical gap concerning the limited examination of how historical-sanad foundations shaped institutional curriculum design. Using a qualitative historical-comparative approach and content analysis, this research examines primary sources such as Adabul ‘Alim wal Muta‘allim and early Muhammadiyah statutes, supported by relevant secondary literature. The findings show that Ahmad Dahlan developed an integrative and modern school-based curriculum combining religious and general sciences for social transformation, while Hasyim Asy'ari reinforced a pesantren-based curriculum centered on classical scholarship, sanad continuity, and moral formation. The study demonstrates that these curricular differences are causally rooted in their distinct epistemological orientations and interpretations of religious authority. It concludes that the research successfully establishes a systematic link between intellectual genealogy and curricular construction, contributing a historical-genealogical framework for understanding the complementary diversity of Islamic education models in Indonesia.
Morning Journal Activities With a Montessori Approach to Stimulate Integrative Holistic Development in Early Childhood Febriyanto, Ahmad Nur Bachtiar; Lia , Naila Fikrina Afrih
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.2940-2953

Abstract

Morning journaling is a Montessori-based learning activity that plays a crucial role in preparing young children. This approach emphasizes child-centered learning, freedom to choose activities, and the use of concrete media consistent with early childhood learning principles. This study aims to describe the implementation of Montessori-based morning journaling in stimulating the holistic and integrative development of early childhood inMona School IT Kindergarten. The research method used is a qualitative method with data collection analysis techniques in the form of observation, interviews, and documentation. This study shows that the morning journal activity based on the Montessori approach is able to stimulate the holistic integrative development of early childhood. The Montessori method emphasizes a learning method that provides freedom. This freedom means that children can choose their own activities and are free to play. Thus, the study shows that the implementation of the morning journal approach based on the Montessori method at Mona School IT Kindergarten is effective in helping stimulate the holistic integrative development of children, and also forming independent character in early childhood has been done well.
Development of Statistics Teaching Materials: Analysis of The Effect of High Intensity Textual Seductive Detail on The Understanding of Statistics Learning in Psychology Students Marsha, Carla; Mukhtar, Desvi Yanti; Supriyantini, Sri
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.1054-1066

Abstract

Statistics courses for psychology students are often considered difficult, requiring teaching materials that enhance engagement without hindering conceptual understanding. One approach is adding textual seductive details—unique but irrelevant narratives or facts—to learning content. This study aimed to develop statistical teaching materials and examine the effect of high-intensity textual seductive details on students’ understanding. Using a one-group pretest–posttest design with 15 psychology students, statistical understanding was measured before and after the intervention and analyzed using the Wilcoxon Signed-Rank Test. Results showed a significant improvement between pretest and posttest scores (Z = −3.041, p = .002, r = .79), indicating a strong positive effect of high-intensity seductive details on learning. Spearman’s correlation revealed no significant relationship between prior knowledge, cognitive load, and posttest results. However, a moderate negative correlation appeared between cognitive load and posttest performance (ρ = −.438; p = .102), suggesting that higher cognitive load tends to reduce understanding, though not significantly. Therefore, integrating high-intensity seductive details should be balanced with careful management of cognitive load in designing statistical learning materials.
The Effect of Coping Strategies on Time Management Among Working University Students Nuraulia, Eva; Munifah, Munifah; Arifyadi, Azam; Rasido, Ikhlas
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.1085-1098

Abstract

This study is motivated by the demands faced by working students in balancing academic responsibilities and work through effective time management. The aim of this research is to analyze the influence of coping strategies on time management among working students in the Department of Education, Universitas Tadulako. This study employed a quantitative approach with a simple linear regression design. The population of this study consisted of working students in the Department of Education, with a sample of 60 students selected using a purposive sampling technique. Data were collected through a Likert-scale questionnaire that had met the validity and reliability tests. The results of the simple linear regression analysis showed that adaptive coping strategies had a positive and significant effect on time management (Sig. = 0.001 < 0.05; t = 11.745). Descriptive analysis results indicated that most students have adaptive coping strategies and good time management. These findings suggest that adaptive coping strategies contribute to improving the time management of working students, although they are not the only factor influencing it.
The Relationship Between Learning Interest, Intrinsic Motivation, and Practical Learning Outcomes of Network System Administration in Vocational High Schools Panjaitan, Yosafatur Aprendy; Sari, Dian Permata
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.1114-1124

Abstract

The rapid development of digital technology requires vocational high schools to produce highly competitive graduates. In the Computer and Network Engineering program, Network System Administration (ASJ) is a core subject requiring technical and problem-solving skills through practical learning. Therefore, this study aims to examine the relationship between learning interest and intrinsic motivation with conceptual practice-based learning outcomes in the ASJ subject. A quantitative correlational approach was employed. The sample consisted of 66 eleventh-grade vocational students, selected through purposive sampling. Data were collected using validated questionnaires and case study-based tests, then analyzed using the Spearman rank correlation due to the non-normal distribution of the data. The findings revealed a weak but significant positive relationship between learning interest and practical learning outcomes (ρ = 0.244, p = 0.048). Conversely, intrinsic motivation showed no significant relationship with learning outcomes (ρ = 0.171, p = 0.170). In conclusion, while learning interest positively contributes to students' conceptual understanding of network practices, it is not the dominant factor. The results imply that practical learning success in vocational education is also heavily influenced by cognitive abilities, instructional strategies, and learning facilities rather than solely by internal affective factors.
The Effectiveness of History Learning in Character Building of Grade 2A Students at SMA 2 Palu Dg. Napu, Abdul Wahid; Juraid, Juraid; Iskandar, Iskandar; Nugroho, Fajar; Nongtji, Minarni
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.1099-1113

Abstract

This study aims to analyze the role of history teachers in shaping the character of students in class 2A at SMA Negeri 2 Palu and to identify the obstacles encountered in the process. The study uses a qualitative approach with a phenomenological method to understand the experiences of teachers and students regarding the effectiveness of history learning in instilling character values. Data collection techniques included observation, in-depth interviews, and documentation, while data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results showed that history learning was effective in shaping student character when the material was integrated with moral values such as discipline, responsibility, religiosity, nationalism, honesty, and social awareness. The strategies used by teachers included emphasizing discipline, setting an example, religious habits, group discussions, the use of visual media, and the proportional giving of rewards and punishments. The school's support through learning facilities also strengthened the process of internalizing values. Despite challenges in the form of environmental influences and the negative behavior of some students, history learning was proven to contribute significantly to shaping students' positive attitudes, responsibility, and national awareness.
The Effect of Discovery Learning on the Critical and Creative Thinking Abilities of Grade IV Elementary School Students A’an Novita Rizky; Toto Nusantara; Intan Sari Rufiana
Journal of Educational Sciences Vol. 10 No. 4 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.4.p.542-555

Abstract

Critical and creative thinking skills play an important role in supporting students' learning success in elementary school. The observation results show that the learning process is still dominated by conventional learning models, so it tends to be less interesting and has an impact on low critical and creative thinking skills in mathematics learning. Based on these problems, this study aims to determine the effect of the Discovery Learning model on the critical and creative thinking skills of fourth-grade elementary school students. The method used is a quasi-experimental design with a non-equivalent control group design. The sample consisted of 50 students divided into two groups . The experimental group used the Discovery Learning model and the control group followed the conventional learning model. The instrument used was a descriptive test that has been tested for validity and reliability. Data analysis was carried out through normality tests, homogeneity tests, and hypothesis testing using the Independent Sample t-Test. The results of the study show There were significant differences between the two groups. The experimental group demonstrated improved critical and creative thinking skills in mathematics learning. These findings indicate that Discovery Learning is effective in improving students' critical and creative thinking skills.
The Effect of Arithmetic Operations Pockets Media on Improving Concept Understanding and Critical Thinking Skills of Grade 3 Students of SD Negeri 10 Silih Nara Suwarni Suwarni; Ety Mukhlesi Yeni; Afkar Afkar
Journal of Educational Sciences Vol. 10 No. 4 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.4.p.1-12

Abstract

This study examines the effect of multiplication pocket media on conceptual understanding and critical thinking skills of third-grade students in elementary school mathematics learning. Mathematics learning at the elementary school level often faces challenges due to the abstract nature of mathematical concepts, particularly multiplication, which is less compatible with students’ cognitive development at the concrete operational stage. This study employed a quantitative approach using a one-group pretest–posttest pre-experimental design involving 30 third-grade students at SD Negeri 10 Silih Nara. Data were collected through validated and reliable essay-based tests designed to measure conceptual understanding and critical thinking skills. The results showed a significant improvement in students’ learning outcomes, with the mean score increasing from 63.00 in the pretest to 87.33 in the posttest. The Wilcoxon Signed-Rank Test indicated a significant difference between pretest and posttest scores (Sig. = 0.000 < 0.05). Furthermore, the N-Gain score of 0.738 was categorized as high, indicating that the multiplication pocket media effectively improves students’ learning outcomes. These findings suggest that the use of concrete and manipulative learning media can enhance students’ conceptual understanding and critical thinking skills in elementary mathematics learning.
Development of PjBL E-Modules with a Deep Learning Approach for Problem Solving and Scientific Literacy Endang Susilowati; Dasrieny Pratiwi; Friska Octavia Rossa; Arif Rahman Aththibby
Journal of Educational Sciences Vol. 10 No. 4 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.4.p.13-27

Abstract

The low scientific literacy and problem-solving skills of elementary school students indicate the need for innovative learning media that are meaningful, contextual, and appropriate to student characteristics. One alternative solution is the development of Project-Based Learning (PjBL)-based e-modules integrated with a deep learning approach. This study aims to develop interactive e-modules on the human respiratory system that can increase student learning engagement, reflective thinking, and in-depth understanding. The development model used is 4D (Define, Design, Develop, Disseminate). The Define stage is carried out by analyzing the curriculum and student needs. The Design stage produces an e-module design with a project structure that integrates critical thinking activities. The Develop stage involves validation by material experts (score 78/80), media (76/80), and language (75/80) with the category "very feasible". The Disseminate stage is carried out through a practicality test that shows very positive results, with an average score of 91% from teachers and 89% from students. The e-module is considered interesting, communicative, easy to use, and encourages independent learning and increased scientific literacy. The results of this study indicate that the developed e-module is feasible and practical for use in science learning in elementary schools.

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