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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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The Role of TikTok in Developing Gross Motor Skills in Children in Group B at Nur Azizah Kindergarten Annisa Tuljannah Pabemba; Amrullah Amrullah; Fitriana Fitriana; Humaedi Humaedi
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.495-506

Abstract

Early Childhood Education (PAUD) plays a crucial role in developing all aspects of a child’s growth, including gross motor skills which involve large muscle groups for activities such as running, jumping, and kicking. The use of video-based social media, such as TikTok, has the potential to serve as a tool for stimulating children’s gross motor skills when used in a targeted manner and balanced with direct physical activity. This study aims to determine the role of TikTok use in the gross motor skills of children in Group B at Nur Azizah Kindergarten, as well as the roles of teachers and parents in supporting this process. The study employs a descriptive qualitative approach using observation, interviews, and documentation of the children during a three-week TikTok-based learning process. The observed aspects include the children’s agility, speed, and body coordination. The results indicate that regular use of TikTok enhances children’s interest, enthusiasm, and participation in physical activities. There was a significant improvement in children’s agility, speed, and coordination, with the percentage in the “Very Well Developed” category rising from 2.33% in the first week to 33.33% in the third week, while the “Not Yet Developed” category dropped to 0%. In conclusion, the social media platform TikTok serves as an effective learning tool that supports the gross motor development of young children, particularly in the areas of agility, speed, and body coordination, when used in a targeted and creative manner and accompanied by guidance from teachers or parents.
Development of E-Book Media Based on the Book Creator Application to Improve the Effectiveness of Science Learning in Grade V of Nan Sabaris Elementary School Marlina Marlina; Adriantoni Adriantoni; Hendrizal Hendrizal
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.125-144

Abstract

This research is motivated by the limited use of interesting and interactive digital learning media in science learning in grade V of Nan Sabaris Elementary School, thus impacting the effectiveness of the learning process and student learning outcomes. This study aims to develop an E-Book media based on the Book Creator application that is valid, practical, and effective for use in science learning. This research is a research and development (R&D) with stages of analysis, design, development, and evaluation. The results of the validity test showed a score of 85.00 for material experts, 90.00 for language experts, and 97.50 for media experts, all of which are in the very valid category. The practicality test by grade V teachers at SDN 17, SDN 15, and SDN 16 Nan Sabaris obtained an average score of 99.16% with a very practical category, while student responses showed very good results. The effectiveness test based on the N-Gain analysis showed values of 0.7694, 0.8000, and 0.7692 with a high category. Thus, Book Creator-based E-Books are suitable and effective for use in science learning in elementary schools.
Development of Arfi Book Digital Flipbook Learning Media for IPAS Subjects on Traditions and Cultures of the Community Around Me to Improve Learning Outcomes of Fourth-Grade Elementary School Students Arina Nur Salsabila; Kurniana Bektiningsih
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.145-155

Abstract

This study aimed to develop and assess the feasibility and effectiveness of ArfiBook, a digital flipbook-based learning media, for teaching IPAS on Traditions and Cultures of the Community Around Me to fourth-grade elementary students. The research employed a Research and Development (R&D) approach, which included stages of needs analysis, media design, development, expert validation, limited-scale trial, and effectiveness testing. Data were gathered through expert evaluation sheets, teacher and student response questionnaires, and pretest-posttest assessments. Analysis focused on media feasibility, practicality in classroom use, and the impact on students’ learning outcomes. The findings revealed that ArfiBook was highly feasible according to both media and subject matter experts and was well-received by teachers and students, indicating strong practicality. Moreover, students’ learning outcomes showed a notable improvement after using the media, demonstrating its effectiveness in supporting IPAS learning. The study concludes that ArfiBook serves as a practical, feasible, and effective learning tool that can enhance engagement and comprehension in elementary school IPAS lessons, offering an innovative approach that aligns with digital learning trends and the need for interactive, student-centered instructional materials.
Effectiveness of Deep Learning in Digital-Based Learning Media: A Library Research Study in Indonesian Elementary Schools Indana Farihatul Luthfi; Mundir Mundir; Nino Indrianto
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.156-167

Abstract

This study examines the effectiveness of deep learning as a pedagogical approach within digital-based learning media in Indonesian elementary schools. Employing a qualitative library research method, data were collected from academic books, peer-reviewed national and international journal articles, education policy documents, and credible digital sources. Data analysis followed three sequential stages: data reduction, data presentation, and synthesis, supported by source triangulation and peer review to ensure validity. The findings reveal that deep learning, characterized by meaningful, mindful, and joyful learning, demonstrates significant potential to improve the quality and inclusivity of educational experiences when integrated with digital media platforms such as Learning Management Systems, adaptive assessment tools, AI-based tutoring platforms, and gamified learning applications. The study further identifies a dual impact on student learning outcomes and teacher professional competence, as educators who receive structured digital training demonstrate greater pedagogical confidence and flexibility. Nevertheless, successful implementation requires equitable technological infrastructure, sustained teacher professional development, and curriculum alignment. This study concludes that deep learning and digital media integration represents a transformative educational strategy that demands systemic institutional commitment to realize its full pedagogical potential.
Developing Collaboration Between Parents, Schools, and the Community to Improve the Quality of Education at Jurong Pande Public Elementary School Irmayani Irmayani; Muhammad Iqbal; Didi Yudha Pranata
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.168-180

Abstract

Educational quality improvement requires effective collaboration among schools, parents, and the community, especially in the era of educational transformation. This study was conducted to examine the conditions, implementation, and effectiveness of school family community collaboration in improving educational quality at Jurong Pande Public Elementary School. The research employed a mixed methods approach, combining quantitative and qualitative data. Quantitative data were collected through Likert scale questionnaires distributed to parents, teachers, and community members, while qualitative data were obtained through interviews, observations, and documentation. The results indicate that collaboration among parents, teachers, and the community is generally categorized as good to very good, particularly in aspects of communication, participation, and support. Observational findings confirm that collaborative activities are consistently implemented and integrated into school programs. Expert validation results show that the developed collaboration model is highly valid and feasible for implementation. The study concludes that structured, participatory, and sustainable collaboration among schools, parents, and communities contributes positively to improving academic performance, student character development, and the overall school environment. Future research may explore the application of this collaboration model in different educational contexts to strengthen its adaptability and sustainability.
Development of a Parent Training Module for Designing Adaptive Individualized Numeracy Learning Programs for Children Aged 5–6 Years Fadhlia Nur Aini; Faisal Sundani Kamaludin; Achmad Ushuluddin
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.181-194

Abstract

This study developed and evaluated an Adaptive Individualized Numeracy Learning Program training module for parents of children aged 5–6 years. A needs analysis involving focus group discussions and open-ended questionnaires revealed parents’ limited understanding of multidimensional numeracy concepts and individualized learning strategies, as well as the absence of structured guidance for home-based support. Using the ADDIE framework, the module was systematically designed, validated by experts, and implemented through small- and large-group trials. Findings indicated that the module met high standards of content and language feasibility and was practically applicable in home learning contexts. Effectiveness testing demonstrated a significant improvement in parents’ knowledge and readiness to design adaptive numeracy activities, with a very large effect size. Qualitative findings further showed enhanced parental confidence, improved ability to align activities with children’s developmental levels, and increased use of play-based strategies in daily routines. Overall, the module is pedagogically feasible and effective in strengthening parents’ capacity to support individualized early numeracy development at home.
Transformation of Elementary School Students' Mathematics Learning Outcomes using the GASING Method in a Critical Pedagogical Approach Yogina Pratiwi; Yusuf Tri Herlambang; Yeni Yuniarti; Abu Bakar
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.195-206

Abstract

The low mathematics learning outcomes among Indonesian elementary school students remain a significant challenge, particularly due to the dominance of procedural approaches that lack dialogic and reflective dimensions. This condition calls for instructional innovation that not only improves academic achievement but also fosters the transformation of students’ understanding and learning awareness. This study aims to systematically examine the transformation of mathematics learning outcomes through the GASING method within a critical pedagogy framework. The research employed a Systematic Literature Review (SLR) guided by PRISMA 2020, analyzing publications from 2015–2025 retrieved from Google Scholar, Sinta, and Garuda databases. Of the initial 130 identified articles, 13 met the inclusion criteria and were analyzed thematically. The synthesis indicates that the GASING method consistently enhances conceptual understanding, learning mastery, and student participation. However, most studies emphasize short-term quantitative indicators. It is concluded that GASING holds transformative potential when implemented dialogically and reflectively within a critical pedagogy framework to promote sustainable mathematics learning.
The Implementation of the GASING Method Integrated with the Megowak-Gowakan Game: A One-Group Pretest-Posttest Study on Mathematics Anxiety of Elementary Students I Gede Fajar Dian Mahendra; Dinie Anggraeni Dewi
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.207-218

Abstract

Mathematics anxiety is widely recognized as a psychological factor that can hinder elementary students’ engagement and academic performance in mathematics. This study examined changes in students’ mathematics anxiety following the implementation of the GASING (Easy, Fun, and Enjoyable) method integrated with the Balinese traditional game Megowak-gowakan. A quantitative quasi-experimental approach was applied using a one-group pretest-posttest design. The study did not include a control group, and the analysis was based on internal comparisons of pretest and posttest scores. The participants were 64 elementary school students from four districts in Bangli Regency, Bali. Data were collected through a validated mathematics anxiety questionnaire and analyzed using the N-Gain formula with SPSS version 30. The findings revealed a decrease in the mean anxiety score from 74.5 (pretest) to 52.3 (posttest), with an overall N-Gain of 0.58, indicating a moderate level of improvement. While the results demonstrate meaningful reductions in anxiety levels following the intervention, the absence of a comparison group limits the extent to which causal inferences can be drawn. Further studies employing controlled experimental designs are recommended to provide stronger empirical confirmation.
Teacher Training to Address Difficulties in Using Problem-Based Learning Models in Mathematics Instruction for Fifth-Grade Students at SD N 1 Wonogiri Farid Cahyo Wibowo; Achmad Fathoni
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.591-606

Abstract

This study examines teacher training to overcome obstacles in implementing Problem-Based Learning in fifth-grade mathematics at SD Negeri 1 Wonogiri, with an initial average score of 70 and teaching still based on lectures. The purpose of this study is to describe teacher readiness, training implementation, and the results of PBL implementation in fifth-grade mathematics at SD Negeri 1 Wonogiri. This study used a descriptive qualitative approach, with data collected through interviews and observations of teachers and the principal. The findings showed that before the training, teachers were highly motivated but limited in PBL syntax, contextual problem design, and facilitating group discussions. After the training, teachers showed concrete behavioral changes, such as consistently applying the PBL stages, asking provoking questions, and using contextual problems relevant to the local environment. Structured and practice-based PBL training resulted in noticeable improvements in teachers' readiness and confidence. Post-training PBL implementation followed a more systematic pattern from problem orientation to reflection, which was associated with increased student participation, active engagement in group discussions, and understanding of mathematical concepts through problem solving. However, time constraints and differences in student abilities remained challenges.
Learning to Sing Indonesia Raya Songs to Cultivate the Character of Love for the Motherland in Grade 1 Students of Ngijo 01 Elementary School, Semarang City Tasya Muharima Istawa; Putri Yanuarita Sutikno
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.219-232

Abstract

Despite the strong emphasis on character education in primary schools, empirical studies examining practical classroom-based strategies for cultivating patriotic values among early-grade students remain limited. In many schools, the singing of the Indonesian national anthem Indonesia Raya is commonly practiced as a ceremonial routine rather than as a structured pedagogical activity. This study aims to examine how the habituation of singing Indonesia Raya can function as a learning strategy to foster the character of love for the motherland among Grade 1 students at SD Negeri Ngijo 01 Semarang. A qualitative case study design was employed involving twenty-four students, one classroom teacher, and the school principal. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed through coding, behavioral categorization, and thematic interpretation. The findings show that 70.83% of students demonstrated disciplined participation within the Maxi and Consistent categories, while 29.17% were categorized as Developing and Intervention, indicating the need for additional pedagogical reinforcement. These findings suggest that structured musical habituation, supported by teacher modeling and contextual explanations, can facilitate the gradual internalization of patriotic character among early elementary students.

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