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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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Improving the Quality of Kindergarten Education Through Ethnoscience-Based Teacher-Child Interaction for Children's Social-Emotional Development at State Kindergarten 1 Arongan Lambalek Yulidar Yulidar; Lili Kasmini; Zahraini Zahraini
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.233-243

Abstract

This research is motivated by the importance of strengthening the quality of early childhood education learning processes through contextual teacher-child interactions based on local wisdom. This study aims to analyze ethnoscience-based teacher-child interactions as an indicator of process quality and its impact on children's social and emotional development. This study uses a qualitative approach with a case study design. The research subjects consisted of teachers and children in group B at State Kindergarten 1 Arongan Lambalek. Data collection techniques were carried out through participatory observation, in-depth interviews, and documentation studies, while data analysis used an interactive analysis model that includes data reduction, data presentation, and conclusion drawing. The results of the study indicate that ethnoscience-based interactions implemented through role-playing activities and local cultural exploration can increase children's engagement, strengthen empathy, cooperation, and emotional regulation as part of the quality indicators of the learning process. This study concludes that ethnoscience-based teacher-child interactions can be integrated into the PPEPP quality assurance cycle as a pedagogical and managerial strategy to improve the quality of learning and children's social and emotional development in a sustainable manner.
The Impact of the Principal’s Leadership on Teacher Performance in History at Palu State High School 5 Wiranto G. Baharu; Iskandar Iskandar; Misnah Misnah; Mahfud,M. Gamar; Minarni Nongtji
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.458-470

Abstract

Education is a pillar of national development because it determines the quality of human resources. The leadership of school principals plays a strategic role in enhancing the motivation and performance of teachers, particularly history teachers, who play a vital role in shaping students’ character and competencies. This study aims to analyze the contribution of school principal leadership to the performance of history teachers at Palu State High School 5 and to describe teachers’ performance achievements in the classroom. The study employs a qualitative approach using the case study method. The research subjects included the principal, the vice principal for curriculum, history teachers, and students in grades 11–12. Data were collected through interviews, observations, and documentation, then analyzed using qualitative descriptive methods involving data reduction, narrative presentation, and drawing conclusions. The results indicate that the principal effectively fulfills a dual role as a supervisor, evaluator, and motivator. The principal guides teachers through formal and informal supervision, routinely monitors and evaluates learning, and encourages professional development by creating a conducive environment and providing recognition. This leadership contributes positively to the performance of history teachers, as evidenced by their mastery of subject matter, effective use of class time, appropriate pedagogical strategies, use of instructional media, and educational interactions with students. As a result, the principal’s leadership has enhanced professionalism, discipline, creativity, and the quality of education at Palu State High School No. 5.
Implementation of the Pancasila Student Profile Strengthening Project in History Education at Palu State Senior High School 4 Nengsi Rindanita; Iskandar Iskandar; Suyuti Suyuti; Minarni Nongtji
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.443-457

Abstract

This study aims to analyze the application of the Pancasila Student Profile dimensions in history learning and to identify the supporting and inhibiting factors in the implementation of the Pancasila Student Profile Strengthening Project (P5) at SMA Negeri 4 Palu. The study used a qualitative approach with a descriptive method. Data were obtained through observation, interviews, and documentation of the vice principal for curriculum and history teachers. The results show that the implementation of the six dimensions of the Pancasila Student Profile, namely faith and noble character, global diversity, mutual cooperation, independence, critical thinking, and creativity, has been integrated into history learning through discussions, event analysis, and project-based activities such as clippings, debates, and the creation of replicas of historical objects. The dimension of mutual cooperation was the easiest to implement because it was supported by group work, while critical thinking was a challenge due to differences in students' analytical abilities. Supporting factors included school management support, teacher collaboration, training, and the availability of facilities. Meanwhile, inhibiting factors include time constraints, the influence of globalization and technology, and disparities in student abilities. Overall, the implementation of P5 contributes positively to shaping the character and competencies of students in accordance with the values of Pancasila.
Evaluation of the School Literacy Movement Program at Sridadi Public Elementary School 1 in Central Lampung Regency Bernadeta Elsa Gita Saputri; Aman Aman; Era Mutiara; Arif Dwi Suryanto; Albertus Febza Kusuma; Zamzami Zamzami
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.244-265

Abstract

This study was conducted to provide empirical evidence regarding the effectiveness of the School Literacy Movement (SLM) program in increasing elementary students’ reading interest. The study aimed to evaluate the implementation of the SLM program at SD Negeri 1 Sridadi to develop students’ reading habits and increase their reading interest. This evaluative research employed the CIPP (Context, Input, Process, Product) evaluation model using a mixed-methods approach. Data were collected through document analysis, in-depth interviews with the principal, teachers, and library managers, and questionnaires measuring students’ reading interest. The results indicate positive achievements across all evaluation components. The Context component was categorized as “Very Good,” indicating alignment between program planning and school needs. The Input component was adequate in terms of infrastructure, human resources, funding, and library management, although the availability of non-curricular reading materials remained limited. The Process component was rated “Good,” particularly for implementing a 15-minute reading habit before lessons, though stronger monitoring and evaluation are needed. The Product component showed a “Very Good” level of reading interest and improved reading habits. Overall, the SLM program has been implemented effectively, although improvements in input aspects are still needed.
The Relationship Between Hope and Self-Efficacy and Quarter-Life Crisis in Career Decision-Making Success Among Generation Z Icha Anggreani Billa Fidha Fadhila; Latifah Nur Ahyani
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.607-617

Abstract

The transition from late adolescence to early adulthood is a critical developmental stage characterized by identity exploration, career decision-making, and increasing responsibility. Generation Z often faces social and professional challenges due to rapid technological changes, economic uncertainty, and high social expectations, which may trigger a quarter-life crisis marked by anxiety, identity confusion, and career doubts. This study aimed to examine the relationship between hope, self-efficacy, and quarter-life crisis among Generation Z. This research employed a quantitative correlational design using quota sampling. The participants consisted of 121 Generation Z individuals aged 18–30 years residing in Central Java. Data were collected using hope, self-efficacy, and quarter-life crisis scales measured on a four-point Likert scale. Multiple linear regression analysis was used to analyze the data. The results showed a significant relationship between hope, self-efficacy, and quarter-life crisis (R = 0.788; p < 0.01) with an effective contribution of 62.1%. Hope (r = −0.738; p < 0.01) and self-efficacy (r = −0.731; p < 0.01) were negatively correlated with quarter-life crisis. These findings indicate that higher levels of hope and self-efficacy are associated with lower levels of quarter-life crisis.
Consistency of Children’s Emotions Through Water Play Activities Group A Irawati Irawati; Abdul Muiz Rouf; M Arif Syarif H
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.296-306

Abstract

Emotional consistency is an important aspect of early childhood social emotional development that needs to be stimulated through meaningful learning experiences. However, many children still experience difficulties in controlling and expressing their emotions appropriately during classroom activities. Therefore, learning activities that involve sensory experiences are needed to help children develop better emotional regulation. This study aimed to improve the emotional consistency of early childhood through water play activities using bubble water media. The research employed a classroom action research design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants of this study were children in early childhood education. Data were collected through observation, interviews, and documentation, and were analyzed descriptively to examine the changes in children’s emotional behavior during the learning process. The result of study showed that the implementation of water play activities encouraged children to practice patience, follow play rules, and interact positively with peers. These activities also provided calming sensory stimulation that helped children regulate their emotional responses. In conclusion, water play activities using bubble water media can serve as an effective play based learning strategy to support the development of emotional consistency in early childhood.
Needs Analysis for the Development of a Problem-Based Learning Model Based on Deep Learning for the Topic of Faith (Iman) and Piety (Taqwa) in Elementary School Students Imam Taufiq HA; Umi Chotimah; Erna Retna Safitri
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.281-295

Abstract

This study aims to analyze students’ needs in moral (akhlaq) learning as a foundation for developing more contextual and relevant learning models and media. The research employed a descriptive quantitative approach using a needs-analysis questionnaire administered to elementary school students. The results indicate that the Learning Experience aspect obtained an average score of 85.54%, categorized as very high, showing that students generally experience moral learning positively and are actively engaged in the classroom. In contrast, the Difficulties and Challenges aspect obtained an average score of 35.62%, categorized as moderate, indicating that students still encounter difficulties in understanding abstract moral concepts and relating them to real-life situations. Meanwhile, the Need for New Learning Models and Media aspect reached 85.76%, also in the very high category, reflecting students’ strong expectations for more interactive, contextual, and technology-supported learning environments. These findings reveal a gap between students’ positive learning experiences and the limitations of existing instructional approaches. Therefore, the results provide a strong empirical foundation for developing a Problem-Based Learning (PBL) model supported by digital or AI-based learning media to enhance engagement, contextual understanding, and the internalization of moral values among elementary school students.
Implementation of 21st Century Skills in Informatics Subjects by Applying Google Sites for 9th Grade Students at SMPN 6 Darangdan Muhammad Musyaffa; Nuur Wachid Abdul Majid
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.266-280

Abstract

21st-century education demands the integration of technology to develop 6C skills contextually. This study aims to describe the implementation of Google Sites in supporting 6C skills in ninth-grade Informatics learning at SMP Negeri 6 Darangdan. The study used a qualitative approach with a single case study design. Data were obtained through observation, in-depth interviews with the principal, teachers, and five students, as well as documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The results showed that project-based learning through Google Sites was able to develop critical thinking and creativity through digital content design, and strengthen collaboration and communication through teamwork and presentations. The dimensions of character and citizenship were internalized through ethical digital publication practices. However, structural obstacles were found in the form of limited infrastructure and technical readiness. It was concluded that the effectiveness of strengthening 6C is more determined by reflective pedagogical design than the complexity of the technology used.
Teacher Strategies to Improve Students’ Learning Motivation in History Class: A Descriptive Qualitative Study in SMP Negeri 19 Palu Almaidah Almaidah; Iskandar Iskandar; Minarni Nongtji; Lukman Lukman
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.307-318

Abstract

The research investigates how teachers at SMP Negeri 19 Palu work to boost student motivation in history classes. The researchers used descriptive qualitative research methods to study how teachers implement their methods and assess their effects on student motivation. The study involved a history teacher and seventh-grade students as its participants. The researchers collected data through observation, interviews, questionnaires, and documentation. The researchers used qualitative analysis methods to analyze data by conducting data reduction, data presentation, and conclusion drawing processes. The findings demonstrate that teachers use different methods to create a learning environment which helps students increase their motivation from learning materials that teachers connect to their real-world experiences. The methods used by teachers lead to higher levels of student excitement and classroom involvement which drives their interest in studying history. The research establishes that effective teaching methods which require teachers to develop innovative strategies play a vital role in enhancing student motivation and advancing the educational system. Teachers should develop new teaching methods which focus on student needs to maintain and boost student motivation for learning activities.
Implementation of Student Centered Learning in History Class: A Qualitative Study at SMA Lab School Untad Palu Isnaeni Isnaeni; Nuraedah Nuraedah; Haliadi Haliadi; Minarni Nongtji
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.319-335

Abstract

The research investigates how Student Centered Learning (SCL) operates in history classes at SMA Lab School Untad Palu and assesses its effects on student participation and their educational experiences. The research used a qualitative descriptive research method. The research involved two history teachers and fourteen students from eleventh grade. The researchers collected data through three methods which included classroom observations and semi-structured interviews as well as documentation. The researchers analyzed the data using the Miles and Huberman interactive model which consists of three steps: data reduction and data display and conclusion drawing. The results show that SCL implementation occurred through three elements which included systematic planning and interactive classroom activities and process-based evaluation. Teachers conducted their role as facilitators by creating opportunities for students to engage in group discussions and presentations and reflective activities. The results show that students’ participation increased significantly because they developed more confidence in sharing their thoughts and working together with others. Students demonstrated two positive outcomes: they showed increased motivation and their critical thinking abilities improved. The SCL method successfully improved history learning because it created an authentic learning experience that centered on student needs despite the obstacles of time constraints and diverse student learning capabilities.

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