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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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Profile of Students’ Mathematical Beliefs at State Junior High School 1 Palu in Solving Algebra Problems Viewed from Learning Styles Nurhidayah Nurhidayah; Pathuddin Pathuddin; Fajriani Fajriani; Mubarik Mubarik
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.650-665

Abstract

This study aims to describe the profile of students’ mathematical beliefs in solving algebra problems at state junior high school 1 Palu, viewed from their learning styles. Mathematics learning, particularly algebra, often faces obstacles due to its abstract symbolic nature, which affects students’ confidence. Self-efficacy, as part of mathematical belief, plays an important role in students’ persistence and strategies when solving problems. This research employed a qualitative approach with a descriptive design. Data were collected through a learning style questionnaire, written algebra tests, and semi-structured interviews. The analysis was conducted based on self-efficacy indicators, namely magnitude, strength, and generality. The results showed that students with a visual learning style had high self-efficacy, confidence in constructing equations, persistence in solving problems, and verification of answers. Students with an auditory learning style demonstrated low self-efficacy, doubts in algebraic manipulation, and lack of confidence in generalizing strategies. Meanwhile, students with a kinesthetic learning style exhibited high self-efficacy, confidence in representing variables, persistence in solving problems, and ability to recheck results. These findings emphasize that learning styles influence students’ mathematical beliefs, particularly self-efficacy, in algebra problem solving. The study concludes that aligning instructional strategies with students’ learning styles can strengthen self-efficacy and foster positive mathematical beliefs.
Profile of Mathematical Beliefs of State Junior High School 1 Palu Students in Solving Two-Variable Linear Equations: Viewed from Gender Zahratunnisa Zahratunnisa; Pathuddin Pathuddin; Fajriani Fajriani; Mubarik Mubarik
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.666-681

Abstract

This study describes the profile of mathematical beliefs of students at State Junior High School 1 Palu in solving two variable linear equations, viewed from masculine and feminine gender tendencies. A qualitative descriptive approach was employed, involving two Grade VIII students identified through the Bem Sex Role Inventory (BSRI) questionnaire as masculine (SM) and feminine (SF). Data were collected using written tests and semi-structured interviews based on Bandura’s self-efficacy framework, covering magnitude, strength, and generality dimensions. The findings show that SM demonstrated strong and positive mathematical beliefs, characterized by confidence in solving complex problems, persistence despite difficulties, and the ability to generalize prior knowledge to new contexts. In contrast, SF exhibited moderately positive beliefs, marked by optimism and commitment but requiring reinforcement in consistency, resilience, and procedural accuracy. These results highlight differences in mathematical beliefs based on gender tendencies and emphasize the importance of considering gender perspectives in mathematics learning. The study provides implications for teaching strategies that strengthen students’ confidence and problem-solving abilities.
The Potential of ESD-Oriented Learning in Environmental Change Materials Teguh Prakoso; Endah Rita Sulistya Dewi; Muhammad Syaipul Hayat
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.682-694

Abstract

The issues of sustainability and environmental degradation require learning strategies that equip students with 21st-century knowledge, values, and skills. This study aims to analyze teachers' needs, the potential for implementing differentiated learning designs, understanding of ESD values, and schools' readiness to support its implementation. The study uses a qualitative descriptive method through a survey of 50 biology teachers from high schools in Semarang Regency, Semarang City, and Kendal. Data were collected through questionnaires, interviews, observations, and documentation, then analyzed using triangulation techniques in the form of data reduction, data presentation, and conclusion drawing and verification. The results showed that teachers had a high need for more effective and adaptive learning designs and viewed positively the potential application of differentiated learning in helping students understand environmental change material. In addition, teachers demonstrated a strong understanding of the importance of integrating ESD values into biology learning. The readiness of schools was also considered quite good, as evidenced by the availability of facilities and innovation spaces for teachers. Overall, the results of the study confirm that the implementation of ESD-oriented differentiated learning has great potential to be optimally applied because it is supported by teacher readiness, school support, and its relevance to the needs of contemporary biology learning.
The Role of Teachers as Facilitators in Learning to Foster a Sense of Responsibility and Independence in Fourth-Grade Students at SD Muhammadiyah 4 Kandangsapi Naila Rosyada; Arief Cahyo Utomo
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.471-483

Abstract

Character education plays a vital role in shaping students who are not only academically excellent but also possess strong moral values and good character. This study aims to examine the role of teachers as facilitators in fostering a sense of responsibility and independence among fourth-grade students at SD Muhammadiyah 4 Kandangsapi, as well as to identify the challenges encountered in this process. This study employs a qualitative approach using a descriptive research design and a case study methodology. The research subjects include fourth-grade teachers, students, and the school principal, selected through purposive sampling. Data collection techniques included observation, interviews, and documentation. Data validity was tested through source triangulation and methodological triangulation, while data analysis utilized an interactive analysis model encompassing data reduction, data presentation, and the drawing of conclusions and verification. The results of the study indicate that the teacher’s role as a facilitator in fostering the character traits of responsibility and independence is carried out through the establishment of routine activities, the enforcement of classroom rules, providing students with opportunities for active participation, and guidance during the learning process. The character trait of responsibility is evident in students’ readiness to learn and their ability to complete tasks on time, while independence is reflected in their initiative to learn, self-confidence, and time management skills. However, there are still challenges such as differences in students’ abilities, reliance on teachers or peers, and a lack of parental support.
Optimizing the Professional Role Playing Method to Foster Responsibility and Self Confidence in the Pancasila Education Course for Third Graders at SD Muhammadiyah 2 Kauman Surakarta Fatma Wulandari; Arief Cahyo Utomo
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.507-525

Abstract

Character education plays a crucial role in shaping students’ attitudes and behaviors starting from elementary school. One of the character traits that needs to be developed is responsibility and self-confidence in learning activities. This study aims to analyze the application of the professional role-playing method in Pancasila Education lessons and its impact on enhancing the responsibility and self-confidence of third-grade students at SD Muhammadiyah 2 Kauman Surakarta. This study employs a qualitative approach using a case study design. The research subjects consisted of Pancasila Education teachers and third-grade students selected through purposive sampling. Data collection techniques included observation, semi structured interviews, and documentation. Data validity was tested through source triangulation and technique triangulation, while data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the professional role-playing method is effective in enhancing students’ sense of responsibility, as evidenced by their ability to complete tasks on time, fulfill their learning obligations, adhere to classroom rules, and correct mistakes. Additionally, this method boosts students’ self confidence, demonstrated through their willingness to present in front of the class, express their opinions, and engage in learning activities. However, its implementation still faces challenges such as variations in students’ self-confidence levels and limited class time.

Page 181 of 181 | Total Record : 1805

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