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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 1,915 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.
Acceptance and Perception of Teachers and Students Regarding the Appropriateness of Using AI Chatbots in the Classroom Abiodun, T. O Abiodun, T. O; Chinaka, T.W Chinaka, T.W; Asanre, A. A Asanre, A. A; Siphokazi, V Siphokazi, V
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.718-729

Abstract

This study examined the acceptance and perception of teachers and learners regarding the appropriateness of using AI chatbots in the classroom. Using a descriptive survey research approach, the study was carried out. The sample for the study consisted of 384 randomly chosen respondents, 24 teachers, and 360 students in six (6) secondary schools from three (3) local government in Ogun State, Nigeria. This study used simple random sampling as its sampling technique. Data was gathered using a structured questionnaire called "Acceptance and Perceptions of Teachers and Students Regarding the Use of AI." Three research questions were addressed and two hypotheses were investigated. Using both descriptive and inferential statistics (e.g., mean and SD) and inferential statistics (e.g., independent t-test at p<0.05), it was revealed by the findings that the acceptance of the usage of AI in classroom by the teachers and students differs significantly, and also, the study found that teachers and students perception on the use of AI in teaching and learning is differs significantly, and that the use of AI chatbots in teaching and learning is crucial. Among other things, the government should create legal norms and regulations governing the use of AI chatbots by instructors and students.
From Innovation to Impact: Trends and Effectiveness of Interactive E-Books in Elementary Indonesian Language Learning (2020-2025) Rahmah Rivandani Ihsanah; Yeri Sutopo; Sri Sukasih; Bambang Subali; Nuni Widiarti
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.695-707

Abstract

This study aims to identify and analyze the trends in the development and effectiveness of interactive e-books in Indonesian language learning at the elementary school level based on scientific literature. This research employed a Systematic Literature Review (SLR) method using the PRISMA 2020 framework, involving 20 scientific articles published between 2020 and 2025. The data were obtained from several databases, including Google Scholar, Garuda, SINTA, DOAJ, and reputable international journals. The data collection instrument consisted of an extraction sheet containing information on title, authors, publication year, research methods, research subjects, types of e-books, and research findings. The data were analyzed descriptively and thematically to identify research patterns, characteristics of e-book features, and their impact on learning. The results indicate that interactive e-books are generally developed using the Research and Development (R&D) approach, integrating multimedia features such as audio, animation, video, and interactive quizzes. These features significantly enhance student engagement in the learning process. The use of interactive e-books has been proven effective in improving reading comprehension, learning motivation, learning outcomes, and digital literacy among elementary school students. These findings suggest that interactive e-books have substantial potential as innovative learning media.
Analysis of Local Wisdom Values in Shaping Student Violent Behavior at UPTD Elementary School, Simpang Mamplam District Zulaita Zulaita; Zahriyanti Zahriyanti; Najmuddin Najmuddin
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.708-717

Abstract

Local wisdom has significant potential to minimize violent behavior in elementary schools. By instilling cultural values such as mutual cooperation, respect, and empathy, schools can create a safer and more supportive environment for students. Character education in elementary schools plays a crucial role in shaping students' social behavior, particularly in preventing acts of violence. This study aims to analyze the role of local wisdom values in fostering anti-violence behavior among students at UPTD SD, Simpang Mamplam District. A qualitative approach with a case study method was employed. Data sources included teachers, students, and community leaders, while data were collected through observation, in-depth interviews, and documentation. Data analysis followed Miles and Huberman's model, encompassing data reduction, data display, and conclusion drawing. The findings indicate that the application of local wisdom values such as religiosity, mutual cooperation (meuseuraya), morality (jaga tuto), and tolerance (ta meu jeut-jeut) can cultivate respect, emotional regulation, and the prevention of violent behavior in school settings. Integrating local wisdom values into learning activities and school culture contributes to the development of students' peaceful and anti-violence character.
The Effectiveness of the Gasing Method Based on Multiplication Dice Games on Improving Elementary School Students’ Mathematics Learning Outcomes Darlin Adam; Heri Yusuf Muslihin; Ika Fitri Apriani
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.730-744

Abstract

Low mathematics achievement at the primary school level in Indonesia remains a fundamental educational problem, as reflected in the 2023 National Assessment data, which shows that more than 60% of students have not yet reached the minimum numeracy competency standard. This condition highlights the urgent need for innovative, adaptive, and engaging learning approaches that can improve students' conceptual understanding of mathematics. This study aims to examine the effectiveness of the GASING (Easy, Fun, and Interesting) method combined with multiplication dice games in improving primary school students' mathematics learning outcomes. This research employed a qualitative approach using a Systematic Literature Review (SLR) method guided by the PRISMA framework. Data were collected from 31 relevant scientific articles published between 2015 and 2025 and analysed using thematic coding and descriptive analysis to identify key research patterns. The findings indicate that the GASING method improves students' understanding of basic mathematical concepts while creating a more interactive and enjoyable learning environment. In addition, multiplication dice games increase students' motivation, engagement, and active participation in mathematics learning. In conclusion, the integration of the GASING method and multiplication dice games represents an effective strategy for improving mathematics learning outcomes and fostering meaningful learning experiences for prima.
Pedagogical Resilience of Elementary School Teachers in the Context of Marginalized School Governance (Case Study of Samudrajaya 03 State Elementary School, Bekasi) Lilis Suwandari; Ajat Sudrajat; Ade Hernawan; Saoqy Noor Muhammad Isa; Sahru Abdul Muhsin
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.745-759

Abstract

This study examines the pedagogical resilience of elementary school teachers within the context of marginal school governance through a qualitative case study conducted at State Elementary School Samudrajaya 03, Bekasi, Indonesia. Marginal schools commonly operate under weak governance structures, limited resources, and minimal institutional support conditions that potentially constrain pedagogical practices. However, this study finds that teachers do not merely endure these constraints but actively develop adaptive and reflective pedagogical strategies. Data were collected through in-depth interviews, classroom observations, and document analysis. The findings indicate that pedagogical resilience is manifested through conscious instructional adaptation, curriculum negotiation, and contextual classroom management. Teachers exercise professional agency by strategically adjusting pedagogical practices to sustain meaningful learning despite structural limitations. Conceptually, this study positions pedagogical resilience not as an individual psychological trait, but as a form of professional agency enacted through pedagogical practice under conditions of weak school governance. Rather than seeking statistical generalization, the study offers analytical generalization that contributes to the discourse on teacher resilience and school governance in marginalized educational settings. The findings also have implications for educational policy and professional development initiatives aimed at strengthening pedagogical capacity in marginal schools.

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