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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 1,820 Documents
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The Effectiveness of QR Code-Based Smart Access Library as a Literacy Program in Improving Elementary School Students' Reading Literacy Irene Maria Wato; Ali Mustadi
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.760-775

Abstract

Elementary school students' reading literacy skills are still limited to the literal level of understanding due to limited literacy facilities in the school environment. This condition has implications for students' difficulties in understanding vocabulary, identifying main ideas, as well as weakening critical thinking skills and reading interest. This study aims to analyze the effect of using a QR Code-based Smart Access Library as a digital literacy program in improving elementary school students' reading literacy. This study used a pre-experimental design with a one-group pretest–posttest design model. The research subjects consisted of one class of 4th-grade elementary school students who were given treatment in the form of using a QR Code-based Smart Access Library in literacy learning. Data collection was carried out through reading literacy tests given before (pretest) and after treatment (posttest), as well as observations during the learning process. Data analysis used the Wilcoxon Signed-Rank Test. The results showed an Asymp. Sig. (2-tailed) value of 0.000 <0.05, which indicates a significant increase in students' reading literacy skills after the implementation of the QR Code-based Smart Access Library. Thus, the QR Code-based Smart Access Library has the potential to support improving reading literacy of elementary school students.
Development of Talk Button Media as an Audio Aid to Support Orientation and Mobility for Students with Visual and Intellectual Disabilities in Special Schools Muhamad Aflaha Rijal; Pujaningsih Pujaningsih; Monika Nur Edlina; Resvi Fitri
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.776-796

Abstract

Education for students with multiple disabilities with visual impairment (MDVI) requires accessible support to promote independence, particularly in orientation and mobility (O&M). In special schools, MDVI students often have difficulty recognizing rooms independently and rely heavily on verbal guidance from teachers. Although Braille-based signage is commonly used, it is not always effective because some MDVI students have limited Braille skills and working memory constraints. This study aimed to develop and examine the feasibility and initial usability of the Talk Button, an audio-based room marker designed to support O&M for MDVI students. The research employed a Design and Development Research (DDR) approach including needs analysis, product design, development, expert validation, and limited usability trials. Validation involved a material expert, a media expert, and a special education practitioner using a five-point Likert scale. The results showed that the Talk Button was considered feasible to very feasible. A limited trial with one MDVI student indicated that the student could operate the device and respond to the audio cues with minimal assistance. Overall, the Talk Button shows potential as an accessible room marker for MDVI students.
Integration of AI GPTs in Writing Journal Article and Their Impact on Academic Writing Academy Participant’s Perception Azra Nur Izzati Aziz; Moh. Nur Arifin; Kheryadi Kheryadi
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.880-896

Abstract

This study examines students' perceptions of ChatGPT use in scientific journal writing following participation in the Academic Writing Academy at UIN Banten. The growing adoption of artificial intelligence in academic settings motivated this research, given its potential to improve writing efficiency while raising ethical and pedagogical concerns. A qualitative design was employed, utilizing open-ended questionnaires distributed to 15 students from various academic departments. Data were analyzed through thematic analysis to identify recurring patterns in student perceptions. Findings indicate that students generally regard AI as beneficial for enhancing textual coherence, enriching vocabulary, and reducing time spent on academic writing. These results align with previous studies affirming AI's role in supporting writing quality. Nevertheless, participants expressed concerns over diminished originality, excessive reliance on AI-generated content, and insufficient critical evaluation of such outputs. Overall, this study confirms that AI integration in academic writing presents both opportunities and challenges. While AI holds potential to boost student productivity, its use in educational contexts must be accompanied by the development of digital literacy, critical thinking, and academic ethical awareness. Educator guidance remains essential to ensure that AI serves as a supportive tool rather than a replacement for students' creativity and originality.
Novice Teachers’ Challenges in Implementing Hots-Oriented English Reading Instruction in a Boarding School Context Yenni Sanruri; Dwiyani Pratiwi
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.797-813

Abstract

This study focuses on examining the challenges encountered by novice teachers in implementing Higher Order Thinking Skills (HOTS)-oriented English reading instruction in an Islamic boarding school context. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and document analysis involving two novice English teachers. The findings indicate that the challenges experienced by novice teachers are multidimensional and interconnected. Pedagogical challenges include difficulties in designing HOTS-based reading questions, extending student responses through probing, managing discussion-based activities, sequencing reading tasks, and making flexible instructional decisions under time constraints. In addition, student-related challenges such as limited English proficiency and low readiness for analytical and evaluative thinking restrict students’ engagement in higher-order reading tasks. These challenges are further intensified by contextual factors within the boarding school environment, including authority-oriented classroom norms and limited instructional resources, which shape classroom interaction and encourage teacher-centered practices. Collectively, these challenges constrain the consistent implementation of HOTS-oriented English reading instruction and contribute to the dominance of lower-order cognitive practices. This study provides empirical insights into the nature of challenges faced by novice teachers, emphasizing the contextual complexity of implementing HOTS in English reading classrooms within a boarding school setting.
School-Based Management Strategies in Enhancing Teacher Welfare and Social Competence in Elementary Schools Hasrinaldi Hasrinaldi; Rahmattullah Rahmattullah; Muhammad Iqbal
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.814-832

Abstract

School-Based Management (SBM) promotes school autonomy and stakeholder participation in managing educational resources to improve school quality. This study aims to analyze SBM strategies in enhancing teacher welfare and social competence at SDN 4 and SDN 10 Tapak Tuan, Aceh Selatan. A qualitative case study approach was employed to explore SBM implementation in authentic school settings. Data were collected through participatory observation, in-depth interviews, and document analysis involving principals, teachers, school committee members, and supervisors. The findings indicate that SBM improves teacher welfare through participatory decision-making, transparent financial management, and strengthened collaboration with stakeholders. In addition, SBM fosters teachers’ social competence by promoting collegial teamwork, effective communication, and active engagement within the school community. Although challenges such as limited funding and workload demands persist, adaptive leadership and collaborative support contribute to sustainable implementation. In conclusion, SBM functions as a strategic framework for empowering teachers and strengthening professional capacity, thereby supporting quality improvement in elementary education.
Development of E-Module Based on Guided Inquiry Learning (GIL) Integrated Ethnoscience Tape Uli Betawi to Improve Science Literacy of Junior High School Students Maulida Almas; Sentot Budi Rahardjo; Muzzazinah Muzzazinah
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.897-909

Abstract

This research resulted in an E-module based on Guided Inquiry Learning (GIL) integrated ethnoscience tape uli Betawi to improve the science literacy of Junior High School students. The aim of the study was to determine the feasibility and effectiveness of ethnoscience e-module to improve science literacy of junior high school students. ADDIE development model was used with five stages: Analyze, Design, Development, Implementation, and Evaluation. The research data were taken using a questionnaire and test method. The analysis stage aims to obtain information as reference material for product development. The design stage is carried out the development of E-module content and storyboards by adjusting the concept map of the material that will be used to produce the draft product. The development stage involves expert validation consisting of expert lecturers and teachers as science learning practitioners. The validation results showed that e-module was suitable for use in classroom learning, with valid results in terms of media, language, learning and material aspects. The improvement in science literacy was calculated using the N-gain test, with moderate results for experimental class and low results for control class. Therefore, ethnoscience e-module was deemed feasible and effective in improving science literacy of junior high school student.
The Role of Lecturer and Student Human Resource Management in Improving Educational Quality: A Case Study of an Early Childhood Education Program Widyatmike Gede Mulawarman; Eka Selvi Handayani; Apriliyani Apriliyani; Hamidah Hamidah; Yuli Wulandari
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.833-843

Abstract

This study aims to examine the role of human resource management (HRM) of lecturers and students in improving educational quality at the Early Childhood Education (PAUD) Study Program, Faculty of Teacher Training and Education, Universitas Widya Gama Mahakam Samarinda. Educational quality in higher education is strongly influenced by the effectiveness of human resource management, particularly lecturers as key actors in learning and students as active participants in academic processes. This research employed a qualitative descriptive approach using semi-structured interviews with the head of the study program, lecturers, and students. Data were analyzed inductively through data reduction, coding, categorization, and thematic interpretation. The findings reveal that lecturer HRM plays a crucial role in maintaining instructional quality; however, challenges arise due to lecturers’ limited time availability caused by professional commitments outside the institution. In addition, most students are working students who experience difficulties in managing study time, which affects academic performance and timely graduation. Flexible academic scheduling, structured seminar planning, and strengthened academic guidance were identified as effective strategies to enhance educational quality. This study concludes that adaptive and sustainable HRM practices for both lecturers and students are essential to support continuous improvement of educational quality in higher education.
Analysis of Differences in AI Literacy Levels among Students at SMPN 1 Purwakarta in IT Classes and Regular Classes Sri Rahayu; Ulva Elviani
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.910-926

Abstract

Artificial intelligence (AI) is increasingly integrated into learning, encompassing conceptual understanding, practical skills, ethics, and attitudes/motivation/self-efficacy. This study aimed to describe AI literacy levels among junior high school students in IT and regular classes and to analyze differences between both groups at SMPN 1 Purwakarta. A non-experimental quantitative approach with an ex post facto comparative design was employed involving 132 eighth-grade students (66 IT and 66 regular). Instrument quality was examined using Aiken’s V for content validity, corrected item–total correlation, and Cronbach’s alpha/KR-20 for reliability. Data were analyzed using descriptive statistics, Shapiro–Wilk normality test, and independent t-test or Mann–Whitney U test based on distribution. Results indicated a significant difference only in the AI Ethics indicator, with IT students scoring higher (M = 4.04, SD = 0.52) than regular students (M = 3.82, SD = 0.64; p = 0.027; g = 0.38). Other indicators (Apply/Use, Attitude/ Motivation/ Self-efficacy, total Likert score, and Understand) showed no significant differences (p > 0.05). These findings highlight the importance of strengthening AI ethics across classes and improving measurement of conceptual understanding in future research.
The Implementation Guided Inquiry Learning and Students' Science Process Skills on the Topic of pH Trajectory Determination of Natural Acid-Base Indicators Aldi Kusuma; Intan Aulia Rahmadani; Laksmi Rahmaning; Sukemi Sukemi; M. Amir Masruhim; Yuli Hartati; Wirhanuddin Wirhanuddin
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.844-866

Abstract

Science process skills (SPS) are the students’ foundation for thinking scientifically, systematically, and critically to achieve a deep understanding of science concepts. This study aimed to analyze the implementation of guided inquiry learning and students’ SPS in determining the pH trajectory of natural acid–base indicators. A one-shot case study design was used involving 98 eleventh-grade students divided into three learning groups at a public senior high school in Samarinda. Learning implementation was measured through observation, while students’ SPS was assessed using tests, observations, and document analysis. Data were analyzed descriptively and inferentially using the Kolmogorov–Smirnov test for normality and the Kruskal–Wallis test for group differences. The results showed that teacher and student activities were in the excellent category (100% and 86–98%, respectively). The average SPS scores were in the fair category (69.31±5.20, 70.40±6.67, and 72.91±6.06). The Kruskal–Wallis test (p=0.082) indicated no significant difference among groups. Basic and procedural skills, i.e, observing, using tools and materials, and conducting experiments, developed very well, while higher-order thinking skills, i.e., interpreting, communicating, and formulating hypotheses, remained relatively low. Guided inquiry supports basic skills but requires reinforcement to improve higher-order scientific thinking skills.
Teachers' Understanding of Quality Reading Books in Brebes District Elementary Schools Sandra Asri Annisa; Moh. Farizqo Irvan
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.867-879

Abstract

Literacy plays a crucial role in enhancing students’ ability to comprehend information and develop critical thinking skills. Therefore, strengthening the literacy culture in schools requires the provision of quality reading materials that meet students’ needs and are appropriately selected by teachers. This study aims to analyze the level of elementary school teachers’ understanding of quality reading books in Brebes District and to examine differences based on gender and teaching experience. A descriptive quantitative approach was employed using a survey method involving 100 teachers selected through cluster sampling. Data were collected using a Likert-scale questionnaire and analyzed using descriptive statistics, including score calculation and percentage distribution for each indicator. The findings indicate that most teachers demonstrate a good level of understanding of quality reading books. Female teachers show slightly higher levels of understanding compared to male teachers, while teachers with shorter teaching experience tend to have slightly better understanding than those with longer experience. It is recommended that future research expand the study area and include additional variables related to literacy practices to provide a more comprehensive understanding of teachers’ competencies in selecting quality reading materials.

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