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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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Performance-Based Assessment to Measure Narrative Reading Literacy Skills of Fourth-Grade Students at SDN Petunggu Ratnawati, Ratnawati; Nuraeni, Ida; Juniati, Juniati; Gazali, Gazali; Sukma, Sukma
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.494-510

Abstract

This study aims to develop a valid, practical, and effective performance assessment instrument to measure fourth-grade students’ reading literacy skills at SDN Petunggu. The study is motivated by students’ low reading literacy and the limitations of conventional assessments that mainly measure surface-level understanding without capturing students’ thinking processes authentically. This research employed a Research and Development (R&D) approach by adapting the Borg & Gall model, which was modified into several stages: preliminary study, needs analysis, curriculum analysis, product planning, instrument draft development, expert validation, limited trial, and field trial. The developed instrument includes fable texts, performance tasks, answer sheets, and analytic scoring rubrics designed to assess students’ comprehension of narrative texts. Expert validation results indicated that the instrument was categorized as valid. Field trials involving 18 students showed a balanced score distribution, indicating the instrument’s ability to differentiate students’ literacy levels. The majority of students were categorized as Good and Very Good, with no indication of floor or ceiling effects. These findings demonstrate that the developed performance assessment effectively captures students’ narrative reading comprehension in a more comprehensive and authentic manner. Therefore, the instrument is considered appropriate as an alternative assessment tool aligned with the demands of the Independent Curriculum to improve the quality of reading literacy evaluation in elementary schools.
A Rubric-Integrated Assessment System Using a Large Language Model for Automated Essay Evaluation in Secondary Vocational Schools Saputro, Rochman Bambang Eko; Hikmawan, Rizki
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.11-23

Abstract

This study aims to develop and evaluate an artificial intelligence-based essay assessment system integrated with the National Work Competency Standard (SKKNI) in vocational Informatics education. The system was designed using the ADDIE model, featuring two core functions: (1) automated rubric generation based on indicators, criteria, and weights provided by teachers, and (2) automated essay scoring by a multimodal large language model capable of processing both image and text inputs. Evaluation was conducted on ten student essays assessed in parallel by three experienced teachers and the AI system. Reliability analysis using the Intraclass Correlation Coefficient (ICC) revealed a score of 0.975, classified as “excellent,” indicating strong agreement between AI-generated scores and human ratings. Qualitative findings from teacher interviews confirmed that the system not only reduces administrative burden but also reinforces the teacher’s role as a pedagogical curator, ensuring assessment remains aligned with learning objectives. The key conclusion is that integrating artificial intelligence within a pedagogically centered process (rather than replacing educators) yields a reliable, valid, and sustainable approach to automated essay scoring in vocational education.
Development of Positive Reinforcement-Based Economic Token Media to Improve Children's Discipline Eliawati, Ni Luh Putu; Zuama, Shofiyanti Nur; Monepa, Jane Mariem; Nurhayati, Nurhayati
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.24-35

Abstract

This study aims to develop an economic token-based media using positive reinforcement to improve children's discipline. The background of this study stems from the problem of low discipline among children, such as children often arriving late, not tidying up their toys, and not following the teacher's instructions when doing tasks. This research uses the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects were 23 children in group B. This Economic Token Media was validated by two subject matter experts and media experts. The two experts gave it a validation score of 88.23% from the media expert and 100% from the subject matter expert. This media has been tested on 15 children in group B aged 5-6 years. From the test results, a feasibility score was obtained with a percentage of BSB 62.22%, BSH 26.66%, MB 11.11%, and BB 0%. The use of economic token media has been proven to be effective in improving children's discipline and is suitable for testing on children. It is also very safe to use and not harmful to children. 
Implementation of Child-Friendly Inclusive Education Policy in Pekanbaru Public Elementary Schools Muthiah, Muthiah; Kurnia, Rita; Aibonotika, Azra
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.294-306

Abstract

This study aims to analyze the implementation of the Child-Friendly Inclusive Education Policy in Pekanbaru Public Elementary Schools, identifying how the policy is implemented in the process of admitting students with special needs, curriculum implementation, provision of child-friendly facilities and infrastructure, and the roles of the government, school committees, community organizations, and professionals. This study also aims to explore the supporting factors and obstacles that arise in the implementation of the policy, and assess the extent to which the policy has an impact on educational services for students with special needs (PDBK). This research uses a qualitative approach with a policy research method (policy research). Data were collected through in-depth interviews with school principals, class teachers, special assistant teachers (GPK), the Head of the Curriculum Section of the Education Office, and PDBK parents. In addition, this study also utilized field observations and documentation studies of regulations, implementation guidelines, curricula, and school administrative documents regarding the implementation of inclusion. Data analysis was conducted through data reduction, data presentation, and conclusion drawing to determine the alignment between policies, implementation in the field, and the results achieved. The findings of this study are expected to provide a comprehensive picture of the effectiveness of implementing child-friendly inclusive education policies in Pekanbaru Public Elementary Schools and produce recommendations for strengthening the program, both for schools and local governments.
Analysis of Junior High School Students’ Learning Obstacles on Polyhedron Material Reviewed from the Pirie–Kieren Theory Safuan, Safuan; Fadillah, Syarifah; Risalah, Dewi
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.36-50.

Abstract

This study is motivated by the low level of junior high school students’ understanding of three-dimensional geometry (solid shapes) and the need for a theoretical framework capable of explaining the dynamics of conceptual development more comprehensively. This research aims to analyze learning obstacles and the growth trajectory of students’ understanding using the Pirie–Kieren theory. The study employed a qualitative approach involving diagnostic tests, clinical interviews, observations, and analyses of student learning artifacts, validated through source triangulation, methodological triangulation, and expert confirmation. The findings show that students’ understanding develops non-linearly, with most students remaining at the Property Noticing level, characterized by difficulties in 2D–3D visualizations, conceptual reasoning, and multimodal coordination. The phenomenon of folding back consistently appears as a mechanism for reconstructing understanding when students encounter representational or conceptual conflicts. The analysis indicates the predominance of representational, epistemological, and didactic obstacles that hinder students’ transition toward formal understanding. In conclusion, the Pirie–Kieren theory effectively maps the development of students’ understanding and reveals the root causes of learning barriers in geometry. The study’s implications highlight the importance of representation-based learning design, reasoning scaffolding, and facilitating productive folding back to support deeper geometric understanding.
Digital Transformation in Human Resource Management in Islamic Educational Institutions: A Case Study at MtsN 9 Bantul Samosir, Nurul Aisah; Istiqomah, Nurul; Maksudin, Maksudin
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.66-84

Abstract

Digital transformation in human resource management (HRM) has become a strategic necessity for educational institutions to improve governance efficiency, transparency, technology-based service quality, and teacher performance in the era of digital learning. This study aims to analyze the digital transformation process in HRM in Islamic educational institutions with a case study at MTsN 9 Bantul. The approach used is descriptive qualitative, with data collection techniques through interviews, observation, and documentation. Data analysis was conducted interactively through the stages of reduction, presentation, and conclusion drawing. The results show that the implementation of digital transformation at MTsN 9 Bantul includes the use of various platforms such as e-Kinerja, Pusaka, Simpatika, Sigma Masemba, and Jogja Madrasah Digital. Supporting factors include madrasah policy support, human resource competence, and infrastructure readiness, while obstacles arise from technical aspects and limited digital access for some students. Digital transformation has a positive impact on improving discipline, administrative efficiency, data transparency, and institutional reputation. Thus, the application of digital transformation at MTsN 9 Bantul not only improves the effectiveness of human resource management but also strengthens an innovative work culture in the Islamic education environment.
Evaluation of the New Student Admission System Service Program in Improving Educational Quality at SMA Negeri 5 Sekadau Hilir Using the CIPP Model Emakulata, Maria; Afandi, Afandi; Rosnija, Eni; Enawaty, Eny; Sanulita, Henny
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.51-65

Abstract

The student admission system is a strategic instrument for ensuring equitable access and improving the quality of education; however, its implementation often remains administratively oriented and does not fully support sustainable quality management. This study aims to evaluate the student admission service system by examining policy alignment, resource readiness, service process quality, and its implications for educational quality. The research employs a qualitative approach with an evaluative design based on the Context, Input, Process, and Product (CIPP) model. Data were collected through semi-structured interviews, observation of service processes, and document analysis, and were analyzed interactively through data reduction, categorization, and interpretation of findings. The results indicate gaps between policy objectives and operational implementation, limitations in supporting inputs, service processes that remain largely procedural, and suboptimal use of admission outcomes for quality planning. The discussion emphasizes that student admission services need to be reoriented from merely an administrative selection mechanism to a strategic instrument for improving educational quality. This study concludes that the CIPP model is effective as a comprehensive evaluation framework to support data-driven decision-making and continuous improvement in educational management.
Mapping Studies on Teachers’ Pedagogical Competence and Its Impact on Learning Quality: A PRISMA Systematic Review Senda, Teresia Antini; Masduki, Masduki; Mayasari, Linda Ika; Huda, Syafa’at Arifil
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.85-100

Abstract

This study aims to map the contribution of teachers’ pedagogical competence to the improvement of learning quality through a SLR based on the PRISMA 2020 protocol. The literature search was conducted using the Google Scholar, Garuda, and Publish or Perish databases within the 2020–2025 period. From an initial 150 publications, a multi-stage screening process based on inclusion and exclusion criteria resulted in 10 articles deemed eligible for analysis. The synthesis results indicate that pedagogical competence consistently serves as a key factor in enhancing learning quality, as reflected in four dominant aspects: understanding students’ characteristics, systematic lesson planning, effective instructional implementation, and continuous evaluation as a basis for improving the learning process. Bibliometric analysis reveals that pedagogical competence occupies the center of a thematic network closely associated with teacher professionalism, learning motivation, digital literacy, and the quality of student outcomes. The findings also show that limited facilities, lack of training, and inconsistency in pedagogical practices remain obstacles in the field. Overall, this review confirms that strengthening pedagogical competence is a fundamental prerequisite for achieving effective and high-quality learning, while also opening opportunities for further research related to teacher professional development models and the integration of technology in pedagogical practices.
Parental Parenting Patterns Toward Children with Disabilities in the Inclusive School Raudhatul Athfal Ulumul Quran Al Madani Banjarbaru Muthaharah, Hanifa; Hermanto, Hermanto; Rizky, Anisa Sri; Aulia, Cindy Rahmi; Edlina, Monika Nur
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.272-283

Abstract

Parenting children with disabilities requires adaptive strategies that address their unique developmental and emotional needs. However, variations in parenting practices are often overlooked, particularly in understanding how core parenting dimensions are applied in real contexts. This study aims to provide an in-depth description of parenting styles and their key aspects warmth, control, and communication among parents of children with disabilities. This research employs a qualitative approach with a descriptive multiple case study design. Informants were selected purposively, consisting of four parents of children with disabilities, one special education teacher, and one individual from the parents’ social environment. Data were collected through in-depth interviews, observations, and documentation, and analyzed through cross-case comparison. The findings indicate that parenting practices generally reflect a democratic pattern. However, the implementation of warmth, control, and communication varies across cases and is adapted to the child’s specific condition. In addition, parents face several challenges, including limited knowledge and skills, difficulties in supporting children’s developmental tasks, and constraints related to the child’s condition. In conclusion, parenting in this context is dynamic and context-dependent, highlighting the need for increased parental support and practical guidance.
The Role of the Management of the Al-Rahmah Walantaka Islamic Boarding School in Facilitating the Mental Well-being of Students Through the Management Discipline Policy Fitrianingsih, Siti Elya; Nurhayati, Enung; Faturrahman, Faturrahman; Aaf Afiah, Aaf Afiah; Syarifudin, Encep; Iriyadi, Deni
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.284-293

Abstract

The pesantren environment functions as a comprehensive educational institution whose management significantly influences students’ mental well-being. This study examines the role of management at Al Rahmah Islamic Boarding School in supporting students’ mental health, particularly through disciplinary policies and administrators’ communication capacity. Using a qualitative case study approach, data were collected through in-depth interviews, participatory observation, and policy document analysis, then analyzed thematically. The findings indicate that disciplinary policies are designed as part of character building rather than purely repressive measures. However, discrepancies between policy ideals and practical implementation may create psychological pressure for students. Administrators’ communication skills, especially interpersonal and transcultural communication, are crucial in translating disciplinary norms into constructive understanding. Effective communication fosters motivation, reduces conflict, and supports students’ mental well-being. The study concludes that pesantren management plays a strategic role in facilitating mental well-being, emphasizing that supportive communication and dialogical relationships are more influential than strict rules alone. Continuous communication training and regular evaluation of disciplinary policies based on rahmatan lil ‘alamin principles are recommended.

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