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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 1,915 Documents
 183   184   185   186   187 
The Effect of Implementing the Poster Session Learning Strategy Assisted by Audio-Visual Media on Fourth-Grade Students’ Interest and Learning Outcomes in Listening to Descriptive Texts at SDN Fatufia, Morowali Regency Lotong, Novita; Nuraeni, Ida; Ulfah, Ulfah
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.101-111

Abstract

This study aims to examine the effect of the poster session learning model assisted by audio-visual media on students’ learning interest and learning outcomes. This research employed a quantitative approach with a quasi-experimental design using a non-equivalent control group design. The sample consisted of an experimental class and a control class. Data were collected using a learning interest questionnaire and a learning outcomes test. Data were analyzed using Multivariate Analysis of Variance (MANOVA). The results revealed a significant effect of the poster session learning model assisted by audio-visual media on students’ learning interest and learning outcomes simultaneously (Wilks’ Lambda = 0.412; F(2,37) = 26.873; p < 0.05). Partially, the model also had a significant effect on both dependent variables. Therefore, this learning model can be considered an effective alternative to improve the quality of elementary education.
IT-Based Healthy School Management at the Junior High School Level: A Literature Review Farashati, Alfiya; Supadi, Supadi; Susanto, Teguh Trianung Djoko; Kamaludin, Kamaludin; Sari, Cynthia Mayang
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.367-378

Abstract

This study reviews IT-based healthy school management at the junior high school level using a Systematic Literature Review (SLR) method guided by PRISMA 2020. From 200 articles identified (2020–2025), 20 articles met the inclusion criteria for synthesis. The analysis reveals two main clusters: the red cluster relates to students’ health literacy and information-seeking behavior (user-centered approach), while the green cluster focuses on educational technology and the role of teachers as facilitators (provider-centered approach). Developmental analysis shows a shift in focus from students’ literacy and behavior in 2022 toward infrastructure development and the role of educators in 2023–2024. The implementation of IT-based healthy school management is influenced by three key factors: human (satisfaction, skills, understanding of benefits), technology (system quality and infrastructure), and organization (policy and management support). This study affirms the importance of a holistic approach that integrates these three factors, accompanied by comprehensive training for teachers and administrators as well as improved technological infrastructure, in order to realize a healthy school ecosystem that is adaptive, responsive, and sustainable.
Enhancing the Professionalism of Indonesian National Police Personnel through the Live in Program in the Education of Female Police Non-Commissioned Officers: A Systematic Literature Review Runiasih, Mawar; Ahmad, Masduki; Rahmawati, Desi; Kamaludin, Kamaludin; Sari, Cynthia Mayang
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.1046-1056

Abstract

Enhancing the professionalism of Indonesian National Police (POLRI) personnel has become increasingly important in responding to the growing demands for humanistic public service and social adaptability. One of the strategic approaches implemented in police education is the Live In program within the training of Female Police Non-Commissioned Officers (Bintara Polwan), which emphasizes experiential learning through direct community engagement. This study aims to systematically analyze the effectiveness of the Live In program in strengthening professionalism, particularly in developing empathy, social awareness, and adaptive competencies. This research employs a Systematic Literature Review (SLR) approach based on PRISMA 2020 to synthesize relevant empirical and theoretical evidence. A total of 250 records were identified from major academic databases, resulting in 45 selected studies after a rigorous screening and eligibility process. The findings reveal that the Live In program significantly contributes to the development of humanistic character, interpersonal competence, and gender-sensitive soft skills, and is more effective than conventional training approaches in fostering professional attitudes and social responsibility. The study concludes that structured implementation, institutional support, and standardized evaluation mechanisms are essential to maximize program outcomes and support holistic police education.
The Simultaneous Influence of AI Literacy and Prompting Skills on Students' Critical Thinking Disposition Hanifatunnisa, Fitri Azzahra; Septiadi, Jaka
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.112-125

Abstract

This study examines the influence of AI Literacy and Prompting Skills on university students’ Critical Thinking Disposition in the context of Generative AI use in higher education. A quantitative cross-sectional survey design was employed. The population consisted of 354 students from the Educational System and Information Technology Study Program at Universitas Pendidikan Indonesia, with 188 respondents selected using Slovin’s formula and purposive sampling. Data were collected through a closed-ended questionnaire using a five-point Likert scale to measure AI Literacy, Prompting Skills, and Critical Thinking Disposition. Data were analyzed using descriptive statistics and multiple linear regression after all classical assumptions were met. The results show that all variables are categorized at a high level. Partially, AI Literacy and Prompting Skills each have a positive and significant effect on Critical Thinking Disposition. Simultaneously, both variables explain 46.4 percent of the variance in students’ Critical Thinking Disposition. These findings indicate that students’ critical thinking disposition in the era of Generative AI is influenced by both conceptual understanding and technical competence in interacting with AI. Therefore, strengthening AI literacy and prompting skills should be integrated into higher education learning development strategies.
The Lumbung Pesantren Strategy in Fostering Students’ Independence: A Case Study at Pesantren Rakyat Al-Amin, Sumberpucung, Malang Regency Rosyid, Moch. Nur Ilham; M. Ishaq, M. Ishaq; Sucipto , Sucipto
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.126-137

Abstract

This research examines the Lumbung Pesantren strategy in fostering student independence at Pesantren Rakyat Al-Amin, Sumberpucung, Malang Regency. Employing a qualitative case study approach, data were gathered through in-depth interviews, participatory observation, and documentation analysis. The findings demonstrate that the Lumbung Pesantren strategy effectively cultivates students' economic, social, and spiritual independence. Students are actively engaged in practical activities including agriculture, livestock management, and cooperative operations, alongside the reinforcement of religious values and local wisdom through hands-on, reflective practices. This participatory and collaborative strategy delivers contextual, experience-based learning that integrates Islamic principles with community empowerment. Despite facing challenges such as management complexities and fluctuating student motivation, the pesantren successfully addresses these through structured training programs and network strengthening. The model proves to be a transformative, contextual, and sustainable form of out-of-school education, equipping students with essential life skills while grounding them in religious and cultural values. This approach offers a replicable framework for holistic education within Islamic boarding school contexts, balancing modern needs with traditional wisdom.
The Effect of YouGlish Web Tool through Shadowing Technique and Learning Motivation on EFL Students’ Pronunciation Accuracy Putri, Reni Eka; Zulhidah, Zulhidah; Bukhori, Bukhori
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.229-240

Abstract

This study investigated differences in English pronunciation accuracy among students with high, medium, and low learning motivation who were taught using the YouGlish web tool through the shadowing technique and those taught without it. It also examined the interaction effect between instructional method and learning motivation on pronunciation accuracy. Employing an experimental 2×3 factorial post-test-only design, the study involved first-semester students of the English Education Department at the State Islamic University of Sultan Syarif Kasim Riau. Two classes totaling 60 students were selected through simple random sampling. Data were collected through a pronunciation test after four treatment sessions and analyzed using two-way ANOVA. The results showed that the use of YouGlish through shadowing did not produce significant differences in pronunciation accuracy across varying levels of learning motivation. Additionally, no significant interaction effect was found between the teaching method and students’ motivation levels. Although learning motivation contributed to pronunciation performance, its effect was not statistically significant. These findings indicate that the effectiveness of YouGlish-assisted shadowing practice in improving pronunciation accuracy was not significantly influenced by students’ learning motivation, suggesting that other factors may play a more substantial role in determining pronunciation development.
Exploring Language Assessment Literacy in EFL Classroom: A Case Study of EFL Teachers at a State Junior High School in Pekanbaru Septiawati, Lilis; Hadi, Abdul
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.241-257

Abstract

This study aims to explore the Language Assessment Literacy of English as a foreign language (EFL) teachers in English language learning at SMP Negeri 9 Pekanbaru. This study uses a qualitative approach with a case study design. The research subjects consisted of three English teachers. Data were collected through semi-structured interviews, classroom observations, and Focus Group Discussions (FGD) with students. The results showed that EFL teachers' Language Assessment Literacy was integrated into their daily teaching practices. Assessment was carried out simultaneously with the teaching process through informal strategies such as oral questions, observations, direct feedback, and learning tasks. Teachers' assessment practices are formative, with the aim of monitoring student understanding, helping teachers make learning decisions, and supporting the student learning process. Although teachers rarely use the term assessment theoretically, their practices demonstrate an implicit understanding of assessment principles, such as appropriateness of objectives, fairness, and relevance to learning. In addition, this study found that teachers' LAL is influenced by internal and external factors. Internal factors include teaching experience and teachers' beliefs about the role of assessment in learning. External factors include limitations in language assessment training, administrative burdens, curriculum demands, and diversity in student characteristics.
Correlation of Free Fire Online Game Playing Intensity with Elementary School Students' Social and Emotional Intelligence Hamidah, Delila Nur; Wulandari, Murfiah 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.521-531

Abstract

This study aims to know the relationship between the intensity of playing the online game Free Fire with the social intelligence and emotional intelligence of elementary school students. The method used is a quantitative approach with a correlational design (ex post facto). The study population included all students in grades III to VI at SD Negeri 1 and SD Negeri 3 Bangkleyan, with a sample size of 200 students determined through a total sampling technique. Data were collected using a closed-ended Likert-scale questionnaire that had been tested for validity and reliability. Data analysis included descriptive statistics, the Kolmogorov–Smirnov normality test, and the Spearman Rho correlation test using SPSS. The results of the normality test showed that the data were not normally distributed. The correlation analysis showed a positive and significant relationship between the intensity of playing Free Fire with social intelligence (r = 0.707; p < 0.05) and emotional intelligence (r = 0.657; p < 0.05) with a strong relationship level. These findings emphasize the importance of the role of parents and teachers in supervising gaming activities to have a positive impact on children's development.
The Effect of Implementing Formative Assessment with the 5E Learning Cycle Model on High School Students' Scientific Reasoning Abilities Putri, Alfira Eka; Wulan, Ana Ratna
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.511-520

Abstract

Students’ scientific reasoning abilities remain relatively low, often due to limited interactive learning and insufficient feedback during instruction. This study investigates the effect of implementing formative assessment within the 5E Learning Cycle model to enhance these abilities. A quantitative approach was employed using a pre-experimental one-group pretest–posttest design. The sample consisted of 35 eleventh-grade students from a public high school in Bandung, selected through purposive sampling. Research instruments included a scientific reasoning ability test and formative assessment sheets. The findings reveal a significant improvement in students’ scientific reasoning after the intervention. Results from the paired sample t-test indicate a statistically significant difference between pretest and posttest scores (p < 0.05), with an effect size of 4.64, categorized as very large. Additionally, students’ average formative assessment scores increased from 67.42 in the first meeting to 80.12 in the second meeting. These results suggest that integrating formative assessment into the 5E Learning Cycle model provides meaningful feedback and promotes active engagement, leading to substantial improvements in scientific reasoning. Therefore, this approach can be considered an effective strategy to support higher-order thinking skills in science learning.
The Journey of Honorary Teacher to Become Permanent Teacher Hasanah, Uswatun; Arifin, Syamsul; Malik, Nur Kholis; 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.532-542

Abstract

This article examines the life journey of an honorary teacher toward permanent teacher status using a narrative life-story research approach. This journey is understood as a transformative process involving not only administrative changes but also social, professional, psychological, and spiritual identity changes. This research shows that the dynamics of honorary teachers' lives, from initial idealism, social pressure, uncertainty about the future, the struggle to participate in the PPPK selection process, to finally receiving formal status as a permanent teacher, form a complex and gradual identity construction. The fifteen core paragraphs in this article are structured using the PREC format, with each paragraph using a unique reference as required. The results show that honorary status is often associated with structural injustice, low welfare, career uncertainty, and consistent psychological burdens. However, through long struggles, honorary teachers develop personal resilience, professional commitment, and spiritual meaning in their service. The transition to permanent teachers not only increases economic security but also strengthens social dignity, expands responsibilities, and forms a more stable professional identity. This study emphasizes that status change is not merely an administrative event, but an existential journey that reflects the dignity of the teaching profession.

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