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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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The Implementation of Critical Reading in Teaching Reading Comprehension at SMAN 10 Pangkep Amir, Veranda; Hamid, Radiah; Abdul, Nurdevi Bte
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.138-148

Abstract

This study examines the implementation of critical reading in teaching reading comprehension and identifies the challenges faced by English teachers at SMAN 10 Pangkep. Using a descriptive qualitative design, the study involved two English teachers, with data collected through lesson plan analysis, classroom observations, and interviews. The data were analyzed using data reduction, data display, and conclusion drawing. The findings indicate that the implementation of critical reading remains limited and is primarily focused on lower-order thinking skills. Teachers tend to apply pre-reading strategies such as skimming and predicting; however, higher-order thinking strategies, including annotating and contextualizing, are rarely implemented. As a result, classroom instruction remains procedural and text-oriented, with students positioned as passive recipients of information. The study also reveals several challenges, including students’ limited vocabulary as a cognitive barrier, passive learning culture influenced by fear of making grammatical errors as a sociocultural barrier, and misalignment between curriculum and assessment practices as a systemic barrier. It can be concluded that critical reading has not yet been effectively integrated into classroom practice.
The Effect of Leadership, School Climate, and Scientific Literacy on Teacher Creativity with the Role of Artificial Intelligence in Senior and Vocational High Schools in Samarinda Yuliani, Rini Dwi; Komariyah, Laili; Azainil, Azainil; Indriawati, Prita; Rahmadani, Descha; Rinda, Rinda; Nopriyanto, Dwi
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.977-998

Abstract

This study examines the effects of principal leadership, school climate, and scientific literacy on teacher creativity, with artificial intelligence (AI) as an intervening variable. A quantitative survey was conducted involving 58 senior high school teachers in Samarinda. Data were collected through questionnaires and analyzed using SEM-PLS to evaluate the relationships among variables. The findings reveal that the model demonstrates good fit and predictive relevance. Principal leadership shows a positive but not statistically significant effect on teacher creativity, suggesting its role is supportive but not dominant. In contrast, school climate has a significant positive influence, indicating that a collaborative and supportive environment enhances creative teaching practices. Scientific literacy also significantly contributes to teacher creativity, emphasizing the importance of integrating scientific knowledge into instructional design. Furthermore, AI serves as a significant intervening variable, strengthening the relationship between the independent variables and teacher creativity. These results highlight the importance of integrating leadership, organizational climate, literacy, and technology in fostering teacher creativity. Practically, schools are encouraged to optimize leadership, build a conducive environment, and integrate AI to support innovative and effective learning.
Trends in Interactive Learning Media for Science Education in Secondary Schools: A Systematic Literature Review Diens, Nur Azmi Afifah; Khaerudin, Khaerudin; Kustandi, Cecep; Rahmadi , Imam Fitri
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.149-168

Abstract

Science education at the secondary level increasingly demands interactive, technology-driven approaches to enhance learning quality. This study aims to identify global trends in the use of interactive learning media in secondary school science education from 2020 to 2024. A Systematic Literature Review (SLR) method following the PRISMA 2020 framework was employed, analyzing 29 peer-reviewed articles selected from the Scopus database using strict inclusion criteria. The results show that web-based media and interactive e-books are the most commonly used types, followed by augmented reality, virtual reality, game-based learning, and simulations. Regarding learning outcomes, cognitive aspects such as conceptual understanding and academic achievement are most frequently reported, followed by critical thinking skills, learning motivation, affective attitudes, creativity, process skills, and scientific literacy. Overall, interactive learning media support not only cognitive development but also motivation and essential 21st-century skills. The findings underscore the importance of integrating interactive media to improve instructional effectiveness and foster comprehensive student competencies in secondary science education.
Management of Facilities and Infrastructure in Efforts to Improve the Quality of Learning at a Public Junior High School Marlina, Marlina; Sariakin, Sariakin; Musdiani , Musdiani
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.1134-1151

Abstract

This study examines the management of school facilities and infrastructure and its contribution to improving learning quality at SMP Negeri 1 Baitussalam, Aceh Besar Regency. Effective management of educational facilities is essential to support the teaching and learning process and achieve better learning outcomes, although in many schools it is still limited to administrative compliance rather than educational effectiveness.  This research employed a qualitative descriptive approach. Data were collected through in-depth interviews with the principal, vice principal for facilities and infrastructure, and teachers, supported by observation and documentation. Data analysis involved data condensation, data display, and conclusion drawing, while validity was ensured through source triangulation.  The findings reveal that the planning, procurement, inventory, and maintenance of facilities were conducted systematically and in accordance with national education standards. Such effective management fosters active learning environments, enhances student motivation, and improves overall learning quality.  In conclusion, well-planned and systematic management of school facilities and infrastructure significantly contributes to enhancing the quality of learning.
How Students Prepare and Perform: A Project-Based Study on English Conversations and Individual Presentations Zulfa, Puspa Fortuna; Purnama Sari, Ika
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.1152-1167

Abstract

This study examines how university students prepare and perform English conversations and individual presentations within a Project-Based Learning (PjBL) framework. The purpose of the study was to examine the relationship between students’ preparation processes and their speaking performance, documented through video submissions. A qualitative descriptive design with supporting quantitative data was used. Approximately 200 university students participated in a project-based speaking task, and a representative sample of the recorded videos was analyzed using a performance rubric focusing on fluency, accuracy, organization of ideas, interaction, nonverbal delivery, and evidence of preparation. Findings indicated that most students demonstrated strong preparation strategies, including scripting, rehearsal, peer collaboration, and self-reflection. Video analysis revealed that the majority achieved “Excellent” and “Good” levels of performance across key criteria, particularly in organization and interaction, while only a small minority needed improvement. Discussion highlighted that structured preparation significantly contributed to students' confidence, coherence, and communicative effectiveness. The study concluded that PjBL facilitates not only linguistic development but also learner autonomy and engagement. These results suggest that integrating documented video projects in EFL classes can effectively improve both the preparation process and observable speaking performance outcomes.
The Effect of Dispositional Mindfulness on the Mental Health of Children Facing the Law in LPKA Class II Palu Jusmawati, Jusmawati; Puswiartika, Dhevy; Munifah, Munifah; Arifyadi, Azam
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.379-389

Abstract

Children who are in conflict with the law (ABH) are a group of adolescents who are vulnerable to experiencing mental health problems due to psychological pressure, limited freedom, and social stigma during the coaching period. One of the psychological factors that can support mental health is dispositional mindfulness. This study aims to examine the influence of dispositional mindfulness on the mental health of children who are facing the law at the Palu Class II Special Children's Development Institution (LPKA). The method used is a quantitative approach with an ex-post facto design. The research subjects consisted of 24 fostered children who were selected through total sampling techniques. The research data was obtained using the Five Facet Mindfulness Questionnaire (FFMQ) and Mental Health Continuum-Short Form (MHC-SF) instruments, then analyzed using descriptive statistics and simple linear regression. The results showed that the level of dispositional mindfulness was in the high category and mental health conditions were in the high category. However, the results of the regression analysis showed that dispositional mindfulness did not have a significant effect on mental health (p = 0.899; R² = 0.001). These findings suggest that the mental health of children who face the law is more influenced by other factors such as social support and a coaching environment.
The Effect of STEM-Based Physics Learning and Local Wisdom of Bengkulu on Students’ Critical Thinking Skills in the Concept of Particle Dynamics Klareza, Yulensi; Koto, Irwan; Yanti, Fitri April
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.554-573

Abstract

Physics teaching practices in schools generally still focus on low-level thinking through routine exercises, so critical thinking skills as a 21st-century competency are not being maximised. This research attempts to look into the impact of STEM-based physics learning integrated with traditional Bengkulu games affect pupils' ability to think critically about particle dynamics. The research employed a nonequivalent control group and a quasi-experimental design. A total of 66 Grade XI students served as research subjects: 33 in the experimental class and 33 in the control class, 28 Grade XII students participated in the critical thinking test trial, and three expert validators (lecturers and physics teachers) were involved. The research instruments were an essay test and Facione’s Critical Thinking Skills Assessment Rubric. The data were analysed using non-parametric inferential tests and descriptive statistics (Mann-Whitney U). The findings demonstrated that Grade XI students' critical thinking abilities were significantly impacted by STEM-based physics instruction combined with Bengkulu local knowledge, with Sig< 0.001 and an effect size of 0.54 (High). It was concluded that STEM-based physics Learning combined with Bengkulu traditional knowledge was successful in enhancing critical thinking abilities in the idea of particle dynamics.
Utilizing TikTok as a Means of Religious Learning at the Salafiyah Dawuhan Islamic Boarding School Lisnawati, Dwi; Sutikno, Nonny Rulisty Putri; Suparto, Arico Ayani
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.999-1010

Abstract

The rapid development of digital technology has encouraged Islamic educational institutions, including Islamic boarding schools, to adapt their learning and da’wah strategies through social media platforms. This study aims to examine how TikTok is utilized as a medium for Islamic religious learning at the Salafiyah Dawuhan Islamic Boarding School and to explore the meanings constructed by participants in its use. This research employs a qualitative approach with a phenomenological method to gain an in-depth understanding of participants’ experiences. Data were collected through in-depth interviews, observation, and documentation, and analyzed using data reduction, data display, and conclusion drawing, supported by triangulation techniques. The findings reveal that TikTok is utilized through live streaming of religious study sessions and short religious videos, enabling continuous and flexible access to learning beyond the physical classroom. Participants perceive TikTok not only as a communication platform but also as an extension of the pesantren learning environment. In addition, TikTok expands the reach of da’wah to a wider audience, although challenges such as limited digital literacy and the risk of misinformation remain. This study concludes that TikTok functions as a complementary learning medium that supports traditional learning practices while enhancing accessibility and engagement in religious education.
Religious Democratic Leadership Style of School Principals in Improving Education Quality at Madrasah Aliyah MBS Klaten Ni'am, Yusriani; Istanto, Istanto
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.574-586

Abstract

This study aims to describe the characteristics of religious democratic leadership, its implementation, and its impact on the quality of education at Muhammadiyah Islamic Senior High School MBS Klaten. This study employed a qualitative method, with data collection techniques including interviews, observations, and documentation involving the principal, teachers, and institutional staff. The data were then analyzed through data reduction, data presentation, and conclusion drawing and verification. The results showed that the madrasah principal applied a religious democratic leadership style, which was reflected in openness in deliberation, the involvement of teachers in decision-making, and spiritual exemplary behavior in the form of habitual worship, moral guidance, and the strengthening of religious culture in the madrasah environment. The application of this leadership style has a direct impact on improving teacher professionalism, learning effectiveness, student character development, and the overall quality of the institution. Thus, religious democratic leadership has been proven to contribute significantly to improving the quality of education at MA MBS Klaten.
The Influence of Principals’ Instructional Leadership, Work Motivation, and School Culture on Elementary School Teachers’ Performance in Mranggen District, Demak Regency Istiqomah, Istiqomah; Senowarsito, Senowarsito; Nuroso, Harto
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.169-184

Abstract

This study examined the influence of principals’ instructional leadership, work motivation, and school culture on the performance of elementary school teachers in Dabin III, Mranggen District, Demak Regency. The study employed a quantitative approach with an ex post facto design. The population consisted of 139 teachers, and 103 teachers were selected as the sample using proportional random sampling. Data were collected through questionnaires, interviews, and documentation, and were analyzed using descriptive statistics, multiple linear regression, and coefficient of determination analysis. The findings revealed that principals’ instructional leadership, work motivation, school culture, and teacher performance were all categorized as very high. Simultaneously, instructional leadership, work motivation, and school culture had a significant effect on teacher performance. Partially, principals’ instructional leadership and school culture had a positive and significant effect on teacher performance, whereas work motivation did not have a significant effect. Among the independent variables, principals’ instructional leadership was the most dominant factor influencing teacher performance. The coefficient of determination showed that 56.8% of the variance in teacher performance could be explained by the three independent variables. These findings indicate that improving teacher performance requires strengthening instructional leadership and developing a positive school culture.

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