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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 1,888 Documents
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The Effectiveness of E-Modules Based on Cognitive Load Theory on Learning Outcomes and Cognitive Load of Vocational High School Students Sari, Fania Komala; Hikmawan, Rizki; Setiawan, Andriansyah
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.587-600

Abstract

The goal of this project is to create an e-module with cognitive load management in mind and assess how it affects vocational high school students' learning results. The study uses a pre-experimental experimental design of the one-shot case study type and a descriptive quantitative methodology. A cognitive load questionnaire was used to quantify intrinsic, extraneous, and relevant cognitive load, and a post-test was used to determine learning outcomes. A one-sample binomial test and the Shapiro Wilk normality test were used for data analysis. A binomial test with a significance threshold of 0.035 (<0.05) was employed since the results demonstrated that the data were not normally distributed, suggesting that the e-module design had an impact on student learning outcomes. According to descriptive analysis, the average student learning outcome of 83.33 is classified as "good." Furthermore, extraneous cognitive load fell into the "very low" category (mean = 1.70), intrinsic cognitive load into the "low" category (mean = 2.48), and germane cognitive burden into the "very high" category (mean = 3.44). In conclusion, the findings indicate that the e-module is associated with structured learning and favorable cognitive load conditions among students, but the results remain descriptive and cannot be interpreted as causal evidence.
Development of a Picture Book to Enhance Children’s Understanding of Flood Disaster Mitigation: Group B2, Al-Hikmah Rusa Kencana Kindergarten, Toili Subdistrict, Luwuk Banggai Regency Kristyaningrum, Novita Ayu; Fitriana, Fitriana; Awalunisah, Sita; Agusniatih, Andi
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.601-617

Abstract

Early childhood education plays a crucial role in fostering children’s preparedness for disaster risks, particularly floods, which frequently occur in Toili Subdistrict, Banggai Regency. This study aims to develop a picture storybook as a learning medium to enhance children’s understanding of flood disaster mitigation at Al-Hikmah Rusa Kencana Kindergarten. The study employed the Research and Development (R&D) method using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects were 10 children in Group B2. Data collection techniques included observation, interviews, documentation, and expert validation sheets, while data analysis utilized both qualitative and quantitative methods through validity tests and t-tests. The results indicated that the picture book “Raka the Water Hero” received an expert validation score of 87.5% for both content and media, categorized as highly valid. The pilot test results showed an increase in children’s understanding of flood disaster mitigation, as evidenced by an increase in the average pre-test score from 7.5% to 92.5% on the post-test, as well as a t-calculated value greater than the t-table value at a 5% significance level. Thus, the picture book is effective as a learning medium for improving young children’s understanding of flood disaster mitigation.
The Influence of the Project Based Learning Model and Learning Motivation on Fourth Grade Elementary Students’ Narrative Writing Skills Nisa', Ainun; Sukma, Elfia; Karneli, Yeni; Muhammadi, Muhammadi
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.1011-1020

Abstract

This study was conducted based on the low level of narrative writing skills among elementary school students, which is influenced by less innovative instructional models and low learning motivation. This study aimed to analyze the effect of the Project Based Learning (PjBL) model and learning motivation on the narrative writing skills of fourth-grade elementary school students. This research used a quantitative approach with a quasi-experimental method and a 2×2 factorial design. Data were collected through a narrative writing test and a learning motivation questionnaire, and analyzed using t-test and two-way ANOVA. The results showed that students in the PjBL class achieved higher mean scores, with 89.05 for high motivation and 73.15 for low motivation, compared to 80.21 and 52.64 in the conventional class. The ANOVA test indicated no significant interaction (Sig. = 0.537 > 0.05). It can be concluded that PjBL effectively improves narrative writing skills, while motivation acts as an independent factor.
Exploring Teacher’s Perceptions as a Basis for Developing Deep Learning–Based Digital Assessment in Chemistry Saputra, Fershi Adi; Nahadi, Nahadi; Wahyu, Wawan
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.462-477

Abstract

The main challenge in 21st-century chemistry learning lies in the limited availability of assessment instruments that effectively measure students’ critical thinking skills in accordance with deep learning principles, namely meaningful, mindful, and joyful learning. In practice, teachers still predominantly employ conventional assessment methods that do not fully support technology-based learning or the development of higher-order thinking skills. As a preliminary study to support the development of deep learning–based digital assessment, this research aims to explore teachers’ perceptions and needs regarding the implementation of digital assessment in chemistry learning. A descriptive qualitative approach was employed, involving three senior high school chemistry teachers selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings indicate that teachers possess a sound pedagogical understanding of deep learning concepts; however, current assessment practices have not yet adequately captured the dimensions of meaningful, mindful, and joyful learning. Teachers expressed positive perceptions toward digital assessment as a means to enhance effectiveness and student engagement, despite challenges related to technological infrastructure and digital literacy. These findings provide an empirical basis for developing deep learning–based digital assessment instruments to strengthen students’ critical thinking skills and improve the quality of chemistry learning.
The Implementation of Project-Based Learning to Cultivate Discipline and Responsibility Among Sixth-Grade Elementary Students Musyary, Muhammad Fazis; Utomo, Arief Cahyo
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.478-493

Abstract

This study aims to describe the role of teachers in implementing Project Based Learning (PjBL) as a learning strategy to develop discipline and responsibility among sixth-grade elementary school students. This study employed a descriptive qualitative approach with a case study design. Data were collected through observation, interviews, and documentation involving teachers and students during the learning process. The results show that the implementation of PjBL fosters students’ discipline through habits of time management, adherence to rules, maintaining order, and self-regulation in social interactions. In addition, responsibility is developed through active participation in task completion, willingness to acknowledge mistakes, engagement in group work, and social awareness. Structured project activities encourage students to be more active and responsible in learning. This study is limited by its focus on a single school and the use of a qualitative approach that does not measure effects quantitatively. Therefore, future research is recommended to involve broader subjects and combine quantitative methods to examine the effectiveness of PjBL more comprehensively.
Classroom Management Strategies for Creating a Conducive Learning Environment in Grade 3 at SD Muhammadiyah 4 Kandangsapi Yulianti, Adelia Dwi; Sukartono, Sukartono; Minsih, Minsih
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.618-633

Abstract

This study aims to describe classroom management strategies in creating a conducive learning environment in the third-grade classroom at SD Muhammadiyah 4 KandangSapi, as well as to identify supporting factors, obstacles, and solutions implemented by teachers. The research uses a qualitative approach with a case study design to gain an in-depth understanding of classroom practices in a real context. The subjects include the third-grade teacher as the main informant, students as supporting informants, and the principal as an additional informant. Data were collected through passive participatory observation, semi-structured interviews, and documentation, and analyzed using the Miles and Huberman interactive model, including data reduction, data presentation, and conclusion drawing, with triangulation to ensure validity. The findings show that classroom management is carried out systematically through initial conditioning, organizing the learning environment, enforcing classroom rules, and managing student behavior. Supporting factors include collaboration, adequate facilities, and school support. Meanwhile, obstacles involve differences in student characteristics, limited classroom space, and less conducive classroom conditions. To address these challenges, teachers apply adaptive solutions such as personalized approaches, collaboration with parents, and varied teaching methods to increase student engagement. This study highlights the importance of flexible and context-based classroom management strategies tailored to elementary students’ needs.
Internalization of Human Values in Physics Learning through a Love-Based Curriculum to Build Environmentally Caring Character Syam, Nurhikma; Kuswanto, Heru; Wiyatmo, Yusman
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.634-646

Abstract

The global environmental crisis demands a fundamental transformation in science education, shifting from mere cognitive knowledge transfer to a medium for holistic character formation. This conceptual article examines the urgency of internalizing human values such as empathy, compassion, and justice into physics learning. The author proposes a "Love-Based Curriculum" as a transformative pedagogical framework to bridge the gap between abstract physics concepts and the development of environmentally caring character. This article is developed using a Systematic Literature Review (SLR) approach. Data collection was conducted by examining various credible and relevant references to obtain a comprehensive understanding of the topic. The article synthesizes various approaches, ranging from compassionate pedagogy to the integration of sustainability issues (such as climate change and waste management) into the physics curriculum. The findings indicate that a humanistic approach not only improves cognitive learning outcomes but also significantly fosters ecological awareness, environmental literacy, and students’ motivation to become agents of change. The Love-Based Curriculum is argued to be a strategic intervention to ensure more equitable, inclusive, and relevant physics learning that addresses future challenges.
Exploratory Analysis of the Design of Multimodal Digital Storytelling Rubrics for Strengthening Communication in the 21st Century Rahmatya, Aura Salsabillah; 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.664-680

Abstract

Communication skills are in essential competencies 21st-century education, requiring individuals to convey ideas effectively across multiple modes. Although digital storytelling (DS) has been widely recognized as an approach to developing multimodal communication, evaluation instruments that systematically capture its narrative and multimodal complexity remain limited. This study aims to develop dimensional indicators for a multimodal digital storytelling rubric grounded in real-world digital communication practices. A qualitative-exploratory approach was employed by analyzing 100 high-engagement creators across YouTube, TikTok, and Instagram Reels. Data were analyzed using NVivo software via open coding, axial coding, and selective coding procedures. The findings reveal four key dimensions of effective digital storytelling: narrative hook, narrative structure, multimodal integration, and closing message. These dimensions highlight that successful digital communication relies on structured narratives, strategic audience engagement, and the integration of multiple semiotic modes. Based on these findings, a rubric consisting of eight indicators and four performance levels was developed to support assessment in educational contexts. This study contributes a practice-informed and empirically grounded assessment tool that bridges real-world digital practices with classroom evaluation, offering both theoretical insights into multimodal literacy and practical implications for teacher education.

Page 189 of 189 | Total Record : 1888

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