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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
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Digital Leadership in Educational Institutions: A Bibliometric Analysis using Scopus Database (2020 – 2025) Damayanti, Ika; Rugaiyah, Rugaiyah; Rahmawati, Desi; Kamaludin, Kamaludin
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.913-923

Abstract

The post-COVID-19 pandemic era and the rapid advancement of artificial intelligence (AI) have driven significant transformations in education; however, gaps remain in understanding the conceptual framework, trends, and scholarly collaboration of digital leadership, thus requiring a comprehensive analysis to identify current developments and future research directions. This study aims to analyze publication gaps, trends, and influential authors related to digital leadership in educational institutions using bibliometric analysis on the Scopus database for the period January 2020–January 2025. The data sources were Scopus journal articles selected through inclusion criteria  and exclusion criteria, resulting in eight articles after the PRISMA flowchart process and manual selection. The analytical methods involved a descriptive review of study characteristics, identification of bias risks, and VOSviewer visualization for co-word and co-authorship mapping. The main findings reveal gaps in the integration of digital competence, Industry 4.0, and bibliometrics with digital leadership, highlight recent trends in digital learning environments, and identify influential authors such as Yuan Ying from global collaborations; the studies were dominated by mixed-methods in developing countries with sampling and local context biases. These conclusions underscore the need for a mature, inclusive, and human-centered digital leadership framework.
Integrating the Five-Pillar Philosophy into Pancasila Education Lessons on Diversity to Prevent Child Bullying in Batak Communities Pakpahan, Yezkyna Ringan; Triastuti, Rini; Gunawati , 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.711-720

Abstract

This qualitative case study research aims to describe the philosophical meaning and implementation of the Lima Poda Philosophy in cultivating character to prevent child bullying and to formulate a reconstruction model integrating its values into PPKn learning at SMP Negeri 022 Parbotihan, Humbang Hasundutan Regency. Data were collected through method triangulation, including semi-structured interviews with PPKn teachers and customary figures, non-participant observation, and document analysis, with data validity ensured through source triangulation. Analysis followed the interactive model of data reduction, display, and verification. The findings reveal that the core concept of Lima Poda, Paias (cleanse), is highly relevant to bullying prevention. Paias Rohamu is reconstructed as social empathy to address emotional insensitivity, while Paias Pamatangmu and Parabitonmu are transformed into moral integrity and non-discrimination to prevent physical and appearance-based bullying. Paias Bagasmu and Pakaranganmu are reconstructed into collective responsibility to foster safe school environments. This reconstruction is systematically integrated into Grade VII PPKn learning on diversity through learning objectives, strategies, and steps aligned with Lickona’s moral domains. Overall, Lima Poda represents valuable local wisdom that can serve as a contextual character education model to combat child bullying in schools.
Exploring Learners’ Cognitive, Affective, and Conative Responses toward Teacher Modelling Scaffolding in EFL Classrooms Nursyafida, Nursyafida; Bukhori, Bukhori; 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.883-896

Abstract

This study aims to explore students' cognitive, affective, and conative responses to the use of modeling as scaffolding in EFL. A descriptive qualitative approach was used, involving two English teachers and six students in a junior high school. Data were collected through classroom observations, teacher interviews, and student interviews, and analyzed using thematic analysis. The findings indicate that modeling as a supporter produces interrelated learning responses. Cognitively, modeling helps students grasp material more quickly, recognize language patterns, and generate examples independently. Affectively, modeling creates a comfortable learning atmosphere, reduces students' anxiety, and increases their confidence during the learning process. Conatively, modeling encourages students to take concrete actions, such as actively completing assignments, asking questions, participating in discussions, taking notes, and demonstrating a willingness to answer questions or perform in front of the class. These responses indicate that modeling not only supports students' understanding but also their emotional engagement and learning behaviors. The study concludes that modeling is an effective and holistic support strategy in EFL teaching, as it simultaneously influences students' cognitive understanding, emotional responses, and learning actions. These findings are expected to contribute to pedagogical practice and provide insights for teachers in implementing responsive support strategies in EFL classrooms.
Principals' Managerial Skills in Improving Teacher Performance and Educational Quality in Public Elementary Schools in Cluster 6 of Kota Bahagia Marwiyah, Marwiyah; Ansari, Bansu Irianto; Zahraini, Zahraini
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.1180-1196

Abstract

This study examined the principal’s managerial competence in improving teacher performance and educational quality at public elementary schools in Cluster 6 of Kota Bahagia District, South Aceh. The research focused on managerial functions including planning, organizing, directing, and supervision implemented by school principals in managing educational activities. A qualitative approach with a case study design was employed in this study. The participants consisted of 24 respondents, including 8 principals and 16 teachers and administrative staff. Data were collected through interviews, observations, questionnaires, and documentation. Data analysis used descriptive qualitative analysis based on the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings revealed that principals had implemented managerial functions relatively well through the preparation of School Work Plans (RKS) and School Activity and Budget Plans (RKAS), task distribution based on teacher competence, academic supervision, and continuous instructional guidance. Teacher involvement in planning and school management strengthened coordination and supported instructional effectiveness. Supervision and professional coaching conducted periodically contributed to improving teacher discipline, instructional responsibility, and classroom learning quality. Principals’ managerial competence therefore played an important role in improving teacher performance and educational quality within rural elementary school contexts.
Principal Leadership Strategy in Optimizing Human Resource Management to Improve the Quality of Elementary Schools in Cluster I Trumon Tengah, South Aceh in the Digital Era Misdarwati, Misdarwati; Ansari, Bansu Irianto; Iqbal, Muhammad
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.1168-1179

Abstract

This study aims to analyze the leadership strategies of school principals in optimizing human resource management to improve the quality of education in the digital era. The research method used is a qualitative approach with a descriptive research type. The sample of this study consisted of 20 respondents. The study was conducted at Krueng Batee Public Elementary School and Ie Jeureuneh Public Elementary School UPT IV located in Cluster I Trumon Tengah, South Aceh Regency. Data collection techniques were carried out through observation, in-depth interviews, and documentation studies. Data analysis techniques used an interactive model that includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that participatory leadership increases teacher involvement and responsibility, while transformational leadership strengthens motivation and awareness of innovation and technological adaptation. Teachers' digital competence is in the developing category and the digitalization of human resource management has not been optimally integrated. Adaptive principal leadership, supported by the development of digital competence and technology-based management systems, plays an important role in improving the quality of education in the digital era.
The Influence of the Reading Literacy Program and Reading Habits on Student Learning Outcomes at Lamteh State Elementary School, Aceh Besar Regency Elyta, Dian; Musdiani, Musdiani; Sariakin, Sariakin
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.1197-1209

Abstract

This study examined the influence of reading literacy programs and reading habits on students’ learning outcomes at Lamteh State Elementary School, Aceh Besar Regency, Indonesia. The research was motivated by the importance of literacy activities in improving students’ academic achievement and reading culture at the elementary school level. A quantitative approach with a causal associative design was employed in this study. The population consisted of 106 upper-grade students, while 84 students were selected as research samples using probability sampling through a simple random sampling technique. Data were collected using Likert-scale questionnaires and learning achievement tests. Statistical analysis was conducted using multiple linear regression analysis with the assistance of SPSS version 26. The findings revealed that reading literacy programs had a positive and significant influence on students’ learning outcomes with a t-count value of 2.506 and a significance value of 0.006. Reading habits also showed a positive and significant influence with a t-count value of 4.023 and a significance value of 0.000. Simultaneous testing demonstrated that reading literacy programs and reading habits significantly influenced students’ learning outcomes with an F-count value of 8.630 and a significance value lower than 0.05. The findings indicate that strengthening literacy programs and developing positive reading habits contribute to improving students’ academic achievement.
Examining The Relationship between Social Comparison on Self-Acceptance among Senior High School Students in Sleman Regency Marissa, Siti; Wangid, Muhammad Nur
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.1210-1220

Abstract

The study aims to determine the relationship between social comparison and self-acceptance. This study employed a correlational research design. The population consisted of 9.828 students from seventeen public senior high schools in Sleman Regency. A sample of 367 students was selected using a two stage sampling technique. Data were collected using two psychological instruments: the Iowa-Netherlands Comparison Orientation Measure (INCOM), and Berger’s Self-Acceptance Scale. Instrument validity was determined through expert judgment, while reliability testing using Cronbach’s Alpha yielded coefficients of 0.788 for social comparison, and 0.937 for self-acceptance. Data analysis was conducted using descriptive statistics, and simple linear regression, with the assistance of SPSS 25 for Windows. There is a negative and significant relationship between social comparison and self-acceptance in public high school students in Sleman Regency, with Sig=0.000 (Sig<0.005) and a correlation value of -0.403. This means that the higher the social comparison, the lower the self-acceptance. Social comparison provides an effective contribution to self-acceptance of 16.3%.
Development of E-Flipbook Based Learning Media to Improve Students Learning Outcomes in Natural and Social Learning in Fourth Grade Elementary School Andriyani, Rossa; Astuti, Tri
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.924-941

Abstract

The application of Natural and Social Sciences (IPAS) learning within the Independent Curriculum requires innovative instructional media to increase student engagement and improve learning outcomes. However, classroom practices still rely on textbooks and lecture-based methods, resulting in low participation and suboptimal achievement. This research aims to develop E-Flipbook learning media, examine its feasibility, and analyze its effectiveness in improving student learning outcomes. The study employed a Research and Development (R&D) approach based on the Borg and Gall model. Data were collected through expert validation, questionnaires, and learning achievement tests. The data were analyzed using a normality test, paired-samples t-test, and N-gain analysis. The results show that the E-Flipbook is highly feasible, with validation scores of 97% from material experts and 98% from media experts. Additionally, the paired-samples t-test indicated a significant improvement (p < 0.001), and N-gain results were in the moderate category. Therefore, the E-Flipbook is effective in enhancing student learning outcomes and supporting interactive learning processes.
Implementation of Coaching and Mentoring in Clinical Academic Supervision to Improve Teaching Quality in Secondary Schools Harmita, Harmita; Sainah, Siti; Wahyuningsih, Sri Wulan; Muspawi, Mohamad; Iryani, Eva; Denmar, Denny
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.721-735

Abstract

Academic supervision plays an important role in improving the quality of classroom learning; however, it is often implemented as an administrative activity rather than as a developmental process. This study aims to investigate the implementation of coaching and mentoring within academic supervision to enhance teaching quality. The study employed a qualitative descriptive approach using the clinical supervision framework proposed by Cogan and Goldhammer. Six key informants participated in this study, consisting of two school principals as supervisors and four teachers who had experienced the supervision process. Data were collected through in-depth interviews, classroom observations, and documentation, and were analyzed using the interactive model of data analysis. The findings indicate that coaching and mentoring are systematically integrated across five stages of clinical supervision: pre-observation, classroom observation, analysis and interpretation, reflective feedback, and follow-up mentoring. The results show that collaborative planning, objective observation, reflective dialogue, and continuous mentoring support teachers in improving instructional practices. It can be concluded that the integration of coaching and mentoring within academic supervision creates a supportive professional learning environment that contributes to sustainable improvement in teaching quality and classroom learning.
Mapping Teacher Competencies Associated with Teacher Certification: A Systematic Review Kertapati, Inu
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.736-749

Abstract

This study aims to systematically map teacher competencies related to teacher certification and address fragmented understanding of how certification aligns with contemporary competency requirements. Using the PRISMA approach, 723 articles were identified from the Scopus database, and 16 empirical studies selected following a rigorous screening process. The findings indicate that teacher certification is primarily associated with professional and pedagogical competencies, reflecting its primary function in ensuring the quality of basic instruction. Pedagogical Content Knowledge (PCK) emerges as a key mechanism linking certification to teaching effectiveness. However, competencies that are increasingly critical in modern education such as social, motivational, and digital competencies remain underrepresented in the literature. This imbalance highlights a mismatch between certification systems and the evolving demands of 21st-century education. The findings indicate that the effectiveness of certification varies across educational contexts and is strongly influenced by policy design, institutional capacity, and the integration of continuous professional development. This study contributes by presenting a structured competency mapping and identifying a conceptual shift from certification as a compliance-based mechanism toward a competency development oriented system. The results provide practical implications for policymakers and educational institutions to design certification systems that are more adaptive, integrated, and aligned with future competency demands.

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