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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 2,273 Documents
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Mapping Teacher Competencies Associated with Teacher Certification: A Systematic Review Inu Kertapati
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.
Introductory Business Learning Based on Actual Economic Issues as an Effort to Improve the Business Literacy of Accounting Education Students Roza Thohiri; Jihan Fazillah; Syakirah Shalihah Nur Azzahra Nasution; Nabilla Putri Andriarsyah; Aisyah Tul Adawiyah; Khairun Nisa; Eflin Patrisia
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.750-760

Abstract

This study investigates the effectiveness of introductory business learning based on current economic issues in improving business literacy among accounting education students. The background of this research lies in the need for more relevant and contextual learning strategies that align with real-world economic developments. The study employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group model. A total of 41 students were divided into experimental and control groups. The research instrument was a Likert-scale questionnaire that had been tested for validity and reliability. Data were analyzed using normality and homogeneity tests, independent sample t-test, normalized gain (N-Gain), and effect size analysis with the Statistical Package for the Social Sciences (SPSS). The results revealed a significant difference between the experimental and control groups, with a significance value of less than 0.05. The N-Gain score of the experimental group was categorized as moderate to high, and the effect size indicated a strong impact. These findings suggest that learning based on current economic issues is effective in enhancing students’ business literacy. Therefore, this approach is recommended as an innovative and relevant strategy in economic education.
The Role of Islamic Guidance and Counseling in Strengthening the Faith and Spirituality of the Community in Aek Nabara, Labuhan Batu Hasan Hamzah Lubis; Fakhrurrozi Fakhrurrozi; Muhammad Sapii Harahap
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.761-772

Abstract

This study aims to determine the role of Islamic counseling in strengthening the faith and spirituality of the community in Aek Nabara, Labuhan Batu Regency, and to identify supporting and inhibiting factors in its implementation. This study used a descriptive qualitative method with a field study approach. Data collection techniques included interviews, observation, and documentation with Islamic counselors, community leaders, and the assisted community. The results indicate that Islamic counseling plays a significant role in enhancing community spirituality. This is evident in increased awareness of worship, particularly congregational prayer, an improved understanding of Islamic faith, and an increase in religious activities such as religious study groups and religious study groups. Furthermore, there has been an increase in moral awareness, more harmonious social relations, and community social awareness. Supporting factors include support from religious leaders, the local government, community enthusiasm, and the active role of religious counselors. Inhibiting factors include community busyness, limited number of counselors, low religious understanding among some, and the influence of modernization. In conclusion, Islamic counseling plays a strategic role in strengthening faith and enhancing community spirituality in Aek Nabara, Labuhan Batu Regency.
Teacher Competence in Designing Personalized Learning: A Systematic Literature Review Lufita Lusiana; Rugaiyah Rugaiyah; Siti Zulaikha; 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.783-795

Abstract

This study aims to identify and analyze teacher competencies in designing personalized learning in the digital era. Using the Systematic Literature Review (SLR) method based on the PRISMA model, this research reviewed 35 scientific articles published between 2020 and 2025 related to teacher competence, pedagogical design, and personalized learning. Content analysis revealed four major dimensions of teacher competence: pedagogical competence, technological competence, assessment and reflective competence, and socio-emotional and innovative competence. The findings indicate that effective personalized learning requires the integration of understanding students’ learning profiles, the use of adaptive and AI-based technologies, formative and reflective assessment practices, and the creation of empathetic and inclusive learning environments. The study implies that educational management plays a strategic role in developing continuous professional development policies to strengthen teachers’ digital literacy, reflective capacity, and pedagogical innovation. It is recommended that teacher training programs and performance management systems be optimized to support the effective implementation of personalized learning in schools.
Dynamics of Supporters and Inhibitors of Social Emotional Learning (SEL) Implementation by Teachers in Learning at SDN Rajek Haryanto Haryanto; Ngurah Ayu Nyoman Murniati; Supandi Supandi
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.773-782

Abstract

This research was motivated by an anomaly in the Education Report Card data at SDN Rajek, where the increase in teacher well-being (79.00) was not linear with the low level of student well-being (66.30). This phenomenon indicates a barrier to the transmission of positive emotions within the school climate. This research aims to formulate a solution model to convert teacher well-being into Social Emotional Competence (SEC), which impacts students. Using a qualitative case study method, data was collected through interviews, observations, and document review. The results introduce the "RSI-SEC Bridge" model, which integrates three main pillars: Resilience, Systemic Competence, and Instructional Competence. This strategy transforms teachers' personal capacities into emotionally charged pedagogical practices in the classroom. The study's conclusions confirm that high teacher well-being requires a structured implementation strategy to mitigate student academic stress and sustainably improve the school's safety climate. This model serves as a crucial bridge in ensuring that teacher well-being is internalized into meaningful learning for students.
Human-Centric Approach Strategy: Analysis of Principals' Individualized Consideration of the Learning Environment's Safety Climate Fathimah Fathimah; Ngurah Ayu Nyoman Murniati; Supandi Supandi
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.796-806

Abstract

This study aims to identify and analyze teacher competencies in designing personalized learning in the digital era. Using the Systematic Literature Review (SLR) method based on the PRISMA model, this research reviewed 35 scientific articles published between 2020 and 2025 related to teacher competence, pedagogical design, and personalized learning. Content analysis revealed four major dimensions of teacher competence: pedagogical competence, technological competence, assessment and reflective competence, and socio-emotional and innovative competence. The findings indicate that effective personalized learning requires the integration of understanding students’ learning profiles, the use of adaptive and AI-based technologies, formative and reflective assessment practices, and the creation of empathetic and inclusive learning environments. The study implies that educational management plays a strategic role in developing continuous professional development policies to strengthen teachers’ digital literacy, reflective capacity, and pedagogical innovation. It is recommended that teacher training programs and performance management systems be optimized to support the effective implementation of personalized learning in schools.
Emotional Dynamics and Potential Burnout of Indonesian Digital Native EFL Teachers amid Uncertainty in Curriculum Change Nabila Rosnanda Amelia Fatiha; Muhammad Amin; Lalu Thohir
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.942-954

Abstract

This study investigates the emotional dynamics and potential burnout of Indonesian Digital Native EFL teachers amid uncertainty in curriculum change. The research aimed to examine teachers’ emotional responses, the impact on professional performance, and the relationship between curriculum uncertainty and burnout. This study employed an embedded mixed methods design involving 48 Digital Native EFL teachers from West Nusa Tenggara. Data were collected through Likert-scale questionnaires and open-ended responses and analysed using descriptive statistics, thematic analysis, and Spearman correlation. The findings revealed that teachers experienced both positive and negative emotions, with hope and optimism emerging as dominant responses, while anxiety and frustration were reported at moderate levels. Curriculum uncertainty affected lesson planning, teaching clarity, and motivation. The correlation analysis indicated a strong positive relationship between curriculum uncertainty and teacher burnout. Qualitative findings further revealed coping strategies such as peer collaboration and professional development, alongside stress caused by unclear curriculum direction. The study concludes that curriculum uncertainty influences teachers’ emotional wellbeing and professional performance. Institutional support and clear guidance are essential to reduce burnout risk and maintain instructional effectiveness.
Developing Upak Nyamu Ethnomathematics Learning Media through Design-Based Research to Improve Elementary Students’ Critical Thinking Rita Rita; Krisma Natalia; Ika Fitri Apriani P
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.807-821

Abstract

The limited integration of local cultural contexts into mathematics instruction remains a significant gap, particularly in elementary education, where learning often emphasizes abstract concepts that are not connected to students’ real-life experiences. In addition, the availability of culturally based learning media that are both contextually relevant and empirically tested is still limited. This condition reduces student engagement and constrains the development of higher-order thinking skills. Therefore, this study aims to develop and examine the effectiveness of culturally based learning media using upak nyamu to enhance elementary students’ critical thinking skills and support meaningful learning experiences. This study employed a Design-Based Research (DBR) approach involving 28 fourth-grade students. Data were collected through expert validation, observations, interviews, and pretest–posttest assessments. The results indicate that the developed media is valid and feasible, with a Content Validity Index exceeding 0.80 across all aspects. Students’ mean scores increased from 9.71 to 17.04, while the N-Gain score (0.0799) remained in the low category due to the short implementation period and the need for sustained use of ethnomathematics-based media. The findings show that integrating local cultural elements into mathematics learning enhances students’ understanding, engagement, and cultural awareness, and highlights the importance of culturally responsive pedagogy in creating meaningful and contextual learning environments.
Analysis of Early Childhood Education Policy Based on Parental Participation in Supporting Child Development Anissa Yunico Rahmadani; Masbirorotni Masbirorotni; Eddy Haryanto
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.822-840

Abstract

Parental involvement in early childhood education (ECE) is a crucial factor in supporting holistic child development, yet its implementation varies across contexts and policy frameworks. This study aims to analyze ece policies that emphasize parental involvement, including its forms, influencing factors, engagement strategies, and impacts on child development. This research employs a systematic literature review (SLR) approach based on prisma guidelines, using 22 selected journal articles as data sources. Data were analyzed through thematic synthesis to identify patterns, relationships, and variations across studies. The results show that effective ece policies promote parental involvement through structured communication, school–family partnerships, parenting programs, and home-based learning support. Parental involvement is found to significantly contribute to children’s cognitive, social-emotional, and academic development. However, the level of participation is influenced by factors such as parents’ educational background, socio-economic conditions, and awareness of the importance of ece. The study also identifies that strategies based on context-sensitive and sustainable approaches are more effective in enhancing parental engagement. In conclusion, ece policies that integrate structured and sustainable parental involvement play a significant role in improving educational quality and child development outcomes. Therefore, future policies should emphasize context-based and evidence-driven approaches to strengthen parental participation.
Syntactic Error Analysis in High School Students’ Scientific Writing Nabilla Yhusri Ratnani; Markamah Markamah; Atiqa Sabardila
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.955-972

Abstract

Syntactic errors in students’ scientific writing (KTI) remain a common issue that affects the clarity and effectiveness of academic communication. This study aims to analyze the types of syntactic errors in students’ scientific writing and to describe the implementation of Problem-Based Learning (PBL) in Indonesian language learning. The research employed a qualitative descriptive method with a case study approach. Data were collected through interviews, observations, and document analysis of eleventh-grade students’ scientific papers. Data analysis used an interactive analysis model, while error analysis techniques included identification, classification, and description of syntactic errors. The results show that various types of syntactic errors were found, including diction errors, unclear sentences, ambiguous sentences, redundant sentences, inappropriate loanwords, coherence errors, non-standard sentences, and pleonasm. The most dominant errors were diction errors and unclear sentence structures, indicating that students still experience difficulties in constructing effective and grammatically correct sentences. In conclusion, the implementation of PBL provides a supportive learning context that encourages systematic thinking, collaborative discussion, and revision processes, which contribute to improving students’ writing quality.

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