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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 Effect of Adaptive Learning, Skill Agility, and Training on Teachers’ Performance in Public Junior High School in Sragi District, Pekalongan Regency Susanti, Khelly Novi; Abdullah, Ghufron; Violinda, Qristin
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.1221-1234

Abstract

Teachers’ performance plays a crucial role in determining the quality of education, yet it often remains inconsistent due to challenges in adapting to rapid educational changes. This study aims to examine the effect of adaptive learning, skill agility, and training on teachers’ performance in public junior high schools in Sragi District, Pekalongan Regency. A quantitative approach with a correlational design was employed. The population consisted of 173 teachers, with 121 respondents selected through proportional random sampling. Data were collected using a Likert-scale questionnaire and analyzed using multiple linear regression. The results indicate that adaptive learning, skill agility, and training have positive and significant effects on teachers’ performance, both partially and simultaneously. Skill agility shows the strongest influence (β = 0.767), followed by training (β = 0.279) and adaptive learning (β = 0.233). The model demonstrates high explanatory power, with an R² value of 0.866, indicating that 86.6% of the variance in teachers’ performance is explained by the three variables. These findings highlight the importance of adaptive capacity and continuous professional development in improving teachers’ performance. Therefore, an integrated approach combining adaptive learning, skill agility, and training is essential to enhance teacher effectiveness in dynamic educational environments.
Implementation of Anti Corruption Educational Values in Civic Education Lessons at Elementary Schools in Nuhon Subdistrict, Banggai Regency Poito, Muh. Taufik; Hamim , Udin; Ahmad, Muchtar
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.841-857

Abstract

Corruption remains an issue that reflects the weakening of moral values and integrity in society, thus requiring preventive efforts through education. This study aims to analyze the implementation of anti-corruption educational values in Civic Education lessons at elementary schools in Nuhon Subdistrict, Banggai Regency. The study employs a qualitative descriptive approach to understand the process of value internalization in learning. Data were collected through in-depth interviews, non-participant observation, and documentation involving school principals, teachers, and sixth-grade students. The results indicate that the values of honesty, responsibility, and discipline are applied through integration into the curriculum, the routine practice of activities, teacher modeling, and reinforcement through school culture. This approach enables students not only to understand these values conceptually but also to incorporate them into their daily lives. Unlike previous studies, which tended to be conceptual and focused on higher levels of education, this study highlights actual practices in elementary schools in Nuhon Subdistrict, an area that has been rarely studied. This study confirms that anti-corruption education is more effective when implemented in an integrated manner across learning, behavior, and the school environment.
Teacher Needs Analysis as a Basis for Developing CPS-EIS Based E-Module in Environmental Change Learning Pratiwi, Endah; Prayitno, Baskoro Adi; Fatmawati, Umi
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.858-869

Abstract

The global environmental crisis positions the education sector as a strategic actor in mitigation and adaptation efforts. This study analyzes biology teacher needs to establish a foundation for developing an e-module based on the Collaborative Problem Solving Environmental Issue-Based Socio-Scientific Issues (CPS-EIS) framework. Through a descriptive research design, data were obtained from practitioners using a validated five-level Likert scale instrument. Evidence indicates a high priority for digital media that integrates authentic environmental cases and guides systematic collaborative thinking processes over simple information delivery. The integration of the CPS-EIS model offers a novel solution by aligning collaborative group work with the analysis of controversial socio-scientific issues to address the disparity between curriculum objectives and field realities. These results serve as the primary guideline for the instructional design of adaptive tools intended to improve environmental literacy and student collaboration in high school settings.
The Relationship Between Parental Involvement and Study Discipline and Academic Achievement in Pancasila Education Among Fourth-Grade Elementary School Students Fauziyah, Vicka Ria; Habiby, Wahdan Najib
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.897-912

Abstract

This study was motivated by the importance of Pancasila Education in instilling moral values and character from an early age. Parental attention, in the form of supervision and motivation, is believed to improve students’ study habits; therefore, the relationship between these variables needs to be examined empirically. This study aims to determine the relationship between parental attention and study discipline on the Pancasila Education learning outcomes of fourth-grade elementary school students. The method used is a quantitative approach with a correlational design. The study population consisted of 63 students in the Rangga Warsita Cluster, Delanggu District, using a saturation sampling technique. Data were collected through a Likert scale questionnaire and documentation of odd-semester PAS scores. The results indicate that parental attention and study discipline each have a significant positive relationship with learning outcomes. Simultaneously, both are significantly associated with a 17.5% contribution, while the remainder is influenced by other factors. These findings underscore the importance of the synergy between parental support and student discipline in improving learning outcomes.
Systematic Literature Review of Teacher-Based Applied Behavior Analysis (ABA) Strategies to Improve Eye Contact in Children with Autism in School Syahida Harapan Bunda Darmastuti, Ratih; Sumarti, Sri Susilogati; Raharjo, Tri Joko; Sumartiningsih, Sri
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.870-882

Abstract

This study aims to systematically examine teacher strategies based on Applied Behavior Analysis (ABA) to enhance eye contact skills in children with Autism Spectrum Disorder (ASD) during classroom learning. A Systematic Literature Review (SLR) was conducted by analyzing ten empirical research articles published between 2020 and 2025. The review focused on structured learning approaches, teacher interventions, and the impact on visual attention and social engagement in autistic children. Findings indicate that eye contact does not occur spontaneously but develops through sequential behavioral stages, including compliance with instructions, emergence of visual attention, social responses, and functional eye contact. Teachers implement strategies such as gradual prompting, consistent positive reinforcement, use of visual media, and the Discrete Trial Training (DTT) approach to systematically guide children in achieving sustained eye contact during learning interactions. These interventions not only improve visual attention but also facilitate basic social communication skills. Across all studies reviewed, consistent application of ABA-based strategies by teachers significantly enhances the frequency and duration of eye contact, forming a foundation for social engagement and classroom participation. This review provides evidence-based guidance for educators in designing and implementing ABA strategies in school settings, highlighting the importance of structured, gradual, and reinforced teaching methods to support the social and academic development of children with ASD.

Page 192 of 192 | Total Record : 1915

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