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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 1,978 Documents
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Development of an ADDIE-Based Problem-Solving Skills Module to Enhance OPPD Administrators’ Independence Mohammad Khair Alfikry; Faisal Sundani Kamaluddin; Achmad Ushuluddin
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.97-118

Abstract

This study aimed to develop and examine the effectiveness of a problem-solving skills module based on the ADDIE model to enhance the independence of the female board members of the Darussalam Islamic Boarding School Student Organization (OPPD) at Darussalam Islamic Boarding School, Garut. The research employed a Research and Development (R&D) method using the ADDIE stages: Analyze, Design, Develop, Implement, and Evaluate. The developed module was contextual, practical, and integrated with Islamic boarding school values. Content validity was assessed using Aiken’s V index, yielding coefficients ranging from 0.93 to 0.96, indicating very high validity. Effectiveness was tested through a one-group pretest–posttest design using a social independence scale and involving 40 participants. Data were analyzed using the Shapiro-Wilk normality test, paired t-test, N-Gain, and Cohen’s d effect size. The results revealed a significant improvement in students’ independence after training (t (39) = -7.629, α < 0.05), with the mean score improving from 80.28 to 89.55. The N-Gain was 0.44 (moderate effectiveness category) while Cohen’s d reached 1.66, indicating a very large effect. Therefore, the module may serve as a practical instructional model for developing organizational autonomy and leadership competence in Islamic boarding school student organizations.
Analysis of Status Violations by Students Based on Abraham Maslow's Hierarchy of Needs Theory in the Context of Guidance and Counseling Eka Lestari; Widya Firdausi Lasty; Ade Karunia Rizky Manurung
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.1151-1160

Abstract

The phenomenon of student misconduct, such as truancy, tardiness, smoking, and similar behaviours, remains a common problem in secondary education. Although not classified as fatal juvenile delinquency, such behaviour indicates a crisis of character internalisation and unmet psychological needs among students. This article aims to analyse violations of student status using Abraham Maslow's Hierarchy of Needs Theory as a framework for understanding. The research method employed is qualitative, using two approaches: case studies and literature reviews to analyse relevant sources. The findings indicate that status violations can be viewed as manifestations of neglected basic needs, such as a sense of security, social acceptance, or self-esteem. Based on these findings, this article proposes a counselling service framework based on a humanistic approach focused on fulfilling students' needs comprehensively. This approach is expected to support the role of guidance counsellors in addressing deviant behaviour in a more empathetic, preventive, and solution-oriented manner. Further research suggests that schools need to create an environment that fosters a sense of safety, respect and social acceptance for all pupils, as a preventive measure against status violations.
The Influence of LCM Number Board Media on Elementary School Students' Cognitive Mathematics Learning Outcomes Rosita Damayanti; Muhammad Abduh
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.1010-1026

Abstract

This study aims to determine the effect of using the Least Common Multiple (LCM) Number Board media on elementary school students’ cognitive learning outcomes in mathematics. The study employed a quantitative approach with a quasi-experimental method using a non-equivalent control group design. The participants consisted of an experimental class and a control class. Data were collected through pretests and posttests to measure students’ cognitive learning outcomes. The experimental class was taught using the LCM Number Board media, while the control class received conventional instruction. The results showed that the use of the LCM Number Board media significantly improved students’ mathematics learning outcomes. The average score of the experimental class increased from 60.73 on the pretest to 88.07 on the posttest, which was higher than the improvement achieved by the control class. These findings indicate that concrete learning media can help students understand abstract mathematical concepts more effectively and enhance their cognitive achievement in mathematics learning. Therefore, the LCM Number Board media can be used as an alternative instructional medium to support mathematics learning in elementary schools.
A Descriptive Study of Principal’s Strategy in Managing BOS Funds to Support School Digitalization and Infrastructure Improvement toward Education 4.0 Roihatul Jannah; Suroso Suroso; Sutrisno Sutrisno
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.1027-1038

Abstract

The rapid development of digital technology in the Education 4.0 era requires schools to optimize financial resources, particularly School Operational Assistance (BOS) funds, to support digitalization and infrastructure improvement. This study aims to analyze the principal's strategy in managing BOS funds to enhance school digitalization and infrastructure development in a public junior high school in Central Java, Indonesia. This research employed a descriptive qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and document analysis involving the principal, teachers, and administrative staff, and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The results reveal that the principal implements systematic planning through the School Activity and Budget Plan (RKAS), prioritizes digital facility development such as internet access and learning devices, and conducts regular evaluation to ensure accountability and efficiency. Leadership capacity, stakeholder collaboration, and effective resource management are identified as key factors influencing successful BOS fund utilization. In conclusion, strategic and well-managed BOS fund allocation significantly contributes to improving digital learning and strengthening school infrastructure toward Education 4.0.
The Effect of Problem-Based Learning Supported by Augmented Reality and Learning Motivation on the Critical Thinking Skills of Elementary School Students Nur Dani Rumanti; Kartika Chrysti; Sudiyanto Sudiyanto
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.119-131

Abstract

This study aims to analyze the effect of the Problem-Based Learning (PBL) model supported by Augmented Reality on critical thinking skills. Critical thinking skills are an important variable because they are related to the ability to think reflectively and rationally. PBL was chosen because it encourages students to analyze problems and evaluate information. The study employed a quantitative approach with a one-group pretest-posttest design involving 58 fourth-grade students in the Gajah Mada Cluster on the topic of the solar system. The research instrument consisted of a critical thinking skills test developed based on Ennis’s indicators. Data were analyzed using descriptive and inferential statistics through paired t-tests and N-Gain tests. The results showed an improvement in critical thinking skills, indicated by an increase in the average score from the pretest to the posttest, as well as a statistically significant difference (sig. < 0.05). The N-Gain value of 0.53 falls into the moderate category, indicating that the learning process had a sufficiently effective impact. This improvement was supported by students’ active engagement in critical thinking and concrete visualization through Augmented Reality, which aided the analysis and reasoning processes. Thus, Problem-Based Learning supported by Augmented Reality is effective in improving the critical thinking skills of elementary school students.
Policy Analysis of the Merdeka Curriculum in Enhancing Learning Quality: A Systematic Literature Review Sabrina Arfa Andani; Eddy Haryanto; Masbirorotni Masbirorotni
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.580-598

Abstract

This study is motivated by the need to strengthen educational policy in Indonesia to address 21st century learning challenges, particularly in improving learning quality through the implementation of the Merdeka Curriculum. The study aims to analyze the effectiveness of the Merdeka Curriculum policy in enhancing learning quality. This research employs a systematic literature review (SLR) approach based on PRISMA guidelines, involving the identification, screening, and analysis of relevant scholarly articles from Google Scholar, Scopus, and Science Direct published between 2014 and 2024. The findings indicate that the implementation of the Merdeka Curriculum positively contributes to learning quality by increasing student engagement, promoting flexible learning, and developing 21st century competencies such as critical thinking, creativity, communication, and collaboration. However, several challenges remain, including limited teacher understanding, inadequate infrastructure, and uneven implementation across regions. In conclusion, the Merdeka Curriculum has strong potential to improve learning quality, but its effectiveness depends on continuous support through teacher professional development, adequate facilities, and adaptive policy evaluation.
The Dynamics of Interpersonal Communication Between Teachers and Students in Individual Counseling Services at Public Elementary School 2 Wlahar Purbalingga Siwi Tami Wuryanti; Usri Maharyati; Siti Nurjanah
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.132-145

Abstract

The dynamics of interpersonal communication between teachers and students in individual guidance services at the elementary school level play an important role in supporting the effectiveness of guidance activities. This study employed a descriptive qualitative approach to describe the process of interpersonal communication between teachers and students at SD Negeri 2 Wlahar Purbalingga. Data were collected through observation, in-depth interviews, and documentation. The findings revealed that interpersonal communication in individual guidance services occurred in a two-way and dynamic manner. Teachers not only provided guidance and direction but also acted as listeners and facilitators who gave students opportunities to express their feelings and personal problems. The quality of interpersonal communication was influenced by teachers’ empathy, active listening skills, the use of simple and understandable language, students’ trust, and a comfortable, non-judgmental communication atmosphere. The study also identified several obstacles, including limited time, teachers’ workload, lack of private counseling spaces, and students’ low confidence in expressing themselves openly. The findings indicate that effective interpersonal communication can enhance students’ openness and support the success of individual guidance services in elementary schools.
Effectiveness of the Problem-Posing Learning Model on the Learning Outcomes of Seventh-Grade Students at SMP Negeri 1 Palu Syakinah Novia Putri Pontoh; Rahma Nasir; Mustamin Idris; Tegoeh S Karniman
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.1039-1049

Abstract

This study examines the effectiveness of the Problem Posing learning model on mathematics learning outcomes of seventh-grade students at SMP Negeri 1 Palu using a quasi-experimental method with a nonequivalent control group design. A sample of 64 students was selected through cluster random sampling from a population of 352 seventh-grade students across 11 classes at SMP Negeri 1 Palu, with class VII F as the experimental class and class VII J as the control class, each consisting of 32 students. Data were collected via essay-based pretest and posttest, then analyzed using the Kolmogorov-Smirnov normality test, Levene's homogeneity test, independent samples t-test, and N-Gain calculation. The results showed a significance value of 0.048 < 0.05, with the experimental group's N-Gain score (0.66) exceeding the control group (0.57), both in the medium category. Observational findings further confirmed that students in the experimental class were more actively engaged in analyzing mathematical situations, formulating problems, and collaborating with peers, contributing to their higher learning outcomes. Therefore, the Problem Posing learning model is effective in improving students' mathematics learning outcomes, and can serve as a practical alternative for mathematics teachers seeking to enhance student engagement and learning achievement.
Development of Interactive Media Using the Genially Website With Pictured Vocabulary on Beginning Writing Materials for Grade I Elementary School Students Sekar Arum Sari; Elfia Sukma; Desyandri Desyandri; Chandra Chandra
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.146-157

Abstract

This research aims to develop interactive learning media based on the Genially website using pictured vocabulary for beginning writing materials and to test its validity, practicality, and effectiveness for Grade I elementary school students. The study employed Research and Development method using the ADDIE model which consists of five stages: analysis, design, development, implementation, and evaluation. Data were collected through expert validation sheets, practicality questionnaires for teachers and students, and learning outcome tests. Subjects involved were Grade I students from four elementary schools in West Sumatra, Indonesia. Data analysis included validity, practicality, and effectiveness tests using N-Gain score. Results showed that the media was categorized as very valid with an average score of 89% based on assessment by material, media, and language experts. Practicality level reached 88.5% according to teachers and 81% according to students, indicating the media is easy to use and suitable for learning activities. Effectiveness test revealed that 90% of students experienced improvement in writing skills, with 40% in high improvement category and 50% in medium category. It is concluded that the developed media is valid, practical, and effective to support early writing skills, and can be used as an alternative learning resource in elementary schools.
Development of Project-Based E-Instruments Assisted by Digital Learning Platforms to Enhance Student Creativity in Indonesian Language Lessons Eri Suryaningsih; Sri Lastuti; Nurul Fauziah
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.1050-1066

Abstract

The creativity crisis among elementary school students, especially in the upper grades, has become a serious problem in education. If not addressed immediately, this problem can hamper students' competitiveness before they fully develop their potential. Creativity refers to the ability to generate new ideas and find solutions to any problem. However, many students still struggle with decision-making and innovation. Departing from this problem, this study aims to develop an e-based instrument to enhance student creativity. This e-instrument integrates various learning supports, including teaching modules, worksheets, creativity assessment instruments, and interactive quizzes. This instrument is designed according to the syntax of the Project-Based Learning (PjBL) model and aligns with creativity indicators, enabling students to complete projects without relying on stationery. This study uses the Research and Development (R&D) method with the Nieveen model, which consists of preliminary research, prototyping, summative evaluation, and Systematic Reflection and Documentation Stage. The results show that the e-instrument achieves a high level of validity with an average score of 0.80 (valid category). Its practicality reached 93.41% from teachers and 81.39% from students (both very practical). The N-gain score was 0.61 (moderate). Therefore, the developed E-instrument is valid, practical, and effective in improving student creativity.

Page 194 of 198 | Total Record : 1978

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