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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 IoT-Based Teaching Aids to Enhance Students’ Conceptual Understanding of Global Warming Grace Purba; Dedy Hamdani; Bodi Gunawan
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.158-176

Abstract

This study aims to develop and evaluate the feasibility and effectiveness of Internet of Things (IoT)-based teaching aids in improving students’ conceptual understanding of global warming. The study is motivated by the limited use of interactive learning media and the dominance of teacher-centered instruction, which contribute to low conceptual understanding among students. This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants were 30 tenth-grade students from a public high school in Bengkulu City. The instruments used included a needs analysis questionnaire, expert validation sheets, a conceptual understanding test administered as a pretest and posttest, and a student response questionnaire. The results show that the developed IoT-based teaching aids achieved a very high feasibility level, with an average validation score of 98.77%. Students’ conceptual understanding improved significantly, as indicated by the increase in average scores from 34.58 (pretest) to 86.25 (posttest), with an N-Gain value of 0.78, categorized as high. Student responses were also rated as excellent, indicating positive engagement and active participation during the learning process. Therefore, the IoT-based teaching aids are considered both feasible and effective in supporting more contextual, interactive, and meaningful learning experiences in physics education.
Development of Audiovisual Learning Media: Dyeing Spun Silk Yarn Using Ketapang Leaf Extract Dimas Hartandi; Sukemi Sukemi; Farah Erika
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.1067-1085

Abstract

This study aimed to develop and validate an instructional video on dyeing spun silk using ketapang leaf extract as an ethnochemistry-based contextual learning medium. The study employed a Design and Development (D&D) approach using the Planning–Production–Evaluation (PPE) model. Validation was conducted by two subject content experts and two media experts. The results showed that the developed video achieved a very high validity level, with an average validity score of 100% for both subject content and media aspects. The reliability analysis also indicated a perfect agreement score (100%). These findings suggest that the instructional video met the criteria for suitability in terms of content accuracy, media design, and technical quality. In addition, the visualization of the dyeing process helped explain abstract chemical concepts, such as the interaction between natural dyes and fibers as well as color transformation processes, thereby supporting students’ conceptual understanding. Nevertheless, this study was limited to the expert validation stage and did not examine the effectiveness of the media on students’ learning outcomes in broader educational settings. Practically, the video can serve as a digital demonstration tool and contextual learning resource for sustainability-oriented textile chemistry instruction.
Trends and Impacts of Artificial Intelligence-Assisted Deep Learning Approaches in Science Education: A Systematic Literature Review Intan Kurniawati; Arif Widyatmoko; Novi Ratna Dewi; Dyah Rini Indriyanti
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.177-187

Abstract

Rapid advances in Artificial Intelligence (AI) technology have transformed educational practices, including Natural Sciences learning. The integration of AI in deep learning approaches provides opportunities to enhance learning quality by strengthening student’s scientific literacy, digital literacy, and critical thinking skills. This study aims to examine the trends and impacts of AI implementation in deep learning approaches to science education using the Systematic Literature Review (SLR) method. A total of 10 articles published between 2020 and 2026 from Scopus, Google Scholar, and Springer were analyzed through identification, selection, and thematic synthesis. The results reveal four main themes: (1) AI contributes to improving science literacy and conceptual understanding; (2) AI integration strengthens digital literacy and 21st-century skills such as critical thinking and problem-solving; (3) AI enables more adaptive and inclusive learning through personalization features; and (4) several challenges remain, including teacher’s pedagogical readiness, infrastructure limitations, and the need to improve student’s digital literacy. Overall, the findings indicate that integrating AI into deep learning approaches has great potential to improve the quality of science education.
Meta Analysis: The Effect of Realistic Mathematics Education (RME) on Students’ Mathematical Conceptual Understanding in Indonesia Nurrahmah Nurrahmah; Muhammad Fachri B. Paloloang; Sukayasa Sukayasa
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.188-204

Abstract

This study investigates the effect of Realistic Mathematics Education (RME) on students’ mathematical conceptual understanding in Indonesia by addressing inconsistent findings from previous studies. A meta-analysis was conducted through a Systematic Literature Review following PRISMA guidelines. Fourteen primary studies published between 2015 and 2025 were selected based on inclusion criteria, namely experimental or quasi-experimental studies involving Indonesian students and reporting sufficient statistical data. Effect sizes were calculated using Hedges’ g and analyzed with Comprehensive Meta-Analysis (CMA) version 4.0. Due to significant heterogeneity, a random-effects model was applied, while publication bias was examined using several bias detection methods. The findings revealed that RME had a large positive effect on students’ conceptual understanding, with an overall effect size of 1.225 (p < 0.05). Moderator analysis showed that the effectiveness of RME varied across educational levels, learning materials, and sample sizes, with the strongest effects found at the elementary school level and in geometry-related topics. No indication of publication bias was identified. These findings suggest that mathematics teachers should prioritize the implementation of RME, particularly in elementary mathematics and geometry learning, to promote more meaningful and contextual learning experiences.
Development of an Arduino Uno-Based Harmonic Vibration Demonstration Tool to Enhance High School Students’ Understanding of Physics Concepts Riva Enjel Simanjuntak; Dedy Hamdani; Bodi Gunawan
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.1086-1106

Abstract

This study was motivated by students’ low conceptual understanding of harmonic oscillation due to abstract teaching methods and the limited use of experimental tools. This study aimed to develop an Arduino-based teaching aid, evaluate its feasibility through expert validation, measure improvements in students’ conceptual understanding, and examine students’ responses to its use. Unlike conventional teaching aids, the developed Arduino-based system integrates real-time measurement and automatic visualization of multiple harmonic vibration parameters, enabling students to observe and analyze oscillation phenomena more interactively and concretely. The Research and Development (R&D) method was applied using the ADDIE model. The results showed that the teaching aid achieved an average feasibility score of 93%, categorized as highly feasible. Testing on 30 eleventh-grade students using a pretest-posttest design indicated an improvement in conceptual understanding with an N-gain value of 0.76 (high category). Student responses reached an average percentage of 89%, categorized as very good. Thus, the teaching aid is considered suitable for use, effective in enhancing conceptual understanding, and positively received in the learning process. These findings indicate that the Arduino-based teaching aid can be implemented as an interactive experimental medium in physics learning to help students understand harmonic oscillation concepts more concretely, actively, and meaningfully.
The Relationship Between Self-Esteem and Mental Health Among Students of the Faculty of Teacher Training and Education, Guidance and Counseling Study Program, Tadulako University Munifatun Nisa M. Yahya; Dhevy Puswiartika; Munifah Munifah; Hasan Hasan
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.325-337

Abstract

This study aims to determine the level of self-esteem among students, describe the condition of students’ mental health, and analyze the relationship between self-esteem and mental health among students of the Guidance and Counseling Study Program at Tadulako University. This research employed a quantitative approach with a correlational design, using a survey method through questionnaires that had been tested for validity and reliability. Data analysis techniques included descriptive analysis and Pearson Product Moment correlation test. The results showed that students’ self-esteem levels were in the moderate to high category, while their mental health condition was relatively good, although some students still experienced psychological problems. The Pearson correlation test revealed a significant relationship between self-esteem and mental health, with a correlation coefficient (r) of -0.665 and a significance value of 0.000 (p < 0.05), as well as a coefficient of determination (R²) of 0.442, indicating a contribution of 44.2%. The study concludes that there is a significant relationship between self-esteem and mental health among students, where higher self-esteem is associated with lower levels of mental health problems.
The Role of the Gerbang Hebat Program in Minimizing the Decline in Polite Language Use in Elementary Schools Retno Wulandari; Wahdan Najib Habiby
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.222-236

Abstract

This study examines the contribution of the Gerbang Hebat Program in reducing the decline of language etiquette among fourth-grade students at SDN 2 Kadipaten, Boyolali. Using a quantitative ex post facto correlational design, the research involved 38 students selected through purposive sampling. Data were collected using a Likert-scale questionnaire and analyzed through correlation coefficients, coefficient of determination, simple linear regression, F-test, and t-test. Descriptive findings indicate that students’ language politeness was generally in the good category, with an average score of 57.97 across seven indicators: consideration, respect, humility, courtesy, tactfulness, respectfulness, and appropriate word choice. Hypothesis testing revealed that the Gerbang Hebat Program significantly contributed to students’ language politeness (t = 2.097 > 2.028; sig. = 0.043), supported by the regression equation Y = 35.978 + 0.629X. However, the coefficient of determination (R² = 0.109) shows that the program accounts for only 10.9% of the variation, while 89.1% is influenced by other factors. These findings suggest that although the Gerbang Hebat Program provides a positive foundation for developing language etiquette, its effectiveness should be strengthened through greater collaboration between schools and families, alongside better supervision of digital media exposure.
Contribution of Guided Discovery Learning Model in Improving Scientific Literacy: Systematic Literature Review Nadhira Salsabila; Arif Widiyatmoko; Novi Ratna Dewi; Dyah Rini Indriyanti
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.205-221

Abstract

Scientific literacy needs to be strengthened through science education that engages students in evidence-based inquiry and reasoning. Guided Discovery Learning (GDL) is considered relevant because it guides students in discovering concepts through teacher guidance; however, literature reviews examining the relationship between scientific literacy, science process skills, and critical thinking skills in the context of GDL remain limited. This study aims to analyze the contribution of GDL to these three competencies and to explain the role of science process skills and critical thinking in strengthening scientific literacy. The study employed a Systematic Literature Review following the PRISMA flowchart. Articles were retrieved from Google Scholar, ERIC, and DOAJ between 2021 – 2026 and were then selected based on inclusion criteria. A total of 29 articles met the criteria for qualitative and thematic descriptive analysis. The results of the study indicate that (1) GDL is most frequently reported at the high school level, particularly in Biology, followed by Science, while Chemistry and Physics appear in equal numbers; (2) GDL contributes to scientific literacy by encouraging students to engage in exploration, scientific inquiry, data analysis, and evidence-based conclusion drawing; (3) Science process skills function as procedural abilities in conducting scientific work, while critical thinking plays a role in analyzing information and evaluating evidence.
The Profile of Students’ Errors in Constructing Mathematical Concepts on Gcd and Lcm Topics in Grade VII Junior High School Based on Cognitive Styles Ririn Sundari Dewi Pratiwi; Rita Lefrida; Mubarik Mubarik; Sukayasa Sukayasa
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.1107-1119

Abstract

This study aims to describe students’ errors in constructing mathematical concepts when solving problems on GCD and LCM, viewed from their cognitive styles. This study employed a descriptive qualitative approach. Two students were selected as research subjects based on the results of the Group Embedded Figures Test (GEFT), each representing the Field Independent (FI) and Field Dependent (FD) cognitive styles. Data were collected through tasks on GCD and LCM, followed by interviews. The data were analyzed using an iterative model, consisting of data condensation, data display, and conclusion drawing. The research findings indicate that FD students make a wider variety of errors compared to FI students. Pseudo Construction was the most dominant type of error in both subjects, indicating a discrepancy between students’ conceptual understanding and their written answers. In addition, FD students showed incomplete conceptual structures and difficulties in using analogies, whereas FI students tended to experience more errors in logical reasoning. Thus, it can be concluded that differences in cognitive styles influence the types and complexity of students’ concept construction errors; therefore, learning strategies that emphasize conceptual understanding and are adapted to students’ cognitive characteristics are needed.
Problem-Solving-Based E-LKPD as an Innovation in Science Education to Improve Problem-Solving Skills and Science Literacy: A Systematic Literature Review Rosyida Adinia; Sigit Saptono; Dyah Rini Indriyanti; Novi Ratna Dewi
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.237-254

Abstract

The low levels of problem-solving skills and science literacy among students in Indonesia call for a learning approach that cultivates critical thinking skills and the application of scientific information to solve real-world problems. This study aims to analyze the trends and impacts of implementing Problem Solving-based E-LKPD media in science learning through the Systematic Literature Review (SLR) method. The article search was conducted systematically following PRISMA standards by analyzing various research articles published between 2016 and 2026 via the Google Scholar database. The analysis results indicate that integrating the Problem Solving model into digital media such as E-LKPDs can provide students with a more interactive and contextual learning experience. In conclusion, the use of Problem Solving-based E-LKPDs has proven to be significantly more effective in enhancing problem-solving skills and science literacy compared to conventional methods. As a follow-up, the researchers suggest developing instructional media with more explicit and structured syntax. Additionally, further testing through quasi-experimental methods is needed to obtain more comprehensive and valid results regarding the improvement of these two competency aspects across various educational levels.

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