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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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The Effect of an Inquiry-Based Learning Model Grounded in Self-Determination Theory on Self-Efficacy and Academic Anxiety Among Elementary School Students in Lempuing Jaya Edy Mawardi; Aprilia Tina Lidyasari
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.1135-1150

Abstract

Low self-efficacy and high academic anxiety remain common among elementary school students and may hinder the learning process. This study aims to analyze the effect of inquiry-based learning grounded in self-determination theory on students’ self-efficacy and academic anxiety. A quantitative approach with a quasi-experimental non-equivalent control group design was employed. The participants consisted of 46 fifth-grade students from two elementary schools in Lempuing Jaya, selected through purposive sampling. Data were collected using a validated and reliable Guttman scale questionnaire. Data analysis involved descriptive and inferential statistics, including independent sample t-test and MANOVA. The results revealed a significant increase in students’ self-efficacy and a decrease in academic anxiety, both partially and simultaneously. Quantitatively, self-efficacy increased by 32%, while academic anxiety decreased by 30.5% after the intervention. These findings indicate that fulfilling students’ basic psychological needs autonomy, competence, and relatedness contributes to improved psychological outcomes. Therefore, inquiry-based learning based on self-determination theory is an effective approach to enhance self-efficacy and reduce academic anxiety among elementary school students.
The Relationship Between the Availability of Digital Facilities and the Intensity of Technology Use with Elementary School Students' Readiness to Support the Smart City Concept through Technology-Based Learning Celine Widyaningrum Kusumawardani; Agung Hastomo
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.1120-1134

Abstract

Elementary school students’ readiness to meet the demands of a smart city remains relatively low, indicating a gap between technological advancement and students’ ability to utilize digital tools effectively. This study aims to examine the relationship between the availability of digital facilities and the intensity of technology use with students’ readiness to support the smart city concept through technology-based learning. This study employed a quantitative correlational approach with a sample of 428 fifth-grade students in Balikpapan. The results show that digital facilities availability has a positive and significant relationship with student readiness (r = 0.578; R² = 0.334; p < 0.001), while the intensity of technology use demonstrates a stronger positive and significant relationship (r = 0.712; R² = 0.507; p < 0.001). Simultaneously, both variables significantly contribute to student readiness (R = 0.742; R² = 0.551; p < 0.001). These findings highlight that improving not only access to digital facilities but also the quality and intensity of technology use is essential to strengthen students’ readiness in supporting smart city-based education.
Development of Interactive Learning Media Using ClassPoint to Enhance Students’ Critical Thinking Skills in Fluid Mechanics Laely Nurul Fitriah; Bodi Gunawan; Desy Hanisa Putri
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.255-274

Abstract

This study was motivated by students’ low critical thinking skills in physics learning, particularly in fluid mechanics, as well as the continued implementation of teacher-centered instruction in classrooms. The purpose of this study was to develop interactive learning media assisted by ClassPoint to improve students’ critical thinking skills in fluid mechanics. This study employed a Research and Development (R&D) method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The implementation phase applied a one-group pretest-posttest design involving 29 eleventh-grade students at a public senior high school in Bengkulu City. Data were collected through interviews, questionnaires, expert validation sheets, and pretest-posttest tests. The results showed that the developed media achieved high validity in terms of content, presentation, and media appropriateness based on expert evaluations. The implementation of the media also improved students’ critical thinking skills and encouraged active participation during learning activities. In addition, students gave very positive responses toward the use of the media in physics learning. Therefore, the interactive learning media assisted by ClassPoint are considered feasible and effective for supporting physics learning and improving students’ critical thinking skills in fluid mechanics.
Strengthening Student Literacy through Mandatory KIR Program: Evidence from Principal Leadership Practices Sugiyanti Sugiyanti; Ngurah Ayu Nyoman Murniati; Bunyamin Bunyamin
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.275-290

Abstract

Strengthening students’ literacy has become an important issue in improving educational quality through school-based academic programs that foster critical thinking and scientific literacy. This study aims to analyze the principal’s leadership practices in implementing a literacy strengthening program through the mandatory Youth Scientific Writing (Karya Ilmiah Remaja/KIR) program at SMA Negeri 1 Rembang. A qualitative case study design was employed. Data were collected through interviews, observations, and documentation involving the principal, teachers, students, and parents. Data were analyzed using data reduction, data display, and conclusion drawing techniques. The analysis generated four major themes: evaluation strategies, corrective mechanisms, literacy development impacts, and principal involvement in program sustainability. The findings show that the principal institutionalized the KIR program through routine evaluation meetings, integration of KIR outcomes into academic assessment, and collaborative communication with teachers and parents. Corrective actions included strengthening mentoring, improving supervision coordination, and addressing implementation barriers. Data also revealed changes in students’ literacy-related behaviors, including increased engagement in reading references, scientific discussions, report writing, and independent learning activities. The study concludes that transformational leadership, continuous evaluation, and collaborative support are essential for strengthening a sustainable school literacy culture through scientific writing programs.
The Implementation of Guided Reading Strategy in Teaching English Reading to Slow Learners in Inclusive Junior High Schools Hafifah Hasyanah Dalimunthe; Rahmah Fithriani
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.291-306

Abstract

Slow learners in inclusive classrooms often struggle to understand English reading passages, so appropriate reading strategies are needed to support their learning process. This study aims to describe the implementation of Guided Reading strategies in English reading instruction for slow learners in inclusive eighth-grade junior high school classrooms. This study applies a descriptive qualitative methodology with a case study design. The study was conducted in an inclusive junior high school in Indonesia, involving an English teacher selected through purposive sampling. Data were collected through classroom observation and interviews, then analyzed descriptively. The results showed that the Guided Reading strategy was implemented through three main stages, namely pre-reading, during-reading, and post-reading. In the pre-reading stage, the teacher prepared the students by introducing the topic and vocabulary. During the reading stage, the teacher provided step-by-step reading assistance. Furthermore, in the post-reading stage, the teacher helps students understand the content of the reading through simple questions and answers and activities to retell the text. The implementation of this strategy helps slow learners follow the reading process gradually, increases engagement, and builds confidence in learning English reading in inclusive classrooms.
Evaluating the Implementation of Education Financing Policy: A Case Study of Elementary Schools in Brebes Regency Rini Indriyani; Alfa Beti Rosita; Sutrisno Sutrisno
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.307-324

Abstract

Education financing plays a crucial role in ensuring equitable access and improving the quality of basic education services. This study aims to evaluate the implementation of education financing policy through the School Operational Assistance (BOS) program at the elementary school level in Brebes. The research employed a qualitative approach with an evaluative design to analyze four key dimensions: effectiveness, efficiency, transparency, and accountability. Data were collected through in-depth interviews, observations, and document analysis involving school principals, BOS treasurers, teachers, and school committee members. The findings reveal that the BOS program has contributed significantly to supporting school operations and learning activities. However, its implementation has not been fully optimal due to several constraints. The effectiveness of fund utilization is limited by planning practices that are not fully based on actual needs. Efficiency is affected by inappropriate spending priorities and delays in fund disbursement. Transparency has been initiated but remains inconsistent and lacks technological support. Meanwhile, accountability is largely administrative and has not been fully oriented toward performance evaluation. Overall, the implementation of education financing policy requires improvements in managerial capacity, monitoring systems, and technological integration to achieve more effective and sustainable outcomes.
The Effectiveness of Behavioral Contract Techniques in Addressing Smoking Among Students in School Settings Laura Amelia; Ridwan Syahran; Munifah Munifah; Nur Eka Wahyuningsih Riyadi
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.351-365

Abstract

Smoking behavior among Indonesian adolescents remains a serious problem influenced by curiosity, identity formation, peer pressure, and the social environment. Smoking not only affects physical health but also impacts students’ psychological and academic development. This study aims to examine students’ smoking behavior before and after being taught behavioral contract techniques and to test the effectiveness of these techniques in reducing smoking behavior among students at SMK Negeri 4 Sigi. This study employs a quantitative approach using a quasi-experimental design with a one-group pre-test and post-test design. The study sample consisted of 10 tenth-grade students who had a smoking habit. The instrument used was a questionnaire consisting of 40 Likert-scale items that had been tested for validity and reliability. Data analysis employed the Wilcoxon Signed-Rank Test. The results indicated that students’ smoking behavior before the intervention was in the high category with an average of 3.9–4.1, whereas after the intervention, it was in the low category with an average of 1.8–2.0. Statistical test results showed a significance value of 0.005 < 0.05, indicating a significant difference between pre- and post-intervention levels. Thus, it can be concluded that the behavioral contract technique is effective in reducing students’ smoking behavior at SMK Negeri 4 Sigi.
Classroom Management Strategies for Improving the Effectiveness of History Instruction in Grade 11A at SMAN 1 Sindue Tobata, Donggala Regency Miszartin Miszartin; Misnah Misnah; Mahfud M. Gamar; Minarni Nongtji
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.386-399

Abstract

Schools play a strategic role in developing students’ potential through effective and conducive learning processes. Effective classroom management contributes to increased student engagement, discipline, and learning effectiveness. This study aims to analyze classroom management strategies in enhancing the effectiveness of history learning in Class XI A at SMAN 1 Sindue Tobata. The background of this study is based on the continued presence of various obstacles in the learning process, such as low student attention and participation, disruptive behavior, and an unproductive classroom environment. The study employed a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The results of the study indicate that the main challenges include students’ lack of discipline, varying learning abilities, and an uncomfortable physical classroom environment. To address these challenges, the teacher implemented classroom management strategies through the enforcement of discipline based on class agreements, the use of varied teaching methods such as discussions and question-and-answer sessions, and the management of the physical classroom environment, including seating arrangements, cleanliness, lighting, and ventilation. These strategies proved effective in increasing student activity, concentration, and engagement in learning. Thus, effective classroom management plays a crucial role in creating a conducive learning environment and supports the optimal achievement of history learning objectives.
Implementation of Multimodal Text in Critical Reading Learning at Superior High School in Sukabumi Regency Rima Nurkomala; Setyawan Pujiono
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.366-385

Abstract

Critical reading using monomodal texts often leads to suboptimal learning outcomes; therefore, the implementation of multimodal texts is needed in the learning process. This study aims to describe the implementation of multimodal texts in critical reading learning at superior high schools in Sukabumi Regency. This study employed a descriptive qualitative method conducted at three superior high schools in Sukabumi Regency: Albayan Superior Islamic Boarding Senior High School, Adzkia Islamic Integrated Senior High School, and Alkausar Insan Cendekia Senior High School. Data were collected through classroom observations, reviews of six lesson plan documents, and interviews with teachers and students. The data were reduced, presented, analyzed, and interpreted using triangulation techniques. The results showed that multimodal texts had been implemented effectively in critical reading learning. The average score of lesson plan reviews was 93.48%, while learning observations reached 90.74%. The implementation integrated linguistic, visual, audiovisual, gestural, and spatial modes, which effectively improved students’ understanding, participation, critical thinking, and creativity in learning activities.
Optimizing Alternative Funding Sources to Support School Quality: A Literatur Study Sakhuroh Sakhuroh; Tuti Haryati; Sutrisno Sutrisno
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.400-419

Abstract

Education financing plays a strategic role in improving school quality and supporting the sustainability of educational programs. However, many schools in Indonesia still depend heavily on government funding, limiting their ability to develop innovative and sustainable educational programs. Therefore, optimizing alternative funding sources has become an important strategy for improving school quality. This study aims to analyze the optimization of alternative education funding sources in supporting school quality through a literature study approach. The research employed a qualitative method using library research by examining 10 scientific articles, books, and educational policy documents published between 2020 and 2025. The selected literature focused on educational financing, alternative funding sources, financial management, and school quality improvement. Data were collected through systematic literature review techniques and analyzed using content analysis. The findings indicate that alternative funding sources, such as industry partnerships, community and alumni participation, school business units, and digital fundraising, contribute to improving educational facilities, teacher competencies, innovative learning programs, and school quality culture. Effective financial management, transparency, accountability, and school leadership also play important roles in optimizing educational financing and strengthening sustainable school quality improvement.

Page 196 of 198 | Total Record : 1978

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