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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 1,978 Documents
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Needs Analysis for Developing Ethnoscience-Integrated Project-Based Learning Chemistry Teaching Materials Supported by Digital Video on Macromolecule Topics in Senior High School Anjany Tasya Surabika Br Tarigan; Siswanto Siswanto; Ramlan Silaban; Ani Sutiani
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.338-350

Abstract

This study aims to analyse the need for developing chemistry teaching materials based on Project-Based Learning (PjBL), integrated with ethnoscience and supported by digital video, for macromolecule topics in senior high school. The study employed a descriptive quantitative approach using a survey design involving 39 students and two chemistry teachers selected through purposive sampling. Chemistry textbooks used in schools were also analysed based on the Badan Standar Nasional Pendidikan (BSNP) criteria, including content, presentation, language, and graphical aspects. Data were collected through questionnaires and semi-structured interviews, and were analysed using descriptive statistics. The findings revealed that the aspects of content (3.20), presentation (3.05), language (3.30), and graphics (3.10) were categorised as moderate, while ethnoscience (2.70) and technology (2.60) were categorised as low. These findings indicate that the existing teaching materials have not optimally integrated local cultural contexts and digital learning support. Therefore, the development of ethnoscience-integrated chemistry teaching materials based on Project-Based Learning (PjBL) and supported by digital video is considered important to support more contextual, interactive, and meaningful learning experiences.
The Development of an Interactive Digital Book: Enhancing Elementary Students’ Critical Thinking Skills in Pancasila and Civic Education Yussy Efita Salamor; Wuri Wuryandani
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.433-447

Abstract

Civic Education (PPKn) learning at the elementary school level continues to face several challenges, particularly the low level of students’ critical thinking skills.This study aims to develop an interactive digital book for Civic Education learning to enhance students’ critical thinking skills. The study employed a Research and Development (R&D) method using the ADDIE model. Product development involved validation by subject-matter experts and media experts, resulting in a material validation score of 93.75% and a media validation score of 93.83%. The product was subsequently tested in the field and analyzed through comparisons of pre-test and post-test results between the experimental and control groups. The use of printed textbooks and PowerPoint presentations in the control class resulted in a pre-test score of 43.88 (low category) and a post-test score of 78.75 (high category). In contrast, the use of the interactive digital book in the experimental class produced a pre-test score of 61.00 (moderate category) and a post-test score of 90.56 (very high category). The findings indicate that the interactive digital book met the criteria of being highly feasible. The practical implications of this study suggest that interactive digital books can serve as innovative instructional materials that promote more engaging and interactive.
Analysis of Students’ Learning Difficulties in History Classes at Al-Khairaat Ampibabo Senior High School Risman Risman; Lukman Nadjamuddin
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.420-432

Abstract

History education plays an important role in developing students’ critical thinking skills, character, and national values. However, many students still perceive History as a difficult and less engaging subject because it often requires memorizing numerous facts, such as historical figures, dates, and events. This study aims to identify and describe the learning difficulties experienced by students and to analyze the factors contributing to these difficulties in the History subject at Madrasah Aliyah Al-Khairaat Ampibabo. The research employed a qualitative descriptive approach, with data collected through observation, interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The findings revealed that students experienced difficulties in understanding materials that required extensive memorization, recalling historical figures, dates, and events, and maintaining concentration during lessons. Many students also demonstrated low interest in History because they considered the subject monotonous and overloaded with content. In addition, the midday class schedule often caused fatigue and drowsiness, while an unconducive classroom environment reduced students’ focus and participation. The study found that learning difficulties were influenced by both internal and external factors. Internal factors included low learning motivation, limited interest in the subject, and ineffective study habits. External factors consisted of limited variation in teaching methods, insufficient learning resources, and classroom conditions that did not adequately support effective learning.
Utilizing the Central Sulawesi Museum as a Resource for History Learning in Grade 11 at Palu State High School 2 Ulul Asmi; Hasan Hasan; Charles Kapile; Idrus Rore
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.448-465

Abstract

Museums are important institutions for preserving history and culture and can serve as valuable learning resources. However, their use in schools remains limited due to the dominance of textbook-based instruction and students’ low interest in learning history. Therefore, more contextual and interactive learning approaches are needed to make historical learning more meaningful. This study aims to analyze the utilization of the Central Sulawesi Museum (UPT Museum Sulawesi Tengah) as a history learning resource at Palu State High School 2. The research employed a qualitative method, with data collected through observation, interviews, and documentation. The participants included history teachers, eleventh-grade students, and museum guides. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The findings indicate that museum-based learning is implemented systematically through activities conducted before, during, and after visits. The museum’s collections are relevant to the history curriculum, particularly topics on prehistory, enabling students to understand historical material more concretely. Furthermore, museum visits increase students’ interest, motivation, and enthusiasm for learning history. Despite challenges such as limited transportation, facilities, human resources, and interactive learning materials, the Central Sulawesi Museum remains an effective and meaningful resource for supporting history education in schools.
The Effect of Self-Efficacy on the Adjustment of Out of Town College Students, with Peer Support as a Moderator Variable Ratisya Rosiana; Munifah Munifah; Ikhlas Rasido; 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.466-481

Abstract

Students from out-of-town often face challenges in adjusting to their new environment in academic, social, and emotional aspects. This study aims to analyze the influence of self-efficacy and peer support on the adjustment of students from out-of-town, as well as to examine the role of peer support as a moderator variable. This study employs a quantitative approach with an ex post facto (causal-comparative) and cross-sectional design. The sample consists of out-of-state students in the Guidance and Counseling Program at Tadulako University, selected using purposive sampling. Data were collected via a Likert-scale questionnaire and analyzed using simple linear regression and Moderated Regression Analysis (MRA) with the aid of SPSS version 25. The results indicate that self-efficacy has a positive and significant effect on the adjustment of migrant students, contributing 49.4%. Additionally, peer support also has a significant effect on adjustment. Furthermore, the results of the moderation analysis indicate that peer support acts as a moderator variable that strengthens the influence of self-efficacy on adjustment, with an increase in the coefficient of determination to 57.3%. Thus, it can be concluded that self-efficacy and peer support are important factors in enhancing the adjustment abilities of migrant students.
The Use of ChatGPT by History Education Students at the Faculty of Teacher Training and Education, Tadulako University, in Completing Academic Assignments Nur Ain Ramadhani; Iskandar Iskandar; Idrus Rore; Misnah Misnah
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.498-512

Abstract

The development of artificial intelligence (AI) has brought significant changes to the world of education, one of which is through the use of ChatGPT as a learning tool for students. This study aims to examine the use of ChatGPT by students in the History Education Program at the Faculty of Teacher Training and Education, Tadulako University, in completing academic assignments, as well as to analyze their perceptions and the impact of its use. The method used was descriptive qualitative research with data collection techniques including observation, interviews, and documentation. The results indicate that students utilize ChatGPT to simplify course material, draft academic assignments such as papers and essays, and identify initial references. Students assessed ChatGPT as having perceived usefulness and perceived ease of use that support the efficient completion of academic tasks. However, its use also leads to negative impacts, including dependency, the risk of plagiarism, and the potential for a decline in critical thinking skills. Thus, ChatGPT serves as a complementary learning tool, not a replacement for primary academic sources. This study concludes that the use of ChatGPT must be balanced with digital literacy and academic ethics so that its positive impacts can be optimized and its negative impacts minimized.
The Influence of Visual Learning Style and Mathematical Learning Motivation on Geometry Understanding of Class X Students of MAN 2 Palu City Achmad Nuuryadin; Rafiq Badjeber; Yulia Yulia
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.482-497

Abstract

This study aims to analyze the influence of visual learning styles and mathematical learning motivation on the understanding of geometry material of class X students of MAN 2 Palu City. This study is motivated by the importance of visualization abilities and learning motivation in understanding abstract and spatial geometric concepts. The study uses a quantitative approach with an ex post facto research type. The research sample consisted of 219 students selected using a simple random sampling technique. Data collection was carried out through a visual learning style questionnaire, a mathematical learning motivation questionnaire, and a geometry understanding test. Data analysis used multiple linear regression. The results showed that visual learning styles had a positive and significant effect on geometry understanding with a significance value of 0.001. Mathematical learning motivation also had a positive and significant effect with a significance value of 0.001. Simultaneously, both variables had a significant effect on geometry understanding with an F_count value of 163.484 and a coefficient of determination of 0.602. This study concluded that students' geometry understanding was influenced by their visual abilities and mathematical learning motivation.
The Role of Guidance and Counseling Teachers in Addressing Verbal Aggression Among Students at SMA Negeri 1 Sindue Mutia Azzahra; Ridwan Syahran; Ikhlas Rasido; 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.513-531

Abstract

This study aims to describe trends in students’ verbal aggressive behavior, the role of Guidance and Counseling (BK) teachers in addressing it, and factors hindering the implementation of BK services at SMA Negeri 1 Sindue. The study employed a descriptive qualitative approach, with the research subjects consisting of three Guidance and Counseling (GC) teachers, one school principal, and five students from SMA Negeri 1 Sindue, selected purposively based on their involvement in GC services and their experiences related to verbal aggressive behavior. The research was conducted from April 7–21, 2026, through observation and in-depth interviews using an interview guide aligned with the study’s focus. The results indicate that students’ verbal aggressive behavior manifests as teasing, coarse language, sarcasm, the use of inappropriate nicknames, and the use of a raised tone of voice, both in person and via social media. Guidance counselors play a role through individual counseling, group guidance, communication ethics training, and collaboration with homeroom teachers and students’ parents. Factors hindering the implementation of guidance and counseling services include low student awareness, limited service time, a large number of students, lack of family support, and the influence of an unfavorable social environment. This study indicates that addressing verbal aggressive behavior requires collaboration between schools, families, and the social environment to ensure that guidance and counseling services can operate more effectively.
Implementation of the Joyful Problem-Based Learning Model in Fostering a Sense of Responsibility and Critical Thinking Among Fifth-Grade Elementary School Students in Civic Education Classes at Bunderan Public Elementary School in Surakarta Nafisatul Munazahro; Arief Cahyo Utomo
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.562-579

Abstract

This study aims to describe the implementation of the Problem Based Learning (PBL) model based on joyful learning in PPKn learning in elementary schools and analyze its contribution to students' attitudes of responsibility and critical reasoning skills. The study used a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The research subjects consisted of PPKn teachers, the principal, and fifth-grade students at Bunderan Public Elementary School. Data analysis was carried out through the stages of data reduction, data presentation, and conclusion drawing to obtain systematic and valid findings. The results showed that the implementation of PBL based on joyful learning was carried out through the stages of problem orientation, student organization, investigation, presentation of results, and evaluation. Students' critical reasoning skills also improved through activities to analyze, evaluate, and conclude problems logically. Although there were still obstacles in the form of lack of participation of some students, these obstacles could be overcome through the role of teachers as facilitators and providing learning motivation. Overall, PBL based on joyful learning is effective in improving the character of responsibility and critical thinking skills of elementary school students.
Teachers’ Efforts to Boost Students’ Motivation and Interest in History at Balaesang State High School No. 2 Ayu Inda Lestari; 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.615-630

Abstract

This study aims to examine the efforts of history teachers to increase students’ motivation and interest in learning history at Balaesang State Senior High School 2. The study employed a qualitative approach involving the school principal, two history teachers, and eight students as research participants. Data were collected through observation, interviews, and documentation, then analyzed using the Miles, Huberman, and Saldaña model, which includes data reduction, data presentation, and conclusion drawing. The findings indicate that students’ motivation and interest in learning history were generally in the moderate category. Learning motivation was reflected in students’ participation in discussions, willingness to ask questions, attention during lessons, and responsibility in completing assignments. Meanwhile, learning interest was evident in students’ enthusiasm for classroom activities, involvement in group work, and curiosity about historical topics. While some students viewed history as important for understanding past events and national values, others still perceived it as a subject dominated by memorization. To address these challenges, teachers implemented various instructional strategies, including discussions, presentations, question-and-answer sessions, debates, and project-based assignments. They also utilized visual media and educational technology, such as documentary videos and PowerPoint presentations, to make lessons more engaging and easier to understand. These efforts contributed to increased student participation, engagement, and understanding of historical material.

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