cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
HAIDI
Contact Email
jes@staff.unri.ac.id
Phone
+6281363888549
Journal Mail Official
jes@staff.unri.ac.id
Editorial Address
Journal of Educational Sciences, Gedung Dekanat, FKIP, Universitas Riau Jl. HR. Soebrantas KM 12.5, Simpangbaru, Pekanbaru 28293, Indonesia
Location
Kota pekanbaru,
Riau
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
 194   195   196   197   198 
The Utilization of Information Technology to Support Organizational Performance at SMA Hang Tuah 5 Sidoarjo Lilik Handayani; Sabariah Sabariah
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.532-549

Abstract

The development of information technology in the digital era encourages schools to build a more effective, adaptive, and integrated organizational management system. The use of information technology has an important role in supporting communication, administration, coordination, and organizational effectiveness in educational institutions. This study aims to analyze the use of information technology and its contribution in supporting the effectiveness of organizational performance at SMA Hang Tuah 5 Sidoarjo, including the obstacles faced and optimization efforts carried out by the school. This study uses a qualitative approach involving five teachers who are members of the curriculum team and selected through convenience sampling techniques. The results show that information technology is used through Canva, smart board, IFP, Google Workspace, Moodle LMS, and WhatsApp groups to support administration, communication, coordination, and collaboration in school organizations. However, several obstacles were found, such as differences in technological understanding, limited personal work facilities, and delays in administrative collection by some teachers. The school makes various efforts through continuous coordination, structured division of tasks, teacher mentoring, periodic monitoring, and routine evaluation of work programs. The use of information technology contributes to increasing the effectiveness and adaptability of school organizational performance in the digital era.
The Effect of Differentiated Learning on Understanding the Concept of Quadratic Functions at MAN 2 Palu City Khairil Anwar; 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.550-561

Abstract

Students’ understanding of mathematical concepts, particularly in quadratic functions, is still relatively low because the material requires abstract and representational thinking skills. Therefore, an adaptive learning approach that accommodates students’ learning characteristics is needed. This study aimed to determine the effect of differentiated instruction on students’ understanding of quadratic function concepts in class X of MAN 2 Palu City. This study employed a quantitative approach with a quasi-experimental method using a One-Group Pretest-Posttest Design. The research sample was selected through purposive sampling. The research instrument consisted of an essay test on quadratic function conceptual understanding that had been validated by experts. Data were analyzed using descriptive statistics and inferential statistics through the Paired Sample t-Test. The results showed that the average pretest score of students was 77.17, while the average posttest score increased to 88.17 after the implementation of differentiated instruction. The hypothesis testing results indicated a significance value of less than 0.05, showing a significant difference between pretest and posttest scores. In addition, the Cohen’s d effect size indicated a very large effect category. Thus, differentiated instruction can be considered an effective learning approach to improve students’ understanding of quadratic function concepts.
Analysis of Artificial Intelligence Usage and Its Implications for the Academic Ethics of PAI Class of 2022 Students in Scientific Writing Meylila Putri Mauliyanti; Muliatul Maghfirah
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.599-614

Abstract

The rapid advancement of information technology, particularly Artificial Intelligence (AI), has significantly influenced academic practices in higher education. However, studies specifically examining AI use and its academic ethics implications within Islamic Religious Education (PAI) students at Islamic higher education institutions remain limited. This study aims to analyze and describe two aspects: the forms of AI use by Islamic Religious Education (PAI) 2022 students at UIN Madura in academic writing, and the implication of AI use on their academic ethics. This research employed a qualitative descriptive approach, with data collected through structured and semi-structured interviews, participatory observation, and documentation. Data analysis was conducted through four stages. The findings reveal three forms of AI use: concept and framework generation, paraphrasing and grammar improvement, reference and citation searching. Regarding the implication on academic ethics, the dominant negative implication include a significant decline in originality, unverified references and citations, and reduced critical thinking ability and academic independence. Positive implication include time efficiency and improved digital literacy. A notable finding is that students are aware of plagiarism risks yet continue using AI excessively due to the absence of clear institutional regulations. Future research should focus on developing AI literacy programs and ethical policy frameworks for Islamic higher education institutions.
The Role of “Digital Warrior Teachers” in Optimizing the Utilization of Interactive Flat Panel through the Technology Ambassador Community Anijar Hapni Siregar; Maya Novita Sari
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.631-644

Abstract

This study aims to analyze the strategic role of "Digital Warrior Teachers” (DWT) within the Technology Ambassador community in optimizing the use of Interactive Flat Panels (IFP) in classroom learning, as well as to develop a community-based educational human resource management concept. This study uses a qualitative case study approach. Data were collected through Focus Group Discussions (FGDs) with 10 DWTs from various regions in Indonesia, netnographic observations in the Technology Ambassador WhatsApp community, and document analysis of teaching modules and IFP usage logs. The results identified three collective mechanisms: (1) socio-emotional: reducing teachers' technological anxiety through peer mentoring and real-life demonstrations; (2) interactive-pedagogical: transforming IFP into a student-centered interactive learning center; (3) managerial-collaborative: building a digital asset repository and policy bridges. The success of IFP optimization does not rely on individual technical abilities but on the collective mechanisms implemented by DWTs through the Technology Ambassador community. This study concludes that strengthening professional communities is more decisive for digital transformation success than conventional technical training. Further research is recommended to explore the internal dynamics of trust and social solidarity within the community through long-term netnographic or phenomenological studies.
The Effectiveness of the Padlet-Assisted RQA Model on Scientific Literacy in the Ecosystem Material Integrated With Islamic Values Yasmin Husna Qurota Ainin; Sumiyati Sa’adah; Asrianty Mas’ud
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.645-659

Abstract

Science literacy remains a challenge in science education in Indonesia, particularly regarding ecosystem topics, which tend to be presented theoretically and have not yet been integrated with Islamic values. This study aims to analyze the effect of the Reading, Questioning, and Answering (RQA) model, supported by Padlet, on students’ science literacy skills regarding ecosystem topics integrated with Islamic values. The study employed a quantitative approach using a quasi-experimental method and a non-equivalent control group design. The sample consisted of 50 seventh-grade students from MTs Darul Ihsan YUPPI in Bandung Regency, selected using purposive sampling. Data were collected through science literacy tests, skobservation sheets, and student reflection questionnaires. The results showed that the experimental class achieved an N-Gain score of 0.64 (moderate category), while the control class scored 0.27 (low category). The Mann–Whitney test revealed a significant effect on students’ science literacy skills (Sig. 0.036 < 0.05) with a moderate effect size of 0.30. The novelty of this study lies in the integration of Islamic values into ecosystem learning through the RQA stages, which support reflective, contextual, and collaborative learning. Thus, the Padlet-assisted RQA model is effective in improving students’ science literacy skills.
Profile of High School Students’ Mathematical Beliefs in the “Quitter” Category of the Adversity Quotient Komang Tri Ananda Kusuma; Pathuddin Pathuddin; Mubarik Mubarik; I Nyoman Murdiana
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.698-714

Abstract

This study aimed to describe students’ mathematical beliefs, particularly in the aspect of mathematical social norms, among students categorized as quitter based on the Adversity Quotient. This study employed a qualitative descriptive approach. The subject was one eleventh grade student categorized as a quitter selected through the Adversity Response Profile (ARP) questionnaire, mathematics teacher recommendations, and willingness to participate in the study. Data were collected through classroom observations and semi structured interviews. The findings showed that the quitter student demonstrated positive mathematical beliefs regarding mathematical social norms during mathematics learning. The student was able to accept differing opinions, participate in collaborative discussions, ask and answer questions to understand mathematical concepts, communicate ideas systematically and politely, and apply mathematical symbols and principles consistently during problem solving. These findings highlight that student categorized as quitter may still demonstrate positive mathematical social norms despite having low Adversity Quotient characteristics. However, these findings are limited to the quitter category involved in this study and cannot be generalized to students with different Adversity Quotient characteristics.
Mathematical Belief Profile of Junior High School Students with Field Dependent Cognitive Style Nurul Apriliani Balango; Pathuddin Pathuddin; Mubarik Mubarik; I Nyoman Murdiana
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.660-678

Abstract

This study is motivated by the importance of students’ mathematical belief toward mathematical social norms in mathematics learning. Although research on mathematical belief and social norms has been widely conducted, studies specifically examining the mathematical belief of field dependent students remain limited. The purpose of this study is to describe the profile of mathematical belief of junior high school students with a field dependent cognitive style in the aspect of mathematical social norms. A descriptive qualitative approach was employed, with one student selected based on the Group Embedded Figures Test (GEFT) and the recommendation of a mathematics teacher. Data were collected through observation and semi- structured interviews, then analyzed using the Miles and Huberman model, which includes data condensation, data display, and conclusion drawing. The findings show that the subject has a positive mathematical belief toward mathematical social norms, reflected in the ability to accept diverse levels of thinking, cooperate, actively ask questions, use symbols and rules accurately and consistently, and express ideas politely and systematically. These findings highlight the role of social interaction, collaboration, and mathematical communication in shaping the mathematical belief of field dependent students. Thus, their mathematical belief develops through active involvement in social interaction.
ChatGPT as Facilitator or Hindrance in Academic Writing: A Systematic Review and Practical Recommendations Annisa Permata Islami
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.679-697

Abstract

In today’s world, ChatGPT as a large language model (LLM) has brought a significant impact in education, especially in academic writing skills for EFL (English as Foreign Language) learners. This study investigates the benefits and limitations of using ChatGPT in the context of EFL learners as well as provide recommendations for the stakeholders. A total of 22 scientific articles were systematically analyzed using PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines as the basis for systematic review and meta-analysis. The results presented four main benefits of using ChatGPT in academic writing, namely: (1) improved language and cognitive competence; (2) provision of personalized feedback; (3) increased efficiency of the writing process; and (4) enhanced confidence and self-efficacy. On the other hand, a number of limitations were also found, including: (1) risks to academic integrity; (2) low quality and reliability of information; (3) over-reliance on instant feedback; and (4) social, cultural, and technical challenges. In response to these findings, this study presents practical recommendations for students and teachers in the form of lesson designs that integrate ChatGPT with traditional teaching methods. Moreover, this paper also includes recommendations for decision-makers to maximize the potential of this technology in language education.

Page 198 of 198 | Total Record : 1978

 194   195   196   197   198 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol. 10 No. 6 (2026): Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences Vol. 10 No. 4 (2026): Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences Vol. 10 No. 2 (2026): Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences Vol. 9 No. 3 (2025): Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences Vol 9. No. 1. January 2025 Vol. 9 No. 1 (2025): Journal of Educational Sciences Vol. 8 No. 4 (2024): Journal of Educational Sciences Vol 8. No. 4. October 2024 Vol 8, No 3: July 2024 Vol 8. No. 3. July 2024 Vol. 8 No. 3 (2024): Journal of Educational Sciences Vol 8, No 2: April 2024 Vol 8. No. 2. April 2024 Vol. 8 No. 2 (2024): Journal of Educational Sciences Vol. 8 No. 1 (2024): Journal of Educational Sciences Vol 8, No 1: January 2024 Vol 8. No. 1. January 2024 Vol 7, No 4: October 2023 Vol 7. No. 4. October 2023 Vol. 7 No. 4 (2023): Journal of Educational Sciences Vol 7. No. 3. July 2023 Vol. 7 No. 3 (2023): Journal of Educational Sciences Vol 7, No 3: July 2023 Vol. 7 No. 2 (2023): Journal of Educational Sciences Vol 7, No 2: April 2023 Vol 7. No. 2. April 2023 Vol 7, No 1: January 2023 Vol 7. No. 1. January 2023 Vol. 7 No. 1 (2023): Journal of Educational Sciences Vol 6, No 4: October 2022 Vol 6. No. 4. October 2022 Vol. 6 No. 4 (2022): Journal of Educational Sciences Vol 6. No. 3. July 2022 Vol 6, No 3: July 2022 Vol. 6 No. 3 (2022): Journal of Educational Sciences Vol 6, No 2: April 2022 Vol. 6 No. 2 (2022): Journal of Educational Sciences Vol 6. No. 2. April 2022 Vol 6. No. 1. January 2022 Vol 6, No 1: January 2022 Vol. 6 No. 1 (2022): Journal of Educational Sciences Vol 5. No. 4. October 2021 Vol 5, No 4: October 2021 Vol 5. No. 3. July 2021 Vol 5, No 3: July 2021 Vol 5, No 2: April 2021 Vol 5. No. 2. April 2021 Vol 5, No 1: January 2021 Vol 5. No. 1. January 2021 Vol 4, No 4: October 2020 Vol 4. No. 4. October 2020 Vol 4, No 3: July 2020 Vol 4. No. 3. July 2020 Vol. 4 No. 3 (2020): Journal of Educational Sciences Vol 4. No. 2. April 2020 Vol 4, No 2: April 2020 Vol 4, No 1: January 2020 Vol 4. No. 1. January 2020 Vol. 3 No. 3 (2019): Journal of Educational Sciences Vol 3. No. 3. September 2019 Vol 3, No 3: September 2019 Vol 3. No. 2. May 2019 Vol 3, No 2: May 2019 Vol 3. No. 1. January 2019 Vol 3, No 1: January 2019 Vol 2, No 2: July 2018 Vol 2. No. 2. July 2018 Vol 2, No 1: January 2018 Vol 2. No. 1. January 2018 Vol 1. No. 1. July 2017 Vol 1, No 1: July 2017 More Issue