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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 2,081 Documents
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A Qualitative Study on Educational Financing: Methods and Goals to Support Learning Quality in Primary Schools Nur Indah Fitiriani; Laeli Yuliana Ayuningtias; 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.1073-1085

Abstract

Educational financing plays a decisive role in ensuring the effectiveness and quality of learning in primary schools. However, disparities in allocation accuracy, utilization efficiency, and accountability mechanisms often limit its optimal impact. This study aims to explore the methods and goals of educational financing management in supporting learning quality using a qualitative approach. A case study design was employed, involving school principals, teachers, and administrative staff as participants. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using interactive qualitative techniques. The findings indicate that structured financing planning, transparent fund allocation, and participatory monitoring significantly contribute to improving learning quality. Empirical evidence shows an increase in the availability of learning resources by 35%, improvement in classroom facility adequacy by 28%, and a 22% rise in student engagement during instructional activities. Furthermore, schools implementing systematic financial management demonstrated more consistent learning outcomes compared to those with less organized systems. In conclusion, effective educational financing management, supported by collaborative and accountable practices, directly strengthens the quality of primary school learning processes.
Implementation of Augmented Reality in Elementary School Science Education on the Solar System Nurul Fitriyani; Peduk Rintayati; Moh Salimi
Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.7.p.494-504

Abstract

The limited use of learning media which are neither concrete nor interactive in elementary school science education has made it difficult for students to understand abstract concepts and has reduced their motivation. The purpose of this study is to describe the application of Augmented Reality (AR) in science education. The method used was a qualitative descriptive approach involving five teachers as classroom observers, employing observation and documentation techniques analyzed using the Miles and Huberman model. The results showed that the implementation of AR across all stages of learning fell into the “good” and “very good” categories. The five stages achieved the following scores: planning (96%), student preparation (90%), classroom implementation (91%), discussion and reflection (87%), and learning evaluation (87%). Thus, this study concludes that the implementation of Augmented Reality in IPAS learning has been carried out effectively. Future research could examine the impact and effectiveness of AR in IPAS learning quantitatively and using a wider variety of instruments.
Digital Ethics in The Perspective of Islamic Education: A Qualitative Study of The Behavior of Students at SMAN 01 Hulu Sungkai, North Lampung Aulia Nelly Agustin; Istihana Istihana; Era Octafiona
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.762-771

Abstract

The rapid growth of digital technology has increased adolescents’ engagement with social media while raising concerns about digital ethics, including misinformation and cyber bullying. This study aims to analyze students’ understanding and behavior regarding digital ethics from an Islamic education perspective, examine school efforts to promote digital ethics, and identify supporting and inhibiting factors in its implementation. A qualitative descriptive approach was conducted at SMAN 01 Hulu Sungkai, North Lampung. Participants included students, Islamic Education teachers, Guidance and Counseling teachers, homeroom teachers, and the principal. Data were collected through in-depth interviews and non-participant observation and analyzed using the Miles and Huberman model with source triangulation. The findings indicate that students demonstrate an emerging awareness of digital ethics, reflected in verifying information before sharing, avoiding harmful online interactions, and recognizing the importance of honesty and responsibility in digital communication. The school supports ethical development through the integration of Islamic values, particularly honesty and tabayyun, classroom learning, regulations on gadget use, and counseling interventions. However, a gap remains between students’ ethical understanding and their behavior outside school due to limited parental supervision and social influences. These findings highlight the importance of stronger school family collaboration in fostering sustainable Islamic-based digital ethics.
Profile of Number Pattern Problem Solving Abilities Based on Learning Style of Grade VIII Students at Budi Utomo SMP Negeri 14 Palu Rohani Rohani; Ibnu Hadjar; Bakri M Bakri M; Ahyar H.M. Tawil
Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.7.p.505-520

Abstract

Problem-solving is an essential mathematical competency influenced by students’ different learning styles. This study aimed to describe the mathematical problem-solving profiles of eighth-grade students at SMP Negeri 14 Palu on number pattern material based on visual, auditory, and kinesthetic learning styles. A descriptive qualitative approach was employed. Three students were selected as research subjects, each representing one learning style identified through a learning style questionnaire. Data were collected using questionnaires, written problem-solving tests, and semi-structured interviews. The analysis was based on Polya’s four stages of problem-solving: understanding the problem, devising a plan, carrying out the plan, and looking back. Data were analyzed through data condensation, data display, and conclusion drawing. The findings revealed that students with visual and auditory learning styles successfully completed all four problem-solving stages. In contrast, the kinesthetic learner completed the first three stages effectively but encountered difficulties in the final stage of reviewing the solution. These findings suggest that learning styles influence students’ approaches to mathematical problem-solving. Therefore, teachers should implement varied instructional strategies that accommodate different learning styles and provide structured guidance, particularly for kinesthetic learners, to strengthen their ability to evaluate and verify their solutions independently.
The Effectiveness of The Implementation of Project-Based Learning (PJBL) to Improve Critical Thinking Abilities on Students' Learning Interest in The PPKN Subject Felia Mutiara Sari; Marzuki Marzuki; Yayuk Hidayah
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.1244-1256

Abstract

In 21st century learning, students are expected to develop critical thinking skills, active participation, collaboration, and learning interest through meaningful classroom activities. However, PPKn learning is often still dominated by conventional methods that make students less active in expressing ideas and solving problems. This study aimed to analyse the effectiveness of Project Based Learning (PjBL) in improving students’ critical thinking skills and learning interest in Pancasila and Civics Education (PPKn). This research employed a qualitative case study design involving 30 Grade XI students. Data were collected through classroom observation, interviews, a student questionnaire, and documentation of learning activities and project products. The data were analysed descriptively by identifying patterns of students’ communication, collaboration, motivation, participation, and critical thinking during the implementation of PjBL. The findings show that PjBL encouraged students to become more active in discussing ideas, sharing roles, solving problems, and presenting project results. Students also showed stronger learning motivation because the project produced a concrete cultural miniature related to the PPKn material. This study concludes that PjBL can be used as an alternative learning strategy to strengthen students’ critical thinking skills and learning interest in PPKn learning.
The Influence of Leadership Style, Compensation, and Organizational Culture on Job Satisfaction at SMK Muhammadiyah 2 Pekanbaru Jabarullah Jabarullah
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.1351-1365

Abstract

Integrated empirical investigation of the organizational factors shaping teacher job satisfaction within Islamic value-based private vocational schools remains scarce in the existing literature. This study examined the simultaneous influence of leadership style, compensation, and organizational culture on teacher job satisfaction at SMK Muhammadiyah 2 Pekanbaru, a Muhammadiyah-based vocational institution recognized as a Center of Excellence, offering a novel perspective on how Islamic institutional values mediate the relationship among these three determinants. A quantitative survey design was adopted, engaging all 74 employees as respondents through census sampling. Instruments were validated using Pearson correlation and Cronbach Alpha reliability testing. Data were analyzed through multiple regression with partial t-tests, while the F-test confirmed the simultaneous significance of the model and R² indicated the collective explanatory power of the independent variables. Results revealed that leadership style (t = 2.869, sig. = 0.005), compensation (t = 2.026, sig. = 0.047), and organizational culture (t = 2.886, sig. = 0.005) each exerted a positive and significant influence on teacher job satisfaction. The Muhammadiyah school context, grounded in Akhlakul Karimah and da'wah-oriented professional ethics, provides a distinctive framework through which leadership, compensation, and culture collectively cultivate educator satisfaction beyond conventional organizational settings.
Multimedia Development of Integer Concept Material for Slow Learning Students Learner Zefanya Dwicahya; Erlina Prihatnani; Fika Widya Pratama
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.1303-1321

Abstract

This research is motivated by the difficulties of slow learner students in understanding the basic concepts of integers, such as recognizing the meaning of negative numbers, comparing numbers, and representing numbers on a number line, which has an impact on the low understanding of mathematical concepts on an ongoing basis. This research aims to develop valid, practical, and effective learning multimedia to help slow learner students understand the concept of integers in a more structured and in-depth manner. The method used was Research and Development (R&D) with the ADDIE model, which includes analysis, design, development, implementation, and evaluation. The research subjects consisted of nine slow-learning students at a public junior high school in Salatiga who had been identified through psychological testing. This research was conducted from February to March 2026. Data collection techniques include interviews, tests (pre-test and post-test), and validation and practicality questionnaires, while data analysis is carried out descriptively quantitatively and inferentially using statistical tests. The results of the study indicate that the multimedia "Slow but Sure Part 1" has a very high level of validity (media experts 92% and material experts 94%), is considered practical based on user responses, and is effective in improving learning outcomes as shown by significant differences between pre-test and post-test scores. In conclusion, the developed multimedia is suitable for use as an alternative adaptive learning media to support the understanding of integer concepts in slow learner students in the context of inclusive learning.
Analysis of Students' Learning Difficulties in Thematic Learning of Grade 2 Students of SD Negeri 2 Sucen Temanggung Maelani Tyas Wahyuni; Amirul Mukminin
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.1322-1339

Abstract

Thematic learning in elementary school requires active student participation to achieve optimal learning outcomes. However, several second-grade students at SDN 02 Sucen still experience learning difficulties that hinder their participation in classroom activities. This study aims to identify the forms of students’ learning difficulties, the factors influencing them, and the efforts made by teachers and parents to address these issues. This research employed a qualitative descriptive design. The subjects consisted of one second-grade teacher, three students with learning difficulties, and three parents. Data were collected through classroom observations, in-depth interviews, and documentation. Data were analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing/verification. The findings indicate that students’ learning difficulties are characterized by low understanding of learning materials, lack of concentration during learning activities, and slow task completion. These difficulties are influenced by internal factors such as motivation and basic academic abilities, as well as external factors including the learning environment and parental guidance patterns. In conclusion, students’ learning difficulties in thematic learning require integrated interventions through adaptive teaching strategies by teachers and consistent learning support from parents.
Enhancing Students’ Responsibility Through Qur’an Memorization Activities at TPQ Thoyyibah Hilda Brilliant Bilqis; Triono Ali Mustofa
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.1234-1243

Abstract

This research looks at how TPQ Thoyyibah Banyuanyar's Qur'an memorization deposit program is used to help pupils become more responsible In Islamic educational environments, responsibility is seen as a crucial character characteristic that must be cultivated by consistent practice, habituation, and discipline. Ten students chosen via purposive sampling based on their active engagement in memorizing exercises, two instructors, and one TPQ head participated in this descriptive qualitative research Observations, interviews, and documentation were used to gather data. The results show that by encouraging regular preparation, timeliness, discipline, and consistency in memory assignments, the memorization deposit activity helps children improve their sense of responsibility. Throughout the learning process, students increasingly grew more conscious of their responsibilities. Additionally, instructors were crucial in directing, inspiring, and fostering a positive learning environment that inspired pupils to actively engage in memorizing exercises. Despite a number of issues, including varying motivation and disparities in memorizing skills, the program typically showed beneficial effects on kids' character development. Therefore, via repeated learning experiences and religious habituation, the memorization deposit program may be regarded as an excellent technique for enhancing students' character and feeling of duty in non-formal Islamic educational institutions.
Development of Teaching Materials Based on The Discovery Learning Model Using Canva for Descriptive Text Writing Tessa Pramesti; Elfia Sukma; Adrias Adrias; Desyandri Desyandri
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.772-784

Abstract

This study aims to develop teaching materials based on the Discovery Learning model using Canva to improve descriptive text writing skills of elementary school students. The research employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. Data were collected through validation sheets, questionnaires, interviews, and tests, and analyzed using descriptive quantitative and qualitative techniques The novelty of this study lies in the integration of Discovery Learning and Canva-based digital teaching materials to support visually interactive and student-centered descriptive writing instruction in elementary schools. The results showed that the developed teaching materials met the criteria of validity, practicality, and effectiveness. The average validation score increased from 78.37% (valid) to 92.30% (very valid). Practicality results indicated an average score of 93.00% (very practical) from teachers and students. Effectiveness was evidenced by an increase in students’ average scores from 62.40 (pretest) to 84.70 (posttest), with an N-Gain value of 0.59 (moderate category). These findings indicate that the integration of Discovery Learning and Canva-based materials enhances student engagement, motivation, and writing skills. Therefore, the developed teaching materials are feasible and effective for improving the quality of Indonesian language learning in elementary schools.

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