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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 2,081 Documents
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The Effect of Problem-Based Learning (PBL) Model and Learning Motivation on Reading Comprehension Skills Raudhatul Jannah; Elfia Sukma; Muhammadi Muhammadi; Ulfia Rahmi
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.1220-1233

Abstract

The urgency of this study is strengthened by preliminary findings at SDN 28 Padang Sarai, which showed that many students still struggled with reading fluency, text comprehension, and answering questions based on textual information. Therefore, active and student-centered learning models are needed to improve students’ reading comprehension skills. This study aims to examine the effect of the Problem-Based Learning (PBL) model and learning motivation on students’ reading comprehension skills. This study employed a quantitative approach with a 2×2 factorial experimental design involving fourth-grade students at SDN 28 Padang Sarai. Data were collected through reading comprehension tests and learning motivation questionnaires and analyzed using descriptive statistics and two-way ANOVA. The findings revealed that students taught using the PBL model achieved higher scores than those taught using conventional instruction. The results also showed that both the learning model and learning motivation had significant effects on reading comprehension skills. However, no significant interaction effect was found between the two variables. Therefore, PBL is recommended to improve reading instruction in elementary schools.
The Effect of Self-Organized Learning Environment Implementation on Critical Thinking Skills and Digital Ethics: Systematic Literature Review Dewi septia Ningrum; Sri Ngabekti; 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.798-811

Abstract

The purpose of this study was to examine the application of the Self-Organized Learning Environment (SOLE) model to the development of students' critical thinking skills and digital ethics. A literature search was conducted through two databases, namely Scopus and Google Scholar, for the period 2021–2026. The selection process followed the PRISMA protocol, with the identification of 37 articles, screening based on title and abstract (n=28), and feasibility assessment resulting in 9 articles meeting the inclusion criteria. Inclusion criteria included: peer-reviewed journal articles in Indonesian or English, focusing on the implementation of SOLE in formal education contexts, and containing empirical data related to learning outcomes. The findings in this study are: 1) SOLE improves critical thinking skills because students are trained to search for information independently, analyze problems, and find solutions through group discussions. 2) The implementation of SOLE improves digital ethics through the habit of using technology wisely, the ability to evaluate information, and the responsible use of digital media. 3) There is a strong relevance between critical thinking and digital ethics in the implementation of SOLE, because critical thinking skills help students sort information appropriately, thus supporting the formation of responsible and ethical digital behavior.
Exploring Adaptive Learning Dimensions Through EFA and CFA Validation Dinda Alya Maghfira; Rizki Hikmawan; Jaka Septiadi; Rochman Bambang Eko Saputro; Nissa Arrumaisha
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.521-537

Abstract

The increasing demand for adaptive learning in vocational education highlights the need for valid instruments to measure its key constructs. Despite growing research on adaptive assessment, adaptive gamification, personalized feedback, and self-regulated learning (SRL), these constructs are commonly examined separately. This study addresses this gap by developing and validating an SRL based adaptive learning instrument that integrates them within a unified measurement framework. The instrument was constructed from four theoretical constructs: adaptive assessment, adaptive gamification, personalized feedback, and self-regulated learning. A total of 507 students participated in the study. Data were analyzed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). From the initial 24 items, nine items with inadequate psychometric properties were removed during the validation process, resulting in 15 valid items. The EFA results revealed four latent factors, namely feedback awareness, self-regulation, regulation deficit, and adaptive motivation. CFA confirmed a good model fit (CFI = 0.98, TLI = 0.97, RMSEA = 0.051, SRMR = 0.038) and acceptable composite reliability. The findings indicate that adaptive learning is perceived as an integrated process across SRL phases. This study provides a validated instrument and a conceptual basis for future research in adaptive learning.
The Effectiveness of Technique Group Guidance Services Homeroom To Increase Student Empathy Lilis Suryani; Azam Arifyadi; Mardi Lestari; Dian Fitriani
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.785-797

Abstract

Empathy is one of the important aspects of children's social and emotional development, especially in adolescence. Various problems arise due to low empathy at SMK Negeri 8 Palu which often causes anxiety which becomes a serious nuisance, especially among teenagers. The purpose of this study is to test the effectiveness of homeroom technique group guidance services in increasing student empathy. As an effort to create a comfortable learning environment at school. This study uses an experimental quantitative method using a pretest and posttest control group design, where there are tests before and after treatment. The subjects of this study were 13 students who were divided into 2 groups, namely the experimental and control groups. The results of this study showed that before the implementation of group guidance, the empathy level of the students of the experimental group (using homeroom techniques) obtained an average score of 49.5 and the students of the control group (without special techniques) obtained an average score of 48.5 which was in the medium category. After group guidance, the students of the experimental group increased with an average of 66.8 in the high category and the control group students increased to 63.8 in the high category. Based on the Mann Whitney test on the posttest in the experimental group and the control group, a significance value of 0.03 was obtained, the value <0.05 which means that it can be concluded that homeroom technique group guidance services are effective in increasing student empathy.
Development of Mathematical Creative Thinking Skills in Elementary School Students through the GASING Method Titin Usmar; Turmudi Turmudi
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.812-825

Abstract

The demand for higher-order thinking skills is increasing, and mathematical creativity must be developed systematically from the elementary level. This study aims to examine the development of students’ mathematical creative thinking through the GASING method (Fun, Easy, and Enjoyable Learning). This study used a quantitative quasi-experimental design with a pretest-posttest approach on a selected group. The limitation of this study lies in the small sample size (20 students) and the use of purposive sampling limits the generalizability of the findings; therefore, further studies with larger samples are needed to validate the results. The instrument was a mathematical creative thinking test covering fluency, flexibility, originality, and elaboration. Data were analyzed using descriptive statistics and the N-Gain test. The results show that the average score improved from 30.95 (pre-test) to 64.95 (post-test), with an N-Gain of 0.4827 (48.27%), categorized as moderate. The highest improvement occurred in fluency (29 to 84), followed by originality (25 to 63), elaboration (31 to 67), and flexibility (26 to 60). While gains in originality and elaboration suggest that the concrete-to-abstract approach deepens students’ creativity, overall, these findings indicate that the GASING method is effective in improving elementary students’ mathematical creative thinking skills.
Transforming the Islamic Boarding School Financial Ecosystem through the Ikhlas Card: Integrating Transaction Digitalization, Management Accountability, and Student Financial Literacy Satria Adindi; Sumedi Sumedi
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.1205-1219

Abstract

Financial digitalization has become an important strategy for strengthening governance and sustainability in Islamic boarding schools (pesantren) in the digital era. However, many pesantren still rely on conventional cash-based financial systems characterized by limited transparency, weak accountability, and inefficient financial administration. This study aims to analyze the implementation of the IKHLAS Card as a sharia-based digital financial system and examine its impact on financial management efficiency, institutional accountability, and students’ financial literacy at Al-Ikhlas Islamic Boarding School, West Sumbawa Regency. This research employed a qualitative case study approach. Data were collected through observation, in-depth interviews, and documentation, then analyzed using an interactive analysis model consisting of data reduction, data display, and conclusion drawing. The findings indicate that the IKHLAS Card transformed the pesantren’s financial ecosystem into an integrated digital system that improves efficiency, transparency, and financial control while fostering disciplined, responsible, and accountable financial behavior among students and administrators. This study concludes that, within the context of Pondok Pesantren Al-Ikhlas, sharia-based financial digitalization through the IKHLAS Card contributes positively to strengthening financial governance and supporting more accountable financial management practices.
Implementation of Guessing Game Instructional Approach to Teach English Vocabulary Mastery in Senior High School Students Dwyka Lucky Pradana Putra; Riki Ruswandi; Hamdan Hidayat; Deri Supriatna
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.538-550

Abstract

Vocabulary mastery is a fundamental aspect of English language learning, particularly in English as a Foreign Language (EFL) contexts. This study investigated the implementation of the Guessing Game Instructional Approach in teaching vocabulary mastery among senior high school students. A quasi-experimental design was employed involving 70 tenth-grade students at SMAN 1 Ciparay, consisting of an experimental group and a control group. Data were collected through pre-test and post-test vocabulary assessments and analyzed using descriptive and inferential statistics, including an independent samples t-test. The pre-test analysis revealed a significant baseline difference between groups, with the control group demonstrating higher initial vocabulary proficiency than the experimental group (p < .001). Post-test results also showed a significant difference (t = -5.74, p < .001), with the control group achieving a higher mean score (M = 89.11) than the experimental group (M = 60.09). Although students responded positively to the Guessing Game Instructional Approach, the findings suggest that it did not produce higher vocabulary achievement than conventional instruction. The study highlights the importance of considering initial group differences when evaluating instructional effectiveness.
Exploring EFL Teachers’ Emotion Regulation in Indonesian Classrooms: A Phenomenological Study Khofifah Novitasari; Basikin Basikin
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.1280-1292

Abstract

Emotion regulation plays an important role in English as a Foreign Language (EFL) teaching, where instructional responsibilities are often accompanied by emotional demands. This study aimed to explore EFL teachers’ emotion regulation by examining the challenges they encounter, the coping strategies they employ, the regulation practices they enact, and the contextual factors influencing these processes. A qualitative phenomenological approach was employed to capture teachers’ lived experiences in authentic classroom settings. Data were collected through semi-structured interviews and classroom observations involving six EFL teachers from different educational levels. The findings revealed that teachers experienced various emotional challenges, including student disengagement, disruptive behavior, workload pressure, and institutional expectations. To address these challenges, teachers adopted coping strategies such as calming techniques, cognitive reframing, collegial support, and expectation adjustment. These strategies were reflected in emotion regulation practices including situation modification, attentional deployment, cognitive change, and response modulation. The findings also indicated that collegial climate, administrative support, and classroom environment influenced teachers’ emotion regulation. The study concludes that emotion regulation is a dynamic and context-dependent process that contributes to effective teaching practices and teacher well-being.
The Effect of Lasy Extracurricular Activities on the Problem Solving Ability of Children Aged 4-5 Years Kharisma Putri; Naili Rohmah
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.594-606

Abstract

Problem solving skills constitute an important aspect of early childhood cognitive development because they support children’s ability to identify problems, formulate solutions, make decisions, and evaluate outcomes. Appropriate stimulation requires exploratory learning experiences through concrete learning activities. This study aims to analyze the effect of Lasy extracurricular activities on the problem solving skills of children aged 4-5 years. The study employed a quantitative approach using a quasi experimental method with a non equivalent control group design. Research subjects consisted of 40 children, including 20 children in the experimental group and 20 children in the control group. Data analysis involved the Wilcoxon Signed Rank Test and the Mann-Whitney test. Findings indicated that the experimental group’s average score increased from 25.90 to 41.45, while the control group's score increased from 25.00 to 36.45. Statistical analysis showed a significance value of 0.000 in the Wilcoxon test and a p-value of 0.007 in the Mann-Whitney test (p < 0.05). The findings demonstrate that Lasy extracurricular activities significantly improve the problem solving skills of children aged 4-5 years and can be utilized as an alternative for cognitive stimulation through constructive play in early childhood education.
The Role of Learning Communities in Clinical Supervison for Internal Quality Assurance in Schools: A Systematic Literature Review Fetti Kennisah Putri; Silvia Marniati; Besse Desi Amelia; Eva Iryani; Mohamad Muspawi; Denny Denmar
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.551-561

Abstract

The development of learning communities and clinical supervision has transformed internal school quality assurance, despite challenges related to teacher competency, resistance, and limited managerial support. This study aims to analyze the role of learning communities in clinical supervision as a strategy for internal school quality assurance through a Systematic Literature Review (SLR) approach based on the PRISMA stages. The review systematically examines relevant literature to identify key themes, implementation challenges, and effective practices related to collaborative professional development and supervision in schools. The results show that the integration of learning communities and clinical supervision contributes to improving teacher pedagogical competence, strengthening collaboration, learning innovation, and strengthening the school's quality culture. The findings also indicate that reflective discussion, peer learning, and continuous feedback support more effective supervision and teacher professional growth. Thus, the integration of the two plays an important role in continuously improving the quality of education. The novelty of this study lies in highlighting the integration of learning communities and clinical supervision as a unified framework for internal school quality assurance. Unlike previous studies that examine these approaches separately, this review demonstrates their complementary role in fostering continuous improvement and sustainable educational quality enhancement.

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