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 2,081 Documents
 201   202   203   204   205 
Identification of Fauna Diversity from Fishermen's Catches on Depok Beach, Bantul, and Analysis of Its Potential as a Contextual Biology Learning Resource for Senior High School Phase E Nur Al-Azizah Al-Hilmiyah; Sofia Ery Rahayu; Erni Yulianti
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.562-578

Abstract

Biology learning in senior high schools still relies heavily on textbooks and has not optimally utilized local environmental resources as contextual learning materials. Therefore, identifying local biological potential is important to support the implementation of contextual learning in the Merdeka Curriculum. This study aimed to identify the diversity of fauna caught by fishermen at Depok Beach, Bantul, and analyze its potential as a contextual biology learning resource for Phase E. A qualitative descriptive approach with an exploratory design was employed. Data were collected through observation, semi-structured interviews, documentation, and literature review. The feasibility of the identified fauna as learning resources was analyzed based on content relevance, pedagogical value, and contextuality. The results showed that fishermen’s catches consisted predominantly of fish, crustaceans, and mollusks with diverse morphological characteristics and ecological roles. These fauna are relevant to Biology topics, including biodiversity, classification, ecosystems, and ecological interactions. In addition, they possess strong contextual value because they originate from students’ surrounding environment and can be integrated into inquiry-based and field-based learning activities. Therefore, the fauna diversity of Depok Beach has the potential to serve as a feasible contextual biology learning resource and provide a foundation for developing teaching materials based on local coastal potential.
A Phenomenological Study of Undergraduate Students Experiences Using Artificial Intelligence Tools to Enhance Academic Writing Skills Diana Septi Enggar Fananti; Tusino Tusino; Edi Sunjayanto Masykuri
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.579-593

Abstract

This study explores undergraduate students’ experiences of using artificial intelligence (AI) writing tools to improve their academic writing skills. It was conducted in response to the growing adoption of AI in higher education and the persistent challenges students face in idea development, organization, grammar, vocabulary, and coherence. Using a qualitative phenomenological approach, the study involved eleven undergraduate students from an English Education Study Program who had experience with ChatGPT, Grammarly, and QuillBot. Data were collected through semi-structured interviews and field notes and analyzed using thematic analysis. The findings indicate that students used AI tools throughout the writing process, including brainstorming, outlining, drafting, revising, editing, and final refinement. Participants perceived AI as beneficial for generating ideas, improving language accuracy, organizing content, increasing writing efficiency, enhancing confidence, and reducing writing anxiety. However, several challenges emerged, including overdependence on AI, inaccurate or contextually inappropriate responses, unnatural language, prompt formulation difficulties, and platform limitations. Overall, the study concludes that AI writing tools can effectively support academic writing development when used critically, ethically, and responsibly. The findings highlight the need for pedagogical strategies and institutional guidelines that encourage the responsible integration of AI while strengthening students’ critical thinking, academic integrity, digital literacy, and independent writing skills.
Transformational Leadership in Developing Work Culture: A Case Study at SD Negeri Danurejo, Kedu District, Temanggung Regency Kurnia Margi Ariyanti; Sri Wahyuningsih; Santika Kurnianingrum; Nurkolis Nurkolis
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.826-841

Abstract

Educational leadership plays an important role in improving school quality through the development of a positive and professional work culture. This study aimed to analyze the transformational leadership of the principal in developing work culture at SD Negeri Danurejo, Kedu District, Temanggung Regency. This study employed a qualitative case study design. The research subjects consisted of the principal, teachers, educational staff, and school committee selected through purposive sampling. Data were collected through interviews, observations, and documentation. Data validity was examined using source and technique triangulation, while data analysis employed the interactive model of Miles, Huberman, and Saldaña. The findings revealed that the principal implemented transformational leadership through building a shared vision, exemplary behavior, open communication, and teacher involvement in decision-making. The strategies included fostering work discipline, strengthening collaboration, enhancing teacher competence, and providing appreciation for teacher performance. Transformational leadership positively influenced the school work culture, as reflected in improved discipline, work motivation, collaboration, and teacher professionalism. These findings imply that principals should strengthen participatory leadership, effective communication, and continuous professional support to sustain a positive work culture. Educational administrators may also use these findings to design leadership development programs that support school effectiveness and organizational performance.
Implementation of the Vroom-Yetton Model in Mitigating Teacher’s Interpersonal Conflict: An Analysis of Workload Distribution Policy in Schools Wiwiyanti Wiwiyanti; Amrina Rosyada; Reni Listiowati; Ngurah Ayu Nyoman Murniati
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.842-857

Abstract

The management of teacher workload and decision-making processes in schools plays a crucial role in shaping organizational climate and teacher well-being. This study analyzes the implementation of the Vroom–Yetton Decision Model in managing teacher workload distribution as an effort to mitigate interpersonal conflict at SD Negeri Wangkelang. A qualitative case study approach was employed involving the principal and teachers as key informants. The findings indicate that teacher workload distribution is not yet fully proportional, particularly in non-teaching assignments, leading to perceptions of unfairness among teachers. This condition contributes to work stress, reduced job satisfaction, and latent interpersonal conflicts within the school environment. Although these conflicts are not openly expressed, they still affect collaboration and working relationships among teachers. Furthermore, the decision-making process in workload allocation remains dominated by the principal, with limited teacher participation. This shows that the Vroom–Yetton Model has not been optimally implemented in a participative manner. The lack of involvement reduces teachers’ sense of ownership toward school policies and increases organizational tension. The study integrates workload distribution, participatory decision-making, and interpersonal conflict within the Vroom–Yetton framework, offering insights for more participative leadership to improve fairness, job satisfaction, and school climate.
Technical Competence Achievement and Students’ Perceptions of Problem-Based Learning and Collaborative Learning in Electrical Circuit Instruction Among Vocational High School Students Risqy Pratama Efendy; I Made Wirawan
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.607-622

Abstract

Electrical circuit learning in vocational high schools requires a balance between theoretical understanding and practical skills to develop workplace relevant competencies. This study aimed to describe students’ technical competence achievement and their perceptions of the implementation of Problem Based Learning (PBL) and collaborative learning in electrical circuit instruction. A quantitative descriptive approach was employed involving 69 tenth grade students enrolled in the Electrical Power Installation Engineering program at SMK Negeri 1 Blitar. Data were collected using a 24 item Likert scale questionnaire and analyzed using descriptive statistics, including mean scores, frequencies, percentages, and Cronbach’s Alpha reliability testing. The findings indicated that students demonstrated high levels of technical competence across all evaluated indicators, with the highest mean score observed in the operation of electrical measuring instruments (M = 3.36). Students also reported positive perceptions of practice based learning (M = 3.30) and collaborative problem solving activities (M = 3.29). The instrument demonstrated acceptable reliability (Cronbach’s Alpha = 0.774). The findings describe students' technical competence achievement and perceptions during the implementation of PBL and collaborative learning and do not indicate causal effects or learning improvement.
Dynamics of the Implementation of the Teams Games Tournament (TGT) Model in Developing Students’ Mathematical Critical Thinking Skills Babul Jannah; Erma Fatmawati; Hartono Hartono
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.858-873

Abstract

This study was motivated by students’ low mathematical critical thinking skills, which are often associated with teacher centered learning that limits active participation. The study aimed to describe the implementation dynamics of the Teams Games Tournament (TGT) model and explore student interaction patterns in facilitating mathematical critical thinking. A descriptive qualitative case study was conducted involving one fourth grade teacher and four students of MI Al Falahiyah Lumajang selected through purposive sampling. Data were collected through participatory observation, semi-structured interviews, and documentation, then analyzed using the Miles, Huberman, and Saldaña model consisting of data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation and member checking. The findings showed that TGT created a collaborative learning environment through class presentations, heterogeneous teams, academic games, tournaments, and team recognition. Student interactions, including idea negotiation, strategy verification, and collaborative decision-making, promoted mathematical analysis, evaluation, and justification. In addition, post tournament reflection strengthened students’ metacognitive awareness. The study concludes that the TGT model effectively supports the active and reflective development of students’ mathematical critical thinking skills through collaborative learning experiences.
The Role of Teacher Training and Parental Support in Developing Kindergarten Children’s Potential: A Quantitative Study at Korwilcam Kersana Brebes Yeti Ariyanti; Dewi Apriani; Hanung Sudibyo
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.1192-1204

Abstract

The development of children’s potential in early childhood education is influenced by educational and family factors. Research on the simultaneous contribution of teacher training and parental support to kindergarten children’s development remains limited, particularly in schools under Korwilcam Satpendik Kersana, Brebes Regency, indicating a significant research gap. This study aimed to analyze the influence of both variables on children’s potential development. A quantitative survey was employed involving 85 respondents selected through proportional random sampling. Data were collected using validated questionnaires measuring teacher training, parental support, and children’s potential development across cognitive, social, and emotional indicators, with reliability confirmed through Cronbach’s Alpha. Multiple regression analysis was applied. The results showed that teacher training significantly affected children’s potential development (β = 0.421; p = 0.003), while parental support demonstrated a stronger effect (β = 0.467; p = 0.001). Simultaneously, both variables explained 68.4% of the variance (R² = 0.684). These findings confirm that effective teacher training combined with active parental involvement plays a crucial role in optimizing children’s developmental potential, providing empirical evidence for early childhood education policy.
Development and Usability Evaluation of an Interactive Digital Literacy E-Module Based on Mayer’s Multimedia Learning Principles for Phase E Students Dwi Irawati Nur Aini; Rizki Hikmawan
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.623-633

Abstract

High school students still face difficulties in distinguishing factual information from hoaxes in digital media, indicating the need for interactive learning media that can strengthen digital literacy skills. This study aimed to develop an interactive digital literacy e-module based on Mayer’s multimedia learning principles and evaluate its usability using the System Usability Scale (SUS). The study employed a Design and Development Research (DDR) approach consisting of needs analysis, design, development, and evaluation stages. The e-module materials were designed using Canva by integrating text, images, and videos, while interactive questions and instant score feedback were provided through Google Sites. The usability evaluation involved 24 Phase E students who used the e-module during informatics learning activities. The results showed an average SUS score of 82.08, which falls into the Acceptable category, Grade A, and Excellent adjective rating. These findings indicate that the e-module was easy to use, comfortable, and well accepted by students. Therefore, the developed e-module can be considered a usable and appropriate learning medium to support digital literacy learning, particularly in helping students critically evaluate the accuracy of information.
The Effect of Augmented Reality-Assisted Spinner Learning Media on Science Learning Outcomes of Fifth Grade Students at MIN 2 Ngawi Shofia Nur Lailatul Khoiriah; Aulia Fajar Khasanah; Miratu Chaeroh
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.1033-1045

Abstract

This study addresses the difficulty in visualizing abstract science concepts often leads to low student understanding and engagement in elementary science learning. Conventional teaching methods dominate, and interactive technology based media are limited. The research evaluated the effect of Augmented Reality (AR)-assisted spinning-wheel media (Spinner) on fifth grade students learning outcomes. Employing a quasi-experimental design with a nonequivalent control group. The study used purposive sampling to recruit 54 students, dividing them into experimental and control groups. Data were collected via a validated 20 item multiple choice test and analyzed using an independent samples t-test. The experimental groups average score significantly increased from 52.96 to 78.52, while the control group only improved from 45.93 to 58.89. Statistical analysis confirmed a significant difference between the two groups (p<0.05). These findings demonstrate that integrating AR with spinning media effectively improves learning outcomes in the Natural and Social Sciences (IPAS) subject. This study concludes that AR-assisted interactive media offers an innovative solution for enhancing conceptual understanding in elementary science learning. Therefore, AR-assisted learning media can serve as an innovative for improving conceptual understanding in primary science education.
Implementing Reading Instruction in English Class through Positivism, Phenomenology, and Constructivism as Branches of Philosophy of Science Wasilatul Munawaroh; Ari Purnawan
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.1046-1061

Abstract

This study explores how reading instruction in English classrooms is shaped by three philosophical paradigms, namely positivism, phenomenology, and constructivism, as branches of the philosophy of science. A qualitative multiple case study design was employed, involving six English teachers purposively selected from three A-accredited public senior high schools in Jakarta. The teachers had at least five years of teaching experience and held a bachelor’s degree in English Education. Data were collected through classroom observations, semi-structured interviews, and analysis of teaching documents. Methodological triangulation, member checking, and peer debriefing were used to ensure data credibility. Data were analyzed thematically. The findings revealed three patterns. First, positivist-aligned teachers emphasized measurable outcomes and structured assessments. Second, phenomenological practices fostered personal reflection and multiple interpretations. Third, constructivist instruction encouraged collaboration and critical text-to-world connections. Several teachers blended the three paradigms to respond flexibly to learner needs. The study concludes that making philosophical orientations explicit can strengthen reading pedagogy in English language teaching. The findings can be applied to inform teacher professional development programs, the design of reading curricula in the Merdeka Curriculum, and classroom reading strategies that combine structured skill instruction with reflective and collaborative activities.

Page 203 of 209 | Total Record : 2081

 201   202   203   204   205 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol. 10 No. 7 (2026): Journal of Educational Sciences 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. October 2024 Vol. 8 No. 4 (2024): Journal of Educational Sciences 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 (2024): Journal of Educational Sciences Vol 8, No 2: April 2024 Vol 8, No 1: January 2024 Vol 8. No. 1. January 2024 Vol. 8 No. 1 (2024): Journal of Educational Sciences 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 (2023): Journal of Educational Sciences Vol 7, No 3: July 2023 Vol 7. No. 3. July 2023 Vol 7, No 2: April 2023 Vol 7. No. 2. April 2023 Vol. 7 No. 2 (2023): Journal of Educational Sciences 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 (2022): Journal of Educational Sciences Vol 6, No 4: October 2022 Vol 6. No. 4. October 2022 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 (2022): Journal of Educational Sciences Vol 6. No. 2. April 2022 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. September 2019 Vol 3, No 3: September 2019 Vol. 3 No. 3 (2019): Journal of Educational Sciences 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