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
 203   204   205   206   207 
Development of Problem-Based Teaching Materials on Energy Sources With an ESD Approach to Improve Science Process Skills of Fifth-Grade Elementary School Students Raudhatul Azrya; Megawati Megawati; Zulqoidi R. Habibie
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.667-681

Abstract

Learning issue related to energy resources in the context of an emerging energy crisis along with energy conservation efforts, both individually and collectively, is still remain teacher-centered for Phase C elementary school students. Due to the lack of an ESD approach to sustainability related issues, these efforts resulting in limited opportunities for student to develop their SPS. This research aimed to develop a problem-based teaching materials integrated with ESD approach that is valid, practical, and effective in improving elementary students’ SPS. The research employed a R&D method, adapting ADDIE model. The effectiveness test was conducted using a one-group pre-test and post-test design with N-gain analysis on 23 fifth-grade students. The results indicated that the instructional materials fit into the categories of “highly suitable” and “suitable.” The content validation score was 82%, while the language and presentation design validation scores were 94% and 93%, respectively. The practicality assessment indicated scores of 95% from teachers and 93% from students. The mean pre-test score of 61.65 increased to 89.56 in the post-test. Furthermore, the N-gain score was 0.71, with an effectiveness rate of 71%, categorizing the developed teaching materials as quite effective.
Collaborative Professional Development in Subject Teacher Forums: A Phenomenological Study of Science Teachers Rivana Usgianti; Nurtanio Agus Purwanto; Slamet Lestari
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.912-927

Abstract

Improving teachers’ instructional performance is crucial for enhancing educational quality, especially during curriculum reforms. Musyawarah Guru Mata Pelajaran (MGMP) functions as a professional forum that supports collaborative learning and teacher development. This study examines the implementation of the science teachers’ MGMP in Indragiri Hilir, Indonesia, identifies participation challenges, and explores its contribution to instructional performance. A qualitative phenomenological approach was employed using interviews, observations, and document analysis. Data were collected from ten informants, including three school principals, six science teachers, and one MGMP coordinator. Data credibility was ensured through triangulation, while thematic analysis was used to interpret participants’ experiences. The findings show that MGMP is implemented through a hybrid model, enabling teacher participation despite geographical constraints. However, its effectiveness is affected by transportation difficulties, limited internet access, administrative workload, and uneven participation. MGMP contributes to improved lesson planning, instructional strategies, implementation of the Merdeka Curriculum, and contextual instructional innovation through collaborative learning and professional knowledge sharing. Teachers also demonstrate adaptive participation by engaging in self-directed learning and peer collaboration despite existing limitations. The study concludes that MGMP serves as a context-dependent professional learning community whose effectiveness is shaped by institutional support, contextual challenges, and teacher agency.
Transformation of Accounting Education through Game-Based Learning: Implementation of Quizizz at SMK Negeri 1 Surakarta Martino Ferdinan; Surya Jatmika
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.943-963

Abstract

Accounting learning in Vocational High Schools (SMK) often faces challenges such as low student motivation, monotonous teaching methods, and suboptimal integration of digital media. This study aims to describe the implementation of Quizizz digital learning media in accounting subjects at SMK Negeri 1 Surakarta. The research employed a qualitative approach with a case study design. Subjects consisted of accounting teachers and students from grades X and XI. Data collection techniques included observation, interviews, and documentation, while data analysis used interactive analysis comprising data reduction, data presentation, and conclusion drawing. The findings indicate that Quizizz implementation was carried out systematically through planning, implementation, and evaluation stages. In planning, teachers prepared varied questions aligned with learning objectives. During implementation, students actively engaged through their digital devices, creating an interactive and enjoyable game-based learning atmosphere. In evaluation, Quizizz functioned as a formative assessment tool providing immediate real-time feedback. Student responses were generally positive, as Quizizz enhanced learning motivation, participation, and material comprehension. However, several challenges were encountered, including limited internet connectivity, time management issues, and constraints in presenting practical accounting materials. In conclusion, Quizizz can serve as an effective alternative digital learning medium to improve accounting instruction quality, provided that proper management and adequate facilities are ensured.
A Phenomenological Study of the Implementation of Problem Based Learning in Reading Comprehension Learning of Fourth Grade Students at SD Negeri Kaliurang 1 Ratih Widya Utami; Muhardila Fauziah
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.682-697

Abstract

Reading literacy remains a major challenge for elementary school students, particularly in identifying main ideas and understanding implicit information. This study aimed to explore the experiences of fourth-grade students at SD Negeri Kaliurang 1 in learning reading comprehension through the Problem Based Learning (PBL) model. A qualitative phenomenological approach was employed with seven purposively selected students. Data were collected through in-depth interviews, observations, and document analysis, then analyzed using the Miles and Huberman model. The findings revealed three main themes: students’ learning experiences, the meanings they constructed from the learning process, and the supporting and inhibiting factors of PBL implementation. Initially, students experienced confusion but gradually became more active, independent, and confident in expressing ideas. They also developed greater awareness of reading comprehension as a collaborative and reflective process. Supporting factors included peer collaboration, teacher guidance, contextual learning materials, and sufficient learning time. Meanwhile, differences in reading ability, passive learning habits, limited learning media, and low self-confidence were identified as obstacles. Overall, the study concludes that the PBL model provides more meaningful, active, and collaborative learning experiences than conventional instruction while fostering students’ reading comprehension and metacognitive awareness.
The Influence of Teacher Communication Quality with Learning Motivation in PJOK Subjects Andhika Eka Wardhana; Muhammad Ramli Buhari; Hamdiana Hamdiana; Pariyadi Pariyadi
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.964-976

Abstract

The effectiveness of teacher-student communication plays a crucial role in shaping students’ learning motivation and engagement. Physical Education, Sport, and Health (PJOK) provides a unique learning context because instructional activities involve both verbal and non-verbal communication and are often conducted in environments prone to distractions. Although previous studies have highlighted the importance of teacher communication in supporting learning motivation, limited evidence is available regarding this relationship in PJOK learning. Therefore, this study aimed to examine the relationship between teacher communication quality and students’ learning motivation in PJOK subjects at SMA Negeri 2 Tenggarong. A quantitative correlational approach was employed involving tenth-grade students selected through cluster sampling. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability. The data were analyzed using Spearman’s rank correlation with the assistance of IBM SPSS Statistics software. The findings revealed a significant positive relationship between teacher communication quality and students’ learning motivation, with a correlation coefficient of 0.744 and a significance value of 0.000. Teacher communication contributed 55.3% to the variance in students’ learning motivation, while the remaining 44.7% was influenced by other factors. These findings indicate that effective teacher communication can enhance students’ motivation, participation, and engagement in PJOK learning.
The Paradigm of the Goals of Islamic Education from the Perspective of the Qur'an and Hadith Against the Challenges of Modern Education Thoyibah Thoyibah; Moh. Muslih; Arif Chasanul Muna; Slamet Untung
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.1340-1350

Abstract

Modern education is confronted by fundamental problems, including moral crisis, weakening spirituality, educational secularization, dehumanization, and the ethical challenges produced by digital technology. This study aims to examine the paradigm of the goals of Islamic education from the perspective of the Qur'an and Hadith and to analyze its relevance for contemporary education. The study employed a qualitative approach using library research, thematic interpretation (tafsir maudhu'i), and content analysis. Primary sources were purposively selected from Qur'anic verses and Hadith related to tawhid, caliphate, knowledge, morality, and ulul albab, while secondary sources consisted of tafsir works, Islamic education books, and relevant scholarly articles. The findings show that the goals of Islamic education are directed toward forming human beings who are grounded in tawhid, possess noble character, develop knowledge responsibly, uphold religious humanism, and integrate dhikr with critical reasoning through the ulul albab paradigm. These findings indicate that the integration of tawhid, religious humanism, and knowledge offers a practical foundation for strengthening curriculum design, character education, digital ethics, and the responsible use of science and technology. This study concludes that the paradigm of Islamic education can contribute to the development of a contemporary Islamic education system that is adaptive, humanistic, spiritually grounded, and responsive to secularization, moral crisis, and digital disruption.
Development of the KALEM Technique as a Self-Regulation Model for Emotional Regulation Among Adolescents in Non-Formal Education Endra Setyawan; Hiryanto Hiryanto
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.698-714

Abstract

This study explores the implementation of the KALEM technique (Recognize, Acknowledge, Release Emotion, and Reframe Positively) as a self-help emotion regulation model for adolescents in non-formal education. Marginalized adolescents in equivalency programs often face academic trauma, social stigma, and severe emotional dysregulation, yet these institutions typically lack psychological support services. Using a descriptive exploratory qualitative approach, this study investigates how nine adolescents in the Package C program at PKBM Dharma Wangsa, Denpasar, utilize and experience this technique. Data were gathered through semi-structured interviews, participant observation, and reflective notes, then analyzed via thematic analysis and source triangulation. The findings reveal that the KALEM technique serves as an accessible, structured framework that enhances emotional awareness, reduces academic anxiety, and fosters active classroom participation. Rather than constructing a new structural model, this study elucidates how a simplified psychological tool can be successfully integrated into resource-limited non-formal environments. The four-step structure enables independent emotional management, offering a low-cost preventive approach to support the psychosocial well-being of non-formal learners.
Profile of Students' Conceptual Understanding of the Pythagorean Theorem Viewed from Learning Styles Yulta Sobe Pagallaran; Bakri Mallo; Mustamin Idris; Fajriani Fajriani
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.121-136

Abstract

Conceptual understanding of mathematics enables individuals to explore and comprehend mathematical concepts. However, many students face obstacles in mastering these concepts due to various internal and external factors. This study aims to describe the profile of students' conceptual understanding of the Pythagorean Theorem in Grade VIII of SMP Negeri 1 Sigi viewed from learning styles. This research employed a descriptive qualitative approach. Data were collected through a learning style questionnaire, written tests, and interviews, and analyzed using the Miles and Huberman model with time triangulation to ensure data credibility. The results show that all three subjects PA (visual), IM (auditory), and COM (kinesthetic) met all three conceptual understanding indicators: restating a concept, presenting a concept in mathematical representation, and using and selecting certain operational procedures. However, differences were found in their thinking process characteristics: the visual subject demonstrated strong visual-spatial reasoning; the auditory subject showed structured verbal reasoning; and the kinesthetic subject applied systematic step-by-step procedures guided by contextual cues. It is concluded that learning style influences not only learning outcomes but also the characteristics of students' conceptual understanding profiles.
Development of Financial Literacy Learning Modules Based on Mutual Cooperation in Elementary Schools Class V Muhamad Wildan Solihin; Endang Herawan; Auliya Aenul Hayati
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.279-295

Abstract

This study was motivated by the limited availability of contextual financial literacy, instructional materials and the inadequate integration of gotong royong values within the learning process. The objective of this study was to develop and evaluate a gotong royong-based financial literacy module for fifth-grade elementary school students. The method employed was the ADDIE model with a limited trial involving 19 fifth-grade students at a single elementary school. Data were collected through needs questionnaires, expert validation, learning outcome tests, and student worksheet observations. The results demonstrated an average validity score of 3.87 (96.75%, highly valid), student practicality of 98.42% (highly practical) and teacher practicality of 80.00% (practical), and effectiveness indicated by score improvement from 82.6 to 93.7 with a classical mastery rate of 95%. This module contributes as appropriate and contextual instructional material integrating cognitive and social aspects. It is recommended to be tested on a broader scale to enhance generalization and context adaptation.
Microplasmedha Comic: A Supplementary Learning Resource on Environmental Pollution Material to Improve High School Students’ Knowledge of Microplastics Choirin Nashiroh; Shefa Dwijayanti Ramadani; Ika Sukmawati
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.296-313

Abstract

The global plastic waste problem has led to the formation of microplastics, which negatively affect the environment and human health. Therefore, education about microplastics is important for high school students to increase environmental awareness and promote sustainable behavior. Although many studies have explored microplastics and related educational approaches, research on the development of comics as a learning media for microplastic education remains limited. This study aimed to develop the Mikroplasmedha comic as a supplementary learning resource on environmental pollution and assess the effectiveness of the comic in supporting student learning. The study employed a Research and Development (R&D) method using the ADDIE model, consisting of the Analysis, Design, Development, Implementation, and Evaluation stages. The results showed that the Mikroplasmedha comic obtained validation scores of 84.1% and 73.3% from media and subject matter experts, respectively, indicating that it was categorized as very valid and valid. Furthermore, the effectiveness test yielded an N-gain score of 0.52, indicating a moderate improvement in students' knowledge of microplastics after reading the comic. In addition the practicality aspect, assessed through student response questionnaires, also showed an average score of 81.9%, which falls into the good category. These findings indicate that the Mikroplasmedha comic is valid and moderately effective as a supplementary learning resource for improving secondary school students' knowledge of microplastics.

Page 205 of 209 | Total Record : 2081

 203   204   205   206   207 

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