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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 2,273 Documents
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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.
Implementation of Academic Supervision in Developing Teacher Competence and Work Motivation to Improve Performance: A Case Study at SMA Negeri 7 Pekanbaru Yuda Fransiska; Maya Novita Sari
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.1-15

Abstract

This study investigates the implementation of a data-driven academic supervision model anchored in school education report card recommendations and its integrated impact on teacher competence, work motivation and performance at SMA Negeri 7 Pekanbaru. Unlike prior studies that examined supervision in broader contexts, this research offers a single-case, in-depth analysis that traces specific supervision outcomes. A qualitative case study approach was employed using semi-structured interviews with eight key informants, supported by classroom observation and document analysis. Data were analyzed using the Miles et al. (2014) interactive model, with validity ensured through source and technique triangulation and member checking. Findings reveal that structured Supervision encompassing pre-conference, classroom observation, and post-conference stages measurably improved teacher competence, evidenced by enhanced HOTS-based assessment design and adoption of inquiry and project-based learning; sustained high work motivation, reflected in consistent monthly attendance and active MGMP participation; and strengthened teaching performance, demonstrated through institutionalized reflective teaching journals and diversified instructional methods. Post-supervision follow-up continuity remains a key challenge. The study concludes that systematic, constructive academic supervision significantly enhances teacher professional competence, work motivation and overall teaching performance.
Analysis of Learning Needs for Writing Negotiation Texts Using the RAFT Strategy Among 10th-Grade Vocational High School Students Fitri Febrianty; Setyawan Pujiono
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.977-989

Abstract

This study aims to analyze the learning needs for writing negotiation texts using the RAFT (Role, Audience, Format, Topic) strategy for 10th-grade students at SMK YPC Tasikmalaya. The study employs a qualitative descriptive design based on a needs analysis framework for 10th-grade students at SMK YPC Tasikmalaya. This study employs a qualitative descriptive approach based on a needs analysis framework. Data were collected through classroom observations, in-depth interviews, and questionnaires involving one Indonesian language teacher and 30 10th-grade students at SMK YPC Tasikmalaya. Data were analyzed using the interactive analysis model by Miles, Huberman, and Saldana (2014). The results of the study indicate that: (1) students’ ability to write negotiation texts remains low, characterized by difficulties in structuring the text, selecting persuasive vocabulary, and constructing logical arguments; (2) the teaching of negotiation text writing remains conventional, thus failing to encourage student engagement and creativity; (3) the RAFT strategy has great potential for application because the components of Role, Audience, Format, and Topic align with the characteristics of negotiation texts. The results of this needs analysis can be used as a basis for developing a RAFT-based negotiation text writing learning module to improve the communicative and persuasive thinking skills of vocational high school students.
Instructional Leadership of School Principals in Enhancing Teachers’ Digital Literacy Competencies at Public Junior High Schools in Sungai Batang District Andi Kumala Shari; Lia Yuliana
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.314-327

Abstract

The novelty of this study lies in its exploration of instructional leadership practices for strengthening digital literacy in schools facing limited ICT infrastructure, unstable internet access, and diverse levels of teacher digital competence. A descriptive qualitative approach was employed using interviews, observations, and document analysis. The study involved 15 informants consisting of 3 principals, 3 vice principals, and 9 teachers selected through purposive sampling based on their direct involvement in instructional leadership practices and digital learning implementation. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing and verification. The findings revealed that principals promoted teachers’ digital literacy through digital platform policies, professional training, mentoring, motivation, and instructional supervision. Nevertheless, implementation remained uneven due to varying teacher competencies, basic-level training, limited continuous mentoring, and inadequate ICT facilities. The study concludes that effective instructional leadership in digital transformation requires sustained professional development, peer mentoring, evidence-based supervision, and equitable access to digital resources, thereby extending the understanding of instructional leadership in resource-constrained school contexts.
The Influence of Talent Management, Principal Leadership, and Student Interest on Student Participation in Extracurricular Activities at High Schools in Mandau Subdistrict, Bengkalis Regency, Riau Province Siska Engriani Nasution; Maya Novita Sari
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.727-751

Abstract

This study aims to analyze the influence of talent management, principal leadership, and student interest on student participation in extracurricular activities at senior high schools (SMA) in Mandau Subdistrict, Bengkalis Regency, Riau Province. The study employed a quantitative approach using an explanatory survey method. The study population consisted of 1,049 students participating in extracurricular activities, with a sample of 392 students selected using simple random sampling. Data were collected via a closed-ended questionnaire using a Likert scale and analyzed using simple linear regression and multiple linear regression with IBM SPSS Statistics 26. The results indicate that talent management and the principal’s leadership have a partial positive but insignificant effect on student participation, with significance values of 0.225 and 0.335, respectively (p > 0.05). Conversely, student interest had a positive and significant effect on student participation with a significance value of 0.000 (p < 0.05) and contributed the largest effective percentage at 78.32%. Collectively, talent management, the principal’s leadership, and student interest had a significant effect on student participation in extracurricular activities, with an F-calculated value of 488.440 and a coefficient of determination (R²) of 0.791. These findings indicate that student interest is a key factor in increasing student participation; therefore, it should be a primary focus in the development of extracurricular programs at schools.
Development of a Sukuraga Wayang Scrapbook to Improve Elementary School Students’ Reading Comprehension Skills Imelda Mauludy S; Iis Nurasiah; Arsyi Rizqia Amalia
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.990-1006

Abstract

Indonesian language learning in elementary schools still faces challenges in reading comprehension. Many students have difficulty understanding texts, identifying main ideas, and interpreting messages. In addition, limited use of engaging learning media contributes to low interest and participation in reading activities. This study aimed to develop a Sukuraga Wayang scrapbook medium and determine its feasibility and effectiveness in improving elementary school students’ reading comprehension skills. The scrapbook integrates Sukuraga Wayang illustrations, reading texts, contextual learning activities, and QR code-based audio narration in an interactive visual format. It also incorporates local wisdom through Sukuraga Wayang characters and presents stories related to students’ daily lives, making learning more meaningful and engaging. The study employed the Research and Development (R&D) method using the ADDIE model. Data were collected through interviews, observations, validation questionnaires, student response questionnaires, and pretest-posttest assessments. Data were analyzed using feasibility testing, paired sample t-tests, and N-gain analysis. The results showed that the Sukuraga Wayang scrapbook was highly feasible based on expert and practitioner evaluations. The effectiveness test revealed a significant difference between pretest and posttest scores (Sig. < 0.05). Students’ average scores increased from 58.89 to 87.22, while the N-gain indicated a moderate improvement in reading comprehension skills.
Implementation of Change Management in the GEMARI Program (Healthy Friday and Love for the Nation Movement) at SDN Babatan 1 Surabaya Alfira Okta Mayangsari; Mohammad Syahidul Haq; Erny Roesminingsih
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.1007-1019

Abstract

Most elementary schools in Indonesia carry out routine Friday activities without a structured change framework, which makes the educational impact of such programs difficult to measure. Previous research on school change management has focused largely on macro policy reform and has paid limited attention to how participatory change models operate within routine habituation programs. This study addresses that gap by examining the implementation of change management in the GEMARI Program (Gerakan Jumat Sehat dan Cinta Tanah Air) at SDN Babatan 1 Surabaya. The study uses a descriptive qualitative approach with a single case study design. Data were collected through observation, in depth interviews with eight informants including the principal, teachers, and a school committee representative, and documentation. Data validity was tested through source triangulation, member checking, and peer debriefing, then analyzed using the Miles and Huberman interactive model. The findings show that change management was conducted through systematic planning, implementation of four activity pillars based on Kurt Lewin’s unfreeze, change, and refreeze stages, periodic evaluation, and a structured action plan. The novelty of the study lies in an Integrated Participatory Model that combines feasibility analysis, stakeholder engagement, and Lewin’s three stages within a single elementary school habituation program.
3D-Based Solar System Learning Media Design to Improve Students’ Conceptual Understanding in IPAS Learning Hadi Pranata; Muhammad Ikrom Karyodiputro
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.241-253

Abstract

This study aimed to examine the effectiveness of concrete 3D-based solar system learning media in improving elementary students’ conceptual understanding in Natural and Social Sciences (IPAS) learning. The novelty of this study lies in using a simple physical 3D solar system model, while previous studies mostly focused on digital media or augmented reality. This study was conducted at SDN Tenggarang 1 using a quantitative approach with a quasi-experimental method and a non-equivalent control group design. The sample consisted of 50 sixth-grade students, divided into an experimental class and a control class, each consisting of 25 students. Data were collected through conceptual understanding tests before and after learning. The data were analyzed using descriptive statistics, normality test, homogeneity test, paired sample t-test, independent sample t-test, and N-Gain analysis. The results showed that the experimental class mean score increased from 59.96 to 83.40, while the control class increased from 61.52 to 74.44. The independent sample t-test showed a significant difference between both classes, with a significance value of 0.000 < 0.05. The experimental class N-Gain reached 57.89%, categorized as moderately effective. Therefore, this media can be a practical alternative for elementary teachers, especially in schools with limited digital facilities.
Analysis of Students’ Understanding About Education for Sustainable Development in Green Chemistry-Based Organic Chemistry Laboratory Innovations in The Digital Era Mimilaida Mimilaida; Wawan Wahyu; Iqbal Musthapa
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.16-29

Abstract

Education for Sustainable Development (ESD) is essential for promoting sustainability-oriented learning in chemistry education. This study aimed to analyze chemistry education students’ understanding, perceptions, and learning needs regarding the integration of ESD in Green Chemistry-based organic chemistry laboratory learning in the digital era. A descriptive survey was conducted with 134 chemistry education students using a validated five-point Likert-scale questionnaire distributed through Google Form. Data were analyzed descriptively using mean scores and percentages. The results showed that students’ understanding of ESD was moderate (mean = 3.00; 60%), while their perceptions of Green Chemistry implementation (mean = 3.30; 66%), sustainability relevance (mean = 4.00; 80%), sustainability understanding (mean = 3.70; 74%), and digital innovation (mean = 4.15; 83%) were positive. Students also expressed a very high need for additional ESD-related learning materials (mean = 4.25; 85%). The findings provide empirical evidence of a gap between students’ positive perceptions of sustainability-oriented laboratory learning and their conceptual understanding of ESD, suggesting that engagement in sustainability-oriented laboratory practices does not automatically translate into a comprehensive understanding of ESD concepts. Therefore, chemistry educators and curriculum developers should strengthen the integration of ESD concepts through digital resources and explicit instructional strategies in organic chemistry laboratory education.
The Effect of Differentiated Instruction on the Reading Comprehension Ability of Third-Grade Students at SD Inpres 8 Mamboro Janatul Huzhlifat; Herlina Herlina; Sisriawan Lapasere; Muhammad Aqil; Muhammad Fasli
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.254-266

Abstract

Reading comprehension is a fundamental skill that enables elementary school students to understand information, construct meaning from texts, and achieve success in various learning areas. Despite its importance, students often display different levels of reading comprehension due to variations in learning readiness, interests, and abilities. This study aimed to investigate the effect of differentiated instruction on the reading comprehension ability of third-grade students at SD Inpres 8 Mamboro. A quantitative approach with a one-group pretest–posttest design was employed. The sample consisted of 30 third-grade students selected through saturated sampling. Data were collected using a validated multiple-choice reading comprehension test, with a Cronbach’s Alpha reliability coefficient of 0.840, indicating high reliability. Descriptive analysis showed that the mean score increased from 73.70 in the pretest to 97.04 in the posttest, demonstrating substantial improvement. Since the data were not normally distributed, the Wilcoxon Signed-Rank Test was applied. The results indicated a significance value of 0.001 (p < 0.05), confirming a significant improvement in students’ reading comprehension after the implementation of differentiated instruction. These findings indicate that differentiated instruction effectively accommodates diverse learning needs, enhances student engagement, and improves reading comprehension skills, making it a valuable instructional approach for elementary school education.

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