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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 Implementation of Teachers’ Emotional Intelligence in Enhancing the Success of Akidah Akhlak Instruction at MIS Al-Khairaat Pombewe Diajeng Yuliana Putri; Askar Askar; Darmawansyah Darmawansyah
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.1100-1112

Abstract

Islamic education aims to develop individuals who are intellectually, emotionally, and spiritually balanced. Therefore, education is not only directed toward mastering knowledge but also toward fostering moral values and character. This study aims to analyze the implementation of teachers’ emotional intelligence in improving the success of Akidah Akhlak learning at MIS Al-Khairaat Pombewe. The research employed a qualitative approach with a descriptive design. The participants included the school principal, Akidah Akhlak teachers, and students. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model. The findings reveal that teachers’ emotional intelligence is reflected in their ability to manage emotions, show empathy, and build positive communication with students. Teachers function not only as instructors but also as role models and moral guides. The success of learning can be observed in students’ cognitive, affective, and psychomotor development. Students demonstrate an understanding of Akidah Akhlak concepts, respect for teachers, empathy toward peers, and ethical behavior in daily life. Supporting factors include family support, the religious culture of the madrasah, and teachers’ awareness of the importance of emotional connections. However, challenges arise from students’ diverse personalities, family backgrounds, and teachers’ limitations in emotional regulation. The study concludes that teachers’ emotional intelligence plays a significant role in learning success and students’ character development.
Improving Students' Environmental Literacy Through a Deep Learning-Based Contextual Teaching and Learning Model Syaripah Rahma; Mar’atus Solikha; Asrianty Mas’ud
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.267-278

Abstract

This study aims to analyze improvements in students’ environmental literacy through a deep learning-based Contextual Teaching and Learning (CTL) model applied to environmental change curriculum. The primary issue underlying this study is the low level of environmental literacy among students, which results in a lack of environmentally conscious attitudes and behaviors. The study employed a quasi-experimental method with a non-equivalent control group design. The research subjects consisted of an experimental class using the deep learning-based CTL model and a control class without the use of the deep learning-based CTL model. Research instruments included an essay test and a questionnaire to measure environmental literacy before and after the intervention. The results showed that the experimental class experienced an increase of 44.12% with an N-Gain value of 0.65, which falls into the moderate category, while the control class experienced an increase of 19.88% with an N-Gain value of 0.27, which falls into the low category. These findings indicate an improvement in students’ environmental literacy following the implementation of the deep learning-based CTL learning model on environmental change content.
Development of PowerPoint Based E-Bookstory Learning Media to Improve Reading Skills of Second Grade Elementary School Students Nur Azizah Siregar; Zaini Dahlan
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.186-199

Abstract

Reading is a fundamental skill that supports students in acquiring information, understanding learning materials, and developing thinking abilities. However, the reading skills of second-grade elementary school students remain relatively low due to the limited use of engaging and interactive learning media. This study aimed to develop a PowerPoint-based E-Bookstory learning media to improve students’ reading skills. The research employed the ADDIE development model, consisting of analysis, design, development, implementation, and evaluation stages. The participants were 25 second-grade students of Pelita Private Elementary School. Data were collected through interviews, observations, expert validation sheets, and reading tests (pretest and posttest). The developed media integrated story texts, illustrations, audio narration, animations, and interactive exercises to support reading comprehension and engagement. Validation results showed that the media obtained 83% from media experts and 94% from material experts, with an average feasibility score of 89%, categorized as highly feasible. The effectiveness test revealed a significant improvement in students’ reading skills, with the average pretest score increasing from 50 to 92 in the posttest. The N-Gain value of 0.84 indicated high effectiveness. Therefore, the PowerPoint-based E-Bookstory is feasible, practical, and effective for improving reading skills, learning motivation, and student participation.
Asset-Based Approach in Primary School Development in 3T Regions of Sintang Regency Dila Monisa; Mada Sutapa
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.200-219

Abstract

This study examines asset-based school development as a self-directed strategy for improving educational quality in disadvantaged, frontier, and outermost (3T) areas. Using a qualitative case study approach, the research was conducted at three primary schools in the Ambalau District, Sintang Regency. The study explored educational conditions, school assets, and the ways these assets are utilized to support school development. Data were collected through observations, in-depth interviews, and document analysis involving principals, teachers, school supervisors, and representatives of the local education office. The finding reveals that schools continue to face significant challenges in improving educational quality.  Although they possess diverse assets, development efforts remain largely focused on physical and financial resources. In addition, deficit-based thinking limits schools’ ability to fully utilize their existing strengths and capacities. While educational issues in 3T regions have been widely studied, research on asset-based school development remains limited. The study recommends adopting an asset-based community development approach through mapping assets, building relationships, mobilizing assets, developing a vision and action plan, and leveraging external resources.
School Financial Budgeting for Enhancing Educational Quality in Junior High Schools Laras Ati; Widya Kusumaningsih; Qristin Violinda
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.30-43

Abstract

School financial budget management helps improve the quality of education through the effective utilization of resources. This study aims to describe the financial budgeting process in efforts to improve the quality of education at SMP Negeri 1 Pulosari. The novelty of this study lies in its focus on the identification and structured description of budgeting practices in educational financial management. The research employed a qualitative approach, utilizing interviews, observations, and documentation as data collection tools. The informants for this study were the school principal, the school committee, the school treasurer, the PPUr, and teachers. The research subjects were selected based on the location of the school under study. Data were analyzed using data reduction, data presentation, and conclusion-drawing techniques. The results indicate that the budgeting process is conducted systematically through the identification of funding sources, the preparation of the RKAS, the determination of priorities, stakeholder engagement, and compliance with regulations. The identification of funding sources is carried out transparently and based on data. The use of the ARKAS application further supports transparency, accountability, effectiveness, and efficiency in financial management. Nevertheless, the budgeting process still faces challenges in the form of limited funds, policy changes, and high stakeholder expectations. The research findings highlight the importance of needs-based planning, strengthening stakeholder participation, and optimizing digital systems to support school financial management aimed at improving the quality of education.
Development of Student Worksheets to Improve Students’ Science Literacy on Amphibian Material Silmi Fadhila Ihsani; Epa Paujiah; Tri Wahyu Agustina; Tri Cahyanto
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.44-59

Abstract

This study aimed to develop a science literacy based Student Worksheets on amphibian material to improve students’ science literacy. The research employed a Research and Development (R&D) method using the 3D model consisting of Define, Design, and Develop stages. The study was conducted at one of the schools in Bandung district involving 40 tenth grade students selected through random sampling. Data were collected through interviews, observations, validation questionnaires, and science literacy tests in the form of pretest and posttest. The worksheets was validated by material expert, pedagogical expert, and biology teacher, obtaining validity scores of 61.33%, 90.67%, and 92%, respectively. Based on material expert feedback, revisions were made to improve content accuracy, align science literacy indicators with learning objectives, and clarify learning activities before implementation. The revised worksheets was categorized as valid and highly valid for classroom use. The effectiveness test showed an increase in students’ science literacy, with the average score rising from 39 on the pretest to 77 on the post test. The N-Gain score of 0.59 was categorized as moderate. These findings indicate that the developed worksheets is feasible and effective in supporting biology learning and improving student science literacy.
Development of Student Worksheets to Improve Students’ Science Literacy Skills on the Topic of Insects Resti Pitafalah; Epa Paujiah; Tri Wahyu Agustina
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.220-240

Abstract

The study aimed to develop science literacy-based Student Worksheets (LKPD) on the topic of insects. This Research and Development (R&D) study employed the 3D model, consisting of the define, design, and develop phases. The study participants included subject matter experts, pedagogical experts, and biology teachers who served as product validators. A pilot test was conducted on 41 students at a high school in Bandung Regency, West Java. Data analysis showed that the Student Worksheets (LKPD) had a high level of feasibility based on validation by subject matter experts (77,3%), pedagogical experts (85,3%), and biology teachers (95%), thus the LKPD was deemed highly suitable for use. The research instrument used was a validation sheet to assess the suitability of the science literacy-based LKPD. The results of the limited pilot test showed an increase in students’ science literacy skills with a score of 0,44, falling into the moderate category. The science literacy-based LKPD on the topic of Insects can be used as teaching material to improve science literacy.
The Implementation of the Deep Learning Approach in Al-Islam Learning at Muhammadiyah 06 Palembang Elementary School Muhammad Farhan Ferdino; Kasinyo Harto; Febriyanti Febriyanti; Ermis Suryana; Baldi Anggara
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.167-185

Abstract

The deep learning approach encourages learners to engage in meaningful, reflective, and enjoyable learning experiences to promote students’ deeper understanding. This study aimed to analyze the implementation of the deep learning approach through the principles of mindful, meaningful, and joyful learning in Al-Islam learning at SD Muhammadiyah 06 Palembang and to identify the supporting and inhibiting factors affecting its implementation. This study employed a qualitative case study design. Observations, semi-structured interviews, and documentation were employed to obtain data from the principal, vice principal, and Al-Islam teacher in charge of curriculum affair. The data were examined through Miles and Huberman’s interactive analysis model, encompassing data reduction, data presentation, verification, and conclusion. The findings revealed that the deep learning approach was implemented through planning, implementation, and evaluation stages. Mindful learning fostered students’ critical and reflective thinking, meaningful learning connected learning materials with real-life experiences, and joyful learning created active and engaging classroom interactions. Supporting factors included school leadership, adequate facilities, teacher training, and a positive school culture. Meanwhile, limited teacher understanding, instructional time constraints, and diverse student abilities became inhibiting factors. The study concludes that the deep learning approach can enhance students’ understanding, critical thinking, and active participation in Al-Islam learning.
Development and Early Formative Evaluation of a Gamification-Based Web Programming LMS with an Adaptive Content Recommendation Mechanism Based on Learning Performance Index Siti Sripatimah; Nuur Wachid Abdul Majid; Dian Permata 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.137-152

Abstract

The low completion rate of online courses and the absence of localized web programming platforms integrating gamification with adaptive recommendations background this study. This research aims to develop StepByWeb, a gamified web programming Learning Management System (LMS) driven by a proposed Learning Performance Index (LPI). Calculated from weighted cognitive achievement, learning consistency, and completion rates, the LPI automatically maps users into four performance tiers (High, Moderate, Low, Critical). The system then dynamically delivers differentiated content recommendations tailored to each tier’s specific needs, such as advanced challenges for High LPI or foundational review materials for Critical LPI. Developed using the ADDIE model with React and Supabase, the platform underwent functional and usability evaluations. Black Box Testing demonstrated a 95% functional success rate, while User Acceptance Testing via the System Usability Scale (SUS) involving 20 respondents yielded an average score of 81.12 (Grade A, Excellent). These initial formative evaluation findings indicate that StepByWeb is functionally feasible and well-accepted by users, successfully implementing the LPI as a personalized content recommendation mechanism. Longitudinal validation of learning outcomes remains an agenda for future research.
Optimizing IPAS Learning Outcomes Thru the Use of Assemblr Edu for Fifth Grade Elementary School Students Nirma Rhokhmatika; Abdul Karim; Sati Sati
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.153-166

Abstract

Low learning outcomes in Natural and Social Sciences (IPAS) remain a challenge in the learning process at SD Negeri 2 Kerticala. This study aims to examine the effect of Assemblr Edu on fifth-grade students' science learning outcomes. A quantitative approach with a one-group pretest-posttest experimental design was used. The population consisted of 265 students, and the sample involved 25 fifth-grade students selected through simple random sampling. Data were collected through tests, questionnaires, and observations. Test score data were analyzed using normality, homogeneity, hypothesis, and N-Gain tests. The results showed that the data were normally distributed and homogeneous. A paired t-test showed a significant difference between the pretest and posttest scores (t = 14.328 > 2.064). The average score increased from 54.60 to 87.20, with an increase of 32.60 points. Furthermore, the N-Gain score of 0.7106 (71%) was categorized as high. Student responses were also very positive, with an average questionnaire score of 79.6. These findings indicate that Assemblr Edu effectively improves students' science learning outcomes. The novelty of this study lies in the application of Assemblr Edu media to the topic of environmental change combined with concrete images among fifth-grade elementary school students.

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