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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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Profile of Conceptual Understanding of Trigonometric Identities in Grade 11 at Madani Integrated Model Public High School in Palu, Examined by Gender and High Mathematical Ability Dina Noviandri Djaanggeli; Tegoeh S Karniman; Rahma Nasir; Muh. Rizal
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.993-1011

Abstract

This study aims to describe the profile of students’ conceptual understanding of trigonometric identities in terms of gender among students with high mathematical ability. This is a descriptive study using a qualitative approach. The research subjects consisted of two 11th-grade students at Madani Palu Integrated Model Public High School: one female student and one male student who demonstrated high mathematical ability based on their report card grades and teacher recommendations. Research data were collected through a written essay-style test and semi-structured interviews, then analyzed using the Miles, Huberman, and Saldana model, which includes data condensation, data presentation, and drawing conclusions. Data validity was tested using the member check technique. The results of the study indicate that both subjects were able to meet the four indicators of conceptual understanding: restating concepts, classifying objects according to their properties, using and selecting appropriate procedures, and applying concepts or problem-solving algorithms. The female student tended to be more systematic in her problem-solving steps, while the male student demonstrated a broader and more efficient ability to relate concepts to one another. Thus, both groups demonstrated a good conceptual understanding of trigonometric identities, with distinct characteristics based on gender.
The Effectiveness of the Problem Based Learning Model on the Social Arithmetic Learning Outcomes of Students at SMP Negeri 1 Sigi Rahmah Rizki Anugraini; Rahma Nasir; Muhammad Fachri B. Paloloang; Mustamin Idris
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.953-965

Abstract

This study aims to determine the effectiveness of implementing the Problem Based Learning (PBL) model on student learning outcomes in the Social Arithmetic subject at Sigi State Junior High School 1. This study uses a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The research sample consisted of two classes: an experimental class that used the PBL model and a control class that used direct instruction. The research instruments consisted of essay tests (pretest and posttest) that had been validated by experts. Data analysis was conducted using descriptive and inferential statistics, including normality tests, homogeneity tests, independent t-tests, and N-Gain calculations. The results showed that the average posttest score of the experimental class (81.25) was higher than that of the control class (32.16). The hypothesis test results indicated a significance value of 0.001 < 0.05, meaning there was a significant difference between the two groups. Furthermore, the N-Gain value for the experimental class was 0.78 (high category), while that for the control class was 0.20 (low category). This indicates that the Problem Based Learning (PBL) model is more effective in improving student learning outcomes than direct instruction. Thus, the PBL model has been proven effective in enhancing students’ understanding and learning outcomes in Social Arithmetic.
The Influence of Instructional Leadership, Teacher Competence, and the Use of Information Technology on the Effectiveness of Deep Learning at SDN Daerah 3t in Batang Tuaka Subdistrict, Indragiri Hilir, Riau Dewi Yulianti; Priadi Surya
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.977-992

Abstract

This study examines the effects of instructional leadership, teacher competence, and information technology utilization on the effectiveness of deep learning in public elementary schools located in the underdeveloped, frontier, and outermost (3T) areas of Batang Tuaka District, Indragiri Hilir Regency, Riau Province, Indonesia. A quantitative ex post facto correlational design was employed involving 101 teachers selected through proportionate cluster random sampling. Data were collected using validated and reliable Likert-scale questionnaires and analyzed using multiple linear regression with IBM SPSS version 31 after meeting the assumptions of normality, multicollinearity, and heteroscedasticity. The findings reveal that instructional leadership has a positive but non-significant effect on deep learning effectiveness (p = 0.391). In contrast, teacher competence (p = 0.007) and information technology utilization (p < 0.001) significantly and positively influence deep learning effectiveness. Simultaneously, the three variables significantly affect deep learning effectiveness (p < 0.001), explaining 49.9% of its variance. These findings suggest that improving teacher competence and optimizing information technology utilization are essential strategies for strengthening deep learning, particularly in schools located in 3T areas. Future research should investigate additional factors influencing deep learning effectiveness to provide a more comprehensive understanding of quality learning improvement in disadvantaged educational contexts.
Harmony in Leadership: A Correlational Study between the Democratic Leadership Style of School Principals and the Integrity and Work Discipline of Teachers at SMA Negeri 4 Malang Ratna Sukma Ningrum; Siti Awaliyah; Sri Untari
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.1125-1140

Abstract

This study investigated the relationship between the principal’s democratic leadership style and teachers’ integrity and work discipline at SMA Negeri 4 Malang. The study was motivated by the importance of effective school leadership in fostering teacher professionalism. A quantitative correlational design was applied, involving 62 teachers as respondents. Data were collected using Likert-scale questionnaires and analyzed through Pearson’s correlation with the Statistical Package for the Social Sciences. The results showed that the principal’s democratic leadership style, teacher integrity, and work discipline were all categorized as high, with percentages of 85%, 85%, and 86%, respectively. Statistical analysis indicated significant positive correlations between democratic leadership style and teacher integrity (r = 0.438; p < 0.01), and between democratic leadership style and work discipline (r = 0.329; p < 0.01). These findings demonstrate that democratic leadership contributes to strengthening teacher integrity and work discipline. Therefore, collaborative and participatory leadership is important for improving the quality of school management.
The Effect of Chromebook Utilization on Improving Digital Literacy and Creativity of SMP Negeri 2 Tabang Students Jayan Trianus; Nuril Huda; Victor Maruli Tua L. Tobing
Journal of Educational Sciences Vol. 10 No. 2 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.2.p.2851-2863

Abstract

The study aims to analyze the influence of Chromebook use on improving digital literacy and creativity of students at SMP Negeri 2 Tabang. The research is based on the gap between the adoption of technology in education and the development of digital competencies, such as digital literacy and creativity, which are still challenges. The research method uses a descriptive qualitative approach with data collection techniques through observation, student interviews, and documentation for one month. The research subjects amounted to 20 students in class 9B who were selected using convenience sampling techniques. Research shows Chromebooks realize operational digital literacy, where 18 out of 20 students can operate devices independently, and visual creativity using templates and design features. However, the research reveals the limitations of digital literacy development, such as the ability to evaluate the credibility of information sources, and transformative creativity to generate original ideas. Technology integration needs to be accompanied by a pedagogical approach specifically designed to develop critical thinking skills and deep creativity.
Development of Mathematics Worksheets Based on the PBL Model Integrated with Local Wisdom to Improve 4C Skills of Fifth Grade Students at Public Elementary Schools in Air Hangat Timur District Tiara Monaliza; Hafiz Hidayat; Alfroki Martha
Journal of Educational Sciences Vol. 10 No. 2 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.2.p.2346-2361

Abstract

This study focused on developing mathematics student worksheets (LKPD) using the Problem-Based Learning model combined with Kerinci local wisdom, aiming to strengthen the 4C skills of fifth-grade elementary students. The research followed the 4D development model, which includes defining, designing, developing, and disseminating the product. Participants were fifth-grade students from public elementary schools in Air Hangat Timur District. Data were collected through expert evaluations, teacher and student questionnaires, classroom observations, and tests measuring 4C skills. The data were then analyzed descriptively using both qualitative and quantitative methods. Results showed that the worksheets were highly valid, with an average score of 87.8%, and highly practical, with scores of 92.5% from teachers and 83.6% from students. The worksheets also proved effective in enhancing 4C skills, with average N-gain scores of 73.68% for critical thinking, 61.25% for creative thinking, 66.54% for communication, and 56.95% for collaboration. These findings indicate that PBL-based mathematics worksheets integrated with Kerinci local wisdom are practical and effective tools for nurturing 21st-century skills in students.
A Systematic Literature Review of English Reading Strategies among EFL Undergraduate Students in Indonesian Aldera L Gazela; Amirul Mukminin; Masbirorotni Masbirorotni
Journal of Educational Sciences Vol. 10 No. 2 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.2.p.3149-3164

Abstract

This paper presents a systematic literature review examining the effectiveness of various reading strategies tailored for English as a Foreign Language (EFL) students with limited proficiency in Indonesian higher education contexts. Although reading is a foundational skill in EFL learning, many studies report persistent difficulties in reading comprehension among Indonesian EFL undergraduates. This review aims to identify practical and research-supported strategies that enhance reading comprehension and academic reading performance. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this study analyzed 30 peer-reviewed journal articles and institutional studies published between 2018 and 2023 in the Indonesian EFL context. The synthesis highlights the prominence of cognitive and metacognitive strategies, particularly planning, monitoring, summarizing, and self-questioning. In addition, explicit strategy instruction, including KWL and technology-assisted reading practices, was found to positively influence students’ reading achievement, motivation, and self-efficacy. This review underscores the importance of systematic, strategy-based instruction in supporting EFL undergraduate students’ academic reading development.
The Principal and Quality Culture at SMP Negeri 3 Kotabaru: Implementation of Data-Based Curriculum Evaluation and Reflection Assyakhirah Nur Ridha; Muhammad Hafiudin Rizaldi; Yeslin Anjelina Terayanti; Aslamiah Aslamiah; Celia Cinantya
Journal of Educational Sciences Vol. 10 No. 2 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.2.p.2362-2372

Abstract

This study examines the principal’s leadership role in developing a quality culture through data-driven curriculum evaluation and reflective academic supervision at SMP Negeri 3 Kotabaru. Using a qualitative case study design, the research explores leadership practices, school quality culture, and the mechanisms used to evaluate the curriculum. Data were collected through in-depth interviews, participatory observations, and document analysis, then analyzed using Miles and Huberman’s framework of data reduction, data display, and conclusion drawing. The findings show that the principal functions as an instructional and transformational leader who combines managerial competence, professional guidance, and teacher empowerment through continuous reflection. The integration of data-driven approaches using the Education Report, the Computer-Based National Assessment (ANBK), and Sulingjar instruments supports more objective decision-making to meet student needs and enhance teacher performance. Collaborative and reflective academic supervision further strengthens a culture of continuous improvement within the school. Challenges such as limited teacher data literacy and restricted time for reflection are addressed through targeted training, mentoring, and the reinforcement of collective learning practices. Overall, the leadership model implemented at SMP Negeri 3 Kotabaru serves as an effective example of adaptive, participatory, and sustainable curriculum management aligned with the principles of the Merdeka Curriculum.
Science in The View of Islamic History (The Development of Science During The Early Islamic Period and The Islamic Golden Age) Sandrina Ramadhani; Sri Juwita; Muhammad Sirozi
Journal of Educational Sciences Vol. 10 No. 2 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.2.p.3227-3238

Abstract

This study examines the development of knowledge in the historical perspective of Islam, focusing on the early Islamic period up to the Golden Age of the Abbasid Dynasty. Using a library research method with a qualitative-descriptive approach, the study traces the intellectual progression sparked by the first revelation, “Iqra’,” which served as the foundation for the rise of Islamic scholarship. During the Prophet Muhammad’s era, intellectual growth emphasized moral reform, memorization of the Qur’an, the writing of revelations, and the establishment of Darul Arqam as an educational center. Under the Khulafaur Rasyidin, knowledge advanced through the codification of the Qur’an, the development of ijtihad, the formation of Arabic grammar, and administrative reforms. The Umayyad Dynasty strengthened Islamic scholarship by institutionalizing Arabic as the state language, establishing learning centers, expanding religious sciences, and initiating translation efforts. The peak occurred under the Abbasids through the establishment of the Bayt al-Hikmah, systematic book-compilation methods, and extensive translation movements, producing prominent scholars in mathematics, medicine, philosophy, and religious sciences. This study concludes that the development of knowledge in Islam progressed systematically and significantly shaped global civilization.
The Relationship Between Peer Interaction and Emotional Intelligence of Grade V Students at Elementary School Inpres 1 Birobuli Dewi Fitriana; Herlina Herlina; Asriani Asriani; Rizal Rizal; Dyah Aini Purbarani
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.1141-1149

Abstract

The research entitled “The Relationship Between Peer Interaction and Students' Emotional Intelligence at SD Inpres 1 Birobuli” is motivated by the importance of social interaction among elementary school students. In practice, some students still show individualistic tendencies, difficulty empathizing, and limited ability to manage emotions and establish social relationships. This condition encourages the need to examine the role of peer interaction in students’ emotional intelligence. This study aims to determine the relationship between peer interaction and the emotional intelligence of fifth-grade students at SD Inpres 1 Birobuli. The research employed a quantitative approach with a correlational design. The subjects consisted of 23 students selected using a total sampling technique. Data were collected through peer interaction and emotional intelligence questionnaires, supported by documentation. Data analysis used descriptive and inferential statistics with the Pearson Product Moment correlation test. The results showed a positive and significant relationship between peer interaction and students’ emotional intelligence at a significance level of 0.05, with a correlation coefficient (r) of 0.680, indicating a strong relationship. Thus, it can be concluded that better peer interaction contributes to higher emotional intelligence among elementary school students.

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