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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 2,273 Documents
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The Feasibility of Interactive Multimedia Nearpod in Problem-Based Science Education at Elementary Schools Azizah Rahmi Yudita; Yanti Fitria; Muhammadi Muhammadi; Ulfia Rahmi
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.2770-2782

Abstract

Science and Social Studies (IPAS) learning in elementary schools faces challenges in presenting abstract concepts that require effective visualization and active student engagement. Therefore, the integration of interactive multimedia is essential to support meaningful learning. This study aims to examine the feasibility of using Nearpod as an interactive multimedia platform oriented toward Problem-Based Learning (PBL) to improve fifth-grade students’ conceptual understanding and digital literacy skills. The study employed a research and development (R&D) approach using the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. Product feasibility was evaluated through expert validation involving three validators: a subject matter expert, a linguistics expert, and a media expert. The validation results showed feasibility percentages of 93.33% for material aspects, 95.00% for language aspects, and 97.37% for media aspects, all categorized as highly valid. The overall average feasibility score reached 95.23%, indicating that the Nearpod-based interactive multimedia is valid and suitable for use. The findings demonstrate that this multimedia effectively supports problem-based science learning, facilitates the understanding of abstract concepts, and enhances students’ digital literacy. Therefore, the developed multimedia is feasible for implementation in fifth-grade elementary schools with minor revisions based on expert recommends.
From Evaluation to Reflection: The Transformation of Academic Supervision as a Strategy for Teacher Professional Development in Islamic Elementary Schools Nurul Izzati; Istiqomah Istiqomah; Laela Chusnita; Soedjono Soedjono
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.1162-1172

Abstract

Educational quality is strongly influenced by teachers’ competencies and classroom instructional practices. However, academic supervision in many schools remains primarily oriented toward administrative evaluation, limiting its function as a medium for professional reflection. This study aims to analyze the transformation of academic supervision from an evaluative function to a reflective approach as a strategy for teacher professional development at SD Islam Sultan Agung 1 Semarang. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, classroom observations, and document analysis involving one principal and four teachers. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that academic supervision is implemented systematically through stages of planning, pre-observation, classroom observation, and reflective feedback. Supervision functions not only as a control mechanism but also as a dialogic space that encourages teachers’ critical reflection on instructional strategies, classroom management, and the integration of Islamic values. Supporting factors include collaborative leadership and a positive school culture, while the main challenges are time constraints and variations in teacher competence. These findings highlight that reflective academic supervision contributes significantly to enhancing teacher professionalism and improving the quality of classroom learning.
Bibliometric Analysis of Characteristics and Trends in Technical and Vocational Education and Training (TVET) Yanuar Agung Fadlulullah; Wagiran Wagiran; Nurhening Yuniarti; Muhamad Riyan Maulana; Arya Yusuf
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.2048-2067

Abstract

Technical Vocational Education and Training (TVET) plays a crucial role in enhancing workforce competitiveness in Indonesia by equipping individuals with skills relevant to industry needs. However, the system faces challenges in adapting its curriculum to technological advancements and an increasingly digital economy. This study aims to map the trends, challenges, and developments in TVET through a bibliometric analysis of publications from 2015 to 2025, using data from Scopus and the R Studio analysis tool. The study found a significant rise in TVET-related publications, particularly from 2021 to 2024, with an annual growth rate of 20.08%. Key themes identified include competency frameworks, digital competencies, and the integration of technologies like artificial intelligence. These findings point to a shift towards technology-driven vocational education, which is essential to meet global job market demands. The study also emphasizes the importance of international collaboration to enhance TVET quality and relevance. The insights from this research can guide policymakers and educators in designing curricula that are more adaptable to industrial and technological changes. Thus, TVET must evolve with a focus on developing digital skills and industry-based competencies to prepare a workforce capable of tackling future challenges.
Identifying the Characteristics of Job Analysis in TVET: A Combined Systematic Literature Review and Bibliometric Analysis Muhamad Riyan Maulana; Putu Sudira; Priyanto Priyanto; Yanuar Agung Fadlullah; Arya Yusuf
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.2068-2087

Abstract

This study aims to map the development of job analysis and job characteristics in the context of TVET from 2005 to 2025 using a bibliometric approach combined with a Systematic Literature Review (SLR). Data from Scopus were analyzed with VOSviewer to identify dominant keywords and visualize collaboration networks and bibliographic coupling at the document, source, author, organization, and country levels. The bibliometric results highlight that job analysis, work characteristics, and competency development are the primary research focuses, with trends shifting towards industry-based curriculum development, workplace assessment, and competency mapping driven by technological advancements. Influential journals such as the Journal of Vocational Rehabilitation, Journal of Occupational Rehabilitation, BMC Public Health, Work, and Brain Injury emerged as key sources. The United States was the leading contributor, followed by Germany, Switzerland, and other Western European countries, with Taiwan and South Korea showing growth in Asia. At the author level, Fong Chan, Gary R. Bond, and Clara E. Dismuke-Greer were central figures in the referential network. The SLR findings underscore the importance of job analysis in fostering continuous learning, assessment validity, teacher competency, and inclusive vocational pathways, with emerging trends and developments in job analysis research in TVET discussed.
The Influence of School Climate on the Pedagogical Competence of Elementary School Teachers Susilo Adi Saputro; Nur Khoiri; Lilik Ariyanto
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.2088-2104

Abstract

The background of this research is based on the importance of a conducive school climate in supporting teachers' pedagogical competence. This study aims to analyze the influence of school climate on the pedagogical competence of elementary school teachers in Gayamsari District, Semarang City. This study uses a quantitative approach with a correlational design. The study population consisted of 202 elementary school teachers, with a sample of 135 teachers selected using a proportional random sampling method. Data was collected through a Likert scale questionnaire that has been tested for validity and reliability. Simple linear regression analysis shows that school climate has a positive influence on teachers' pedagogical competence with a correlation coefficient of 0.322, indicating a weak influence between school climate and teachers' pedagogical competence. The coefficient of determination is 10.4%, indicating a large contribution of school climate to teachers' pedagogical competence. These findings indicate that school climate has a contribution in supporting the development of teachers' pedagogical competence, but it is not the only determining factor. Therefore, efforts to improve teachers' pedagogical competence need to be carried out comprehensively by integrating improvements in school climate and strategies for continuous teacher professional development.
A Bibliometric Analysis: Quality Standards in Vocational Education (2005-2025) Arya Yusuf; Wagiran Wagiran; Zainal Arifin; Muhamad Riyan Maulana; Yanuar Agung Fadlullah
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.2105-2117

Abstract

This study aims to examine the development and trends in research related to quality standards in vocational education from 2005 to 2025. The research data was obtained from the Scopus database, resulting in 239 articles that met the established inclusion criteria. Bibliometric analysis was used with data extraction in CSV and RIS formats, as well as visualization using VOSviewer software. The results of the study provide an overview of the publication and citation trends over two decades regarding the most frequently cited documents, the most productive sources, leading authors, the most productive countries, and the most frequently used author keywords in this field of research. The findings show a significant increase in the number of publications, especially in the period 2015–2025, reflecting growing academic interest in this topic. Articles with the highest citation rates generally discuss the importance of clear, evidence-based quality to improving the quality standards of vocational education. In addition, the analysis shows that several countries, including United States, United Kingdom, and Netherlands play a key role in research productivity and international collaboration. Overall, this bibliometric study can serve as a reference and basis for future studies on quality standards in vocational education.
Improving Fantasy Story Reading Skills Using the SQ3R Method in Grade VII Students of SMP Negeri Satu Atap 5 Dusun Utara Widiapuspita Widiapuspita; Kastam Syamsi
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.2875-2886

Abstract

The background of the research is the process of learning Indonesian language in SMP Negeri Satu Atap 5 Dusun Utara class VII using the lecture method and low learning outcomes of Indonesian language. The study aims to describe the improvement of the process and learning outcomes using the SQ3R Method on fantasy story reading skills in Indonesian language learning (Survey, Question, Read, Recite, and Review) for Class VII Students of SMP Negeri Satu Atap 5 Dusun Utara. The research is a classroom action research at SMP Negeri Satu Atap 5 Dusun Utara. The research subjects were class VII students consisting of 17 students. The research consists of 2 cycles consisting of four stages, namely planning, implementation, observation, and reflection. The data collection techniques used were observations, and interviews. The results of the study were: 1) At the pre-action, students' skills in reading fantasy stories in Indonesian language learning had a completion percentage of 0%, 2) At the cycle 1, students' skills in reading fantasy stories in Indonesian language learning had a completion percentage of 41%, and 3) At the cycle 2, students' skills in reading fantasy stories in Indonesian language learning had a completion percentage of 100%.
Development of a Concept Mastery Test Instrument Based on the C-R-E-A-T-E Model on the Saponification Topic: Validity and Reliability Analysis Evita Puteri Amelia; Wawan Wahyu; Galuh Yuliani
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.2705-2715

Abstract

This study aimed to develop a concept mastery test instrument based on the C-R-E-A-T-E (Connecting – Restructuring – Elaborating – Applying – Tasking – Evaluating) learning model on the saponification topic and to examine its validity and reliability. Assessment of concept mastery is essential in chemistry education due to the abstract and hierarchical nature of chemical concepts, particularly in topics such as saponification that involve conceptual integration and application. This research employed a Research and Development (R&D) approach by adapting the 4-D model, limited to the Define, Design, and Develop stages. The instrument consisted of 20 multiple-choice items constructed according to the stages of the C-R-E-A-T-E model. Data were collected through a limited field trial and analyzed using item validity, reliability, difficulty index, and discrimination index analyses. Item validity was examined using the point biserial correlation, while reliability was measured using the Kuder–Richardson Formula 20 (KR-20). The results showed that most items were valid, with the test demonstrating high reliability. Analysis of item difficulty indicated that the majority of items were categorized as easy to moderate, while discrimination analysis revealed that most items were able to distinguish effectively between students with high and low levels of concept mastery. These findings indicate that the developed instrument is valid, reliable, and suitable for measuring students’ concept mastery of saponification within the C-R-E-A-T-E learning framework.
Implementation of Data-Based Planning for Learning Quality Improvement: A Case Study at SMP Negeri 2 Taman Pemalang Hansen Lutfiartha; Endang Wuryandini; Muhtarom Muhtarom
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.2139-2155

Abstract

The transition from administrative to evidence-based school management is essential for enhancing educational outcomes. This study aims to analyze the implementation of Data-Based Planning in formulating annual learning programs at SMP Negeri 2 Taman, Pemalang Regency. Employing a qualitative case study design, data were collected through in-depth interviews, participant observation, and document analysis, including the Education Report Card, Annual Work Plan, and School Activity and Budget Plan. The findings reveal that Data-Based Planning implementation proceeds through three systematic stages: identification, reflection, and improvement. In the identification phase, stakeholders analyzed report card data to prioritize quality issues. The reflection phase utilized collaborative forums, such as Learning Communities and In-House Training, to foster a reflective teacher culture. The improvement phase translated these insights into concrete interventions like Lesson Study and academic coaching. Empirical results show a tangible increase in learning quality scores from 59.57 in 2022 to 67.00 in 2024. The study concludes that Data-Based Planning successfully transforms school planning into an adaptive, evidence-based process. These results imply that participatory instructional leadership and consistent monitoring are critical for establishing a sustainable culture of quality improvement.
School Social Media Management as a Learning Resource to Develop Digital Literacy of Students at Tanjungsari 1 Elementary School Wonogiri Regency Ganies Andhira Faza Perdana; Ratnasai Dyah Utama
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.2156-2171

Abstract

The Industrial Revolution 4.0 era has shifted human life patterns towards a digital-based one, making digital literacy a crucial competency for students facing global competition. This study aims to describe the management and utilization of school social media as a learning resource in developing students' digital literacy at SD Negeri 1 Tanjungsari. The method used is a descriptive qualitative approach with data collection techniques through in-depth interviews, observation, and documentation. The results show that school social media management is implemented through seven systematic stages, from planning to monitoring and evaluation. The use of social media as a learning resource is implemented through the planning, implementation, and evaluation phases of learning. The results of the analysis of students' digital literacy development show a high category in the cultural, cognitive, self-confidence, critical, and social responsibility indicators, while the constructive, communicative, and creative indicators are in the medium category. Although there are obstacles such as limited teacher digital competence, infrastructure, and internet access, it can be concluded that structured social media management is effective in supporting the improvement of elementary school students' digital literacy skills.

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