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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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Analysis of the Unplugged Method in Teaching Coding and Artificial Intelligence (AI) in Grade V at SDN Kemuning Adelia Ananda Aviva; Innany Mukhlishina
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.2172-2185

Abstract

This study examines the implementation of the unplugged method in teaching Coding and Artificial Intelligence (AI) for Grade V students at SDN Kemuning. The study is grounded in the need for learning approaches that enable elementary school students to understand abstract computational concepts through concrete and meaningful experiences without reliance on digital devices. A qualitative descriptive research design was employed, involving a classroom teacher and Grade V students as research participants. Data were collected through observations, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings indicate that the unplugged method, implemented through puzzle-based activities, effectively supports students’ understanding of command flow, step-by-step sequencing, and basic computational thinking concepts. Physical and game-based activities help students visualize algorithmic processes more concretely and promote active engagement during learning. However, challenges were identified, including differences in students’ abilities, fine motor skills, and the need for longer instructional time. Teachers addressed these challenges through step-by-step guidance, intensive assistance, and reward-based motivation strategies. The study concludes that the unplugged method is a relevant and effective alternative for introducing Coding and Artificial Intelligence in elementary schools, while also fostering 21st-century skills such as critical thinking, collaboration, creativity, and problem-solving.
Integration of the Khanduri Blang Tradition in Multicultural Learning to Optimize Student Character at the UPTD of State Elementary School 13 Makmur Nana Suryana; Maisura Maisura; Muhammad Iqbal
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.2186-2198

Abstract

This study explores the integration of the Khanduri Blang tradition into multicultural learning as a strategy to optimize character education among elementary school students at the UPTD SD Negeri 13 Makmur, Aceh. Using a descriptive qualitative approach, this study aims to understand how local cultural values are embedded in learning practices and how these values contribute to students' character development. Data were collected through participant observation, in-depth interviews with teachers, principals, students, traditional leaders, documentation, and student questionnaires. The results showed that the integration of Khanduri Blang effectively strengthened the main character values, namely religiosity, togetherness, brotherhood, and reciprocal cooperation, with student responses reaching 95%–97% positive agreement. The learning process was implemented contextually and participatory through Teaching, Contextual Learning, and Project-Based Learning, which allowed students to experience cultural values directly through collaborative projects and community involvement. This study also identified supporting factors, such as teacher commitment and community involvement, as well as inhibiting factors, including limited teaching materials and a lack of formal training in multicultural pedagogy. Theoretically, this research strengthens the perspective of multicultural education which places local wisdom as an epistemic foundation for character formation.
The Effect of Problem-Based Learning and Learning Motivation on Descriptive Writing Skills Farhan Elbi Rosyid; Syahrul R; Yeni Karneli; Muhammadi Muhammadi
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.2199-2209

Abstract

This study was conducted to address the low descriptive writing skills of elementary school students, which are commonly indicated by limited vocabulary, weak idea organization, and insufficient detail. The purpose of this study was to examine the effect of the Problem-Based Learning (PBL) model and learning motivation on the descriptive writing skills of fourth-grade students. This research employed a quantitative approach using a quasi-experimental method with a 2 × 2 factorial design. The participants consisted of two fourth-grade classes, with one class taught using the PBL model and the other using conventional instruction. Data were collected through a descriptive writing performance test and a learning motivation questionnaire that met validity and reliability requirements. The data were analyzed using descriptive statistics and a two-way ANOVA. The results showed that the PBL model had a significant effect on students’ descriptive writing skills, and learning motivation also had a significant effect. However, no significant interaction was found between the learning model and learning motivation. In conclusion, the PBL model is effective in improving descriptive writing skills regardless of students’ learning motivation levels.
Implementation of Deep Learning in Islamic Religious Education Learning at SMP Muhammadiyah PK Kottabarat Gina Rahma Giovanny; Istanto Istanto
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.2210-2224

Abstract

This study aims to examine the application of the Deep Learning approach in Islamic Religious Education (PAI) learning at SMP Muhammadiyah PK Kottabarat. The research uses a descriptive qualitative method with a case study design. Data collection techniques were carried out through interviews, observations, and documentation of two PAI teachers and students. The results of the research show that the implementation of Deep Learning takes place through three main pillars, namely: (1) meaningful learning, which is realized through the contextualization of PAI material with the real lives of students, (2) mindful learning, which is developed through structured religious activities to foster spiritual awareness and self-reflection, and (3) joyful learning, which is applied through the use of digital technology and interactive learning methods. The research findings reveal that the application of this approach is able to increase student engagement, deepen spiritual understanding, and create meaningful and pleasant learning experiences. The implementation of Deep Learning is supported by internal factors in the form of the openness and adaptive attitude of teachers, as well as external factors in the form of institutional support and infrastructure. The constraints faced include limited learning time and variations in the pedagogical creativity of teachers. This study offers a useful contribution to the progress of Islamic Religious Education teaching that is relevant to the demands of students in the digital era.
Utilizing Universal Design For Learning in Differentiated Learning at Inclusive Elementary Schools: A Qualitative Case Study Hasanah Rosidah; Minsih Minsih
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.3195-3208

Abstract

Inclusive elementary education requires instructional approaches that accommodate diverse student needs, particularly for learners with special needs. This study aims to determine the utilization of Universal Design for Learning in differentiated learning at SD Muhammadiyah PK Baturan and to analyze its impact on students with special needs' participation and the quality of their learning experience. This study used a qualitative approach with a case study design. Data and data sources were collected from classroom teachers, regular students, and students with special needs.  Data collection was conducted through interviews, observations, and documentation. Data validity was ensured through triangulation. Data analysis was conducted inductively, including data reduction, data presentation, and conclusion drawing. The results showed that the utilization of Universal Design for Learning in differentiated learning was proven to (1) improve accessibility, (2) participation, and (3) learning experiences for students, including students with special needs, through flexible, humanistic strategies that reduced learning barriers. The conclusion of this study is that the integration of Universal Design for Learning into differentiated instruction is an effective and sustainable approach to strengthening inclusive education practices in elementary schools.
The Effect of Information Technology Integration on Student Competence in ICT Learning at Nurul Ulum Vocational High School Tri Wahyuni; Siti Seituni; Dyan Yuliana
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.2225-2244

Abstract

The integration of Information and Communication Technology (ICT) has become a critical component in vocational education, particularly in enhancing student competencies. This study aims to examine the relationship between ICT integration and student competency at SMK Nurul Ulum. A quantitative correlational design was employed, involving 22 students selected through total sampling. Data was collected using a structured questionnaire and analyzed using Pearson correlation and simple linear regression techniques. The findings indicated a positive correlation between ICT integration and student competency (r = 0.341); however, this relationship was not statistically significant (p = 0.121). The coefficient of determination (R² = 0.116) showed that ICT integration accounted for 11.6% of the variance in student competency, while the remaining 88.4% was influenced by other factors. The study concludes that ICT integration demonstrates a positive tendency toward improving student competencies, yet its impact is limited and requires reinforcement from pedagogical strategies, teacher digital literacy, and a supportive learning environment.
ASR-Based Practice: Exploring EFL Learners’ Experiences in Developing Pronunciation and Speaking Confidence Feby Ilfani Mukhoyyaroh; Siti Tarwiyah
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.2755-2769

Abstract

Pronunciation accuracy remains a persistent challenge for EFL learners, particularly in contexts with limited opportunities for acquiring individualized feedback. Although ASR technology has been integrated into language learning platforms, learners’ subjective experiences of ASR-supported practice require further investigation, especially at Indonesian EFL university levels. The study explores EFL learners’ experiences of using Automatic Speech Recognition (ASR) features in English Central for developing pronunciation and speaking confidence. Using a descriptive qualitative design and semi-structured interviews, the data were analyzed through inductive content analysis to identify experiences of using ASR technology in developing pronunciation and speaking confidence, also addressing challenges in ASR use. The findings show that ASR-based practice supported pronunciation development through repetitive imitation, individual learning strategy, immediate and visual feedback, and also contributed to speaking confidence through creating a low-anxiety environment and conversational activity. However, learners reported challenges related to occasional misrecognition, consistency, also technical and environmental issues. The study suggests that ASR-based practice can be pedagogically integrated into EFL instruction to support individualized learning for pronunciation and speaking confidence, with appropriate instructional guidance.
The Influence of Applying the GASING Method on the Addition Skills of Third-Grade Elementary School Students in Batauga District, South Buton Regency La Ode Maharudin; Wahyudin Wahyudin; Rina Heryani
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.2245-2261

Abstract

This study discusses the low addition skills of elementary school students by comparing the effectiveness of the GASING (Easy, Fun, Enjoyable) method and direct instruction. The aim is to analyze the influence of the GASING method on the addition skills of third-grade students. A quasi-experimental design was used with 45 students from two elementary schools in Batauga District, divided into experimental (n=23) and control (n=23) groups. Data was collected thru written tests administered as pretests and posttests. The results show that both methods significantly improved students' abilities with a very large effect size (Cohen's d > 3.5). However, the experimental group using the GASING method showed a significantly higher improvement, achieving a post-test average score of 92.23 (N-Gain = 0.90) compared to the control group using direct instruction with an average score of 80.00 (N-Gain = 0.73). This study concludes that the GASING method, which emphasizes learning thru concrete-representational-abstract development and mental calculation in an easy and fun way, is more effective than direct instruction in improving elementary school students' addition skills.
Implementation of Minimum Competency Assessment Simulation Test Instruments in Numeracy Literacy Based on Local Culture at Muhammadiyah Elementary School Special Program Baturan Muhammad Misbahqul Umam; Fitri Puji Rahmawati
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.2262-2275

Abstract

The numeracy literacy of elementary school students is still low, as reflected in Indonesia's 72nd ranking in PISA 2018, with difficulties in connecting number concepts and arithmetic operations to real contexts. Therefore, this study aims to analyze the implementation of simulation instruments for the Minimum Competency Assessment (AKM) of numeracy literacy based on the local culture of Karanganyar, such as the enggrang game, getuk cuisine, and Jatigede Reservoir tourism, on 30 fourth-grade students at Muhammadiyah PK Baturan Elementary School during October-November 2025. Using a qualitative descriptive method with a case study approach involving triangulation of sources (teachers-students-researchers) and techniques (in-depth interviews, participatory observation, documentation), data analysis through reduction, presentation, and conclusion drawing showed positive results: 66.7% of students achieved the proficient/competent category (score ≥70 from a previous average of 65), 73.3% were very active and active during the test, and there were positive responses to the cultural context that increased cognitive-affective engagement. In conclusion, this ethnomathematics approach can improve meaningful numeracy literacy, reduce math anxiety, enrich cultural literacy, and is recommended for continuous implementation for elementary school students who need additional guidance and as an enrichment program for gifted students.
Improving Fantasy Story Reading Skills Through the Application of the Picture and Picture Method in Class VII Students of SMP Negeri 3 Dusun Utara Hespiyani Hespiyani
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.2276-2288

Abstract

The background of the research is that the Indonesian language learning process at SMPN 3 Dusun Utara class VII uses the lecture method and learning outcomes are relatively low. The study aims to improve the fantasy story reading skills of class VII students of SMPN 3 Dusun Utara through the application of the picture and picture method. The type of research is Classroom Action Research (CAR) with two cycles consisting of planning, implementation, observation, and reflection stages. The research subjects were 30 students of class VII in the odd semester of the 2025/2026 academic year. The research was conducted at SMPN 3 Dusun Utara. Data collection techniques were observation, reading tests, and documentation. The results of the study are the results of the pre-action test, namely the average value of 64.97. The results of the cycle I test, the average value of 70.80. The results of the cycle II test, the average value of 80.37. Learning completeness in the pre-action (46.67%), cycle I (73.33%), and cycle II (100%). The conclusion of the study is that the picture and picture method is effective in increasing students' activeness, interest, and learning outcomes in reading fantasy stories.

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