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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
 214   215   216   217   218 
The Development of Experimental Electronic Student Activity Sheet (E-LKPD) using The Guided Inquiry Learning Model on Blood Circulation System Materials for Class XI SMA/MA Suci Seftiani; Wan Syafii; Zulfarina Zulfarina
Journal of Educational Sciences Vol. 6 No. 1 (2022): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.6.1.p.24-34

Abstract

This e-LKPD research uses a guided inquiry learning model aimed at analyzing the effect of e-LKPD on improving cognitive learning outcomes of high school students on the material of the circulatory system. The study used the One Group Pretest-Posttest design model with the research subjects of class XI MIPA 3. At the beginning of the implementation students were given pretest questions, then students studied e-LKPD using a guided inquiry learning model and were given posttest questions. This e-LKPD was developed using the ADDIE model. This model consists of 5 stages of development, namely the Analyze, Design, Development. Implementation and Evaluation stages. The results of the research on the development of e-LKPD show that: The feasibility value by media experts is very valid 3.76 (94) and the feasibility value of material experts is very valid 3.42 (85.5) and the feasibility value of practitioners is very good 3.79 (94.75 ). Student and student responses are very practical, the practicality test by students is called trial 1 3.59 (89.75) and trial 2 by students 3.64 (90.78) This shows that e-LKPD using the kvisoft flipbook maker produced in this research This is considered feasible to be used in learning material about the circulatory system. Cognitive learning outcomes of students using e-LKPD development results increased from 30.4 to 90.35 with a high value increase (N-Gain: 0.85).
Feasibility Analysis of Radec Learning Designs to Build Students’collaboration Skills In Determining pH Routes From Natural Indicators Dini Intania Sari; Wawan Wahyu; Wahyu Sopandi
Journal of Educational Sciences Vol. 6 No. 1 (2022): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.6.1.p.35-45

Abstract

Student collaboration skills are one of the important things that can support 21st Century Skills. The purpose of this study is to develop students' collaboration skills in learning natural acid-base indicators using the appropriate learning model RADEC (Read, Answer, Discuss, Explain, Create). The research method used in this research is descriptive evaluative. This study involved 2 experts and 3 senior teachers to test the feasibility. A limited trial was given to 25 students from one of the State Senior High Schools (SMAN) in Rokan Hulu Regency, Riau Province. The instrument used is an internal due diligence sheet, an external feasibility test sheet, and an observation sheet on student collaboration skills. Data from the results of the feasibility test were scored, presented, tabulated, and categorized. Data from the results of observations and assessment reports are described and categorized. The results showed that the model RADEC was declared feasible based on internal, external, and feasibility tests TCOF. Students' collaboration skills are categorized as very good after learning through the model RADEC.
The Effect of Principal's Academic Supervision, Work Environment and Work Commitment on Teacher Performance at Public Middle Schools in Jekan Raya District Sisi Aulia Fitri; Wiwik Wijayanti
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.2742-2754

Abstract

This study examines the effect of principals’ academic supervision, the work environment, and work commitment on teacher performance in public Middle schools in Jekan Raya District. A quantitative approach with an ex post facto design was employed. The population consisted of 143 teachers, all of whom were included as the total sample. Data were collected using a validated and reliable questionnaire. The analysis used simple regression and multiple linear regression after meeting prerequisite tests, including normality, linearity, multicollinearity, and heteroscedasticity. The results indicate that principals’ academic supervision has a positive and significant effect on teacher performance, contributing 47.7%. The work environment also positively and significantly affects teacher performance with a contribution of 57.2%. Likewise, work commitment has a positive and significant effect, contributing 47.0%. Simultaneously, principals’ academic supervision, the work environment, and work commitment significantly influence teacher performance with a contribution of 68.1% (R² = 0.681; Sig. = 0.000). These findings indicate that improving teacher performance can be achieved through consistent academic supervision, a supportive work environment, and stronger teacher work commitment in carrying out professional responsibilities at school.
The Effect of Realistic Mathematics Education (RME) on Mathematical Reasoning Ability and Critical Thinking of Elementary School Students in Plane Figures Material Rasyidah Rasyidah; Maisura Maisura; Syifa Saputra; Yulia Santi; Ety Mukhlesi Yeni
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.2488-2505

Abstract

This study investigated the effect of Realistic Mathematics Education (RME) on mathematical reasoning and critical thinking abilities of second-grade elementary students in plane figures material. The low performance in base on initial observations and preliminary observations showing only 27.27% of students solving contextual problems successfully motivated this research. A quasi-experimental design with one-group pretest-posttest involving 30 second-grade students at UPTD SD Negeri 12 Makmur was employed. Data were collected using validated written tests measuring mathematical reasoning and critical thinking abilities. The Shapiro-Wilk test confirmed normal data distribution, and paired sample t-test analyzed the intervention effects. Results showed significant improvements in both abilities. Mathematical reasoning increased from a mean of 59.33 to 79.67 (gain = 20.34, t = -30.113, p < 0.001), while critical thinking improved from 57.00 to 73.83 (gain = 16.83, t = -16.793, p < 0.001). These findings demonstrate that RME significantly enhances students' mathematical reasoning and critical thinking by engaging them in contextual problem-solving, guided reinvention, collaborative discussions, and progressive mathematization from concrete to abstract thinking. The study provides empirical evidence supporting RME implementation in elementary mathematics education to develop higher-order thinking skills through meaningful, real-world learning experiences.
Improving Procedural Text Writing Skills Through the Application of the CIPRO Learning Model in Class VII Students of SMPN 8 Dusun Selatan Oktabiadaniaty Oktabiadaniaty
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.2506-2519

Abstract

The background of the research is the low writing ability of students in writing procedural texts in accordance with the structure and language rules and the low average value of learning Indonesian. This study aims to improve procedural text writing skills through the application of the CIPRO learning model in grade VII students of SMPN 8 Dusun Selatan, South Barito Regency. This research is a Classroom Action Research (CAR) which is carried out in two cycles, each of which consists of the planning stage, action implementation, observation, and reflection. The research subjects were 25 grade VII students. Data collection techniques were carried out through observation, tests, and field notes, while the data analysis technique used qualitative descriptive supported by quantitative data. The results of the study show that the application of the CIPRO learning model can improve students' attitudes, activities, and learning outcomes in writing procedural texts. In cycle I, the average student score reached 72 with a learning completion percentage of 32%. In cycle II, the average score increased to 82 with a learning completion percentage of 88%. Based on these results, it can be concluded that the CIPRO learning model is effective in improving students' procedural text writing skills.
Managing Inclusive Education in a Primary School at UNG Laboratory Elementary School Rahmatiya Husain; Hermanto Hermanto
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.2520-2531

Abstract

Inclusive education in primary schools continues to face managerial and resource-related challenges, including in Gorontalo City. This study aims to analyze the management of inclusive education at the UNG Laboratory Elementary School. The study employed a descriptive qualitative approach at the UNG Laboratory Elementary School. Data were collected through in-depth interviews, non-participatory observation, and documentation studies involving the principal, the inclusion team, class teachers, shadow teachers, the school treasurer, and parents of students with special needs. Data analysis was conducted inductively using the interactive analysis model of Miles, Huberman, and Saldana. The results indicate that inclusive education at the UNG Laboratory Elementary School has been integrated into the school management system. Planning is based on identifying student needs from the admission stage; organization is supported by forming an inclusion team and collaboratively allocating roles; implementation is carried out through adaptive learning in regular classes and partial mentoring; and supervision is conducted reflectively through parents. This research confirms that the success of managing an inclusive school is determined more by adaptive leadership, a collaborative culture, and the alignment with real school conditions to support sustainable inclusive education implementation in primary schools.
Gender Differences in Anxiety and Self-Disclosure among University Students Using Social Media Itsna Labbey Mukarromah; Sigit Hariyadi
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.2547-2561

Abstract

The increasing intensity of social media use among university students influences not only communication patterns and social interactions but also psychological conditions, particularly anxiety and self-disclosure. This study examined gender differences in anxiety and self-disclosure among university students who use social media. A quantitative causal-comparative design was employed involving 348 active students selected through purposive random sampling. Data were collected using an anxiety scale measuring fear of negative evaluation and social avoidance and distress, as well as a self-disclosure scale based on Jourard’s framework. Descriptive analysis and Chi-square tests were applied. The findings indicated a significant gender difference in anxiety levels, with female students more frequently categorized as having high anxiety. In contrast, male students tended to fall within the low-anxiety category. In contrast, no significant gender differences were found in self-disclosure, with most students demonstrating moderate levels. These results suggest that gender differentiates anxiety intensity in social media use but does not play a central role in determining self-disclosure. Overall, students’ psychological experiences on social media are shaped by social pressures, whereas self-disclosure is influenced more by personal considerations and usage context.
The Effect of Teacher Professional Development and Work Motivation, Moderated by Principals’ Instructional Leadership, on Teacher Performance in Junior High Schools in Indragiri Hilir Regency Khairunnisak Khairunnisak; Nurtanio Agus Purwanto
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.2532-2546

Abstract

This study examines the effects of teacher professional development, work motivation, and principals’ instructional leadership on teacher performance in junior high schools in Gaung Anak Serka and Batang Tuaka. It analyzes the direct effects of professional development and motivation on performance, the direct effect of instructional leadership, and the moderating role of instructional leadership in both relationships. A quantitative ex post facto design was employed, involving 143 teachers selected as respondents. Data were collected using questionnaires and analyzed through Partial Least Squares–Structural Equation Modeling (SEM-PLS) focusing on hypothesis testing, moderation analysis, and model evaluation. The results show that teacher professional development significantly and positively affects performance (β = 0.485, p < 0.001), as does teacher motivation (β = 0.402, p < 0.001). Instructional leadership also has a strong positive effect on teacher performance (β = 0.558, p < 0.001). Furthermore, instructional leadership significantly moderates the relationship between professional development and performance (β = 0.437, p < 0.001) as well as between motivation and performance (β = 0.392, p < 0.001). These findings highlight the importance of strengthening principals’ instructional leadership while simultaneously promoting continuous professional development and enhancing teacher motivation to improve teacher performance.
Exploration of Changes in the Character of Curiosity and Discipline of Students in the Puberty Phase (Case Study at MIS Bakti, Padang City) Kamilah An Shoriah; Hendrizal Hendrizal; Wahyuni Mulya Helmi
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.1103-1114

Abstract

Puberty is a critical developmental phase characterized by biological, psychological, and social changes that influence students' character development. During this period, curiosity and discipline often undergo significant changes that affect learning behavior. This study aimed to explore changes in students' curiosity and discipline during puberty at MIS Bakti, Padang City, and to examine the roles of teachers, parents, and peers in shaping these character changes. A qualitative case study approach was employed involving two students in the puberty phase as the primary participants, supported by teachers and parents as key informants. Data were collected through classroom observations, in-depth interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing with verification. The findings revealed that both students experienced a shift in curiosity from academic learning toward social and emotional interests, particularly curiosity related to interpersonal relationships. This shift was accompanied by declining discipline, reflected in reduced learning focus, violations of school dress regulations, and decreased compliance with school rules. The findings also showed that teachers, parental guidance, and peer interactions played decisive roles in either supporting or hindering the development of students' curiosity and discipline during puberty. The study concludes that effective character development during puberty requires consistent collaboration among schools, families, and peers to channel students' curiosity into positive learning experiences while strengthening discipline.
Meta Analysis of the Effect of Story Based Audio-Visual Media on Elementary School Students' Listening Skills Intan Purnama Dewi; Setiawan Edi Wibowo; Mar'atu Zahra
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.2900-2913

Abstract

Listening skills are a basic competency that plays an important role in the learning success of elementary school students. However, various studies show that students' listening skills are still relatively low, so effective learning media innovations are needed, one of which is through story based audio-visual media. This study aims to synthesize empirical evidence regarding the effect of story based audio-visual media on the listening skills of elementary school students using a meta-analysis approach. Articles were searched based on the PRISMA 2020 guidelines through Google Scholar and other indexed databases with a publication range of 2015–2025. Of the 5,000 articles identified, eight studies met the inclusion criteria after undergoing duplication screening, variable suitability, and full-text review. Data analysis was performed using the JASP application version 0.95.1.0 with calculations of Hedges' g effect size, heterogeneity, publication bias, and sensitivity analysis. The meta-analysis results showed a combined effect size of 1.576 (CI –0.384 to 3.537), which is classified as high. The heterogeneity value was very large (I² = 92.02%), so a random effects model was used. Overall, story-based audio-visual media has strong potential to improve listening skills in elementary school students, although its effectiveness is influenced by the context and design of the intervention.

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