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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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Improving Literacy in Early Childhood (4-5 Years) Through Morning Journal Activities at Pembina Aba 54 Kindergarten in Semarang Hilda Purbaranie; Mustakimah Mustakimah
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.2914-2923

Abstract

The golden age is an ideal period for developing various skills, including language literacy. Children need various literacy skills to understand many subjects and achieve the objectives of each subject, improving their understanding of knowledge, skills, and attitudes. Literacy does not only refer to the ability to read and write. The latest definition of literacy refers to the skills of understanding, receiving, using, analyzing, and transforming information. One way to improve literacy skills in early childhood is through morning journaling activities. This study aims to determine whether morning journaling activities can affect literacy skills in early childhood. The study was conducted using a qualitative descriptive method. Data collection was carried out through observation, interviews, and documentation. The results showed that literacy habits through morning journaling activities can contribute to improving children's literacy skills. Thus, language skills will also improve and align with the developmental stage the child has reached. Reading literacy through morning journals allows children to practice expressing themselves in their own language according to the journals created by early childhood. Through morning journaling activities, children can develop literacy skills that influence their reading, writing, and communication.
Analysis of Conceptual Understanding in Matrix Operations among Grade XI Students of SMA Negeri 5 Palu Viewed from Learning Styles Sakina Sakina; Dasa Ismaimuza; Bakri M Bakri M; Tegoeh S Karniman
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.2924-2939

Abstract

Conceptual understanding is an essential ability in mathematics learning, particularly in the topic of matrix operations, which requires accuracy and interconnection among concepts. This study aims to describe students’ mathematical conceptual understanding in solving matrix operations, viewed from visual, auditory, and kinesthetic learning styles. The research employed a descriptive qualitative approach with three Grade XI students, each representing one category of learning style. Data were collected through a conceptual understanding test on matrix operations and in-depth interviews, then analyzed through the stages of data condensation, data presentation, and conclusion drawing. The findings indicate that students with a visual learning style are able to understand concepts through table representations and the arrangement of matrix elements, yet still face difficulties in modeling word problems. Students with an auditory learning style can explain concepts orally in a structured manner, but show less consistency in calculation accuracy. Meanwhile, students with a kinesthetic learning style are able to grasp concepts through direct activities and modeling, and present solution steps systematically. The conclusion of this study highlights that differences in learning styles influence the characteristics of students’ mathematical conceptual understanding in solving matrix operations.
Literacy and Numeracy in Crisis: A Phenomenological Study of Vocational High School Students in Central Java Nia Sefiana; Rochman Hadi Mustofa
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.2562-2575

Abstract

This study investigates the condition of literacy and numeracy skills among vocational high school students in Central Java, focusing on Surakarta, Sukoharjo, and Karanganyar. The research is motivated by national concerns regarding Indonesia’s low performance in international assessments and the critical role of literacy and numeracy in vocational education. The study aims to explore students’ lived experiences, contributing factors, and school responses related to literacy and numeracy challenges. A qualitative phenomenological approach was employed, with data collected through in-depth interviews, classroom observations, and document analysis involving students, classroom teachers, guidance and counseling teachers, and student affairs administrators. The findings indicate an imbalance between literacy and numeracy competencies, where numeracy shows gradual improvement while literacy remains a significant challenge, particularly in reading comprehension, analytical reasoning, and interpretation of long texts. These conditions are influenced by digital distractions, limited reading habits, weak learning foundations, and emotional factors such as low confidence and learning anxiety. The study concludes that strengthening literacy and numeracy in vocational education requires a holistic approach integrating humanistic pedagogy, contextual learning, responsible technology use, and collaborative support from schools and families.
Application of the Discovery Learning Model to Improve Poetry Writing Skills of Grade X Students Haliza Putri Pramesthi; Adyana Sunanda
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.2809-2825

Abstract

This study investigates the effectiveness of the Discovery Learning model in improving poetry writing skills among Grade X students at SMA Muhammadiyah 1 Sragen. Poetry writing is often perceived as challenging due to limited student engagement and teacher-centered instructional practices. This research aimed to examine changes in student responses and learning outcomes after the implementation of Discovery Learning in Indonesian language instruction. A qualitative research design was employed using systematic observation, semi-structured interviews, and documentation. Data were analyzed through an interactive model involving data reduction, data display, and conclusion drawing, supported by triangulation to ensure validity. The findings reveal that the Discovery Learning model significantly enhanced students’ active participation, learning motivation, critical thinking, and confidence in composing poetry. Students demonstrated greater independence, deeper understanding of poetic elements, and improved collaboration during learning activities. Observations confirmed that all six stages of Discovery Learning were implemented effectively. Although challenges such as time constraints and initial student adaptation were identified, the overall pedagogical benefits outweighed these limitations. The study concludes that Discovery Learning provides meaningful learning experiences and effectively supports the development of creative writing skills within the Merdeka Curriculum framework.
Strategies For Developing Organizational Culture at SMKN 3 Mandau and SMKN Integrated Agriculture Pekanbaru, Riau Province Tutut Handayani; Meilina Bustari
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.2839-2850

Abstract

The transformation of vocational schools into SMK Pusat Keunggulan (SMK PK) requires strong organizational culture as a foundation for sustainable improvement. This study aims to analyze the forms of organizational culture, the process of its development, the obstacles encountered, and the strategies used to overcome barriers in SMKN 3 Mandau and SMKN Pertanian Terpadu Pekanbaru. A qualitative case study approach was employed. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using the Interactive Model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing. The findings show that both schools develop organizational culture based on discipline, cleanliness, cooperation, religiosity, and industrial work culture. Cultural development is conducted through inclusive planning, integration into routine activities, collaboration with industry partners, and continuous supervision. Major obstacles include declining student work ethics, limited industrial partner involvement, and differing levels of cultural internalization among teachers and students. The schools address these challenges by strengthening discipline routines, expanding industry partnerships, and enhancing communication with parents and stakeholders. The study concludes that systematic and collaborative organizational culture development significantly supports the effectiveness of SMK PK implementation.
Development of Augmented Reality (AR)-Based Learning Media for Facial Skin Care Subject Gholiya Ghiska Putri Zuda; Putu Sudira
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.2968-2977

Abstract

This study was conducted to address the need innovative learning media that can effectively visualize facial skin care materials and improve students’ learning motivation. Conventional learning media are considered less optimal for presenting practical and visual content, therefore Augmented Reality (AR) was developed as an alternative learning medium. This study aimed to examine the ability of AR to visualize facial skin care materials, increase learning motivation, evaluate its effectiveness, analyze student learning outcomes before and after implementation, and identify media that meet student needs. This research used a research and development approach with the Multimedia Development Life Cycle (MDLC) model. The subjects were 35 eleventh-grade Beauty Care students of SMK Negeri 6 Semarang in the 2025/2026 academic year, selected using total sampling. Data were collected through questionnaires, pretests and posttests, and documentation, and analyzed descriptively. The results showed that AR learning media were interactive, real-time, flexible, and attractive. Expert validation resulted in an average score of 86.48% (Very Good). Student learning outcomes increased from 63.28 (pretest) to 91.08 (posttest), with an N-Gain value of 0.86 (high). Student responses reached 84.85% in the positive category. These findings indicate that AR-based learning media are effective and feasible for facial skin care learning.
The Influence of Learning Organization and Transformational Leadership on Teacher’s Innovative Work Behaviour through Self-Efficacy Febrina Hariana Gultom; Ronald Suryaputra; Dany Moenindyah Handarini
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.2978-2989

Abstract

Improving instructional quality at the secondary education level requires teachers to demonstrate sustained innovative work behavior. However, various organizational development initiatives and leadership practices in schools do not always translate into consistent instructional innovation among teachers. This study aims to examine the influence of Learning Organization and Transformational Leadership on teachers’ Innovative Work Behavior through Self-Efficacy in the context of SMP Kristen Kalam Kudus Malang. A quantitative approach was employed using a census technique involving 34 teachers, with data collected through structured questionnaires and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The results indicate that Learning Organization has a significant effect on teachers’ Self-Efficacy, while Transformational Leadership does not significantly influence either Self-Efficacy or Innovative Work Behavior. Self-Efficacy has a significant effect on Innovative Work Behavior and mediates the relationship between Learning Organization and teacher innovation. Analysis of Self-Efficacy indicators shows that mastery experience, reflected through self-directed reflection on teaching practice, is the most dominant source of Self-Efficacy, whereas vicarious experience and social persuasion function as relatively weaker supporting factors. These findings highlight that teacher innovation is primarily driven by professional confidence developed through successful and consciously reflected teaching experiences within a learning-oriented organizational environment.
Needs Analysis for the Development of Interactive Infographic Media on Painting Materials in Cultural Arts Subjects for Grade IX Junior High School Suyono Suyono; Makmum Raharjo; Deris Stiawan
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.3301-3319

Abstract

Painting instruction in Cultural Arts subjects is inherently visual and procedural, requiring interactive and contextual media to effectively support students’ creative development. However, learning practices at the junior high school level are still largely dominated by conventional approaches that inadequately visualize technical processes. This study aimed to analyze the need for developing interactive infographic media for Grade IX painting materials at SMP Negeri 1 Jirak Jaya. A descriptive quantitative method was employed using a survey involving 32 students and 2 Cultural Arts teachers. Data were collected through questionnaires addressing learning experiences, difficulties, media preferences, resource accessibility, teacher readiness, and evaluation needs. The results show that 87.5% of students prefer visual-interactive media, and 81.3% favor hands-on practice supported by digital visualization. However, 68.8% experience difficulties mastering techniques independently, and 62.5% report limited access to structured online resources. Teachers demonstrate positive acceptance of interactive infographic media, emphasizing user-friendly design and integrated formative evaluation features. In conclusion, there is a clear gap between procedural learning demands and existing instructional support, indicating the need to develop scaffolded, visually structured, and evaluation-integrated interactive infographic media to enhance Grade IX Cultural Arts learning.
Development of an Interactive E-LKPD Based on Mathematical Literacy through Problem Based Learning Assisted by Wizer.me on Ratio Aulia Nanda Tri Lestari; Vita Istihapsari
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.2576-2593

Abstract

The development of interactive electronic student worksheets (E-LKPD) that explicitly integrate mathematical literacy indicators into problem-based learning on ratio topics at the junior secondary level is still limited. This study aimed to develop an interactive E-LKPD based on mathematical literacy through problem-based learning (PBL) assisted by Wizer.me that meets validity and practicality criteria. The research employed a research and development method using the ADDIE model. The research subjects consisted of 29 seventh-grade students and one mathematics teacher, while validation was conducted by one content expert and one media expert. Data were collected quantitatively through expert validation sheets and teacher and student response questionnaires, and analyzed descriptively using percentage techniques. The results showed that the developed interactive E-LKPD was highly valid, with media expert validity of 80.2% and content expert validity of 86.4%, and practical based on teacher responses of 86.67% and student responses of 78.14%. These findings indicate that the interactive E-LKPD is suitable for use as a mathematics learning tool on ratio topics at the junior secondary level.
Exploring Meaningful Learning Experiences Through the Use of Digital Technology in Indonesian Language Learning in Grade IV of Muhammadiyah 1 Elementary School in Surakarta Adhita Laxmi Sabilla; Harun Joko Prayitno
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.2990-3008

Abstract

Learning Indonesian in elementary school requires meaningful learning experiences that enable students not only to understand concepts but also to relate learning materials to real-life contexts. In the digital era, technology offers potential support for meaningful learning practices. This study aims to explore meaningful learning experiences of fourth-grade students through the use of digital technology in Indonesian language learning at SD Muhammadiyah 1 Surakarta. A descriptive qualitative approach with a phenomenological design was employed. Research participants consisted of teachers and fourth-grade students selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, and documentation, and analyzed using thematic analysis. The findings indicate that digital technology enhances students’ cognitive and emotional engagement, facilitates understanding of learning materials, and supports the connection between learning content and students’ everyday experiences. Learning activities become more interactive, enjoyable, and relevant, although technical challenges such as unstable internet connections and device differences remain. Overall, digital technology plays an important role in supporting meaningful Indonesian language learning at the elementary school level.

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