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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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Teacher Readiness to Face the Learning of Students with Special Needs at SDN 002 Samarinda Kota Novia Tri Puspita; Sukriadi Sukriadi; Iksam Iksam; Taufik Hidayat; Lily Fitrianie
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.3209-3226

Abstract

Inclusive education requires teachers to be pedagogically prepared to address the diverse learning needs of children with special needs in regular classrooms. This study aimed to analyze the level of teachers’ readiness in implementing inclusive education at an elementary school. A descriptive embedded mixed-methods design was employed, integrating quantitative questionnaire data and qualitative interview findings to obtain a comprehensive understanding of teacher preparedness. The study involved 28 teachers, with six selected for in-depth interviews using purposive sampling. Quantitative data were analyzed using descriptive statistics, while qualitative data were used to strengthen interpretation of the results. The findings indicate that teachers generally demonstrate positive attitudes toward inclusive education (95%) however, their pedagogical readiness remains moderate, particularly in adaptive lesson planning, differentiated instruction, classroom management, and inclusive assessment. The gap between attitudes and practical competence is associated with limited access to professional development, insufficient specialist support, and structural constraints such as large class sizes and inadequate facilities. These results highlight the importance practice-based teacher training, structured mentoring from competent parties, and institutional support to ensure that inclusive education is implemented effectively, equitably, and sustainably.
Analysis of the Legends of the Special Region of Yogyakarta as a Source of Character Values Based on Thomas Lickona's Theory Khalifatun Saudah; Muhammad Saleh; Hajrah Hajrah; Usman Usman
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.3009-3023

Abstract

This study aims to analyze the character values embedded in the legends of the Special Region of Yogyakarta based on Thomas Lickona’s character theory. Folklore, especially legends, plays an essential role as a medium of character education because it conveys moral messages, ethics, and local wisdom relevant to young generations. The research employed a descriptive qualitative method with content analysis of twelve legends compiled in Dhanu Priyo Prabowo’s Anthology of Folklore of the Special Region of Yogyakarta. The findings reveal that each legend contains character values categorized into Lickona’s three dimensions: moral knowing, moral feeling, and moral action. These values include loyalty, religiosity, hard work, sacrifice, solidarity, environmental awareness, and integrity. Furthermore, the results are in line with the five core values of Indonesia’s Strengthening Character Education program (PPK), namely religious, nationalist, independent, cooperative, and integrity. Therefore, Yogyakarta’s legends can serve as contextual learning resources in language, literature, and character education, while simultaneously contributing to the preservation of local wisdom.
The Perception of English Study Program Students on Using TikTok Videos for Learning Pronunciation Reza Asra Maulana; Eliwarti Eliwarti; Indah Tri Purwanti
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.1115-1133

Abstract

This study aimed to find out the perceptions of English Education Study Program students about using TikTok videos for learning English pronunciation. Pronunciation is an important component of speaking skills, but students often have limited exposure to authentic pronunciation. As TikTok is becoming increasingly popular, this application can be used to learn through short videos. This study used a mixed-method design, starting with quantitative data collection, followed by qualitative data collection. The quantitative data was collected from a questionnaire given to 70 fifth-semester students from the English Education Study Program, Faculty of Teacher Training and Education, Universitas Riau. Qualitative data was obtained from interviews with eight selected individuals. The results showed that students had positive perceptions about using TikTok to learn pronunciation. They considered TikTok to be easy to use, fun, and useful for learning English pronunciation. Additionally, students showed a positive attitude and willing to continue using TikTok, although many see it as only an additional tool, not the main one. To wrap up, TikTok can be a good tool for learning pronunciation if used correctly when learning English.
Transformational Leadership in Optimizing the Role of Learning Communities at SDN 007 Bangkinang and SDN 006 Langgini Deni Arisanty; 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.3024-3037

Abstract

This study aims to describe and analyze the inhibiting factors and strategies of school principals in implementing transformational leadership to optimize the role of learning communities at SDN 007 Bangkinang and SDN 006 Langgini, as well as their contributions to improving learning quality. A qualitative approach with a phenomenological design was employed. Data were collected through in-depth interviews with principals, teachers, and heads of learning communities, supported by documentation. Data analysis involved data condensation, data display, and inductive conclusion drawing. The findings indicate that at SDN 007 Bangkinang, major obstacles include high administrative workload, schedule imbalances, limited facilities, and low teacher motivation. At SDN 006 Langgini, obstacles mainly involve low teacher motivation, weak collective work culture, limited facilities, and poor coordination. To address these challenges, the principal of SDN 007 Bangkinang applies flexible scheduling, peer mentoring for administrative tasks, collaborative networking to support facilities, and transparent communication with parents. Meanwhile, the principal of SDN 006 Langgini fosters a psychologically safe climate for sharing, provides time flexibility, encourages needs-based mentoring, utilizes simple digital platforms, and builds partnerships with school committees. These strategies reflect transformational leadership practices that strengthen learning communities and enhance learning quality.
Differentiated TGT on Mathematics Learning Outcomes and Problem-Solving Skills of Elementary Students Laelu Rafika; Suriswo Suriswo; Dewi Apriani
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.3320-3331

Abstract

Mathematics learning in elementary school plays an essential role in developing students’ logical reasoning and problem-solving skills; however, many students still experience difficulties in solving non-routine mathematical problems, particularly in heterogeneous classrooms. This study examined the effect of a differentiated Teams Games Tournament (TGT) cooperative learning model on mathematics achievement and problem-solving skills of elementary students. A quantitative quasi-experimental method with a nonequivalent control group design was employed. The participants were fifth-grade students of SD Negeri 01 Kebondalem, Pemalang Regency, Indonesia, divided into an experimental group receiving differentiated TGT instruction and a control group taught using conventional methods. Data were collected through pretests and posttests measuring mathematics achievement and problem-solving skills based on Polya’s stages. The results showed that the experimental group achieved higher learning outcomes and demonstrated better problem-solving skills than the control group. These findings indicate that integrating differentiation principles into the TGT model effectively improves mathematics achievement and problem-solving skills in elementary education.
Development of a Differentiated Art Painting E-Module Integrating Environmental Education through Arts for Vocational Students Titian Cahya; Sutji Muljani; Burhan Eko 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.3054-3063

Abstract

This study aims to develop a differentiated art painting e-module integrating environmental education through arts for vocational students. Conventional art painting instruction in vocational schools often applies uniform learning approaches and lacks environmental context, resulting in low student engagement and limited learning relevance. This research employed a research and development method to design, develop, and evaluate an e-module that accommodates students’ diverse learning characteristics while embedding environmental education concepts through artistic activities. The development process included needs analysis, product design, e-module development, expert review, and limited field testing. Data were collected using validation sheets, questionnaires, and learning outcome assessments. The results indicate that the developed e-module is pedagogically appropriate, visually engaging, and relevant to vocational students’ learning needs. The integration of differentiated learning and environmental education through arts supports students’ understanding of art concepts while fostering environmental awareness. The findings suggest that the developed e-module can be used as an alternative instructional resource to support meaningful and contextual art painting learning in vocational education. Further implementation on a wider scale is recommended to examine its effectiveness across different vocational school contexts.
Innovative Leadership of The Principal in Digital Transformation and School Branding at SMAU CT Arsa Foundation Sukoharjo Padarinda Agisma Aktifani; 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.3038-3053

Abstract

Digital transformation and increasing competition in institutional image require school principals to demonstrate innovative leadership capable of integrating technology, school culture, and public trust. This study aims to describe the innovative leadership practices of principals in implementing digital transformation and school branding at SMAU CT ARSA Foundation Sukoharjo, a nonprofit boarding school serving students from underprivileged families. This research employed a qualitative approach, with data collected through in-depth interviews, observations, and document analysis. The findings indicate that innovative leadership is institutionalized through three main systems: (1) leadership grounded in discipline, role modeling, and school culture; (2) sustainable digital transformation oriented toward digital equity, pedagogical risk management, and digital regulation integrated with boarding school discipline; and (3) performance based school branding as an implication of successful institution building. These findings confirm that the influence of innovative leadership on school quality and reputation operates indirectly through the strengthening of organizational culture and systems. This study contributes to the field of educational leadership by demonstrating that the integration of innovative leadership, equitable digital transformation, and performance based branding constitutes an effective strategy for the sustainability of nonprofit boarding schools.
The Effect of Discovery Learning on Elementary School Students’ Critical Thinking Skills and Learning Outcomes Puliya Kusumawati; Suriswo Suriswo
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.3064-3074

Abstract

This study is motivated by the low level of critical thinking skills and learning outcomes among elementary school students, which is closely related to the continued dominance of teacher-centered instructional practices. Therefore, this study aims to examine the effect of the Discovery Learning model on elementary school students’ critical thinking skills and learning outcomes. A quantitative method with a quasi-experimental design was employed, involving an experimental group and a control group. The participants consisted of 93 fifth-grade students at SD Negeri Beji, Pemalang Regency, in the 2025/2026 academic year. Data were collected using multiple-choice achievement tests to measure learning outcomes and questionnaires to assess students’ critical thinking skills. Prior to hypothesis testing, the data were confirmed to meet classical assumption requirements. Data analysis was conducted using simple linear regression with the assistance of SPSS software. The results revealed that the Discovery Learning model had a significant positive effect on students’ critical thinking skills and learning outcomes. These findings indicate that Discovery Learning is an effective instructional model for promoting active learning, strengthening higher-order thinking skills, and improving academic achievement in elementary education.
Development of MOKASEMAR Media-Based PMRI to Improve Problem Solving and Critical Thinking Skills of Fifth Grade Students at SDN Karanganyar 01 Bunga Muawanah Munawar; Nursiwi Nugraheni
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.3075-3082

Abstract

The goal of this research was to develop a MOKASEMAR media to improve the critical thinking and problem-solving abilities of fifth-grade students on the subject of numbers up to 1.000.000. R&D using an ADDIE design was the methodology employed. The validation score from the experts was 93.18% from media experts, 93.75% from material experts, 95.8% from language experts, and 100% from teachers and students, with a very feasible category. The significance level (2-tailed) of the paired t-test is approximately 0,000, indicating that the post-test score for problem-solving and critical thinking skills is higher than the pre-test score. Furthermore, the control class's N-Gain scores for critical thinking and problem-solving abilities were 0.6209 and 0.6553, which are classified as moderate and quite effective. In addition, the experimental class's N-Gain scores were 0.6828 and 0.6993, which are classified as moderate and quite effective. According to the findings, the MOKASEMAR media has successfully improved critical thinking and mathematical problem-solving abilities in whole numbers up to 1.000.000.
Evaluation of the Implementation of the Pancasila Student Profile Strengthening Project at SMK Negeri 2 Yogyakarta, SMK 5 Negeri Yogyakarta, and SMK Negeri 6 Yogyakarta Entin Hardini Waluyo; Udik Budi Wibowo
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.2671-2695

Abstract

This study is an evaluation study with a qualitative approach that aims to gain an in-depth understanding of the implementation of the Pancasila Student Profile Strengthening Project (P5) through scientifically sound procedures that are academically accountable. Data collection was carried out through in-depth interviews, observations, and documentation involving the principal, vice principal for curriculum, P5 coordinator, teachers, and students. Data analysis used the Miles, Huberman, and Saldaña model, which includes the stages of data collection, data reduction, data presentation, and conclusion drawing. Data validity was ensured through the criteria of credibility, transferability, dependability, and confirmability as proposed by Lincoln and Guba. The results showed that the implementation of P5 in the three schools had different characteristics. SMK Negeri 2 Yogyakarta implemented P5 during the transition to the Merdeka Curriculum with various challenges, such as limited initial understanding, schedule conflicts, and uneven teacher and facility readiness. SMK Negeri 5 Yogyakarta viewed P5 as a continuation of project-based learning with flexible implementation, although it still faced coordination challenges and variations in student work speed. Meanwhile, SMK Negeri 6 Yogyakarta showed more stable and systematic readiness with institutional support and the involvement of parents and industry. In general, P5 contributed to the gradual and long-term strengthening of students' character and skills.

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