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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 Effectiveness of Smart Apps Creator-Based Media Integrated With The Genre Process Approach in Improving Grade X Students’ Non-Literary Writing Skills Erva Erva; Kastam Syamsi
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.1173-1187

Abstract

This study aims to determine the effectiveness of SAC-based media integrated with the genre process approach in improving the non-literary writing skills of Grade X senior high school students. The research employed a quasi-experimental method using a pretest–posttest control group design. The participants were tenth-grade students divided into an experimental class, which received writing instruction using SAC-based media integrated with the genre process approach, and a control class, which was taught using conventional methods. Data were collected through a written essay test on negotiation text material. The findings indicate that SAC-based media integrated with the genre process approach significantly improved students’ non-literary writing skills compared to conventional instruction. The posttest comparison between the experimental and control classes yielded a sig. (2-tailed) value of 0.001 (< 0.05), indicating a significant difference in the mean posttest scores of both groups. Furthermore, the analysis of learning improvement in the experimental class, based on pretest and posttest mean scores, also showed a sig. (2-tailed) value of 0.001 (< 0.05), confirming a significant difference before and after treatment. Overall, students taught using SAC-based media demonstrated higher improvement than those taught through conventional methods.
Analysis of Teachers' Understanding of Natural Material Media in Learning at Early Childhood Education in Tapaktuan District Rita Yulia; Didi Yudha Pranata; Zahraini Zahraini
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.1188-1200

Abstract

Early Childhood Education plays an important role in supporting children’s cognitive, social, emotional, and creative development through meaningful learning experiences. Learning activities at this level require appropriate media that can stimulate children’s curiosity and active participation. Natural material media, which utilize objects from the surrounding environment such as leaves, stones, seeds, sand, and shells, offer opportunities for experiential learning that are concrete and contextually relevant to children’s daily lives. Limited understanding among teachers regarding the use of natural material media may reduce the effectiveness of such learning resources in classroom practice. This study aims to analyze teachers’ understanding of natural material media in learning activities in Early Childhood Education institutions in Tapaktuan District. A qualitative descriptive approach was employed to explore teachers’ knowledge, planning ability, and implementation of natural material media in classroom learning. Data were collected through interviews, observations, and documentation involving teachers from several Early Childhood Education institutions. Results indicate that teachers generally recognize the potential of natural materials as learning media and have applied them in simple learning activities that encourage creativity and exploration. Greater pedagogical planning and professional support would further enhance the effective use of natural material media in Early Childhood Education learning environments.
A Needs Analysis-Based ESP Model for Islamic Education Management: Integrating Linguistic Expertise and Professional Practice Fikri Asih Wigati; Nia Pujiawati
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.1201-1213

Abstract

This study examines the gap between theoretical English language learning and practical application in Islamic education.English language teachers lack specialized expertise in the subject matter being taught, while Islamic education practitioners have real-world experience but limited teaching skills. This study used a mixed approach to examine the needs of ESP instructional design in an Islamic Education Management program. A survey was conducted with 60 students to assess their specific English language needs, while in-depth interviews with 10 practitioners working in Islamic educational institutions revealed the professional communication demands they face. The needs analysis revealed a significant gap between students' current linguistic abilities and the professional communication needs in an Islamic education environment. Students demonstrated high motivation for practical skills but lacked exposure to authentic workplace communication scenarios. Based on these findings, the study developed an innovative collaborative ESP model that integrates English language learning with practical application through systematic collaboration between English language teachers and practitioners. This model addresses fundamental incongruities in traditional ESP approaches by combining linguistic expertise and authentic professional experience, producing work-ready graduates with language competency and professional communication skills.
The Relationship Between the use of Computer-Based Technology and Digital Literacy Skills and the Achievement of SDG Goal 4 (Quality Education) in Primary Schools Rena Dwi Wulandari; Unique Amber Wati; Gantheng Listyoadi
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.1134-1150

Abstract

This study aims to analyze the relationship between the use of computer-based technology and digital literacy skills and the achievement of SDG Goal 4 (Quality Education) in elementary schools. This study uses a correlation approach with a sample of 231 fifth-grade elementary school students in Ngemplak District, selected through purposive sampling from five schools that have implemented educational technology and digital literacy programs. Data collection was carried out through observation, questionnaires, and documentation. The results of the reliability test showed a score of 0.872 for the use of computer-based technology, 0.956 for digital literacy skills, and 0.896 for the achievement of SDG Goal 4. Data analysis uses correlation, simple linear regression, and multiple linear regression. The results showed that: (1) there was a significant relationship between the use of computer technology and the achievement of SDG Goal 4 with a significance level of 0.000 and a correlation of 0.407, (2) there was a significant relationship between digital literacy skills and the achievement of SDG Goal 4 with a significance level of 0.000 and a correlation of 0.559, and (3) there was a significant high and simultaneous relationship between the use of computer technology and digital literacy skills on achievement of SDG Goal 4 with a significance level of 0.000 and a correlation of 0.559.
The Effect of Educational Infrastructure, Family Support, and Learning Environment on Motivation and Learning Independence of SMA Negeri 1 Okbibab Students Timotius T. M. Nalsa; Destri Sambara Sitorus; Bambang Ismanto
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.1012-1026

Abstract

This study aims to analyze the direct and indirect effects of educational infrastructure, family support, and the learning environment on the learning motivation and learning independence of students at SMA Negeri 1 Okbibab. Driven by the low levels of student independence in remote areas, this quantitative study surveyed 105 students selected via proportional stratified random sampling. Data gathered through structured questionnaires were evaluated using path analysis. The structural model analysis revealed an exceptionally high variance explanation, with an adjusted R-squared  value of 0.996 for learning independence. Statistical results confirmed that the learning environment (β = 0.455) and learning motivation (β = 0.964) have dominant positive effects on learning independence. Conversely, educational infrastructure showed unique negative path coefficients on both motivation (β = -0.343) and learning independence (β = -0.569). This statistical anomaly indicates that underutilized or severely limited physical facilities in 3T frontier areas can induce learning frustration, meaning that internal drives and immediate support systems like family carry far more weight in forming student autonomy. In conclusion, enhancing education in remote regions requires balancing external structural investments with targeted internal psychological strategies to cultivate sustainable student motivation and independent learning initiatives.
The Effect of Differentiated Instruction on Fourth-Grade Students’ Learning Outcomes in Pancasila Education at SD Inpres 3 Talise Riska A. Pipiot; Arif Firmansyah; Muchdar Muchdar; Herlina Herlina; Muhammad Nazimuddin Al Kamil
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.1036-1048

Abstract

Low student learning outcomes in Pancasila Education remain a challenge in elementary schools due to learning processes that have not fully accommodated differences in students’ readiness, interests, and learning profiles. Preliminary observations conducted in Grade IV of SD Inpres 3 Talise revealed that 18 out of 31 students had not achieved the Minimum Learning Mastery Criteria (KKM). Therefore, an instructional approach that addresses diverse learning needs is required. This study aimed to determine the effect of the differentiated instruction approach on students’ learning outcomes in Pancasila Education. The study employed a quantitative approach using a pre-experimental method with a one-group pretest-posttest design. The sample consisted of 31 Grade IV students selected through a saturated sampling technique. Data were collected using multiple-choice pretest and posttest instruments and analyzed through validity, reliability, and normality tests, followed by the Wilcoxon Signed-Rank test using SPSS version 25. The findings showed a substantial improvement in students’ learning outcomes, with the average score increasing from 54.42 on the pretest to 89.48 on the posttest. The hypothesis test yielded a significance value of <0.001 (<0.05), indicating that the differentiated instruction approach had a significant positive effect on students’ learning outcomes in Pancasila Education.
The Effect of the Project-Based Learning Model on Students’ Learning Outcomes in Pancasila Education for Fifth-Grade Students at SD Inpres 3 Talise Oktafira Suciati; Arif Firmansyah; Muchdar Muchdar; Nashrullah Nashrullah; Mas'adi Mas'adi
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.1238-1252

Abstract

This study aimed to determine the effect of the Project-Based Learning (PjBL) model on students’ learning outcomes in Pancasila Education for fifth-grade students at SD Inpres 3 Talise. The study employed a quantitative approach using a quasi-experimental design with a nonequivalent control group design. The sample consisted of 47 students, including 24 students in the experimental class and 23 students in the control class. Data were collected through pretests and posttests administered before and after the learning intervention. The experimental class received instruction using the Project-Based Learning model, while the control class was taught using conventional learning methods. Data were analyzed using validity and reliability tests, normality tests, homogeneity tests, and the Mann–Whitney U test. The results showed that the average pretest score of the experimental class was 56.25 and increased to 84.16 in the posttest, while the control class improved from 54.87 to 70.21. The Mann–Whitney U test revealed a significance value of less than 0.05, indicating a significant effect of the Project-Based Learning model on students’ learning outcomes. Therefore, the Project-Based Learning model can be considered an effective and innovative learning approach for improving elementary school students’ learning outcomes in Pancasila Education.
Development and Rasch Validation of a Teacher Profession Perception Scale for Education Students Andini Shafa Akhmadi; Juntika Nurihsan; Idat Muqodas
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.1222-1237

Abstract

This study aimed to develop and validate a Teacher Profession Perception Scale for education students using the Rasch Model approach. The instrument was constructed based on the Factors Influencing Teaching Choice (FIT Choice) framework and measured four dimensions: teachers’ expert knowledge and job demands, social status of teachers, perception of teacher salary, and social discouragement. A quantitative instrument development design was employed involving expert judgment, readability testing, and field testing with 75 respondents from teacher education related programs. Initially consisting of 33 items, the instrument was reduced to 25 items following screening and refinement procedures. Rasch analysis yielded an item reliability of 0.99, an item separation index of 8.16, a person reliability of 0.55, and a Cronbach's alpha of 0.59. The rating scale analysis confirmed that the seven point response categories functioned appropriately, while Differential Item Functioning analysis indicated that most items were free from substantial demographic bias. Overall, the findings suggest that the Teacher Profession Perception Scale possesses acceptable psychometric properties and can be used as a valid and reliable instrument for measuring education students’ perceptions toward the teaching profession.
Transformational Leadership of School Principals Niwang Tunjung Palupi; Sahrul sahrul; Susmitawati Susmitawati; Sri Pujiyati
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.1036-1048

Abstract

School principals play a crucial role as heads of educational institutions, serving not only as administrators but also as agents of change. The primary objectives of this study are to evaluate the effectiveness of this leadership model in the field of education, identify the factors influencing its success, and provide practical implications and recommendations for school principals and education policymakers. The research method employed by the researcher is qualitative research using a case study approach to examine the role of transformational leadership by the school principal at SDN 01 Sastrodirjan. The study participants consist of 13 informants: 1 school principal, 10 teachers, and 2 educational staff members. The novelty of this study lies in the principal’s tactics for managing such resistance without triggering open conflict (chaos). The principal did not use formal authority to impose sanctions but instead implemented the “Embracing Through Respect” strategy. In this study, data were collected through interviews, participant observation, and document analysis involving the principal, teachers, and school staff. The research results and discussion indicate that the principal at SD 01 Sastrodirjan in Wonopringgo Subdistrict has applied a transformational leadership style in managing the school.
Development and Rasch Validation of An Emotional Intelligence Scale for Secondary School Students Indi Siti Nurihsani; Mubiar Agustin; Idat Muqodas
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.1195-1221

Abstract

This study aims to develop and validate an emotional intelligence scale for secondary school students to support comprehensive assessment beyond cognitive achievement. Emotional intelligence is essential for students’ ability to regulate emotions, maintain motivation, and establish positive social relationships, which contribute to academic success and well-being. This research employed a quantitative approach using the Rasch measurement model to evaluate the instrument’s psychometric properties. The instrument consisted of 30 items representing five dimensions: self-awareness, self-regulation, self-motivation, empathy, and social skills, and was administered to 75 students. The results showed high item reliability (0.98) and acceptable person reliability (0.75), with a strong item separation index of 7.08. Most items fit the Rasch model, although a few items indicated misfit and require refinement. The rating scale functioned effectively, and the instrument successfully differentiated students’ emotional intelligence levels. In conclusion, the developed scale is a valid and reliable tool for assessing emotional intelligence and can support educational interventions aimed at enhancing students’ holistic development.

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