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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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Improving Children’s Fine Motor Skills Through the Mosaic Technique in Group B at Pedang Emas Rambatan Kulon, Indramayu Shinta Puspita Pertiwi; Irfan Fauzi Rachmat; M. Arif Syarif H
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.1049-1065

Abstract

Fine motor skill development is an important aspect of early childhood education because it supports children’s readiness for learning activities such as writing, drawing, cutting, and pasting. Initial observations in Group B at TK Pedang Emas Rambatan Kulon, Indramayu, showed that several children still experienced difficulties coordinating hand movements, sticking materials neatly, and maintaining concentration during learning. This study aimed to examine the implementation of the mosaic technique and its contribution to improving children’s fine motor skills. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, comprising planning, action, observation, and reflection stages carried out over two cycles with 17 children aged 5–6 years. Data were collected through observation, documentation, and field notes, then analyzed using qualitative and quantitative approaches. The findings showed a gradual improvement in children’s fine motor development after the mosaic activities were implemented, marked by better hand-eye coordination, finger flexibility, concentration, and task accuracy, along with a more engaging and enjoyable learning atmosphere. The mosaic technique can therefore be considered an effective alternative learning activity for supporting fine motor development in early childhood.
Exploring the Academic English Literacy among Fourth Grade Students at Sunrise Elementary School, Kerobokan, Badung Ni Made Rika Susanti Ningrum; I Gede Budasi; I Wayan Swandana
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.1178-1194

Abstract

This qualitative case study explored the implementation of academic English literacy among fourth-grade students at Sunrise Elementary School, focusing on classroom practices, teaching strategies, and encountered challenges. Data collection involved observations, interviews, and document analysis, which were analyzed using thematic analysis. The findings revealed that literacy was primarily practiced through reading and writing activities, supported by teacher strategies such as vocabulary pre-teaching, guided reading, modeling writing, questioning, and feedback. While these methods successfully supported students' basic literacy skills such as understanding vocabulary, identifying main ideas, and constructing simple sentences, students still faced significant challenges in higher-order academic literacy. Specifically, they struggled with critical thinking, analytical reading (e.g., making inferences), and coherent academic writing. In conclusion, although the current implementation effectively fosters foundational literacy, students require more intensive guidance and targeted practice to develop higher-level academic literacy skills. Consequently, teachers are encouraged to introduce more activities that promote critical thinking, analytical comprehension, and structured academic writing.
Analysis of Students' Ability at SMP Negeri 1 Sigi in Solving Direct Proportion Problems Based on Learning Styles Herawati Herawati; Mustamin Idris; Bakri M Bakri M; Fajriani Fajriani
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.1066-1086

Abstract

Based on initial observations at SMP Negeri 1 Sigi, 65% of students had not reached the Minimum Mastery Criteria (KKM) due to difficulties in understanding word problems, performing cross-multiplication, and conventional teaching that overlooks diverse learning styles. This study aims to analyze students' mathematical problem-solving abilities on direct proportion topics from the perspective of Visual, Auditory, and Kinesthetic (VAK) learning styles. Employing a descriptive qualitative approach, data were collected using a VAK questionnaire, a written essay test structured around Polya’s four steps, and semi-structured interviews. Data were analyzed using the Miles and Huberman model and validated via member checking. The results revealed that the visual subject (MAS) fulfilled all Polya indicators systematically and comprehensively. The auditory subject (VAT) also met all indicators, demonstrating highly meticulous calculations. Conversely, the kinesthetic subject (MN) failed to complete the last two indicators for Problem 2 due to rushed and inaccurate multiplication operations. In conclusion, learning styles significantly influence students' problem-solving abilities, where visual students excel in comprehensive understanding, auditory students dominate in calculation precision, and kinesthetic students are constrained by a lack of meticulousness in abstract calculations.
The Effect of the Problem-Based Learning Model Supported by the PARADITA Media on the Mathematical Problem-Solving Skills of Elementary School Students Nada Savaira Raihana; Jennyta Caturiasari; Alfiana Nurussama
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.1163-1177

Abstract

This study was motivated by students’ low mathematical problem-solving skills in elementary school mathematics classes. This study aims to analyze the effect of the Problem-Based Learning model supported by PARADITA media on students’ mathematical problem-solving skills. This study employs a quantitative approach, a quasi-experimental method, and a nonequivalent control group design. The sample consisted of 46 students. The experimental class and the control class each had 23 students. Data were collected through a mathematical problem-solving test and documentation. The results indicate that the Problem-Based Learning model supported by the PARADITA media affects students’ mathematical problem-solving skills. The effect of the Problem-Based Learning model, supported by the PARADITA media, reached 55.9%, whereas that of the Number Head Together cooperative learning model was only 23.2%. The N-Gain analysis for the class using the Problem-Based Learning model supported by PARADITA media fell into the high category with a value of 0.8579, while the class using the Number Head Together cooperative learning model achieved an N-Gain value of 0.5121, which falls into the moderate category. Thus, the Problem-Based Learning model supported by PARADITA media can be used as an alternative learning method to improve elementary school students’ mathematical problem-solving skills.
Preliminary Study of an IPAS Learning Package Integrating Problem Based Learning, Deep Learning, and the Traditional Engklek Game for Elementary School Students Entit Haryanti; Devi Apriyuni Yolanda; Yuyun Dwi Haryanti
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.1151-1162

Abstract

IPAS (Integrated Natural and Social Sciences) learning in elementary schools plays an important role in developing students’ critical thinking skills. This preliminary study aimed to identify learning needs and formulate a conceptual design of an IPAS learning package integrating Problem-Based Learning (PBL), deep learning, and the traditional Engklek game. This study employed a qualitative descriptive approach involving 62 sixth-grade students and two teachers at SDN Karangsambung II. Data were collected through observations, interviews, and document analysis and analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that IPAS learning remained predominantly teacher-centered, the implementation of PBL was not yet optimal, deep learning components had not been fully integrated into instructional materials and assessment practices, and traditional games had not been systematically utilized in learning activities. Based on the needs analysis and literature review, this study produced a conceptual design of a PBL-based IPAS learning package supported by the traditional Engklek game. The findings provide a foundation for further product development and validation to support more meaningful and contextual IPAS learning
The Relevance of Muhammad Naquib Al-Attas' Concept of Scientific Integration to the Scientific Development of State Islamic Religious Universities (PTKINN) in Indonesia Ummulkhairy Ummulkhairy; Erba Rozalia Yulianti
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.1253-1268

Abstract

Scientific integration has become a central agenda of State Islamic Religious Universities (PTKINN) in Indonesia, yet many institutional models remain stronger at the level of curriculum juxtaposition, symbolic linkage, and administrative transformation than at the level of epistemological reconstruction. This study aims to analyze the relevance of Syed Muhammad Naquib al-Attas' concept of scientific integration to the development of PTKINN scientific paradigms. Using library research, the study analyzes al-Attas' primary works on Islamization of knowledge, Islamic worldview, and ta'dib, supported by secondary literature, PTKINN policy documents, and previous studies on integration models. Content analysis identifies four core themes: Islamic worldview as the ontological foundation of knowledge, Islamization of knowledge as epistemological purification, ta'dib as pedagogical orientation, and dewesternization as methodological critique. Comparative analysis shows that al-Attas' concept contributes epistemologically by strengthening tawhid-based foundations, pedagogically by orienting higher education toward civilized Muslim intellectuals, and methodologically by providing critical procedures for examining secular assumptions in modern disciplines. The study concludes that al-Attas' thought can enrich PTKINN integration at policy, curriculum, and lecturer development levels when applied critically and contextually.
The Effect of the Problem-Based Learning Model on Students’ Critical Thinking Skills in IPAS Learning at SDN Lasoani Isthifara Aulya; Herlina Herlina; Sisriawan Lapasere; Roberto Rolly Bulalong; Azizah Azizah
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.1269-1283

Abstract

This study aimed to determine the effect of the Problem-Based Learning model on the critical thinking skills of fourth grade students in IPAS learning at SDN Lasoani. The study employed a quantitative approach using a pre-experimental method with a one-group pretest and posttest design. The sample consisted of 26 fourth grade students selected through purposive sampling. Data were collected using essay tests developed based on Ennis’s critical thinking indicators and analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The results showed that the mean score increased from 61.15 on the pretest to 82.31 on the posttest. Improvements were observed across all critical thinking indicators, with the highest increase found in the drawing conclusions indicator. The Wilcoxon Signed-Rank Test yielded a significance value of 0.001 (p < 0.05), indicating a significant difference between pretest and posttest scores. These findings demonstrate that the Problem-Based Learning model effectively improves students’ critical thinking skills through contextual problem-solving, investigation, discussion, and reflection activities. Therefore, PBL can be considered an effective instructional approach for enhancing critical thinking skills in IPAS learning within the context of the Merdeka Curriculum.
Development of Edu Pilot: A Web-Based Interactive Physics Laboratory on Temperature and Heat for High School Physics Learning Rosyidah Rohmah; Nyoman Sudana Degeng; Nurmida Nurmida; Catherine Sitompul
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.1087-1102

Abstract

This study was initiated by pre research questionnaire results from high schools students in Indonesia, revealing difficulties in understanding temperature and heat topics. The data showed that students required visual media/interactive simulations to conceptualize conduction, convection, and radiation concretely, and demanded flexible web-based and virtual laboratory learning tools for independent study. This study aims to develop and test the feasibility, practicality, and effectiveness of a web based physics learning platform named Educational Physics Interactive Laboratory of Thermal Transfer (EDU PILOT). The research and development (R&D) method was applied involving eleventh-grade students of SMA Hang Tuah 2 Sidoarjo. The validation results showed feasibility percentages of 89.1% from media experts, 91.6% from product design experts, and 94% from material experts, all categorized as highly feasible. The small group trial achieved an average score of 84% (very good), while the field trial score reached 83% (very good). Usability testing verified that the system performs exceptionally well with an overall average score of 84% (very good) and also based on pre-test and post-test analyses. So, it can be concluded that the Educational Physics Interactive Laboratory of Thermal Transfer platform is highly feasible and practical for use as high school physics learning medium for temperature and heat.
Principal Leadership, Organizational Culture, and Work Motivation: Determinants of Teachers' Pedagogic Competency at Inclusion Schools in Sleman Regency Lidya Puspita Sari; Maya Novita Sari
Journal of Educational Sciences Vol. 10 No. 8 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.8.p.1-24

Abstract

Inclusive education requires teachers to have adaptive pedagogic competencies, based on the results of in-depth observations and interviews, many teachers in high school/equivalent in Sleman Regency still face obstacles in developing pedagogic competence, especially in adapting learning strategies to the diversity of students and compiling responsive teaching materials. This study aims to measure and analyze both partially and simultaneously the influence of principals' leadership, organizational culture, and work motivation on teachers' pedagogic competence in inclusion schools at the high school/equivalent level in Sleman Regency. The research uses a quantitative approach with a survey method. The results of the study show that: (1) the leadership of the principal has a positive and significant effect on the pedagogic competence of teachers (Sig. 0,003 < 0,05), (2) organizational culture has a positive and significant effect (Sig. 0.001 < 0.05), (3) teachers' work motivation has a positive and significant effect (Sig. 0.000 < 0.05), and (4) principal's leadership, organizational culture, and teachers' work motivation simultaneously have a positive and significant effect on teachers' pedagogic competence (Sig. 0.000 < 0.05). The value of the determination coefficient (R²) was 0.575, which means that independent variables were able to explain 57.5% of the variation in teachers' pedagogic competence.
Development of VILLA Media to Enhance Fourth-Graders’ Cognitive Outcomes on Hindu-Buddhist Kingdoms Dean Nurmala Sr; Eka Titi Andaryani
Journal of Educational Sciences Vol. 10 No. 8 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.8.p.25-39

Abstract

Many fourth-grade students struggle with abstract historical topics in the IPAS subject, leading to low cognitive learning outcomes. This research aims to develop, evaluate the feasibility, and test the effectiveness of VILLA (Video Lagu Anak) media in improving student understanding of Hindu-Buddhist Kingdoms. This study utilized a Research and Development (R&D) design with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model, involving 35 students at SDN Tambakaji 01. Data were collected through expert validation sheets, interviews, and pre-test/post-test instruments. The media’s feasibility was evaluated by 3 expert validators, including media, subject matter, and language experts. The results indicate that VILLA media is highly feasible, achieving an average expert validation score of 95% and a student response rate of 95%. Statistical analysis incorporating the Shapiro-Wilk normality test, Wilcoxon Signed-Rank test, and N-gain calculation showed a significant improvement in learning outcomes (p = 0.000). Furthermore, the N-gain score of 0.74 confirms that the media is highly effective. In conclusion, VILLA media is a valid, practical, and effective instructional tool that successfully simplifies complex historical concepts and significantly enhances the cognitive retention of fourth-grade students.

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