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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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Is Teaching a Deaf Student in an Inclusive English Classroom Challenging? A Qualitative Case Study Lisya Anggi Sapitry; Saharudin Saharudin; Mukhlas Abrar; Hadiyanto Hadiyanto
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.173-189

Abstract

Inclusive English classrooms require teachers to provide meaningful access for students whose learning needs differ from those of the majority. This qualitative case study examined how an English teacher perceived the difficulty of teaching a deaf student and identified the challenges that appeared in classroom practice. Data were obtained from a semi-structured teacher interview and classroom observation at an Integrated Islamic School in Jambi, Indonesia, and were analyzed thematically. The findings indicate that teaching the student was perceived as moderately challenging rather than extremely difficult. The student participated successfully in written and visually supported tasks, but experienced barriers when lessons depended on oral instructions, listening, pronunciation, and spontaneous interaction. Four themes were identified: moderate teaching difficulty requiring pedagogical adjustment; communication and instructional accessibility; support, participation, and classroom relationships; and institutional readiness and the inclusive-classroom dilemma. Visual media, written explanations, gestures, repetition, and assistant-teacher mediation supported access, although academic participation remained limited. The study concludes that difficulty arises primarily from the accessibility of instruction rather than from the student's inability to learn. More specific teacher training, collaborative planning, and differentiated multimodal instruction are therefore needed.
Sport Smart Futsal: Development and Feasibility Evaluation of an Android-Based Educational Game for Basic Futsal Technique Instruction in Junior High School PJOK Rahma Zaimatul Azhar; Nuur Wachid Abdul Majid; Rhezwan Dhaifullah Romdhoni
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.190-205

Abstract

Basic futsal technique instruction in Indonesian junior high schools is constrained by limited weekly contact time and the absence of technology-based supplementary media, leaving students with insufficient opportunity to consolidate passing, dribbling, and shooting competencies outside scheduled lessons. This study aimed to develop and evaluate Sport Smart Futsal, an Android-based educational game designed as a supplementary learning medium for Grade VII PJOK students, and to determine student responses to the game. Development followed the four-stage 4D model (Define, Design, Develop, Disseminate), producing a Unity-built game with three technique-specific levels integrating Video, Info, and Quiz functions with embedded gamification elements. Validation was conducted by a content expert and a media expert, followed by small-scale (n = 8) and large-scale (n = 40) student response trials. Content expert validation yielded 90.0% and media expert validation yielded 82.5%, producing an overall average of 86.2% (Very Feasible). Small-scale trial response averaged 91.1% and large-scale trial response averaged 90.1%, with all items rated Very Feasible. Sport Smart Futsal is confirmed as a valid and feasible supplementary learning medium for basic futsal technique instruction, with future research recommended to employ experimental designs measuring direct learning gains.
Language Learning Strategies in the Writing Process: A Qualitative Inquiry of Senior High School Students' Experiences Ranti Setia Putri; Marzul Hidayat; Noprival Noprival; Hadiyanto Hadiyanto; Mukhlash Abrar
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.206-221

Abstract

Writing in English as a Foreign Language (EFL) presents persistent cognitive and metacognitive challenges for Indonesian senior high school students. Despite growing evidence that Language Learning Strategies (LLS) mediate writing performance, the specific strategies students employ across different stages of the composing process remain underexplored at the secondary level in Indonesia. This qualitative case study investigates the LLS employed by six purposively selected Grade XI students (two per achievement level: high, mid, and low) in Jambi City during the English writing process and examines their perceptions of the role those strategies play in supporting writing development. Data were collected through semi-structured interviews analyzed using thematic analysis following Braun and Clarke's (2021) six-phase framework and Oxford's (1990, 2017) LLS taxonomy. Results reveal differentiated strategic profiles across participants: higher-achieving students deployed broad, metacognitively orchestrated repertoires across all writing stages, while lower-achieving students relied predominantly on compensatory and translation-based strategies with limited metacognitive engagement. The study underscores the critical role of metacognitive strategy use in EFL writing and calls for explicit, contextualized strategy instruction integrated into the process writing curriculum at the Indonesian secondary level.
Analysis of the Application of Differentiated Learning in Class V of SDN 2 Sindue Tobata Fatul Alya; Herlina Herlina; Asriani Asriani; Zulnuraini Zulnuraini; Putriwanti Putriwanti
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.222-240

Abstract

Differentiated learning is a key approach in the Independent Curriculum that aims to accommodate students' diverse learning needs. This study aimed to analyze the implementation of differentiated learning in Grade V of SDN 2 Sindue Tobata. A qualitative descriptive approach was employed involving one classroom teacher and Grade V students. Data were collected through observations, interviews, and documentation and analyzed using data reduction, data display, and conclusion drawing. The findings showed that differentiated learning was implemented through diagnostic assessments, flexible learning activities, group discussions, student presentations, posters, and worksheets. These strategies encouraged active student participation and created a more student-centered learning environment. However, the implementation had not been fully optimized because differentiation was still mainly limited to teaching methods and learning media, while instruction based on students' readiness, interests, and learning profiles had not been consistently applied. Teachers also faced challenges related to limited instructional time, classroom management, and the preparation of differentiated learning materials. The study concludes that differentiated learning has the potential to improve the quality of classroom instruction, but continuous teacher support and professional development are needed to optimize its implementation in elementary schools.
Self-Diagnosis in Relation to Help-Seeking Behavior and Health Literacy among Adolescents in Indonesia Ayub Firmansyah; Rr. Dwi Astuti
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.241-255

Abstract

Mental health self-diagnosis among adolescents has increased alongside the widespread use of digital health information. This study examined the relationships between help-seeking behavior, health literacy, and self-diagnosis among adolescents in Indonesia. A quantitative cross-sectional correlational design was employed. Using purposive sampling, 157 respondents aged 15-24 years who had accessed mental health information through digital media completed online Likert-type scales. Because the data were non-normally distributed and contained relevant extreme outliers, the hypotheses were tested using Spearman's rho correlation. The results showed a strong positive relationship between help-seeking behavior and self-diagnosis (r_s = .748, p < .001) and a moderate positive relationship between health literacy and self-diagnosis (r_s = .462, p < .001). The direction of these relationships differed from the initial hypotheses. These findings suggest that self-diagnosis may function as an initial interpretive step in adolescents' efforts to understand their condition and seek information or assistance. Nevertheless, self-assessment should not replace professional evaluation. These findings can support the development of adolescent digital mental health literacy programs that encourage critical evaluation of online information and responsible help-seeking.
Students' Experiences in Developing English Skills for Post-Study Career Readiness: An Interpretative Phenomenological Study Dwi Tatalia; Ella Masita; Fortunasari Fortunasari; Hadiyanto Hadiyanto
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.256-268

Abstract

English proficiency is increasingly important for graduate employability, yet formal university learning does not always prepare students for spontaneous professional communication. This study explored how master's students in English Education experience the development of English skills for Post-Study Career Readiness. A qualitative design using Interpretative Phenomenological Analysis was employed. Three participants were selected purposively from an English Education master's program at Universitas Jambi, and data were generated through in-depth semi-structured interviews. The analysis identified four interconnected challenges: persistent language anxiety in high-stakes situations, a gap between academic English and professional communication demands, limited access to authentic English practice, and declining motivation caused by perceived unpreparedness. These experiences show that career-related English development is shaped not only by linguistic competence but also by professional identity, opportunities for authentic interaction, and students' confidence in approaching future work roles. The study concludes that English Education programs should provide more professionally contextualized communication practice, authentic workplace exposure, and affective support so that students can connect academic learning with realistic career demands.
A Review of the Principal’s Management in Enhancing Professional Learning Community Activities at SMPN 9 Tenggarong Apriliyani Apriliyani; Akhmad Akhmad; Sudarman Sudarman; Moh Bahzar; Widyatmike Gede Mulawarman; Usfandi Haryaka
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.285-302

Abstract

This study examined the management of the Professional Learning Community (Komunitas Belajar Profesional/KBP) “Komunitas Etam Belajar” at SMPN 9 Tenggarong in supporting the implementation of the Merdeka Curriculum. A qualitative case study approach was employed involving eight informants, including the principal, vice principal, teachers, administrative staff, and parents. Data were collected through in-depth interviews, participatory observation, and document analysis, and analyzed using the Miles and Huberman interactive model. The findings indicate that KBP is effectively managed through needs-based planning, clear task distribution, collaborative digital discussions, and participatory monitoring based on the Educational Report Card. Despite limited facilities and infrastructure, the school optimized digital resources and implemented peer tutoring to support teacher learning. Adaptive leadership by the principal played a key role in sustaining KBP activities and fostering collaboration among teachers. These findings suggest that effective KBP management contributes to improving teacher competence and strengthening school quality in implementing the Merdeka Curriculum.
The Effect of Collaborative Learning Model on Improving PPKN Learning Outcomes and Social Attitudes in Elementary School Students Nadia Salsabila; Diana Setiana; Wahyu Triono
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.303-317

Abstract

This study investigates the effect of the collaborative learning model on improving PPKN (Civic Education) learning outcomes and social attitudes of fifth grade students at SDN 2 Kemantren, Cirebon Regency. The study employed a quasi experimental design with a pretest-posttest control group framework involving 30 students divided equally into an experimental group (n=15) and a control group (n=15). The collaborative learning model was implemented over four meetings during May 2026. Data were collected using a 20-item multiple-choice test for learning outcomes and an observation sheet for social attitudes. Instrument validity and reliability were confirmed using Pearson product-moment correlation, Cronbach's Alpha (α = 0.845), and Cohen's Kappa (κ = 0.807). Independent Samples T-Test showed significant differences in posttest scores for learning outcomes and social attitudes (p = 0.000). MANOVA also confirmed a significant simultaneous effect (F = 190.434, Wilks' Lambda = 0.066, p = 0.000, Partial η² = 0.934). N-Gain scores indicated moderately effective improvement in both variables. PPKN teachers at the elementary level are therefore encouraged to adopt collaborative learning as a core instructional strategy to simultaneously improve students’ academic achievement and social character formation.
Development of SiCaTu Busy Book Learning Media Assisted by Canva to Improve Elementary School Students’ Early Reading and Writing Skills Sahida Nur Arofah; Diki Rukmana
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.318-335

Abstract

This research was motivated by problems in students’ beginning reading and writing skills at elementary school levels due to the lack of interactive learning environments and engaging learning media. This study aimed to develop, determine the feasibility, and examine the effectiveness of the Busy Book Si Cerdas Baca Tulis (SiCaTu) learning media in improving elementary school students’ beginning reading and writing skills. This research employed a Research and Development (R&D) method using the ADDIE model. The subjects consisted of four validation experts and twelve students from grades 1 to 5. Data were collected through interviews, expert validation questionnaires, and pretest-posttest instruments. The needs analysis indicated the necessity of more engaging learning media to support students’ beginning reading and writing skills. The results showed that the SiCaTu Busy Book was highly feasible, with an average validation score of 95%. The media was also effective, indicated by an N-Gain score of 0.401 (moderate category) and a Wilcoxon test significance value of 0.0005 (<0.05). Thus, the SiCaTu Busy Book can support the improvement of students’ beginning reading and writing skills through interactive and engaging activities.
Analysis Teachers' Efforts and Challenges in Implementing Multisensory Learning for Students with Dyslexia Miftahul Jannah; Ernita Daulay
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.699-715

Abstract

Students with dyslexia often experience difficulties in reading, writing, and spelling, requiring instructional approaches that accommodate their diverse learning needs. Multisensory learning has been widely recognized as an effective approach because it integrates visual, auditory, kinesthetic, and tactile modalities to support literacy development and student engagement. This study aimed to analyze teachers’ efforts and challenges in implementing multisensory learning for students with dyslexia in an inclusive classroom. A descriptive qualitative case study was conducted at an inclusive Islamic junior high school in Medan, Indonesia, involving one English teacher and one inclusion support teacher. Classroom observations focused on four Grade VII students with dyslexia across three instructional sessions, each lasting approximately 45 minutes. Data were collected through classroom observations, lesson plan (RPP) documentation, and semi-structured interviews, and analyzed using the Miles and Huberman interactive analysis model. The findings revealed that teachers implemented multisensory learning through varied instructional media, individualized assistance, experiential learning activities, and collaboration with parents and peers. However, teachers encountered challenges related to limited instructional time, preparation of diverse learning media, differences in students’ learning abilities, and maintaining students’ attention and motivation. These findings highlight the importance of adaptive multisensory instruction in supporting inclusive education.

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