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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 Effect of The Deep Learning Approach on The Learning Interest of Students in Grade IV of SDN Karang Anyar Mohamad Hafidz Ikhsan; Aliet Noorhayati Sutisno; Nur Asyiah
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.336-348

Abstract

Interest in learning is a key factor influencing student engagement in the learning process, particularly in Natural and Social Sciences (IPAS). However, teacher centered instruction has limited students' opportunities to actively participate in learning, resulting in low learning interest. This study aimed to analyze the effect of the Deep Learning approach on the learning interest of fourth-grade students in IPAS at SDN Karang Anyar. The study employed a quantitative approach using a pre-experimental method with a One Group Pretest-posttest design. The sample consisted of 30 students selected from one fourth-grade class. Data were collected through observation, questionnaires, and pretest-posttest assessments, and analyzed using the Shapiro-Wilk normality test, Normalized Gain (N-Gain), and the Paired Sample t-Test. The findings showed that the Deep Learning approach improved students' learning interest by promoting active engagement, exploration, discussion, problem-solving, presentations, and reflection. These findings indicate that the Deep Learning approach effectively enhances fourth-grade students' learning interest in IPAS.
Improving Teacher Competence Through GASING Method Training on Multiplication Material: A Mixed Methods Study Tionomi Sihite; Siti Fatimah; Jarnawi Afgani Dahlan
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.349-366

Abstract

Low mastery of multiplication concepts among teachers and students remains a challenge in Indonesian mathematics education. This study analyzed the effectiveness of the GASING Method (Gampang, Asyik, dan Menyenangkan / Easy, Fun, and Enjoyable) training in improving teacher competence in multiplication material and explored teachers’ experiences after the training. A mixed methods explanatory sequential design was employed. The quantitative sample comprised 46 teachers who participated in GASING Method training in Manokwari Regency, while the qualitative stage involved in-depth interviews with six teachers purposively selected based on N-Gain results. All participants achieved at least a medium N-Gain category. Therefore, three teachers with high N-Gain and three with medium N-Gain were interviewed. Data were analyzed using descriptive statistics, N-Gain analysis, Wilcoxon test, and thematic analysis. Results showed that average scores increased from 13.91 to 84.13, with a significant Wilcoxon difference (Z = -5.930, p < 0.001, r = 0.87) and a high average N-Gain value (0.83). Qualitative findings revealed improved conceptual understanding, strengthened pedagogical skills, and more positive attitudes toward mathematics learning. GASING Method training effectively improved teacher competence in multiplication material. However, findings from this single regency require examination in other educational contexts.
The Effect of the Discovery Learning Model Supported by Anatomical Poster Media on Improving Conceptual Understanding of the Digestive System in Year 5 at SDN 1 Jatimerta Muhammad Bayu; Susilawati Susilawati; Dewi Yuianawati
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.367-383

Abstract

This study aims to determine the effect of the Discovery Learning model assisted by anatomical poster media on the conceptual understanding of fifth grade students regarding the human digestive system at SDN 1 Jatimerta. The study was motivated by students’ low understanding of science concepts due to teacher centered learning and the limited use of visual learning media. This research employed a quantitative approach using a pre experimental method with a one group pretest posttest design. The sample consisted of 30 fifth grade students. Data were collected through pretest and posttest instruments, classroom observations, and student response questionnaires. Data analysis was conducted using descriptive statistics, the Wilcoxon Signed-Rank Test, and N-Gain analysis. The results showed that students’ conceptual understanding improved significantly after the implementation of the learning model. The average score increased from 43.23 on the pretest to 86.33 on the posttest. The Wilcoxon Signed-Rank Test indicated a significant difference between pretest and posttest scores. In addition, the N-Gain score of 0.7578 was categorized as high. The study concludes that the Discovery Learning model assisted by anatomical poster media has a positive effect on improving students’ conceptual understanding of the human digestive system.
Developing the Immune Defender Board Game to Enhance Students' Learning Outcomes on the Human Immune System Fadillah Rizky Rahmawan; Shefa Dwijayanti Ramadani; Serafica Btari Christiyani Kusumaningrum; Deny Setiawan
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.384-409

Abstract

The material of the human immune system is abstract and complex, making it difficult for students to understand, especially when instruction is still dominated by conventional, less interactive methods, thereby affecting learning outcomes. The purpose of this study is to develop and test the effectiveness of game-based learning media using the board game Immune Defender in improving learning outcomes. This study employed the ADDIE research and development (R&D) model, with limited testing using a one-group pretest-posttest pre-experimental design. The research was conducted at SMA Negeri 1 Banjarharjo, with 32 students as research subjects. The Immune Defender media is implemented through collaborative group learning, in which students interact with challenge cards, quizzes, pathogens, and boosters that represent immune system dynamics, thereby encouraging discussion and decision-making, and reinforcing students' conceptual understanding. The results of the development of the Immune Defender board game are considered highly feasible based on assessments by material experts (90) and media experts (84.96). The implementation of this media in learning also showed a significant increase in learning outcomes (p = 0.000 < 0.05). Immune Defender media can be an alternative biology learning media that fosters a more interactive, contextual, and student-centered learning environment, thereby improving student learning outcomes in immune system materials.
The Effect of Self-Efficacy on Academic Resilience through Subjective Well-Being as a Mediator Variable in Public High School Students in Tarakan City Saputri Sri Lestari; Nanang Erma Gunawan
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.410-427

Abstract

High school students encounter increasing academic demands that require not only strong academic competence but also psychological resources to adapt and persist in learning. Self-efficacy has been recognized as an important predictor of academic resilience; however, the mediating role of subjective well-being in this relationship remains inconclusive. This study aimed to examine the direct effect of self-efficacy on academic resilience and to investigate whether subjective well-being mediates this relationship among senior high school students in Tarakan City. This study employed a quantitative explanatory design involving 367 senior high school students selected through purposive random sampling from a population of 4,422 students. Data were collected using validated self-efficacy, subjective well-being, and academic resilience scales and analyzed using path analysis and the Sobel test. The findings revealed that self-efficacy significantly predicted both subjective well-being and academic resilience, while subjective well-being also had a significant positive effect on academic resilience. However, subjective well-being did not significantly mediate the relationship between self-efficacy and academic resilience. These findings indicate that self-efficacy contributes directly to strengthening students' academic resilience, whereas subjective well-being functions as an independent psychological factor rather than a mediating mechanism. This study provides empirical evidence that can inform the development of school-based interventions aimed at enhancing students' resilience through the improvement of self-efficacy.
The Use of Visual Learning Media to Improve Student Learning Outcomes in Social Studies Lessons in Elementary School Ferdy Nur Adhiansyah; Hanikah Hanikah; Novan Hardiyanto
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.428-441

Abstract

Social studies (IPS) instruction in elementary schools is frequently delivered through lecture based methods without instructional media, contributing to low student learning outcomes. This study aimed to describe the planning, implementation, and outcomes of using visual learning media to improve third grade students’ learning outcomes on the topic of “Denah Tempat Tinggalku” (home location map) at SDN 3 Sedong Lor, Cirebon. This research employed classroom action research (CAR) based on the Kemmis and McTaggart model, carried out in two cycles, each comprising planning, action, observation, and reflection. The subjects were 23 third grade students consisting of 12 boys and 11 girls. Data were collected through observation, interviews, and learning achievement tests, then analyzed descriptively and quantitatively. The results showed that the percentage of students achieving the minimum mastery criteria (KKM) increased from 34.78% at baseline to 73.91% in Cycle I, and reached 100% in Cycle II, with the class average rising from 63.26 to 85. Teacher performance and student activity scores also increased consistently across cycles. These findings indicate that systematic use of visual learning media effectively improves students’ understanding of spatial concepts and their learning outcomes in social studies.
Optimizing Science Learning Outcomes Through the Use of Pop-Up Books Among Elementary School Students Deti Permatasari; Abdul Karim; Sati
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.442-454

Abstract

This study was motivated by the low learning outcomes of fifth grade students in IPAS lessons at SD Negeri 1 Patalagan due to the suboptimal use of concrete and visual learning media. This study aims to determine the effect of using pop-up books on students’ learning outcomes. The study employed a quantitative approach using a pre-experimental method through a one-group pretest-posttest design. The sample consisted of 20 students selected using total sampling. Data were collected through learning outcome tests and observation sheets. The test instrument consisted of five essay questions that met the criteria for validity (calculated r > table r of 0.444), reliability (Cronbach’s Alpha of 0.761), discriminative power (corrected item-total correlation > 0.30), and difficulty level (4 questions in the moderate category and 1 in the easy category). Data analysis utilized the N-gain test and the paired t-test. The results showed that the average score increased from 66.00 to 81.25, with an N-gain value of 0.4461 (moderate category). Hypothesis testing revealed a significance value of 0.000 < 0.05, indicating that the use of pop-up books has a significant effect on students’ learning outcomes. Thus, pop-up books are effective in improving learning outcomes and creating interactive.
Strengthening the Character of Middle School Students Through the Implementation of Role-Playing Methods in Fantasy Text Lessons Tia Hana Resmita; Sutji Muljani; Tri Mulyono
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.455-466

Abstract

This study aims to describe implementation of role-playing methods using fantasy texts to strengthen students’ character and to identify the factors. The study employed a descriptive qualitative approach and was conducted at SMP Negeri 3 Paguyangan with two seventh-grade teachers and 60 students as the subjects selected through purposive sampling. Data were collected through interviews, observations, and documentation, then analyzed using data triangulation. Triangulation of sources and techniques was performed to ensure the validity of the research data based on the sources obtained. The results of the study indicate that the fantasy-text-based role-playing method, which utilizes stories of local wisdom, is capable of increasing student engagement in learning and strengthening character traits such as honesty, discipline, responsibility, cooperation, and self-confidence. The effectiveness of the method is demonstrated by a learning implementation rate of 88%, student activity levels of 89%, and positive student responses of 68%. Supporting factors include the availability of local stories and high student interest, while inhibiting factors include the relatively long time required, the need for thorough preparation, space limitations, and students’ shyness and lack of self-confidence. Role-playing methods based on local wisdom show potential as an alternative learning approach to strengthen the character of students.
Implementing the Game-Based Learning Model Through the Marbel Nusantara Culture Application to Enhance Learning Motivation in Elementary School Students Ajeng Sri Rahmadani; Dianasari Dianasari; Hanikah Hanikah
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.716-731

Abstract

This study aimed to improve students’ learning motivation through the implementation of the Game-Based Learning model supported by the Marbel Nusantara Culture application in Pancasila Education on the topic of Unity in Diversity. The study employed the Kemmis and McTaggart Classroom Action Research model, conducted in two cycles consisting of planning, action, observation, and reflection. The participants were 22 fifth-grade students of SD Negeri 3 Kenanga. Data were collected through teacher and student activity observations and a learning motivation questionnaire. The questionnaire data were analyzed using quantitative descriptive analysis, while the observation and reflection data were analyzed using qualitative descriptive analysis. The findings showed that students’ learning motivation increased from 65.91% in the pre-cycle to 88.95% in cycle I and remained in the very high category at 89.36% in cycle II. The observation results also indicated that students became more active, confident, collaborative, and focused during the learning process, while the teacher managed the learning activities more effectively. These findings indicate that the implementation of Game-Based Learning supported by the Marbel Nusantara Culture application can support improvements in students’ learning motivation and create a more active, interactive, and enjoyable learning process in Pancasila Education.
The Influence of the Problem Based Learning Model Assisted by PhET Simulation on Simple Electric Material on Elementary School Students’ Conceptual Understanding Adjeng Putri Wahyoerie; Zulherman Zulherman
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.467-479

Abstract

The purpose of this study is to ascertain how students' conceptual understanding of fundamental electricity concepts is affected by the Problem Based Learning approach with the help of PhET simulations. This study used a non-equivalent control group design using a quasi-experimental method in a quantitative manner. Fifth-grade primary school pupils from an experimental class and a control class made up the study sample, consisting of 102 students (49 students in the experimental class and 53 students in the control class). Concept Understanding assessments were used to gather research data both before and after teaching. According to the findings, students in the experimental class had an average concept understanding score of 35.20, which was greater than that of the control group (28.17). The Mann-Whitney test was used for hypothesis testing after the normality test revealed that the data were not normally distributed. The Mann-Whitney test results revealed a significance value of 0.000 (<0.05) indicating a significant difference between the two groups and a very substantial effect, as shown by the Cohen’s d value of 2.526 (very large category). These findings imply that Problem Based Learning assisted by PhET Simulation can enhance students' conceptual understanding of simple electricity.

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