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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 Problem Based Learning Model on Critical Thinking in Basic Chemical Laws Nabila Al-Zahra; Buchori Muslim
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.497-515

Abstract

Critical thinking is an essential 21st century skills to developed in chemistry education, particularly in the topic of Basic Chemical Laws, which require scientific reasoning. This research examines how the implementation of the Problem Based Learning approach impacts students critical thinking abilities within the context of Basic Chemical Laws. This quantitative study adopted a quasi experimental method with a non equivalent control group design, in which 72 tenth grade students from SMAN 95 Jakarta were selected through purposive sampling and assigned to an experimental class (n = 36) and a control class (n = 36). The instrument consisted of 17 critical thinking essay questions that had been validated by experts and empirically tested, with a Cronbach’s Alpha reliability coefficient of 0.841. Data were analyzed using the Mann Whitney U test, normalized gain, Independent t-Test and effect sizes. The findings reveal a significant difference in critical thinking skills between the classes (p = 0.001), where the experimental class achieved a higher average N-Gain (0.30) than the control class (0.19). This model yielded a moderate positive impact, supported by a moderate effect size (Cohen's d = 0.642), proving that the PBL model successfully enhances students critical thinking skills in Basic Chemical Laws.
Liquid Organic Fertilizer Products From Eggshell Waste For Grade X High School Students Indah Adelia Soraya; Tri Wahyu Agustina; Sri Hartati; Mar’atus Solikha
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.480-496

Abstract

Environmental pollution caused by household organic waste requires contextual and solution oriented learning. This study aims to analyze the quality of liquid organic fertilizer (LOF) made from eggshell waste through the application of E-STREAM Project-Based Learning (PjBL) on environmental pollution. The study employed a quasi experimental method using a Posttest Only Non Equivalent Control Group Design involving 60 tenth grade students at SMAN 1 Sukakarya, consisting of 30 students in the experimental class and 30 students in the control class. Data were collected using observation sheets and a product assessment rubric, and were analyzed using quantitative descriptive analysis to evaluate the implementation of learning and the quality of students' LOF products. The results showed that the implementation of learning was categorized as very good, with teacher activity reaching 98.03% and student activity reaching 86.76%. The average quality of LOF products in the experimental class was 93.50% (very good), which was higher than that of the control class at 82.33% (good). These findings indicate that E-STREAM based PjBL can improve the quality of students' products and provides an alternative contextual PjBL approach for biology and environmental education.
K-Means and Decision Tree for Adaptive Learning Strategy Based on Student Attendance Pattern Muhammad Alif Abdillah; Dyah Lestari
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.667-680

Abstract

Student attendance data are often used only for administrative purposes and has not been fully utilized to support instructional decision-making. This study aims to apply the k-means clustering and decision tree algorithms to group students based on attendance patterns and determine adaptive learning strategies for Mechatronics Engineering students. The combination of these algorithms was selected to enable student grouping through unsupervised learning while simultaneously generating interpretable classification rules for adaptive learning strategy recommendations. A quantitative descriptive method with data mining approach was employed. The dataset consisted of attendance records and cognitive, psychomotor, and affective assessment scores from 36 XI grade students enrolled in Mechatronic Equipment Repair and Maintenance (P3M) course at SMKN 8 Malang. The analysis included data preprocessing, clustering using k-means, classification using decision tree, and model evaluation through the silhouette coefficient and confusion matrix. The result indicate that k-means produced three clusters with a silhouette score of 0.57, indicating reasonably good clustering quality. The decision tree generated recommendations for project-based learning, cooperative learning, and direct instruction with an accuracy of 66.7%. Overall, the proposed approach can assist teachers in identifying student learning characteristics and selecting adaptive instructional strategies to support more effective learning in vocational education.
Literature Review of Deep Learning Integrated E-Learning Media Research Trend in Mathematics 2022-2026 Asila Maharani Arif; Trimurtini Trimurtini
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.516-534

Abstract

The main issue in this study is how effective the use of e-learning media in improving the quality of mathematics learning. The purpose of this study was to review research trends related to the integration of deep learning into e-learning media in the field of mathematics. The research method used was a Systematic Literature Review (SLR) involving 2,540 articles. After the exclusion process, 25 articles published between 2022-2026. The exclusion criteria for article selection were based on empirical research relevant to the topic of deep learning in mathematics through electronic media, published in accredited journals, written in Indonesian or English, and available in full text. The research findings indicate that (1) the trend in research on e-learning media integrated with deep learning shows a fluctuating pattern during the 2022–2026 period, (2) most studies were conducted at Universitas Negeri Surabaya and Universitas PGRI Adi Buana Surabaya, (3) the learning approaches used were PBL and ARCS, (4) numbers were the most dominant topic, and (5) websites were the most commonly used type of e-learning medium. The results of this study can serve as a reference for developing deep learning-based e-learning materials to improve the effectiveness of mathematics instruction.
The Effect of Articulate Storyline 3 Media on Fifth-Grade Elementary School Students' Interest in Learning English Andini Andini; Leny Saili Rahmah; Wahyu Satya Gumelar
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.732-744

Abstract

Students’ low interest in learning English remains a persistent challenge in elementary education, as conventional teaching methods often fail to actively engage young learners. This study investigates the effect of Articulate Storyline 3 media on fifth-grade elementary school students' interest in learning English at SDN Rancatungku 01. A pre-experimental one group pre-test post-test design was employed for its practicality within a single intact classroom, although the absence of a control group means external influences such as repeated testing cannot be fully ruled out. The 32 fifth-grade students were selected through total sampling and given two treatment sessions using Articulate Storyline 3. A 10-item four-point Likert-scale questionnaire measuring four indicators, attention, participation, enthusiasm, and curiosity, was administered before and after treatment and analyzed using the Shapiro-Wilk test and Paired Samples T-Test via jamovi. Results confirmed normal data distribution and a statistically significant difference (p <.001), with the mean score increasing from 29.3 to 32.6, and 93.75% of students (30 of 32) showing improvement. The effect size Cohen’s d = -1.28 indicates the improvement is substantial enough to be practically meaningful for classroom practice. Thus, Articulate Storyline 3 media is effective in enhancing fifth-grade elementary school students’ interest in learning English.
The Effect of Augmented Reality Learning Media on Improving Elementary School Students’ Creative Thinking Skills Jihan Nurfadhila; Nur Asyiah; Aliet Noorhayati Sutisno
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.535-547

Abstract

This research is motivated by the low level of creative thinking of students caused by the non-interactive nature of learning IPAS. The purpose of this study is to find out the extent of the influence of Augmented Reality learning media on social studies learning on students' creative thinking skills. The method used in this study is a quantitative method with a pre-experimental design. The subjects of this study were 18 elementary school students. Data analysis used descriptive statistics, N-gain, normality test, paired sample t-test. Based on the results of the study, it was found that the average pretest score obtained was 49, and the average posttest score was 77. The N-Gain test result was 0.5457 in the range of 0.3 ≤ g < 0.7 medium category. The normality test in the Shapiro-Wilk test for pretest data was 0.288 > 0.05, while for posttest data it was 0.670 > 0.05. The results of the paired test of the t-test sample obtained a value (Sig. 2-tailed) of 0.000 < 0.05, then H0 was rejected and H1 was accepted. The use of Augmented Reality learning media is effective in improving students' creative thinking skills through interactive and student-centered learning experiences.
Analysis of Bullying Behavior Prevention in Grade V Of SDN 17 Palu Fajriani Anwar; Yun Ratna Lagandesa; Sisriawan Lapasere; Rizal Rizal; Rangga Putera Boroallo
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.745-760

Abstract

Bullying remains a common problem in elementary schools and may negatively affect students' psychological, social, and academic development. This study aimed to analyze the forms of bullying behavior and the school's prevention strategies among fifth-grade students at SDN 17 Palu. A qualitative descriptive approach was employed involving one principal, one fifth-grade teacher, and five students selected through purposive sampling. Data were collected through classroom observations and semi-structured interviews and analyzed using the Miles and Huberman interactive model. The findings showed that verbal bullying, particularly mocking classmates by mentioning their parents' names and giving inappropriate nicknames, was the most dominant form, while physical bullying, such as pushing and hitting, occurred less frequently and was often perceived as joking. The school addressed bullying by establishing an anti-bullying team, integrating anti-bullying education into classroom learning, conducting awareness activities, involving parents, and collaborating with the local education office. The study concludes that collaborative and continuous prevention efforts are essential for creating a safe school environment and reducing bullying among elementary school students.
The Effect of Geogebra-Assisted Problem-Based Learning and Motivation on Mathematics Learning Outcomes of SMA Hang Tuah 5 Sidoarjo Students Lilik Handayani; Mustaji Mustaji; Harwanto Harwanto
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.548-564

Abstract

The development of digital technology encourages the application of innovative learning models to improve students' mathematics learning outcomes. This study aims to analyze the influence of GeoGebra-assisted Problem-Based Learning (PBLGG), learning motivation, and the interaction of the two on students' mathematics learning outcomes. The study used a quantitative approach with quasi-experimental methods and a non-equivalent control group pretest-posttest design. The research sample consisted of 72 students of Phase E of SMA Hang Tuah 5 Sidoarjo which were divided into experimental classes and control classes. Data was collected through mathematics learning outcome tests and learning motivation questionnaires, then analyzed using the Independent Sample t-test and two-way ANAVA (Two-Way ANOVA). The results showed that there was a difference in mathematics learning outcomes between students who took part in PBLGG and students who participated in Problem-Based Learning (PBL) without the help of GeoGebra. Learning motivation also affects mathematics learning outcomes. There is an interaction between learning model and learning motivation on students' mathematics learning outcomes. These findings show that the integration of PBL, GeoGebra, and learning motivation is an effective learning strategy to improve mathematics learning outcomes and support more active, meaningful, and student-centered learning.
The Effectiveness of the Discovery Learning Model Supported by the Assemblr Edu Platform on Student Activeness Nayla Prima Eddelweis; Susilawati Susilawati; Dewi Yulianawati
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.565-580

Abstract

This study was motivated by the low level of Learning Activeness among fifth-grade students at SDN Kahiyangan regarding the human respiratory system due to the limited use of learning hmodels and instructional media. This study aims to examine the effect of the Discovery Learning model supported by the Assemblr Edu platform on students Learning Activeness. The novelty of this study lies in the integration of the Discovery Learning model with Assemblr Edu media to enhance students’ learning activeness in the human respiratory system topic; previous studies generally examined these two variables separately. This study employed a quantitative method using a pre-experimental model and a one-group pretest-posttest design involving 20 students, with purposive sampling used as the sampling technique. The data analysis used was the Wilcoxon signed-rank test. The results showed a significance value of 0.000 (0.000 < 0.05), while the N-Gain score was 0.3429, indicating moderate effectiveness. The use of the Assemblr Edu platform to support the Discovery Learning model helps visualize abstract concepts related to the human respiratory system through three-dimensional objects. Based on the research results, it can be concluded that the Discovery Learning model supported by the Assemblr Edu platform is effective in improving students Learning Activeness.
Improving Elementary Students' Critical Thinking Skills Through Guided Discovery Learning Assisted by Interactive PowerPoint Media: A Classroom Action Research Adi Syaputra; Megawati Megawati; Antok Kurniawan
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.581-595

Abstract

Critical thinking is one of the most vital competencies demanded by twenty-first-century education. However, a preliminary assessment at SD Negeri 84/II Empelu revealed that only 15% of fourth-grade students met established critical thinking criteria, reflecting persistent teacher-centered instructional practices. This classroom action research aimed to determine whether the implementation of the Guided Discovery Learning model assisted by interactive PowerPoint media could improve students' critical thinking skills. The study followed the Kemmis and McTaggart spiral model across two cycles with four instructional meetings, involving 20 fourth-grade students selected through purposive sampling. Data were collected through critical thinking essay tests and structured teacher and student observation sheets, then analyzed descriptively with a predetermined success criterion of at least 80% classical mastery. Results showed a progressive improvement in student mastery from 15% at baseline to 60% in Cycle I and 85% in Cycle II, surpassing the success criterion, with all five critical thinking indicators reaching the very good category by the final cycle. These findings confirm that integrating Guided Discovery Learning with interactive PowerPoint media effectively promotes critical thinking development in elementary school classrooms.

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