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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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Academic Coaching Based Supervision for Strengthening Teachers’ Professional Competence in the Era of Educational Transformation: A Case Study in Primary School Dian Putri Amelia; Soedjono Soedjono
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.596-614

Abstract

Educational transformation requires teachers to continuously develop professional competence to create adaptive, innovative, and student centered learning. Academic supervision should therefore function not only as an evaluation mechanism but also as a professional development strategy. However, conventional supervision often emphasizes administrative assessment rather than sustainable teacher improvement. This study aims to analyze the implementation of coaching-based academic supervision and its contribution to strengthening teachers’ professional competence at SD Negeri Balerejo. This study employed a qualitative approach with a case study design. Data were collected through interviews, classroom observations, and documentation involving the principal and teachers. Data were analyzed through data condensation, data display, and conclusion drawing, with credibility ensured through source and technique triangulation. The novelty of this study lies in explaining how coaching based academic supervision integrates instructional leadership, reflective dialogue, and continuous mentoring within a primary school context. The findings reveal that coaching based academic supervision improves teachers’ competence in developing instructional materials, implementing student centered learning strategies, utilizing educational technology, and conducting professional reflection. This study contributes to the development of academic supervision models by positioning supervision as a collaborative professional learning process rather than merely an evaluation activity.
Coaching as a Strategy for Learning Community Development to Enhance Teachers’ Pedagogical Competence: A Case Study in a Elementary School Suyun Whindari; Widya Kusumaningsih; Harto Nuroso
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.615-632

Abstract

Continuous professional development is essential to improve teachers’ competence and respond to educational transformation. This study aims to analyze the implementation of coaching as a strategy for developing a learning community (komunitas belajar) to enhance teachers’ pedagogical competence at SD Negeri Candirejo 02 Ungaran Barat. A qualitative case study approach was employed using interviews, observations, and documentation involving the principal, teachers, and learning community coordinators. Data were analyzed through interactive thematic analysis. The findings show that coaching strengthened teacher professional development through collaborative discussions, reflective practice, peer feedback, and classroom observation. Teachers’ pedagogical competence improved in differentiated lesson planning, student-centered learning, instructional material development, formative assessment, classroom management, and reflective teaching. The principal played a key role in sustaining coaching activities, although implementation was constrained by limited time, administrative workload, and differences in teacher readiness. The novelty of this study is a coaching based learning community model integrating instructional leadership, collaborative professional learning, and reflective coaching as a sustainable educational management strategy. This study concludes that coaching-based learning communities effectively strengthen teachers’ pedagogical competence and foster sustainable professional learning in elementary schools.
The Effect of Augmented Reality (AR) Media on Improving The Speaking Skills of Elementary School Students Nazwa Nurul Adzkiya; Fikriyah Fikriyah; Fanny Septiany Rahayu
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.653-666

Abstract

Speaking skills are among the essential language competencies that elementary school students must master. However, the initial level of fifth grade students at Majasem 2 Public Elementary School indicates that their speaking skills are still relatively low, with an average score of 41.75 on the pretest. Students still struggle to pronounce words correctly, use appropriate intonation, choose suitable vocabulary, speak fluently, and express their ideas and opinions confidently during the learning process. This study aims to determine the effect of using Augmented Reality (AR) media on improving the oral skills of fifth grade students at Majasem 2 Public Elementary School. This study employs a quantitative approach using a pre-experimental method and a “One-Group Pre-Test/Post-Test” research design. The sample consisted of 20 students selected through purposive sampling. Data were collected through oral expression tests, observations, and documents. The research instruments met the criteria for validity and reliability (Cronbach’s alpha coefficient = 0.873). Data analysis was conducted using the Shapiro-Wilk normality test, the Wilcoxon signed-rank test, and N-Gain analysis, using IBM SPSS software version 25. The results showed a significant difference between pre-test and post-test scores (asymptotic significance = 0.000 < 0.05). Furthermore, the average N-Gain score of 0.6781 fell into the “moderate” category. Thus, Augmented Reality (AR) media has a positive impact on improving the speaking skills of elementary school students.
From Participation to Critical Thinking: The Role of a Mind Map-Based Constructive Collaborative Approach in Learning the Human Reproductive System Najwa Syahrani; Adi Rahmat; Eni Nuraeni
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.633-652

Abstract

Limited critical thinking skills and low participation in biology learning often result in fragmented and less meaningful conceptual understanding. This study aimed to evaluate the effectiveness of a mind map-based constructive collaborative approach in improving students' critical thinking skills and participation in learning the human reproductive system. A quasi-experimental study employing a non-equivalent control group pretest–posttest design was conducted with 72 eleventh-grade high school students. Data were collected using a critical thinking test, the Student Engagement Scale, classroom observations, and analyses of collaborative mind maps. The findings revealed that students in the experimental group achieved greater improvement in critical thinking skills than those in the control group, with N-Gain scores of 0.687 and 0.544, respectively, and the difference was statistically significant (Mann–Whitney, p < 0.001). Student participation also increased more substantially in the experimental group, particularly in the agentic and cognitive engagement dimensions. Spearman correlation analysis indicated a significant positive relationship between critical thinking skills and student participation (rₛ = 0.392, p = 0.001). Qualitative findings further demonstrated improvements in conceptual integration, scientific argumentation, and active engagement. These findings suggest that a mind map-based constructive collaborative approach effectively promotes higher-order thinking skills and active participation in biology learning.
Innovating Mathematics Learning through Augmented Reality and Deep Learning: A Needs Analysis on Functions Concept Learning Maman Suryaman; Mujiyem Sapti; Hermawan Hermawan
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.761-780

Abstract

Learning about relationships and properties of functions in secondary schools is still predominantly procedural, limiting students' conceptual understanding. This study aimed to analyze the need for developing Augmented Reality (AR) learning media integrated with a deep learning approach to strengthen students' conceptual understanding of relationships and properties of functions. A descriptive study with a mixed methods approach was employed, combining questionnaire and interview data from 39 high school mathematics teachers (13 from Merangin Regency, Jambi, and 26 from Purworejo Regency, Central Java). Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically. The findings revealed that students continue to experience difficulties in general concept understanding (26%), specific concepts understanding (62%), and application skills (33%). Teachers also reported that existing learning media is insufficient for visualizing abstract mathematical concepts interactively. Although the implementation of AR remains limited, teachers expressed positive perceptions of its potential and emphasized the need for learning media featuring three-dimensional visualization, interactive simulations, contextual examples, and adaptive learning activities. These findings provide a strong empirical basis for the design and development of AR-based learning media and confirm that this study represents the needs analysis stage, which will inform subsequent media development and validation.
Implementation of the Multiple Representation Based of Investigation Learning Model Aided by Virtual Replica on Direct Current Pathway Material to Improve Cognitive Learning Outcomes of High School Students Wiwi Ruyal Aini; Dedi Irawan; Muhammad Nasir
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.781-797

Abstract

This research aims to describe and determine the cognitive learning outcomes of students who apply Multiple Representation Based of Investigation learning model aided by virtual replica for class XII students. This research used a quasi-experimental design with a post-test only group. This research was conducted at Madrasah Aliyah (MA) Darul Hikmah Pekanbaru with a population of 79 students. The research instrument used was a post-test of learning outcomes with cognitive aspects, with 20 multiple-choice questions. The results of descriptive analysis show that the cognitive learning outcomes of students who learn with the Multiple Representation Based of Investigation learning model aided by virtual replica achieved an average score of 80.04 (Good Category). The results of the inferential analysis using the t-test sample obtained a 2-tailed sig value of 0.000, with a 95% confidence level. This research shows that the Multiple Representation Based of Investigation learning model aided by virtual replica can improve students' cognitive learning outcomes in direct current pathway material, providing alternative teaching strategies that can improve students' cognitive learning outcomes.
Digital Literacy Management in Primary School: A Multi-Site Study at SDN Sungai Miai 7 and SDN Melayu 2 Banjarmasin Resyadilla Azkia; Ahmad Suriansyah; Suhaimi Suhaimi
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.798-818

Abstract

The development of information technology requires the education sector to strengthen digital literacy as part of 21st-century competencies. However, its implementation in primary schools faces challenges in curriculum integration, teacher competence, and support. This study analyzes principal leadership in managing digital literacy at two primary schools in Banjarmasin using a multi-site design. Data were collected through interviews, observations, and documentation, and analyzed through single-site and cross-site analysis. The findings indicate that digital literacy management is enacted through three interconnected strategies; curriculum implementation, human resource development, and partnership. The results reveal patterns across sites. SDN Sungai Miai 7 employes a systematic and data-driven approach grounded in national education assessment reports and integrated into planning documents (RKJM and RKAS), supported by structured mentoring from senior teachers and a professional learning community. In contrast, SDN Melayu 2 adopts a flexible and contextual approach, characterized by adaptive curriculum practices, peer-based collaborative professional development, and partnerships oriented toward technical and infrastructural support. Despite these differences, both schools demonstrate that digital literacy management emerges from the synergy of these strategies, strengthened by stakeholder involvement and principal leadership. These findings highlight that digital literacy management is context-dependent, where both structured and adaptive approaches can effectively support implementation in primary education settings.
The Strategy of the Generasi Impian Medan Organization as an Alternative Learning Space to Improve Community Literacy Anindia Larasati; Yusniah Yusniah
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.819-828

Abstract

Public literacy levels in Indonesia remain relatively low due to limited access to reading materials, a lack of enthusiasm for reading, and a scarcity of sustainable literacy initiatives. This study aims to identify the implementation of the Medan Generasi Impian literacy program, analyze its organizational strategies as an alternative learning space for improving public literacy, and examine the elements that facilitate or hinder the program. A descriptive qualitative case study design was employed. Data collection involved participant observation, semi-structured interviews, and document analysis, with two key informants selected via purposive sampling. The Miles and Huberman interactive model was used to analyze the data, and source triangulation was utilized to validate the findings. The results indicate that Medan Generasi Impian employs age-appropriate reading materials, mentoring, educational games, collaborative reading, and role-playing exercises to implement learner-centered literacy practices. Participants' reading interest, literacy skills, willingness to learn, communication skills, and self-confidence all improved as a result of these strategies. The findings suggest that while Medan Generasi Impian has successfully served as an alternative learning environment, sustaining the literacy program remains challenging due to a lack of funding, educational facilities, volunteers, and reading enthusiasm.
Beyond English-Only: Master’s Students’ Perceptions of Translanguaging Challenges and Strategies in Indonesian EFL Higher Education Nanda Efriani; Failasofah Failasofah; Reli Handayani; 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.829-843

Abstract

In Indonesian EFL higher education, the use of students’ first language alongside English remains a debated issue, as multilingual practices are often perceived as a barrier to English development. However, translanguaging provides a perspective that views learners’ entire linguistic repertoire as a resource for meaning-making and academic learning. This study aimed to explore the challenges experienced by Indonesian EFL master's students when using translanguaging in classroom interaction and the strategies they employed to utilize translanguaging as a learning resource. Employing a qualitative case study design, data were collected through semi-structured interviews with five Indonesian EFL master's students and analyzed using thematic analysis. The findings revealed that students experienced challenges related to academic language complexity, uncertainty in managing language choice, and psychological factors. Nevertheless, students strategically employed translanguaging in reading academic literature, classroom discussions, academic writing, and presentations. Translanguaging functioned as a cognitive and interactional scaffold that supported comprehension, knowledge construction, participation, and English academic development. The study concludes that translanguaging should not be viewed as a replacement for English but as a purposeful multilingual resource that facilitates learning in Indonesian EFL higher education contexts.
The Effect of Using Quizizz Learning Media to Improve Student Learning Outcomes in Science in Grade V SDN 2 Sindue Tobata Zain Rahmat Mudzakir; Sinta Satria Dewi Pendit; Sisriawan Lapasere; Abdul Rahman; 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.844-858

Abstract

The integration of digital learning media has become an important strategy for improving student engagement and learning outcomes in elementary education. However, the use of game-based learning platforms such as Quizizz remains limited in elementary science classrooms. This study aimed to examine the effect of Quizizz learning media on the science learning outcomes of fifth-grade students at SDN 2 Sindue Tobata. A quantitative pre-experimental approach using a One Group Pretest–Posttest Design was employed. The participants consisted of 20 fifth-grade students selected through saturated sampling. Data were collected using validated achievement tests and analyzed through descriptive statistics, the Shapiro–Wilk normality test, the Paired Sample t-test, and the normalized gain (N-Gain) test. The findings indicate that Quizizz significantly improved students' science learning outcomes while increasing their motivation, participation, and engagement during classroom activities. The learning improvement reached a moderate level of effectiveness, demonstrating that Quizizz is an effective digital learning medium. This study provides empirical evidence supporting the integration of game-based learning media to promote student-centered science learning in elementary schools.

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