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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 Learning Outcomes of Pancasila Education through the Problem-Based Learning Model Elin Marlina; Adrias Adrias; Reinita Reinita; Yeni Erita
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.958-968

Abstract

This study was motivated by the low learning outcomes of fifth-grade elementary school students in Pancasila Education, particularly on the Bhinneka Tunggal Ika element, due to teacher-centered instructional practices that limited students' active participation and critical thinking. The study aimed to improve students' learning outcomes through the implementation of the Problem-Based Learning (PBL) model. This research employed a Classroom Action Research (CAR) design using qualitative and quantitative approaches. The study was conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The participants were one teacher and 26 fifth-grade students at SD Negeri Ganting. Data were collected through observation, interviews, tests, and documentation, and analyzed descriptively. The findings revealed that the implementation of the PBL model successfully improved students' learning outcomes and classroom engagement. The average learning score increased from 74 in Cycle I to 89 in Cycle II. Teacher and student activities during the learning process also showed substantial improvement and reached the very good category. These findings indicate that the Problem-Based Learning model effectively enhances students' learning outcomes in Pancasila Education, particularly on the Bhinneka Tunggal Ika element, by promoting active participation, critical thinking, collaboration, and meaningful learning experiences.
The Effect of Problem-Based Learning Worksheets on Fifth-Grade Students’ IPAS Learning Outcomes Shinta Mutiara Dewi; Muhamad Khozinul Huda; Susilawati Susilawati
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.943-957

Abstract

Low student participation and limited use of worksheets remain challenges in fifth-grade Natural and Social Sciences (IPAS) instruction, particularly in lessons requiring problem-solving. This study examined the effect of Problem-Based Learning (PBL)-based student worksheets (LKPD) on students’ cognitive learning outcomes in the water cycle unit. This quantitative study used a quasi-experimental non-equivalent control group design, with students remaining in their existing classes rather than being randomly assigned. The study involved 47 fifth-grade students at SDN 1 Trusmi Wetan, with 23 students in the experimental group and 24 in the control group. Learning outcomes were measured using a validated 20-item multiple-choice test, while an observation sheet assessed learning implementation. After confirming normality and homogeneity, the data were analyzed using descriptive statistics, N-Gain, an independent-samples t-test, and Cohen’s d. The experimental group obtained an average posttest score of 78.91 and an N-Gain of 56.32%, compared with 71.46 and 31.55% in the control group. The groups differed significantly (p = 0.018), and the effect size was moderate, with Cohen’s d = 0.72. These findings show that PBL-based worksheets positively and significantly affect students’ cognitive learning outcomes.
Development of Interactive E-Modules on Plant Tissue Material to Improve Conceptual Understanding in Grade XI Students of Bandar Pulo High School, Batang Serangan District Nadia Rahma; Khairuna Khairuna
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.1022-1040

Abstract

Students' limited conceptual understanding of Biology, particularly Plant Transportation as a subtopic of plant tissue, is often associated with the predominance of conventional teaching methods and the limited use of interactive learning media. The research employed a Research and Development (R&D) approach using the Four-D (4-D) model, consisting of the Define, Design, Develop, and Disseminate stages. Data were collected through observations, interviews, expert validation sheets, teacher and student response questionnaires, and pretest–posttest assessments. Qualitative and quantitative data were analyzed to determine the validity, practicality, and effectiveness of the developed e-module. The results showed that the e-module achieved a very valid category based on expert validation, with an overall validity score of 95.31%. Practicality testing also indicated excellent results, with teacher and student response scores of 93.75% and 96.73%, respectively. Furthermore, students' average scores increased from 58.25 on the pretest to 85.38 on the posttest, with an N-Gain of 0.64, indicating a moderate improvement in conceptual understanding. These findings demonstrate that the interactive e-module is valid, practical, and effective in enhancing students' conceptual understanding of Plant Transportation and can serve as an innovative learning resource for Biology instruction.

Page 228 of 228 | Total Record : 2273

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