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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 2,330 Documents
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The Implementation of Academic Supervision by The Principal to Improve Teacher Performance at State Elementary School 07 Purwoharjo, Comal District, Pemalang Regency Jalu Ferari Septiarso; Widya Kusumaningsih; Qristin Violinda
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.1119-1138

Abstract

Teacher performance is one of the key factors in determining the quality of learning processes and outcomes in elementary schools. Therefore, academic supervision by the principal should be conducted in a planned and sustained manner to improve teachers’ competencies and performance. This study aims to describe the implementation of academic supervision by the principal in improving teacher performance at SD Negeri 07 Purwoharjo. The study employed a qualitative approach with a case study design. The research subjects consisted of the principal and teachers. Data were collected through observation, interviews, and documentation. Data validity was ensured through source and technique triangulation, while data analysis followed the model developed by Matthew B. Miles and A. Michael Huberman. The results show that academic supervision is conducted through planning, implementation, evaluation, and follow-up stages. Planning involves reviewing educational reports, previous supervision results, and teachers’ needs. Implementation includes guidance, mentoring, classroom observation, and the use of the e-performance application. Evaluation involves feedback, documentation, and reflection on learning. Follow-up includes personal coaching, discussions, learning communities, teacher working groups (KKG), training, and periodic monitoring. Personal coaching and ongoing mentoring were the most prominent follow-up measures because they encouraged teachers to reflect, identify challenges, and develop improvement plans independently.
Improving Interest and Speech Writing Skills through a Process Approach Assisted by the Learning Management System (LMS) among Grade VIII Students at Cinta Kasih Tzu Chi Cengkareng Junior High School Theresia Niken Dwi Utami Putri; Kastam Syamsi; Ary Kristiyani
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.1139-1155

Abstract

This research is motivated by low interest and suboptimal speech writing skills among eighth-grade students at Cinta Kasih Tzu Chi Cengkareng Junior High School, caused by conventional methods that neglect the writing process. This study aims to improve students' interest and speech writing skills through an LMS-assisted process approach. Utilizing a Classroom Action Research (CAR) design over two cycles, the study involved 32 grade VIII students. Data were collected via observations, interviews, questionnaires, written tests, and documentation, then analyzed descriptively. The results showed a significant increase in student mastery, rising from 9.375% in the pre-intervention stage to 15.625% in Cycle I, and peaking at 100% in Cycle II, with scores ranging from 75 to 95. The integration of the process approach and LMS created an interactive environment that enhanced active participation and focus. The study concludes that an LMS-assisted process approach can support the improvement of students' speech writing skills when digital learning is integrated with structured writing stages, teacher guidance, peer feedback, and revision.
The Effectiveness of Zeep Quiz Interactive Learning Media in Improving Students’ Cultural and Civic Literacy in Pancasila Education: A Quasi-Experimental Study Ahmad Fakih; Muhammad Khalid Faruq
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.1248-1260

Abstract

Cultural and civic literacy is important for enabling students to understand cultural diversity, national values, citizens’ rights and responsibilities, and tolerance. This study aimed to examine the effectiveness of Zeep Quiz as an interactive learning medium for improving cultural and civic literacy in Pancasila Education. A quantitative quasi-experimental method with a pretest-posttest nonequivalent control group design was employed. The sample consisted of 32 fifth-grade students selected through purposive sampling, with 16 students in each group. Data were collected using a 15-item multiple-choice test covering four aspects of cultural and civic literacy. The instrument was reviewed by experts for content suitability and alignment with the research objectives. Data were analyzed using descriptive statistics, the Shapiro-Wilk test, Levene’s test, paired-samples t-test, independent-samples t-test, and N-Gain analysis. The experimental group’s mean score increased from 68.94 to 85.13, while the control group increased from 68.19 to 74.13. The N-Gain was moderate for the experimental group (0.554) and low for the control group (0.191). The independent-samples t-test indicated a significant difference between posttest scores. These findings suggest that Zeep Quiz-supported learning can provide a more interactive learning experience and contribute to the development of students’ cultural and civic literacy.
Integration of Project Based Learning and Virtual Reality Tour in Descriptive Text Writing Instruction at Junior High School Ratna Friyandini; Reni Nur Eriyani; Edi Puryanto
Journal of Educational Sciences Vol. 10 No. 9 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.9.p.702-718

Abstract

Writing descriptive text is challenging for junior high school students because they struggle to generate ideas, organize detailed descriptions, and engage in authentic observation. Instruction is also often teacher-centered and rarely uses interactive digital media. This study developed a Project Based Learning–Virtual Reality Tour (PjBL–VRT) model for descriptive text writing using Research and Development (R&D) with the ADDIE model. Needs analysis involved 214 students and seven teachers from eight junior high schools in DKI Jakarta. Three experts validated the model, which was then trialed with Grade VII students at SMP Negeri 59 Jakarta. Validation produced Aiken indices of 0.80–1.00, indicating very high validity. Practicality reached 95.2% for teachers and 93.98% for students. Effectiveness testing showed significant improvement (p < 0.001), with a very large effect size (Cohen’s d = 1.92) and moderate N-Gain (0.60). Thus, PjBL–VRT is valid, practical, and effective for improving descriptive writing skills and supporting 21st-century competencies.
Parental Support Strategies and Structural Challenges in Rural EFL Learning: A Qualitative Case Study in Jambi Province Nurul Izzah Aulia; Urip Sulistiyo; Rosinta Norawati; Hadiyanto Hadiyanto; Mukhlash Abrar
Journal of Educational Sciences Vol. 10 No. 9 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.9.p.690-701

Abstract

In rural EFL contexts, classroom instruction often provides the main exposure to English, making parental support an important factor in sustaining students’ learning beyond school. This study aimed to examine how rural parents perceive their role, what forms of support they provide, and what structural challenges they face in supporting their children’s English learning in a senior high school in Jambi Province, Indonesia. A qualitative case study design was employed. Four parents were selected through purposive sampling, and data were collected through individual semi-structured interviews conducted in Bahasa Indonesia. The data were analyzed thematically using the interactive model of data reduction, data display, and conclusion drawing. The findings revealed three main themes. First, parents viewed English as a practical life skill related to future education, employment, and social mobility. Second, parental support appeared in emotional, appraisal, instrumental, and informational forms, although parents had limited English proficiency. Third, parental involvement was shaped by limited English proficiency, time management challenges, financial challenges, and rural educational challenges. The study concludes that rural parents are adaptive learning partners and that schools should develop parent-engagement programs that do not require parents to master English.
CAVEN: A Visual Novel-Based Educational Game for Learning Fundamental Web Programming Concepts in High School Education Assyifa Azzahra Muthmainnah; Nuur Wachid Abdul Majid Majid
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.1156-1173

Abstract

Web programming is a fundamental competency in the digital era, yet high school students often struggle with its abstract, multi-layered concepts under conventional lecture-based instruction. This study develops and evaluates CAVEN (Chronicles of the Altered Virtual ENgine), a Ren'Py-based visual novel educational game introducing frontend, backend, and security concepts to high school students, developed using the Multimedia Development Life Cycle (MDLC) method across six stages: concept, design, material collecting, assembly, testing, and distribution. The game integrates interactive storytelling, quizzes aligned with Bloom's taxonomy, a scoring system, and multiple endings. Evaluation involved content and media expert validation, Black Box Testing across 20 scenarios, and the User Experience Questionnaire Short Version (UEQ-S) with 20 Grade 10 respondents. Expert validation yielded feasibility scores of 86.7% (media) and 76.7% (content); Black Box Testing yielded a perfect functionality score (X = 1.00); and UEQ-S results were strongly positive, with Pragmatic Quality (1.88), Hedonic Quality (1.98), and an Overall UX score of 1.93. These findings demonstrate CAVEN as an expert-validated, technically feasible medium delivering positive user experience, establishing usability and student engagement rather than direct learning effectiveness, thus offering teachers a supportive digital learning tool.
Teacher Professionalism in the Era of Educational Transformation: Analysis Based on Data-Driven Planning, Digital Competence, and Principal Leadership Miming Juneri; Maya Novita Sari
Journal of Educational Sciences Vol. 10 No. 9 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.9.p.472-485

Abstract

This study analyzes the simultaneous influence of data-driven planning, digital competence, and principal leadership on teacher professionalism. The study employed a quantitative, ex-post facto design. The population consisted of 250 individuals, and the researchers selected a sample of 72 using Slovin's formula at a 10% margin of error. The researchers tested the instrument on 30 teachers outside the study sample. Data were collected through questionnaires and analyzed using SPSS 26, covering descriptive and inferential statistics (classical assumption tests and hypothesis testing). The results indicate that all three variables positively and significantly influence teacher professionalism. Each variable contributes differently: 0.297 for data-driven planning, 0.261 for digital competence, and 0.446 for leadership. This indicates that principal leadership has the dominant influence on teacher professionalism. Collectively, the independent variables exert a positive and significant influence of 28.6% on teacher professionalism. These findings show that teacher professionalism is influenced not only by teachers' ability to use digital technology but also by the principal's capacity for effective school leadership and the implementation of data-driven planning as a foundation for decision-making to improve educational quality.
Implementation of Scientific Creativity Project-Based Learning in Increasing Students' Scientific Creativity with An In-Depth Learning Approach Wasirotuz Zahroh; Maimun Sumo; Moch Haikal
Journal of Educational Sciences Vol. 10 No. 9 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.9.p.673-689

Abstract

This study aims to analyze research trends regarding the implementation of Scientific Creativity Project-Based Learning to enhance students' scientific creativity through a deep learning approach. The study employs a Systematic Literature Review (SLR) method following PRISMA procedures, supported by bibliometric analysis using VOSviewer. Data were derived from 50 scientific articles published between 2020 and 2025. Articles were selected based on topic relevance, publication type (scientific journal articles), English language usage, full-text availability, and the inclusion of junior high, senior high, and university students. Articles failing to meet these criteria were excluded from the analysis. The results indicate an increase in the number of publications from 5 articles in 2020 to 11 articles in 2025. VOSviewer analysis identified 91 keywords categorized into three main clusters, demonstrating the interconnections among project-based learning, scientific creativity, and deep learning. Overlay visualization reveals a shift in research focus from technology and technical aspects toward instructional implementation and the development of student creativity, while density visualization highlights the dominance of topics related to deep learning and technology. These findings suggest that integrating project-based learning, scientific creativity, and deep learning has the potential to foster more meaningful learning and enhance students' scientific creativity.
Teachers' Strategies for Motivating Grade III Students with Learning Difficulties at SD Alkhairaat Mamboro Wanda Visqiyah; Abdul Rahman; Nuraini Nuraini; Azizah Azizah; Sukri Sukri
Journal of Educational Sciences Vol. 10 No. 9 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.9.p.1-20

Abstract

Learning difficulties may affect elementary school students’ classroom engagement and participation, highlighting the need for adaptive instructional practices. This study aimed to describe the instructional strategies employed by a Grade III teacher to support students experiencing learning difficulties and to explore their learning responses. A qualitative descriptive approach was conducted in one Grade III classroom at SD Alkhairaat Mamboro, Indonesia, involving one teacher and students as the context of observation. Data were collected through classroom observations, semi-structured interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing. The findings revealed that the teacher employed adaptive instructional strategies, including simple and age-appropriate language, classroom management, individualized guidance, instructional media, collaborative group work, interactive questioning, and positive reinforcement through praise and rewards. These strategies were associated with positive learning responses, including greater attention, active participation, willingness to complete learning tasks, and confidence in answering questions. The findings suggest that these practices were observed alongside a supportive classroom environment that encouraged student participation and engagement. Given the qualitative descriptive design, the findings are context-specific and do not establish a causal effect on students’ learning motivation.
PixelLab Media to Improve Spatial Thinking Skills of Class XI Students at MAN 3 Parigi Uswatun Hasanah; Haslita Rahmawati Hasan; Suwarni Suwarni; Risma Fadhila Arsy
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.1174-1187

Abstract

Spatial thinking is an important competency in Geography learning because students need to understand location, distribution, patterns, and spatial relationships. However, students at MAN 3 Parigi still experienced difficulties in understanding spatial concepts, partly because learning was dominated by conventional methods and limited digital media. This study aimed to analyze the effect of PixelLab media on the spatial thinking skills of Class XI students in learning the distribution of disasters in Indonesia. A quantitative quasi-experimental method with a Nonequivalent Control Group Design was employed. The participants were 51 students, consisting of 26 students in the experimental class and 25 students in the control class. Data were collected using a spatial thinking skills test administered as a pretest and posttest to both groups. The same instrument was used before and after the treatment to measure changes in students' spatial thinking skills.The experimental class achieved a higher posttest mean than the control class, and the difference was statistically significant. The findings indicate that PixelLab-supported learning can help students visualize, classify, compare, and communicate geographic information. Therefore, PixelLab can be used as an alternative digital learning medium to support the development of spatial thinking skills in Geography learning.

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