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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 2,330 Documents
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Implementation of LKPD Based on the PjBL Learning Model of Ethnoscience Integration: A Systematic Literature Review Hermanto Hermanto; Moch. Haikal Moch. Haikal; Linda Tri Antika; Maimun Sumo
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.648-672

Abstract

The integration of ethnoscience into Project Based Learning (PjBL) provides opportunities to connect scientific concepts with local knowledge and cultural contexts. However, research on ethnoscience integrated PjBL based Student Worksheets (LKPD) remains fragmented and insufficiently mapped. This study aims to systematically review research trends, dominant themes, research gaps, and emerging directions in this field. A Systematic Literature Review was conducted using the PRISMA framework. From 200 identified records, 20 studies published between 2021 and 2026 met the eligibility criteria. Publications were concentrated in 2024–2025, with 13 studies (65%) published during this period, including 9 studies (45%) in 2025. Bibliometric analysis using VOSviewer revealed increasing connections between ethnoscience, PjBL, STEM/STEAM, scientific literacy, creative thinking, and critical thinking. This pattern indicates a shift from using ethnoscience primarily to contextualize scientific concepts toward integrating local knowledge with interdisciplinary and competency oriented learning. However, ethnoscience integrated PjBL based LKPD remains less prominent than broader pedagogical themes, indicating a gap in instructional materials that systematically connect local contexts, project activities, and learning outcomes. Future research should focus on developing and evaluating such LKPD across diverse science topics and educational contexts.
EFL University Students' Attitudes Toward the Use of Code-switching in English Learning Content on TikTok in Supporting English Language Learning Yusi Nurhasanah; Siti Sopiah; Riki Ruswandi
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.1188-1206

Abstract

TikTok has provided EFL students with various learning content. However, studies that have examined how students perceive code-switching and whether they depend on their first language when learning English through digital platforms are still limited. This study aimed to explore EFL students' attitudes toward code-switching in English-learning content on TikTok and to identify their level of first-language dependency. This study employed a descriptive quantitative research design with 71 students from the Faculty of Teaching Training and Education at a private university in Bandung, Indonesia. Data were collected through a Likert-scale questionnaires compromising three dimensions: cognitive, behavior, and affective. The questionnaires were analyzed using descriptive statistics. The findings showed that students had positive attitudes toward code-switching, with an overall mean score of 4.09. Among the three dimensions, the cognitive dimension obtained the highest mean score (M = 4.27), followed by the affective dimension (M = 4.07) and the behavioral dimension (M = 3.93). In terms of first language dependency, the participants tend to be at a moderate level (M = 3.30). These findings indicate that code-switching can serve as a useful learning support strategy that helps students to understand English content without highly dependent on the use of the first language.
Improving Writing Skills and Emotional Expression Through Diaries (Case Study in Grade V of SD Negeri 31 Jati Tanah Tinggi) Noviani Herdianti; Hendrizal Hendrizal; Weni Yulastri
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.21-33

Abstract

This research is motivated by the low writing ability of students and the limited learning media that support cognitive and emotional aspects. The study aims to describe the process of diary writing in improving the ability to write experiences, changes in students' emotional expression after using diary media, and its impact on the learning process. The study used a qualitative approach with a case study type involving 20 students of class VC of SD Negeri 31 Jati Tanah Tinggi . The implementation of diary writing was carried out routinely for three months . Data were collected through observation, interviews, and documentation, and subsequently analyzed using the Miles and Huberman interactive analysis model. The research findings indicate that regular diary writing enhances students' writing skills by fostering idea development, vocabulary enrichment, sentence construction, and improved coherence, as well as enabling a more systematic organization of experiences. Furthermore, the use of a diary encourages positive emotional expression by boosting self-confidence, openness, self-reflection, and emotional awareness. These changes also enhanced learning participation, motivation, and positive social interaction, while creating a more conducive classroom atmosphere. Thus, the diary medium is effective for improving experience-based writing skills and supporting students' socio-emotional development during Indonesian language lessons in primary school.
Climate Change Education Toward Achieving SDG 13 Climate Action: Implications for Elementary School Learning Umi Wahyu Wardatul Lailiah; Nugrahani Nofita Sari; Yogi Kuncoro Adi
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.34-51

Abstract

Climate change is among the greatest challenges of the 21st century, demanding action across sectors including education. However, implementation of Climate Change Education (CCE) at the elementary school level remains limited and has not been systematically examined in relation to SDG 13. This study synthesizes current literature on CCE, maps instructional models and strategies used in elementary schools, and formulates their pedagogical implications for teaching in Indonesia. A Systematic Literature Review (SLR) following PRISMA guidelines analyzed Scopus- and SINTA-indexed articles published between 2021-2026, yielding 25 eligible articles. The data were analyzed using thematic synthesis to identify the main themes in the reviewed literature. The findings show effective CCE requires contextual, participatory approaches, with STEM, knowledge-building, and climate change camp models enhancing students’ understanding and awareness of climate change. CCE also has implications for climate literacy, pro-environmental attitudes, and teacher competence, requiring structured integration into the elementary curriculum based on SDG 13. This study contributes by examining the relationship between the implementation of CCE and SDG 13 in elementary schools-a connection that has rarely been studied- as a basis for the development of a contextual CCE curriculum in Indonesia. Future research should develop experimental studies incorporating psychosocial and digital literacy dimensions.
Implementation of STEM-PjBL-Based E-Module on the Circulatory System for Improving Critical Thinking Skills and Science Process Skills of High School Students Nurul Jannah; Yustina Yustina; Sri Wulandari
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.1207-1229

Abstract

Twenty-first century education requires the integration of technology to support the development of students’ critical thinking skills and science process skills. However, these skills remain low, particularly in understanding abstract topics such as the circulatory system. This study aimed to investigate the effect of a STEM-PjBL-based e-module on students’ critical thinking skills and science process skills. The novelty of this study lies in the implementation of an e-module that integrates STEM concepts, STEM-PjBL learning stages, and contextual project activities to simultaneously support the development of both skills. A quasi-experimental method with a pretest-posttest control group design was employed involving Grade XI students at SMA Sains Tahfizh Islamic Center. Data were collected using critical thinking tests and science process skills observation sheets and analyzed using MANOVA. The results showed that the STEM-PjBL-based e-module significantly affected students’ critical thinking skills (p = 0.001, partial η² = 0.206) and science process skills (p < 0.001, partial η² = 0.490). These findings indicate that the STEM-PjBL-based e-module provides substantial support for developing students’ critical thinking skills and science process skills through contextual and meaningful learning experiences.
The Use of AI Illustration Media to Improve Critical Thinking Skills in Pancasila Education Learning Kiki Muhamad Lutfi; Dasim Budimansyah; Dede Iswandi
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.1230-1247

Abstract

This study aims to determine the impact of using Artificial Intelligence (AI)-based illustration media on the critical thinking skills regarding civic values within Pancasila Education instruction. A quasi-experimental method with a non-equivalent control group design was employed. The research subjects consisted of 24 students in the experimental class (Class XI F2) and 32 students in the control class (Class XI F1) at SMA PGRI 2 Bandung. The experimental class utilized AI-based illustration media within a Project-Based Learning (PjBL) framework, whereas the control class did not use AI illustrations. Data analysis involved Mann-Whitney, Wilcoxon, and N-Gain tests. The results indicate that the experimental class experienced an improvement in critical thinking skills; the average score for the experimental class rose from 67.8 to 81.7, while the control class saw a slight increase from 65.2 to 67.7. The Mann-Whitney test results on N-Gain scores revealed a significant difference in improvement between the two groups (p < 0.001). Questionnaire results also demonstrated a generally positive student response to the use of AI illustration media. Based on these findings, the use of PjBL-based AI illustration media has a statistically significant impact on students' critical thinking skills and holds the potential to foster more active, interactive, and engaging learning experiences in Pancasila Education.
Development of a Growth Mindset-Based Coaching Supervision Model to Enhance Motivation and Academic Innovation Among Senior High School Teachers Destha Purwa Nufusila; Sitti Hartinah; Khusnul Khotimah
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.527-541

Abstract

Teachers’ low levels of motivation and innovation in teaching stem from the lack of implementation of growth mindset-based coaching supervision. The purpose of this study is to develop a growth mindset-based coaching supervision model guide. This study employed the Research and Development (R&D) method by adapting the ADDIE model, which was limited to three stages: Analysis, Design, and Development (ADD).   The results showed that the growth mindset-based coaching supervision guide was deemed highly feasible based on an 88% expert validation rate. The limited pilot test yielded an average score of 89.2% in the “highly practical” category. Expert validation included an assessment of structure, content, clarity of instructions, and the model’s alignment with teachers’ needs at the school. The researcher utilized content validators, media/design validators, and language validators. The conclusion of this study is that the growth mindset-based coaching supervision guide is feasible and practical for use as an alternative solution to enhance the motivation and innovation of high school teachers at partner schools. This study provides a practical contribution to school principals in continuously developing teachers’ professional competencies through a humanistic, collaborative, and potential-oriented supervision approach.
The Influence of a Deep Learning Approach Using Augmented Reality on Elementary School Students' Curiosity in the Natural and Social Sciences (IPAS) Subject Bilqis Billbina; Nur Asyiah; Aliet Noorhayati Sutisno
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.510-526

Abstract

Curiosity is a fundamental character trait that should be cultivated from the early years of elementary education, particularly in Natural and Social Sciences (IPAS) learning, which requires students to actively observe and explore surrounding phenomena. However, IPAS instruction on the Solar System topic remains largely theoretical and teacher-centered, resulting in limited student engagement and underdeveloped curiosity. This study aimed to examine the implementation, level, and influence of the Deep Learning approach assisted by Augmented Reality (AR) media on students' curiosity in the Solar System topic. A Pre-Experimental method with a One-Group Pre-test-Post-test design was employed, involving 33 sixth-grade students selected through purposive sampling. Data were collected using questionnaires, observation sheets, and student worksheets (LKPD), then analyzed using descriptive statistics and the Wilcoxon Signed Rank Test. Observation results indicated a curiosity engagement rate of 76.56%. The mean curiosity score increased from 65.94 (pre-test) to 71.30 (post-test), with the Wilcoxon test yielding Z = −4.634 and a significance value of < 0.001 (p < 0.05), leading to the rejection of H₀. It is concluded that the Deep Learning approach assisted by Augmented Reality significantly enhances students' curiosity in IPAS learning.
Collaborative Management Between School Principals and Parents in Supporting the Learning of Students with Special Needs at Tenggarong Public Elementary School 035 Hamidah Hamidah; Usfandi Haryaka; Sudarman Sudarman; Lambang Subagiyo; Widyatmike Gede Mulawarman; Nurlaili Nurlaili
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.225-246

Abstract

Inclusive education requires effective collaboration between schools and families to support the development of students with special needs. This study aims to analyze the collaborative management between the principal and parents in supporting the learning of students with special needs at SD Negeri 035 Tenggarong. The study employed a qualitative descriptive approach with a case study design. Data were collected through interviews, observations, and documentation, then analyzed through data reduction, data presentation, and drawing conclusions. The results showed that the functions of Planning, Organizing, Implementing, and Monitoring the collaboration had been carried out quite well through intensive communication, role sharing, parental involvement, and regular monitoring of student progress. Supporting factors included communication, school cooperation, parental involvement, and school program support. Hindering factors included parents’ time constraints, differing understandings of students’ needs, limited facilities, and the lack of a formally established inclusion team. Collaboration has a positive impact on students’ academic and social development, as well as their self-confidence. The novelty of this study lies in its integrated assessment of collaboration management between school principals and parents through management functions to support the learning of students with special needs. The study concludes that collaboration management has been implemented quite effectively and supports the implementation of inclusive education.
The Correlation Between Teaching Style and Learning Interest in Pancasila Education Among Second-Grade Students at Sabilina Islamic Elementary School Niken Widy Astuti; Lelly Qodariah
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.542-557

Abstract

Learning interest supports students’ attention and participation in elementary classrooms, while Pancasila Education requires engaging instructional approaches to encourage involvement. This study aimed to determine the relationship between teacher teaching style and student learning interest in Pancasila Education among second-grade students at Sabilina Islamic Elementary School. A quantitative correlational design was employed with 51 second-grade students selected using saturated sampling. Data were collected using a three-point Likert-scale questionnaire consisting of 31 trial items. Following validity testing, 18 items were retained, comprising six items measuring teacher teaching style and twelve measuring student learning interest. The instrument demonstrated high internal consistency, with Cronbach’s alpha of .817 across the 31 trial items. Data were analyzed using descriptive statistics, the Kolmogorov-Smirnov normality test, Pearson product-moment correlation, and simple linear regression. The results showed a strong positive and significant relationship between teacher teaching style and student learning interest (r = .704, p < .001, N = 51). The regression model was significant, F(1, 49) = 48.064, p < .001, with R² = .495, indicating that teaching style accounted for 49.5% of the variance in learning interest. These findings suggest that interactive teaching practices may support students’ attention, engagement, and participation in Pancasila Education.

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