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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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Using Simple Instructional Videos to Improve Procedural Text Listening Skills of Students with Intellectual Disabilities Novinda Pradnyani; Ni Made Rai Wisudariani; Ade Asih Susiari Tantri
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.52-68

Abstract

Students with intellectual disabilities often experience difficulties in sustaining attention, retaining verbal information, and following sequential instructions, which can constrain procedural text listening performance. This classroom action research investigated the use of simple instructional videos to improve procedural text listening skills among seventh grade Culinary Arts students at SLB Negeri 2 Buleleng. The study was conducted in two cycles involving ten participating students and a collaborating homeroom teacher. Data were collected through classroom observation, performance tests, and structured interviews. The effectiveness of the intervention was evaluated primarily through students' performance test results, which were strengthened by classroom observation data documenting teacher implementation and student learning activities, as well as interview findings from teachers and students. Results showed that the mean listening performance score increased from 70.00 in Cycle I to 80.00 in Cycle II, while classical mastery increased from 50% to 80%, exceeding the predetermined 75% success criterion. Students also demonstrated stronger attention, better understanding of procedural sequences, greater independence during practice, and positive responses to video supported learning. The findings indicate that simple, concrete, repeatable, and contextually relevant instructional videos can support functional listening development for students with intellectual disabilities when integrated with visual scaffolds, teacher guidance, and authentic vocational practice.
Implementation of In-House Training in an Elementary School Teachers’ Learning Community in Ambalau Subdistrict, Sintang Regency Loly Fianda; Priadi Surya
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.262-281

Abstract

This study aims to analyze the effectiveness of learning communities in public elementary schools in Ambalau District, Sintang Regency, focusing on In-House Training (IHT) implementation and the roles of community members in supporting teachers’ professional competence. A qualitative case study approach was employed, involving principals, teachers, facilitators, and school supervisors. Data were collected through interviews, observations, and documentation and analyzed using the Miles and Huberman interactive model. The findings indicate that learning communities have potential to support teacher professional development despite geographical constraints and limited resources in the 3T area. IHT is implemented collaboratively across schools each semester through participatory and contextual approaches, enabling teachers to actively plan, implement, and facilitate training activities. This model contributes to teachers’ professional competence, confidence, and sense of ownership of continuous learning. Principals, supervisors, and facilitators play important roles in coordinating, mentoring, and sustaining community activities. However, challenges include inadequate infrastructure, limited funding, and weak communication networks. Overall, learning communities supported by collaborative IHT can strengthen teacher competence in remote elementary schools. Continued institutional support is needed to address contextual limitations and sustain long-term professional development outcomes. As the study covers one district, the findings cannot be broadly generalized.
The Effect of Work Stress and the Work Environment on the Performance of Female Teachers, with Cyberloafing as a Mediating Variable, at Public Elementary Schools in the Sungai Kunjang Subdistrict Ivni Alfrisqa Mustafa; Nurlaili Nurlaili; Haeruddin Haeruddin; Masrur Yahya; Widyatmike Gede Mulawarman; Sudarman Sudarman
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.316-332

Abstract

Female teachers face increasing demands from instructional responsibilities, administrative tasks, work pressure, and digital technology use. This study examined the effects of work stress and work environment on female teacher performance, with cyberloafing as a mediating variable. A quantitative explanatory design was employed involving 210 female teachers from public elementary schools in Sungai Kunjang District. Data were collected using a Likert-scale questionnaire and analyzed through descriptive statistics, regression, path analysis, the Sobel test, and bootstrapping. The findings showed that work stress negatively affected cyberloafing and teacher performance, while the work environment positively influenced teacher performance but had no significant effect on cyberloafing. Cyberloafing positively affected teacher performance and partially mediated the relationship between work stress and performance, indicating that moderate personal internet use may provide brief recovery periods that support productivity. However, cyberloafing did not mediate the relationship between the work environment and performance. Overall, work stress, work environment, and cyberloafing help explain female teacher performance. The findings emphasize managing workplace stress, fostering supportive environments, and viewing limited cyberloafing as a controlled coping strategy rather than excessive personal internet use.
Implementation of the Culturally Responsive Teaching Approach to Improve Student Learning Outcomes in Pancasila Education in Grade IV at SDN 2 Tatura Ni Made Riastini; Arif Firmansyah; Muchdar Muchdar; Herlina Herlina; Muslim Muslim
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.573-590

Abstract

This study aimed to improve the learning outcomes of fourth-grade students in Pancasila Education through the implementation of Culturally Responsive Teaching (CRT) at SDN 2 Tatura. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, which consists of four stages: planning, action, observation, and reflection. The study involved 35 fourth-grade students and was conducted in two cycles, with two meetings in each cycle. Data were collected through teacher and student activity observation sheets and learning outcome tests and were analyzed descriptively. The initial assessment showed that 11 students achieved the minimum mastery criterion, corresponding to a classical mastery level of 31.43%. In Cycle I, 23 students achieved mastery, resulting in a classical mastery level of 65.71%. In Cycle II, the number of students achieving mastery increased to 31, resulting in a classical mastery level of 88.57%, exceeding the predetermined success criterion of 80%. The improvement in learning outcomes was accompanied by increased teacher activity and student participation, particularly in contextual discussions, collaboration, expressing opinions, and presenting learning outcomes. These findings indicate that Culturally Responsive Teaching can support meaningful and participatory learning while improving learning outcomes in Pancasila Education.
Development of Assemblr EDU Platform to Increase Spatial Literacy for Grade V Elementary Students in Geometry Fi Jannatin Aliyah; Nurafni Nurafni
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.69-84

Abstract

The primary motivations for the study are the poor level of spatial literacy among grade V students in the field of geometry, and the restricted development of Assemblr EDU-based learning resources. The goal of this project is to develop reliable, useful, and efficient educational resources to raise students’ spatial literacy. The ADDIE model was used in this study’s Research and Development (R&D) methodology. This experiment was conducted on a small group consisting of 10 students and a large group consisting of 24 students. Data were collected through validator feedback, expert validation results, teacher and student response questionnaires, pretest, and posttest. The spatial literacy skills measured included spatial visualization, mental rotation, and spatial orientation using cubes and rectangular prisms. The results indicate that, according to media experts 86.4%, content experts 94.4%, and language experts 85%. The results differed significantly according to a paired sample t-test. Spatial literacy skills improved, with an N-Gain score of 0.68 for the small class and 0.82 for the large class. Thus, the Assemblr EDU learning medium can be used as an alternative for teaching mathematics on the topics of cubes and rectangular prisms to improve the spatial literacy of elementary school students.
The Effect of Powtoon Learning Media on Fifth-Grade Students’ Ability to Identify Figurative Language Khoirunnisa Khoirunnisa; Yamin Yamin
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.413-428

Abstract

The ability to identify figurative language is an important component of Indonesian language learning because it supports students’ language comprehension and literacy development. However, elementary school students often experience difficulties in understanding figurative language due to its abstract nature and limited use of engaging instructional media. This study aimed to examine the effect of Powtoon learning media on fifth-grade students’ ability to identify figurative language. A quantitative approach with a quasi-experimental method and pre-test post-test control group design was employed. The participants were 62 fifth-grade students at SDN Susukan 03 Pagi, East Jakarta, divided equally into experimental and control classes. Data were collected using multiple-choice tests and analyzed using descriptive statistics, normality and homogeneity tests, an independent samples t-test, N-Gain analysis, and effect size analysis. The results showed that the experimental class obtained a higher post-test mean score (85.16) than the control class (62.37), with a significant difference (p < 0.001). The experimental class also achieved a high N-Gain score (0.701). These findings indicate that Powtoon is effective in improving fifth-grade students’ ability to identify figurative language.
The Effect of the Quizizz Assisted Teams Games Tournament (TGT) Model on Fourth Grade Elementary School Students’ Learning Interest in the Effects of Force on Objects Ali Ahmad; Septi Fitri Meilana
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.486-496

Abstract

Learning interest is important in encouraging elementary school students to participate actively in learning. However, IPAS learning on the effects of force on objects may still be dominated by teacher-centered activities, resulting in limited student involvement. This study aimed to examine the effect of the Quizizz assisted Teams Games Tournament (TGT) on fourth grade students’ learning interest. A quantitative approach with a quasi-experimental method and Static Group Comparison Design was used. The study involved 60 fourth grade students, with 30 students in the experimental group receiving Quizizz assisted TGT and 30 students in the control group receiving Quizizz assisted Student Teams Achievement Division (STAD). Data were collected using a learning interest questionnaire consisting of 16 valid items with a Cronbach’s Alpha coefficient of 0.831. Data analysis involved normality, homogeneity, and Independent Samples t test. The results showed a significant difference in learning interest between the two groups (t = 5.639, df = 58, p = 0.001), with the experimental group achieving a higher mean score than the control group. Thus, Quizizz assisted TGT significantly affected students’ learning interest in learning about the effects of force on objects.
The Influence of Audiovisual Media on the IPAS Learning Outcomes of Fifth-Grade Elementary School Students Deana Pinkan; Ika Yatri
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.101-118

Abstract

Elementary school students often experience difficulty understanding food chain concepts because interactions among organisms and energy transfer cannot always be observed directly. This condition highlights the need for learning media that can present abstract concepts in a more concrete and engaging way. This study aimed to examine the learning outcomes of fifth-grade students in Ilmu Pengetahuan Alam dan Sosial (IPAS) through the use of audiovisual media. The study employed a quantitative approach with a quasi-experimental design using a nonequivalent posttest-only control group. The sample consisted of 56 fifth-grade students from two parallel classes at SDN Susukan 07 Pagi, Jakarta, with 28 students in the experimental group and 28 in the control group. The experimental group received instruction using audiovisual media, whereas the control group received conventional instruction. Data were collected using 25 valid multiple-choice questions and analyzed using descriptive statistics, the Shapiro–Wilk test, Levene’s test, and an independent samples t-test. The results showed that the experimental group achieved significantly higher learning outcomes than the control group, with a p-value of 0.007 and a Cohen’s d of 0.75. The novelty of this study lies in examining audiovisual media as the primary instructional intervention in regular IPAS classroom learning, specifically for food chain concepts, without integrating it with a particular instructional model. This provides more direct evidence of the contribution of audiovisual media to improving elementary students’ learning outcomes.
The Effectiveness of P5 Project-Based E-Modules on the Learning Independence of Grade IV Students of SDN 3 Silanca Gloria Tri Andini Tagentju; Arif Firmansyah; Muchdar Muchdar; Herlina Herlina; Muslim Muslim
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.119-136

Abstract

This study aimed to determine the effectiveness of a P5 project-based e-module in improving the learning independence of fourth-grade elementary school students. A pre-experimental one-group pretest–posttest design was employed involving nine students at SDN 3 Silanca. The learning intervention was implemented over four meetings using a P5 project-based e-module. Data were collected through a learning independence questionnaire based on Zimmerman's Self-Regulated Learning theory, measuring learning initiative, responsibility, decision-making, self-confidence, time management, and self-evaluation. The instrument was validated and demonstrated high reliability. Data were analyzed using descriptive statistics, the Shapiro–Wilk test, the Paired Sample t-Test, and the N-Gain test. The results showed that the mean score increased from 63.00 to 81.00. The Paired Sample t-Test indicated a significant improvement (p < 0.05), while the N-Gain analysis showed moderate effectiveness. The findings indicate that the P5 project-based e-module effectively promotes learning independence and can serve as an innovative digital learning resource to support the implementation of the Merdeka Curriculum in elementary schools.
The Effect of Madilog-Based Problem Based Learning Model on Elementary School Students' Critical Thinking Skills: A Study on Water Cycle Material Bayu Wisesha; Aliet Noorhayati Sutisno; Nur Asyiah
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.497-509

Abstract

Critical thinking is a core competency in 21st-century education. However, sociocultural trends may encourage students to approach problems without sufficient critical and rational thinking, including when learning objective phenomena such as the water cycle. This study examines the improvement of fifth-grade students’ critical thinking skills in the water cycle topic through Integrated Natural and Social Sciences (IPAS) instruction using a Problem-Based Learning model integrated with MADILOG (Materialism, Dialectics, Logic). A quantitative one-group pretest-posttest design was employed with 25 fifth-grade students at SDN 2 Sumber, Cirebon Regency, selected through total sampling. Data were collected using a validated and reliable essay test (r-count > 0.396; Cronbach’s Alpha = 0.767) covering six critical thinking indicators. The results showed an increase in students’ mean scores from 55.4 on the pretest to 84.0 on the posttest, with an N-Gain of 0.628 (62.76%), categorized as moderate. A paired-sample t-test showed a statistically significant increase in posttest scores. These findings indicate that PBL integrated with MADILOG may support the development of students’ critical thinking skills. Nevertheless, the one-group pre-experimental design, absence of a control group, and limited sample from one class and school restrict causal interpretation and broad generalization through future research and broader external validation.

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