cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
HAIDI
Contact Email
jes@staff.unri.ac.id
Phone
+6281363888549
Journal Mail Official
jes@staff.unri.ac.id
Editorial Address
Journal of Educational Sciences, Gedung Dekanat, FKIP, Universitas Riau Jl. HR. Soebrantas KM 12.5, Simpangbaru, Pekanbaru 28293, Indonesia
Location
Kota pekanbaru,
Riau
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
 229   230   231   232   233 
Extending the Technology Acceptance Model for Augmented Reality Learning: The Influence of Computational Thinking and Abstract Thinking Skills Fakhrur Rozi; Pujiriyanto Pujiriyanto
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.137-156

Abstract

Augmented Reality (AR) can visualize abstract electronics concepts, but its educational value depends on students’ acceptance and use. This study aimed to explain vocational students’ actual system use of AR by extending the Technology Acceptance Model (TAM) with computational thinking and abstract thinking. A quantitative cross-sectional survey involved 151 Audio-Video Engineering and Industrial Electronics Engineering students at SMK Negeri 1 Padang. The school was purposively chosen because AR had not been integrated into its Electronics Engineering classes, while the curriculum includes abstract concepts suited to three-dimensional visualization. Respondents were selected through purposive sampling after a standardized AR BASIC ELECTRONICS session. The sample exceeded the minimum PLS-SEM requirement and was appropriate because participants had direct AR experience and relevant technical backgrounds. Data from a 29-item five-point Likert questionnaire were analyzed using PLS-SEM in SmartPLS3. The measurement model met validity and reliability criteria. Computational and abstract thinking significantly influenced perceived usefulness and actual system use, but not perceived ease of use. Perceived usefulness significantly influenced actual system use, whereas perceived ease of use did not. The model explained 59.6% of the variance in actual system use, indicating that cognitive readiness and perceived usefulness are central to AR acceptance in vocational education.
The Effect of the Use of Canva Interactive Media on the Critical Thinking Ability of Science Learning Students in Class VI of SD Inpres 1 Tondo Sri Novriyanti; Azizah Azizah; Nuraini Nuraini; Abdul Rahman; Roberto Rolly Bulalong
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.429-440

Abstract

Critical thinking is an essential competency that should be developed in elementary education to support students in solving problems and making informed decisions. However, students' critical thinking skills in Natural and Social Sciences (IPAS) remain relatively low due to the limited use of interactive digital learning media. This study aimed to examine the effect of Canva-based interactive learning media on the critical thinking skills of sixth-grade students at SD Inpres 1 Tondo. A quantitative approach with a pre-experimental method employing a One Group Pretest–Posttest Design was used. The participants consisted of 14 sixth-grade students selected through total sampling. Data were collected using a multiple-choice critical thinking test and analyzed using descriptive statistics and the Paired Sample t-test with SPSS version 25. The findings revealed that the mean score increased from 61.79 on the pretest to 71.79 on the posttest, representing an improvement of 10.00 points. The Paired Sample t-test indicated a statistically significant difference between the pretest and posttest scores (p < 0.001). These findings demonstrate that Canva-based interactive learning media effectively enhance students' critical thinking skills and can serve as an innovative digital learning medium to support more engaging and meaningful IPAS instruction in elementary schools.
The Effects of Workload, Teacher Commitment, and Principal Leadership on Teacher Productivity at High Schools in Mandau Subdistrict, Bengkalis Regency Rika Rahma Laila Syahri; 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.355-376

Abstract

This study examined the effects of workload, teacher commitment, and principal leadership on teacher productivity in senior high schools across Mandau District, Bengkalis Regency. A quantitative survey approach was employed involving 175 teachers selected through proportional random sampling. Data were collected using a four-point Likert-scale questionnaire, with all items confirmed to be valid and reliable. The data were analyzed using descriptive statistics, assumption testing, simple linear regression, and multiple linear regression. The findings revealed that workload, teacher commitment, and principal leadership each had a significant positive effect on teacher productivity (p < 0.05). Simultaneously, the three variables also significantly predicted teacher productivity. The coefficient of determination showed an R² value of 0.830, indicating that 83.0% of the variance in teacher productivity was explained by workload, teacher commitment, and principal leadership, while the remaining 17.0% was influenced by other factors outside the research model. These findings suggest that balanced workload management, stronger teacher commitment, and effective principal leadership play essential roles in improving teacher productivity. Therefore, schools should prioritize these factors to enhance teachers’ performance and overall educational quality. Further studies are recommended to explore additional variables influencing teacher productivity and to strengthen the generalizability of the findings.
Dynamics of Learning Motivation Among Slow-Learning Students in The Teaching of Multiplication Tables in The Fourth Grade of Elementary School Aisyah Falah Agdiyah; Ima Mulyawati
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.169-181

Abstract

Learning motivation is important in mathematics learning; however, little is known about how slow learners' motivation changes during instruction. This study aims to describe and understand the dynamics of slow learners' motivation during repeated multiplication learning in a fourth-grade class at a public elementary school in East Jakarta. Data were collected through observation, semi-structured interviews, and documentation and analyzed using Miles and Huberman's interactive model. The findings indicate that slow learners' motivation is dynamic, influenced by task difficulty, learning strategies, instructional media, teacher guidance, and parental support. Motivation increases through the use of concrete materials, repeated explanations, step-by-step guidance, and positive reinforcement but decreases when students encounter more complex tasks. The study also found that adaptive mathematics instruction and continuous parent teacher collaboration are essential for sustaining slow learners' motivation. These findings contribute to the literature by explaining the dynamics of slow learners' motivation during repeated multiplication learning, complementing previous studies that primarily focused on instructional strategies or learning outcomes.
Improving Students' Self-Confidence and Learning Outcomes in Mathematics Learning Using the Problem Based Learning Model in Class V of SDN 05 Pasaman Chintia Essa Bella; Hafiz Hidayat; Meria Ultra Gusteti
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.182-196

Abstract

Low student self-confidence and suboptimal learning outcomes are problems in Mathematics learning on data presentation. This study aims to improve student self-confidence and learning outcomes through the application of the Problem Based Learning model. This study is a Classroom Action Research (CAR) conducted in three cycles. Each cycle consists of planning, action implementation, observation, and reflection. The research subjects were 28 fifth-grade students. Data were collected through observation, learning outcome tests, and documentation, then analyzed descriptively quantitatively and qualitatively. The results of the study showed an increase in self-confidence and learning outcomes in each cycle. Students' self-confidence in Cycle I was in the medium to high category, increasing to high in all students (100%) in Cycle II, and in Cycle III as many as 75% were in the very high category and 25% in the high category. The completeness of learning outcomes increased from 39.2% in Cycle I Meeting I to 53.5% in Meeting II, then 64.2% and 78.5% in Cycle II, and reached 89.2% in Cycle III. Based on these results, it can be concluded that using the Problem Based Learning Model can increase students' self-confidence and learning outcomes in Mathematics learning.
The Influence of Digital Political Literacy on Generation Z's Political Participation in Responding to Strategic Issues in Sumedang Regency Mohammad Nurramdhani; Karim Suryadi; Syaifullah Syaifullah
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.197-210

Abstract

In Sumedang Regency, high youth electoral participation does not fully reflect critical engagement, as responses remain largely reactive to social media virality. This quantitative study aims to analyze the factual condition of digital political literacy and examine its influence and correlation with the political participation of Generation Z in responding to strategic issues. Using simple linear regression and Spearman Rank correlation analysis, this study surveyed 384 respondents aged 17–29 across 26 sub-districts. Data were gathered through Likert scale questionnaires, observations, and triangulation interviews. Descriptive results show that Generation Z's digital political literacy and political participation are moderate. Hypothesis testing proves that digital political literacy significantly influences political participation (tcount = 23.914 > ttable= 1.966, p = 0.000), with a strong correlation coefficient of 0.774 and a coefficient of determination of 60%. This study concludes that higher substantive digital political literacy is associated with more active and critical youth engagement. Theoretically, it reinforces Participatory Democracy and Civic Online Reasoning theories. Practically, this study recommends the Digital Political Literacy Academy and Regional Issue Analysis Laboratory programs to strengthen critical literacy and political participation of Generation Z.
A Descriptive Study of EFL University Students’ Difficulties in Understanding Implicit Meanings in Opinion Texts Dinda Ariyanti; Seful Bahri
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.211-224

Abstract

Understanding implicit meanings is essential to critical reading because opinion texts often communicate positions, assumptions, and implications without stating them directly. This study explored EFL university students’ difficulties in interpreting implicit meanings in opinion texts and the strategies they reported using. A descriptive qualitative design was employed with 30 English Education students at Universitas Negeri Semarang who had completed a Critical Reading course; the sample comprised 23 eighth-semester students, 2 sixth-semester students, and 5 fourth-semester students. Data were collected through a Google Forms reading test containing two opinion texts, twelve open-ended comprehension questions, and three reflective questions. The responses were analyzed thematically, with descriptive frequencies used to indicate theme occurrence. The main difficulty was connecting textual clues across sentences or paragraphs to infer unstated messages, reported by 26 participants (86.7%). Rereading and careful reading was one of the most common strategies, reported by 18 participants (60.0%). However, strategies were not always applied systematically. The study concludes that explicit instruction should guide students in identifying textual evidence, connecting clues, and evaluating alternative interpretations, while the uneven cohort distribution should be considered when interpreting the findings.
The Effect of Learning Independence and Learning Motivation on mathematics Learning Outcomes of Grade VIII Studens at MTs Negeri 1 Donggala Jingga Pramesti; Mustamin Idris; Bakri M Bakri M; Fajriani Fajriani
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.397-412

Abstract

This study aims to: (1) determine whether learning independence influences the mathematics learning outcomes of grede VIII studens at  MTs Negeri 1 Donggala (2) determine whether learning motivation influences the mathematics learning outcomes of grede VIII studens at MTs Negeri 1 Donggala (3) determine whether learning independence influences the mathematics learning outcomes of grede VIII studens at  MTs Negeri 1 Donggala. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian kausal korelasional. Populasi dalam penelitian ini adalah seluruh siswa Kelas VIII MTs Negeri 1 Donggala. The sample comprised 86 students selected through proportional random sampling. Data were collected using a learning-independence questionnaire, a learning-motivation questionnaire, and a mathematics learning-outcomes test. Data were analyzed using multiple linear regression. The results, at a 5% significance level, showed that: (1) learning independence had a significant effect on mathematics learning outcomes, accounting for 35%; (2) learning motivation had a significant effect on mathematics learning outcomes, accounting for 34.6%; and (3) learning independence and learning motivation jointly had a significant effect on mathematics learning outcomes, accounting for 38.4%.
The Effect of the Think-Pair-Share (TPS) Learning Model Assisted by PhET Simulation on Fifth-Grade Students' Learning Outcomes in Simple Machines Ananda Dwi Putri; Zulherman Zulherman
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.633-647

Abstract

Learning outcomes in elementary science, particularly on simple machines, remain unsatisfactory because students often experience difficulties in understanding abstract concepts through conventional instruction. This study aimed to determine the effect of the Think-Pair-Share (TPS) learning model assisted by PhET Simulation on fifth-grade students’ learning outcomes in simple machines. This study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. A total of 104 fifth-grade students from four intact classes in two elementary schools were selected through purposive sampling, comprising two experimental classes and two control classes. Data were collected using a 38-item multiple-choice achievement test administered as pretests and posttests. The data were analyzed using descriptive statistics, the Kolmogorov–Smirnov normality test, Levene’s homogeneity test, the Mann–Whitney U test, and Cohen’s d effect size analysis. The experimental group achieved a higher mean posttest score of 28.08 out of 38 than the control group, which achieved 17.69 out of 38. The Mann–Whitney U test indicated a significant difference between the groups (p < 0.001), while Cohen’s d of 1.413 indicated a large effect. These findings indicate that TPS assisted by PhET Simulation is effective for improving students’ learning outcomes in simple machines.
Cultivating Collaboration in Civics Education at SDN 1 Purbosuman Fernanda Arma Yudithira; Sutama Sutama
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.558-572

Abstract

Collaboration is an important component of character education in elementary schools, yet teacher-centered instruction may limit students’ opportunities to develop collaborative skills through authentic learning experiences. This study aimed to describe the cultivation of collaboration through active cooperation and concern for the common good in elementary school Civics Education (PPKn). A qualitative case study was conducted at SDN 1 Purbosuman Ponorogo involving the school principal, one Grade V Civics Education teacher, and Grade V students. Data were collected through classroom observations, semi-structured interviews, and photographic documentation. The credibility of the findings was established through source and method triangulation by comparing and integrating evidence across participants and data collection methods before drawing conclusions using the interactive model of Miles and Huberman. The findings showed that active cooperation was cultivated through group discussions, shared responsibilities, peer assistance, and project-based activities facilitated by teachers. Concern for the common good was fostered through contextual learning, peer assistance, social activities, and a positive school culture emphasizing empathy and collective responsibility. These findings provide practical guidance for Civics Education teachers to design authentic collaborative learning experiences that simultaneously strengthen students’ cooperation, empathy, social responsibility, and civic character in elementary schools.

Page 232 of 233 | Total Record : 2330

 229   230   231   232   233 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol. 10 No. 9 (2026): Journal of Educational Sciences Vol. 10 No. 8 (2026): Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences Vol. 10 No. 4 (2026): Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences Vol. 10 No. 2 (2026): Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences Vol. 9 No. 3 (2025): Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences Vol 9. No. 1. January 2025 Vol. 9 No. 1 (2025): Journal of Educational Sciences Vol. 8 No. 4 (2024): Journal of Educational Sciences Vol 8. No. 4. October 2024 Vol 8, No 3: July 2024 Vol 8. No. 3. July 2024 Vol. 8 No. 3 (2024): Journal of Educational Sciences Vol 8, No 2: April 2024 Vol 8. No. 2. April 2024 Vol. 8 No. 2 (2024): Journal of Educational Sciences Vol 8, No 1: January 2024 Vol 8. No. 1. January 2024 Vol. 8 No. 1 (2024): Journal of Educational Sciences Vol 7, No 4: October 2023 Vol 7. No. 4. October 2023 Vol. 7 No. 4 (2023): Journal of Educational Sciences Vol. 7 No. 3 (2023): Journal of Educational Sciences Vol 7, No 3: July 2023 Vol 7. No. 3. July 2023 Vol. 7 No. 2 (2023): Journal of Educational Sciences Vol 7, No 2: April 2023 Vol 7. No. 2. April 2023 Vol 7, No 1: January 2023 Vol 7. No. 1. January 2023 Vol. 7 No. 1 (2023): Journal of Educational Sciences Vol 6. No. 4. October 2022 Vol. 6 No. 4 (2022): Journal of Educational Sciences Vol 6, No 4: October 2022 Vol 6. No. 3. July 2022 Vol. 6 No. 3 (2022): Journal of Educational Sciences Vol 6, No 3: July 2022 Vol 6, No 2: April 2022 Vol. 6 No. 2 (2022): Journal of Educational Sciences Vol 6. No. 2. April 2022 Vol 6. No. 1. January 2022 Vol 6, No 1: January 2022 Vol. 6 No. 1 (2022): Journal of Educational Sciences Vol 5. No. 4. October 2021 Vol 5, No 4: October 2021 Vol 5, No 3: July 2021 Vol 5. No. 3. July 2021 Vol 5. No. 2. April 2021 Vol 5, No 2: April 2021 Vol 5, No 1: January 2021 Vol 5. No. 1. January 2021 Vol 4. No. 4. October 2020 Vol 4, No 4: October 2020 Vol 4, No 3: July 2020 Vol 4. No. 3. July 2020 Vol. 4 No. 3 (2020): Journal of Educational Sciences Vol 4, No 2: April 2020 Vol 4. No. 2. April 2020 Vol 4, No 1: January 2020 Vol 4. No. 1. January 2020 Vol 3. No. 3. September 2019 Vol 3, No 3: September 2019 Vol. 3 No. 3 (2019): Journal of Educational Sciences Vol 3. No. 2. May 2019 Vol 3, No 2: May 2019 Vol 3. No. 1. January 2019 Vol 3, No 1: January 2019 Vol 2, No 2: July 2018 Vol 2. No. 2. July 2018 Vol 2, No 1: January 2018 Vol 2. No. 1. January 2018 Vol 1, No 1: July 2017 Vol 1. No. 1. July 2017 More Issue