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 1,666 Documents
 30   31   32   33   34 
Vol 7, No 2: April 2023 Cover Cover
Journal of Educational Sciences Vol 7, No 2: April 2023
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

.
Development of Test Instruments to Test Students' Understanding of Macroscopic, Sub-Microscopic and Symbolic Levels in Acid-Base Titration Material Using the Rasch Model Febi Edinda Putri; Faizah Qurrata Aini
Journal of Educational Sciences Vol 7, No 2: April 2023
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.2.p.269-281

Abstract

This study created a test instrument that can test students' understanding of the macroscopic, sub-microscopic and symbolic levels in acid-base titration material that has been tested for validity, reliability, difficulty index and differential power of the questions . This development research uses the Rasch model. The subjects of this study were four lecturers, two high school chemistry teachers and 35 students of SMA N 2 Padang. The object is the quality of the test instrument that meets the criteria of validity, reliability, difficulty index and discriminatory power . Data analysis used the MiniFac and Ministep programs. This study has 10 stages, namely: (1) Defining the construct, (2) Identifying the construct, (3) Designing the items, (4) Testing the product, (5) Analyzing the data, (6) Reviewing the results of the analysis, (7) Reviewing the map wright, (8) Repeat steps 4-7, (9) Claim product quality, (10) Develop documentation. The results showed that the suitability of validation by experts using the MiniFac program was the exact agreement and expected agreement values were very close, namely 95.8% and 95.4%, this indicated that the results of this analysis fit the model and its estimation. Likewise testing of students using the Ministep program. Each item can be said to be valid because it meets the criteria of the MNSQ, ZSTD and PtMean Corr. The instrument is also claimed to be reliable because it has a value of 0.92 . The difficulty index and discriminating power of the items also varied from the easiest to the most difficult.
Development of Interactive Powerpoint Learning Media Based on Guided Inquiry on Class XI High School Chemical Equilibrium Material Tifani Qairani Fitri; Syamsi Aini
Journal of Educational Sciences Vol 7, No 2: April 2023
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.2.p.168-181

Abstract

Learning media is one of the supporting factors for achieving learning objectives. One of the learning media used is Powerpoint media. the type of research used is research and development or Research and Development (R&D). This study aims to develop a guided inquiry-based powerpoint interactive learning media on chemical equilibrium material and reveal its validity and practicality as a chemistry learning medium. The development model used in this study is a 4-D model (define, design, develop and disseminate). The stages that are carried out are only up to the develop stage. The study was conducted at SMAN 2 Lubuk Basung. The learning media developed were assessed by 9 validators, and practicality was assessed by 2 chemistry teachers and 27 students of class XII MIPA. Based on the research that has been carried out, it is found that the content validation and construct validation of the learning media developed have a high validity category with the Aiken's V formula of 0.90399 and 0.92857 and the practicality of learning media based on the practicality questionnaire of the teacher's response is 91.05556 and student responses of 94.2469 with very practical category.
Analysis of Mathematical Critical Thinking Ability of Fourth Graders of Public Elementary School 001 Air Tiris Riadoh Riadoh; Mhmd Habibi; Risna Wati
Journal of Educational Sciences Vol 7, No 2: April 2023
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.2.p.324-333

Abstract

This research is motivated by the low ability of students to think critically and mathematically when solving problems. The purpose of this study was to analyze the ability to think critically mathematically in fourth grade students at public elementary school 001 Air Tiris. This research uses descriptive and qualitative research methods. The participants in this study were all children enrolled in the fourth grade at 001 Air Tiris Public Elementary School. There are 24 fourth grade students in total. The data collected is in the form of written assessments, direct interviews, and mathematical calculations. Based on the results of the research, the level of mathematical critical thinking ability of the fourth grade students at public elementary school 001 Air Tiris is included in the medium category. The average achievement of the correct answer is 50.0%. Each student has unique abilities, so teachers should give them more critical thinking practice. Teachers can develop critical thinking strategies or learning models to improve students' mathematical thinking abilities.
Application of the Team-Assisted Individualization Learning Model to Improve Students' Critical Thinking Skills in Mathematics in Fourth Grade Elementary Schools Ade Mustika Andari; Melly Andriani; Mhmd Habibi; Risna Wati Risna Wati
Journal of Educational Sciences Vol 7, No 2: April 2023
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.2.p.224-232

Abstract

This study describes the improvement of the Team Assisted Individualization learning model in the fourth grade of SD Negeri 028 Kubang Jaya in improving students' mathematical critical thinking skills. This research is classroom action research, which consists of two cycles. The subjects in this study were one teacher and fifteen fourth-grade students at 028 Kubang Jaya Elementary School. Data collection was carried out through observation, testing, and documentation, with qualitative data analysis using percentages. Based on the research results and data analysis, it was shown that before the action, 11 (73%) students were in the less critical category, and 3 (20%) students were in the critical category. 6.6% of students are in the quite critical category. Team-assisted, individualized learning applies remedial actions. After taking corrective action with the team-assisted individualization learning model. Then corrective action is taken with the team-assisted individualization learning model. In cycle I, students' critical thinking skills increased; 6 students, or 40%, were in the critical category, and 9 students, or 60%, were in the moderately critical category. Furthermore, in cycle II, the ability to think critically has increased: 8 students, or 53%, are in the very critical category, 4 students, or 26%, are in the moderately critical category, and 3 students, or 20%, are in the critical category. In cycle II, students' critical thinking skills have achieved the target success of the action set. Thus, it can be concluded that the application of the team-assisted individualization learning model can improve students' critical thinking skills in fourth-grade mathematics at Public Elementary School 028 Kubang Jaya.
Effect of Bilingual Instruction-Mode on Pre-Service Integrated Science Teachers’ Cognitive and Practical Skill Achievements in Ecology Saibu Sakibu Olajide; Danmole Bolanle Taibat; Olayanju Mary Olatorera
Journal of Educational Sciences Vol 7, No 2: April 2023
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.2.p.122-133

Abstract

Nigeria is a multilingual country with diverse cultural background. The language (English) used when Nigeria was a British Colony is still the only official language and medium of instruction in the Nigerian schools. The purpose of this study therefore is to investigate the effect of bilingual (English and English-Yoruba) instruction-mode on cognitive achievement and practical skill achievements in ecology among colleges of education integrated science students in Lagos State, Nigeria. A 2x2 pretest posttest nonrandomised quasi-experimental design was adopted for the study. The sample comprised two hundred and eighty-five year two integrated science students from Adeniran Ogunsanya College of Education, Otto/Ijankin, Lagos and Federal College of Education (Technical), Akoka, Lagos. Ecology Cognitive Achievement Test (ECAT) and Ecology Practical Skills Achievement Test (EPSAT) were the two instruments used to collect data for the study. The two research questions and null hypotheses formulated were analysed with mean, standard deviation and t-test at 0.05 alpha level using Statistical Package for Social Science (Version 23.0). Results showed that there is statistical significant effect of the treatment (bilingual instruction-mode) on the cognitive achievement of students in ecology concepts [t(283)=9.583; p<.05]. Mean score of Bilingual teaching strategy is (=12.669) and control group scored the least (=9.683) in achievement in Ecology. Study finding also revealed statistical significant effect of the treatment on the practical skills achievement of students [t(283)=13.917; p<.05]. The study, therefore recommends, inter-alia, that integrated science teachers should utilize bilingual approach to support teaching of integrated science in Nigeria tertiary institutions to enhance students’ academic performance. 
The Effect of Parental Education Level on Student Achievement in Airtiris Public Elementary School Umi Kalsum; Mhmd Habibi; Risna Wati
Journal of Educational Sciences Vol 7, No 2: April 2023
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.2.p.350-357

Abstract

This study aims to find out the influence of parents' educational level on student achievement at Public Elementary School 001, Air Tiris. The data collection process here involves a combination of techniques between documentation and observation. There are several types of data analysis, two of which are descriptive analysis techniques and inferential analysis techniques. Twenty-four students from 001 Airtiris Public Elementary School were included in this study as research subjects. The results of this study show that there is a relationship between parents' education and student achievement. To ensure their children do well in school, parents must supervise and guide them during their homeschooling. It is suggested that they can help improve their children's achievement. This is due to the fact that research findings show that parents are the most effective educators for their children's academic success. Students who study at home to achieve good academic results.
Development of Test Instrument to Assess Students' Understanding on Macroscopic, Sub-Microscopic, and Symbolic Levels of Acid-Base Topics Using Rasch Model Arifah Sulvianti; Faizah Qurrata Aini
Journal of Educational Sciences Vol 7, No 2: April 2023
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.2.p.282-295

Abstract

Students' conceptual understanding on acid-base topic has not been assessed comprehensively in multiple representation. The test instrument is needed to determine levels of students' understanding on acid-base topic comprehensively. This research developed an instrument to asses students' understanding on acid-base concept based on macroscopic, sub-microscopic and symbolic levels that is claimed valid, reliable, had good difficulty index and discriminatory item. This research is Research and Development (R&D) using Rasch model. The research procedure adopted ten stages by Wei, et al in 2012. The research instrument is questionnaire sheet given to subjects from chemistry lecturers and chemistry teacher. The data were analyzed using Rasch model assisted by minifacet and ministep software. The exact agreement value is 89,2% which have small range from the expect agreement with a percentage of 89,5%. It’s mean that, there is a fit between the results of expert's agreement and the results of estimated model. The pilot test results showed that all items have reached valid criteria based on the MNSQ, ZSTD, and Pt-Mean Corr. The reliability value is 0,80 in the good category. Difficulty index has variations of easy, medium, and difficult items. The discriminatory item is able to distinguish three levels of student ability.
Analysis of Students' Chemical Literacy on Class X Electrolyte and Non-Electrolyte Solutions at SMAN 2 Batang Anai Nadiatul Khusna; Eka Yusmaita
Journal of Educational Sciences Vol 7, No 2: April 2023
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.2.p.182-191

Abstract

The evaluation results on electrolyte and non-electrolyte solution materials at SMAN 2 Batang Anai still have not reached the Minimum Completeness Criteria (KKM). As many as 50% of the 130 students are still incomplete in the evaluation of learning on electrolyte and non-electrolyte solutions, so it is necessary to evaluate students so that the teacher knows the causes of students' scores being below the KKM. This study aims to analyze the chemical literacy level of class X students of SMAN 2 Batang Anai in electrolyte and non-electrolyte solution materials using the Rasch model with the Ministep application according to the level of scientific literacy developed by Bybee. This research is a descriptive research with a quantitative approach with a sample of 75 students. The results showed that students in class X SMAN 2 Batang Anai dominated at 2 levels of chemical literacy, namely nominal scientific literacy (52%) and functional scientific literacy (44%). Rasch analysis shows that 96% of students have a negative measurement value with an average student measurement value of -2.63 logit. This shows that the ability of students' chemical literacy in electrolyte and non-electrolyte solution materials is relatively low.
Practicality and Effectiveness of Chemical Ludo Games as Learning Media of Acid and Base Materials to Students of Class XI SMA/MA Hikmah Ibnu Husni; Iswendi Iswendi
Journal of Educational Sciences Vol 7, No 2: April 2023
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.2.p.334-340

Abstract

This research is a continuation of the development research conducted by Rentia Lestari with a valid 4-D model but has not been tested for its practicality and effectiveness. The study aims to determine the level of practicality and level of effectiveness of chemical ludo games as a medium of learning of acid and base materials against student learning outcomes. The study was designed by Pretest-Posttest Control Group Design. The research objects are Class XI Mipa 1 (control class) and Class XI Mipa 2 (experiment class) at SMA N 1 V Koto Kampung Dalam. Pre-testing and posttesting. The practicality data was analyzed with the percentage of practicality and effectiveness with N-Gain. Data analysis results are practical in teachers at a very practical level and students are at a fairly practical, for the effectiveness of the data analysis results show quite effective, which is supported by an improved understanding of the learning outcomes of the higher experimental class compared to the control class. The average post-test scores of the experimental and control classes of 77.14 and 70.15 respectively and the analysis results with the N-Gain experimental class of 0.59 were at a fairly effective rate and the control class of 0.51 was at a less effective rate, the learning results of the experimental class increased than the control Class where tcount (3.62) >ttable(1.67) at the real level α= 0.05. This indicates increased learning outcomes.

Page 32 of 167 | Total Record : 1666

 30   31   32   33   34 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue 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 (2024): Journal of Educational Sciences Vol 8, No 3: July 2024 Vol 8. No. 3. July 2024 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: July 2023 Vol 7. No. 3. July 2023 Vol. 7 No. 3 (2023): Journal of Educational Sciences 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 (2023): Journal of Educational Sciences Vol 7, No 1: January 2023 Vol 6, No 4: October 2022 Vol 6. No. 4. October 2022 Vol. 6 No. 4 (2022): Journal of Educational Sciences Vol 6. No. 3. July 2022 Vol 6, No 3: July 2022 Vol. 6 No. 3 (2022): Journal of Educational Sciences Vol. 6 No. 2 (2022): Journal of Educational Sciences Vol 6. No. 2. April 2022 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 (2020): Journal of Educational Sciences Vol 4, No 3: July 2020 Vol 4. No. 3. July 2020 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