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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 1,666 Documents
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Powerpoint and Wondershare Quiz Creator Interactive Multimedia Development to Improve Student Learning Motivation Maulida, Maulida; Gimin, Gimin; Kartikowati, Sri
Journal of Educational Sciences Vol 3. No. 3. September 2019
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.3.3.p.390–400

Abstract

Low learning motivation of the student sometime it is due to the teacher has difficulty choosing the right learning media. This study was to produce powerpoint-based accounting and wondershare quiz creator multimedia to improve student learning motivation. Data collection begins with the need analysis phase. The media was validated interm of its interactive and content by the validators. The result the validator 1 and 2 obtained a score of 75 in the feasible category and the material feasibility by material expert obtained a score of 59 and 66 in the feasible category. Furthermore, the small scale test was showing that the media is useful to be used because it reaches a minimum score of> 37.5 - 48.78 (High category). The results of the analysis show that there are differences in the level of student motivation in the experimental class in the category of High of 62.5% and student motivation in the control class is in the Low category of 59.4%. Based on the results, the developed media is possible to use in the real teaching class.
The Development of Articulation Learning Model Oriented to Student Activity in Economic Subjects at Pekanbaru Plus Binabangsa High School Silvi, Sinta Ramadhan; Suarman, Suarman; Kartikowati, Rr Sri
Journal of Educational Sciences Vol 3. No. 3. September 2019
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.3.3.p.401–411

Abstract

Not all students have the ability to speak or to express opinions in public well, and not all students are able to engage in the learning process with a student centered approach. Therefore, the learning model with a student centered approach should still be juxtaposed with the considered percentage of lecture method (teacher cantered approach). This research aims to produce an Articulation learning model development oriented towards student activities. The data analysis was referring to the ISMAN model which consists of the stages: input, process, output, feedback, and learning. Based on the validity test to the validator, the Articulation development model is declared suitable for the Economics learning process. The students responses to the utilization of the Articulation development model obtained an average percentage of 88.62% in the category of very effective.
Factors Contributing to Speaking Anxiety: A Case Study of Pre- Service English Teachers Daud, Afrianto; Ras, Fakhri; Novitri, Novitri; Audia, Clara Putri
Journal of Educational Sciences Vol 3. No. 3. September 2019
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.3.3.p.412–422

Abstract

This study is aimed at finding out the level of speaking anxiety experienced by a group of pre-service English teachers at a university in Indonesia and investigating the factors contributing to their speaking anxiety. Using cluster random sampling, this mixed-method research took 30 pre- service English teachers from the same class as the research participants. The data were collected through questionnaires and semi-structured interviews. The questionnaires were adapted from FLCAS (Foreign Language Classroom Anxiety Scale) designed by Horwitz et al (1986). The result of the questionnaire shows that the students’ speaking anxiety is overall in the mildly anxious level. It was identified that there were six students (20%) in the level of very anxious, seven students (23%) in the level of anxious, 14 students (47%) in the mildly anxious level, one student (3%) in the relaxed level, and two students (7%) in the very relaxed level. The interview data indicated that the anxiety was likely because of several inter-related factors: social, linguistic, and personal factors. The social factors include fear of making mistake, feeling under pressure dealing with people, afraid of negative evaluation by teachers, worrying of losing face; the linguistic factor relates to students’ lack of English ability (grammatical issues, proper pronunciation, and vocabulary). While from the personal factor deal with issues such as low motivation and and family problems.
The Influence of Learning Model on Chemical Learning Outcomes Viewed from Goal Orientation Participants in Senior High School Sanjaya, Miftah Athor; Noer, Asmadi M.; Linda, Roza
Journal of Educational Sciences Vol 3. No. 3. September 2019
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.3.3.p.423–432

Abstract

This research was motivated by the difficulty of students in understanding the concepts in chemical material. The goal of this research is to see the differences in learning outcomes between students who are given two different learning models and see it from Goal Oriention (GO) factors owned by students. This research was conducted at SMA Muhammadiyah 01 Pekanbaru City. The variables in this study were the Learning Model and GO characters (independent variables) and chemistry learning outcomes (the dependent variable). The results of data analysis on One Way Anava was a sig. 0.02 for the application of two learning models and the Independent Sample T-Test obtained sig. 0.02 and sig. 0.32. Based on data analysis, it was concluded that student learning outcomes with those taught with the DL model were better than students taught with the PBL model. Learning outcomes MGO students who are taught with the DL model are better than those taught with the PBL model and there is no difference in the learning outcomes of the PGO students who are taught with the PBL learning model with students who are taught using the DL model.
Increasing Critical Thinking Skills Through Natural Science Learning Based on the Integration of Guided Inquiry with Numbered Heads Together Syafaren, Alaniyah; Yustina, Yustina; Mahadi, Imam; Vebrianto, Rian
Journal of Educational Sciences Vol 3. No. 3. September 2019
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.3.3.p.433–444

Abstract

Process of science learning stresses on giving students direct experience to develop their competence. Therefore, teachers are required to be creative and innovative to improve students’ critical thinking. Accordingly, there is a need for a research on “The science learning based on guided inquiry integration with Numbered Heads Together (NHT) toward critical thinking skill”. This research aim to figure out of influence of the science learning based on guided inquiry integration with NHT. This research is a quasi-experimental study, with design "non-equivalent group control design". This research was conducted at September-December 2018 with samples of the experimental class (n = 40) and the control class (n = 40) at class VIII SMP N 21 Pekanbaru. The research instrument consisted of questions to test students' critical thinking skills. This shows the research instrument at a good and quality stage. The results of this study note that there are significant differences in the average value of the Post test students' critical thinking skills between the experimental class amounted to 75.00 with the control class 67.00 after the intervention (P <0.05). So that the use of Integration of guided inquiry with NHT in the learning process can improve students' critical thinking skills.
Increasing Mathematics Achievement of Senior Secondary School Students through Differentiated Instruction Awofala, Adeneye O. A.; Lawani, Abisola O.
Journal of Educational Sciences Vol 4. No. 1. January 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.1.p.1-19

Abstract

This study examined the effect of differentiated instruction on senior secondary school students’ achievement in mathematics in Nigeria within the blueprint of the pre-test, post-test non- equivalent control group quasi-experimental research design. The sample comprised 220 students in which three research questions and three null hypotheses guided the study. The experimental group was taught with the differentiated instruction while the control group received instruction with the conventional teaching method for eight weeks. Three valid and reliable instruments, Mathematics Achievement Test (KR-20=0.89), Felder-Soloman Index of Learning Styles (Cronbach α=0.92), and McKenzie Multiple Intelligences Inventory (Cronbach α=0.90), were used for data collection. Results revealed that students in the differentiated instruction group performed significantly better than students in the conventional teaching method group. Also, male students performed slightly better than female students with differentiated instruction, although no significant difference existed between the achievement of male and female students taught mathematics using differentiated instruction. There was no significant main effect of gender on students’ achievement in mathematics. Also, there was no significant interaction effect of treatment and gender on students’ achievement in mathematics. The differentiated instruction made lesson more fascinating, stress-free and created co-operation among students. It was thus, recommended that differentiated instruction be adopted by mathematics teachers in teaching mathematics at the senior secondary school level in Nigeria.
Effect of Active Learning in Form of Scientific Approach with Assistance of Student Worksheets Based Problem Based Learning (PBL) Towards Students Biology Psychomotor Competence in Bacterial Material Lufri, Lufri; Laili, Fitria; Anhar, Azwir
Journal of Educational Sciences Vol 4. No. 1. January 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.1.p.20-29

Abstract

In the 2013 curriculum, students are demanded to be active in learning process. To actualize it, teacher should has adequate ability and skills by implementing appropriate learning model in teaching. Purpose of the research was to know effect of Active Learning in form of scientific approach with assistance of student worksheets based Problem Based Learning to wards students' Biology competence in Bacterial material. The research method used a quasi experimental research by using randomized control posted only design. The population was students in grade X MIPA of SMAN 1 Pasaman registered in academic year 2018/2019. Samples were taken by using Purposive Sampling technique. Instrument used was psychomotor competence observation sheet. Data analysis was conducted by using Mann Whitney U test. The finding showed that there is a significant difference between students' biology competence in experimental class and control class, in which students' biology competence in experimental class is higher than in control class. Average score of students' biology competence in experimental class is 3.34 (B+) and in control class is 3.17 (B). So, it can be concluded that Active Learning in form of scientific approach with assistance of student worksheets based Problem Based Learning can improve students Biology competence.
The Effects of Contextual Learning and Teacher's Work Spirit on Learning Motivation and Its Impact on Affective Learning Outcomes Naziah, Risyatun; Caska, Caska; Nas, Syakdanur; Indrawati, Henny
Journal of Educational Sciences Vol 4. No. 1. January 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.1.p.30-43

Abstract

The goal of achieving student learning outcomes is not entirely only values in numbers or cognitive learning outcomes. But it also attaches great importance to the affective learning outcomes shown in attitudes or behavior. This study aims to analyze the effect of contextual learning approaches and teacher morale on learning motivation and its impact on student affective learning outcomes. The population in this study were 728 grade 8 students of SMP Negeri 20 and SMP Negeri 23 in Tampan. With the cluster random sampling technique a sample of 155 students was obtained. Data collection used a questionnaire then the data were analyzed by path analysis. The results found that contextual learning approaches have an influence on student motivation, the experience of working with friends while learning has an effect on student motivation and learning behavior, a positive effect on behavior is shown in attitudes manifested in affective domain learning outcomes. The work spirit of the teacher contributes to student affective learning outcomes, high teacher enthusiasm and the teacher's ability have an effect on student motivation to positively impact student affective learning outcomes.
Development of Learning Tools with the Application of Learning Inventions to Improve Mathematical Problem Solving Ability Social Arithmetic Material Ningsih, Fadriati; Murni, Atma; Roza, Yenita
Journal of Educational Sciences Vol 4. No. 1. January 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.1.p.44-52

Abstract

The results of the preliminary study indicate that the learning tools used by the teacher do not meet the 2013 curriculum rules. This study aims to produce learning tools with the application of discovery learning to improve Mathematical Problem Solving Ability (KPMM) on social arithmetic materials for grade VII junior high school. This study used the Borg and Gall development model with stages: (1) research and data collection; (2) planning; (3) development of learning tools; (4) limited trials; (5) product revisions; (6) field trials; (7) product revisions; (8) final product test; (9) revision of the final product; and (10) dissemination and implementation. The validation results showed that it was very valid with consecutive average percentages for KPMM problems that were 94.64%, syllabus was 90.10%, RPP was 93.14%, and LKPD was92.60%. In the final product test phase, learning tools wereused through pre-experimental research to see the increase in KPMM. The final product test results indicated that there was an increase in KPMM of students using learning tools. This means that the learning tool with the application of discovery learning in social arithmetic material in class VII SMP has been valid, practical, and effective.
Improvement on Student Learning Interest through the Integrated Sciences Learning Based on Webbed Model Mulyani, Mulyani; Syafii, Wan; L.N. Firdaus, L.N. Firdaus
Journal of Educational Sciences Vol 4. No. 1. January 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.1.p.53-61

Abstract

This study aims to determine differences in increasing student interest in the learning process through integrated science learning based on Webbed Model. The basis of this research was the students low interest in the learning process as a result of the implementation in natural science learning that is not in accordance with the mandate of the 2013 curriculum. The research method was a quasi-experiment with a randomized pretest-posttest control group design. Data collection techniques were questionnaires for students interest in learning based on predetermined indicators. While data analysis techniques, which were in the form of descriptive analysis and statistical analysis, were using the Independent Sample T Test. The results showed that an increase in student interest in learning through integrated science-based Webbed Models by 2.9% with a very good category. Furthermore, based on statistical tests the fcount is10.813 > ftabel 0.40 and 0.315 was obtained with a significance value of 0.04. Thus, it can be concluded that there are some differences in student interest in learning through integrated Webbed Model-based science learning.

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