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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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Unveiling Teachers' Assessment Bias and its Link to Practice of Shadow Education Sarkar, Ayshiti; Mallick, Biplob
Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.2.p.675-686

Abstract

Assessment means assessing someone but it denotes more than just assessing someone in education whereas shadow education indicates to private tutoring arranged beyond formal education aims to attain better academic achievement. Many teachers in Bangladesh are involved in shadow education on a paid system who are teaching the same students in school. This qualitative study aims to explore whether teachers' assessment practice is biased and how this bias is linked to their involvement in private tutoring. Different types of assessment practice of the teachers are as consequences of shadow education practice such as bias in summative assessment, bias in formative assessment, intentional bias, and unintentional bias. Among these four, bias in summative assessment, bias in formative assessment and intentional bias are directly linked with the shadow education practice. The teachers are practicing 'favoritism' to reward the students who take private tuition from them and they are practicing 'unfair penalization' to punish the students who do not take tuition from them. However, unintentional bias cannot be linked with the shadow education practice of the teachers. Therefore, the teachers should practice fair assessment practice to promote the learning of the students learning even though they are involved in shadow education practice.
Engaging Efl Students in Reading Comprehension Through SQ3R Techniques: A Case Study Septyawati, Karin; Setiasamsi, Yogi; Saefullah, Hilamnsyah
Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.2.p.687-698

Abstract

This study examines of the SQ3R (Survey, Question, Read, Recite, Review) technique in enhancing EFL students’ reading comprehension at vocational high schools and explores students’ responses to its implementation in reading activities. Employing a qualitative case study approach, the research involved 35 students as participants. Data were collected through observations and interviews, then analyzed using Braun & Clarke’s thematic analysis. The findings indicate that the SQ3R technique enhances student engagement in reading, facilitates deeper comprehension of texts, and strengthens critical thinking skills. Moreover, students became more systematic in processing information, which contributed to improved retention and understanding. However, some students faced challenges, particularly in formulating relevant questions and summarizing key points effectively. These difficulties highlight the need for additional guidance and practice. The study recommends integrating digital tools to support SQ3R implementation and providing targeted training sessions to help students maximize the benefits of this technique, ensuring more effective and independent reading comprehension development.
Development of Student Worksheet Based on Contextual Problems to Facilitate Students’ Mathematical Problem-Solving Skills in Flat-Sided Space VIII SMP/MTs Pratiwi, Aci Ayu; Roza, Yenita; Murni, Atma
Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.2.p.699-708

Abstract

This study aims to overcome the problem of minimal use of Student Worksheets (LKPD) based on contextual problems in mathematics learning. Through the 4D development model, the LKPD developed is proven to be valid and practical in facilitating the problem-solving abilities of grade VIII junior high school students on the material of flat-sided solid shapes. The results of the small group LKPD trial obtained a score of 85.11% with a very practical category and the results of the large group LKPD trial obtained a score of 85.70% with a very practical criterion. Thus, overall it is concluded that the LKPD developed based on contextual problems to facilitate students' mathematical problem-solving abilities on the material of flat-sided solid shapes of grade VIII junior high school/MTs has met the valid and practical criteria. Thus, this LKPD has the potential to be an effective alternative in mathematics learning, especially in improving students' critical thinking and problem-solving abilities.
Implementation of Independent Curriculum Differentiated Learning in PAI Subjects at SMPIT Ar-Risalah Sukoharjo Yumna, Haniya Fatkhul; Maksum, Muh. Nur Rochim
Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.2.p.709-717

Abstract

Basically, students have different learning styles and needs, as teachers must be able to understand what their students need. This study aims to describe the implementation of differentiated learning in the independent curriculum, find out the obstacles and supporters of the implementation of differentiated learning in the independent curriculum, and the impact of the implementation of differentiated learning in the independent curriculum. The method used in this research is qualitative research with a phenomenological approach. Data collection through interviews, observation and documentation. The results showed that the implementation of differentiated learning in PAI subjects has gone well even though it is still not so optimal. There are obstacles that make the implementation of differentiated learning less optimal such as limited time in learning and lack of human resources. But there are also supporting factors such as a supportive learning environment at school, adequate learning facilities, and principals who routinely conduct supervision. So that the impact that occurs in implementing differentiated learning on students is the emergence of enthusiasm and motivation in the learning process, because with differentiated learning students can learn according to their learning needs and feel happy with several variations of learning so they don't feel bored or monotonous. It can be seen that the impact affects the learning outcomes of students So, it can be concluded that the implementation of differentiated learning of the independent curriculum at SMPIT Ar-risalah Sukoharjo in PAI subjects has been running quite well.
The Effectiveness of Auditory Intellectually Repetition Learning Model Assisted by Kokami Media in Improving the Speaking Skills of Drama Material for Students of Class VIII Bhakti Mulya Fhatwah, Risma; Herlina, Dewi; Rosalina, Sinta
Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.2.p.729-739

Abstract

This study is motivated by the low speaking ability of students so this study aims to determine the effectiveness of using the Auditory Intellectually Repetition learning model in improving students' speaking ability. This research uses a quantitative quasi-experimental approach with a Non-equivalent control group design. The samples in this study were Bhakti Mulya Junior High School students, class VIII A as the experimental class and class VIII D as the control class. The data collection technique in this study used a test technique in the form of a drama performance which was assessed from 6 aspects of assessment consisting of lafaz, vocabulary, structure, fluency, content, and understanding. The results showed that the Auditory Intellectually Repetition learning model was effective in improving students' speaking ability. This is evidenced by the average post-test score in the experimental class reaching 87.90 and in the control class the average post-test result is 70.67. Independent Sample T Test results with a significance level of 5% of 0.000 ˂ 0.005 were also obtained. This shows that Ha is accepted and HO is rejected. The N-Gain results show that the average N-Gain value for the experimental class of 74% is included in the moderately effective category. Based on the results of the data analysis that has been done, it can be concluded that the Auditory Intellectually Repetition learning model is quite effective in improving the speaking skills of 8th grade students of Bhakti Mulya Junior High School.
Exploring Students Engagement in Learning Vocabulary through The Use of Total Physical Response (TPR) Method Pitaloka, Dewi Ayu Dyah; Wigati, Fikri Asih; Suryaman, Maman
Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.2.p.718-728

Abstract

The study aims to explore student involvement in vocabulary learning through the Total Physical Response (TPR) method. The TPR method combines physical movement with language learning processes, which are believed to improve student memory and understanding. This research uses a qualitative approach to the design of case studies. The study collected data through observations, interviews, and pre- and post-test vocabulary tests. The results showed that students showed positive engagement, both behavioral, emotional, and cognitive. Significant improvements in vocabulary skills also increased, as seen from the average student vocabulary test score after the application of the TPR method, from 38.55 on the pretest to 81.11 on the posttest. Observations and interviews revealed that students were more active and involved in the learning process, showing a higher interest and positive response to TPR methods. In addition, physical movements associated with vocabulary learning help students memorize and understand vocabulary better.
Exploration of Folk Games in MTs Students' Procedural Text Writing Learning Through the PPJBL Model Mulya, Okta Hari; Faizah, Hasnah; Charlina, Charlina
Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.2.p.740-747

Abstract

This study aims to explore the use of folk games as a learning medium in writing procedural texts at the Madrasah Tsanawiyah (MTS) level through the application of the Project-Based and Problem-Based Learning (PPJBL) model. Folk games were chosen because they have the potential to increase students' motivation, participation, and understanding of the material being taught. This study uses a qualitative method with a descriptive approach. Data collection was carried out through observation, in-depth interviews, and document analysis involving students and teachers as participants. Data analysis was carried out using thematic analysis techniques to identify patterns of student understanding in writing procedural texts after participating in folk game-based learning. The results of the study showed that the integration of folk games through the PPJBL model was able to increase students' creativity and collaboration, as well as provide a deeper understanding of the structure and steps in writing procedural texts. In addition, students showed more active and enthusiastic involvement during the learning process. Based on these findings, folk games can be used as an alternative effective learning medium for teaching writing skills, especially in writing procedural texts.
Engaging Secondary School Students In Word Mapping Strategy In Learning General Vocabulary of Descriptive Text: A Classroom Action Research Ayu, Ayu; Ridwan, Iwan; Yanto, Elih Sutisna
Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.2.p.748-757

Abstract

The aim of the study is to find whether Word Mapping Strategy can engage Secondary school students in learning general vocabulary of descriptive text. In order to achieve the research objectives, a classroom action research was used as a research design in this study. The participants of this study were 23 students of class VIII in one of Islamic secondary schools. The results of the study showed that word mapping strategy is effective to engage students in learning vocabulary. Most of students respond positively to the use of this strategy. The students feel satisfied with this strategy. They said that this strategy give them many benefits such as increasing students’ vocabulary, give the clearer meaning and make students feel motivated in the learning process. However, even though word mapping has many positive impacts, this strategy also makes students feel challenged, especially when students are asked to make word map charts in their notebooks. Therefore, this research finding can be studied more deeply for the future research to resolve the emerged problem. From the results of the research, it can be concluded that this strategy is highly recommended to be applied for the teacher in teaching vocabulary.
Indonesian Efl Learners’ English Language Learning and use in Social Media: A Case Study Ilmita, Arnisa Nur; Setyaningsih, Endang; Putra, Kristian Adi
Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.2.p.758-781

Abstract

In 2022, Instagram became Indonesia's second most popular social media platform. The most significant portion of users, around 31 percent, were youth in the 18 to 24 age range. This study aims to examine EFL learners' language learning practices on Instagram and characterize the utilization of English on various sides of social media activities on Instagram among youth Indonesians. A qualitative analysis used a case study method, to explore the intricate dynamics of language self-learning on Instagram. Answering the first research questions, the findings show the use of Instagram to study English conducted through several activities, including following English learning accounts, joining the broadcast channel of the English learning community, and watching English learning content on FYP “For You Page.” Furthermore, in answering the second research question, the findings show that using English on Instagram can be done through several activities, including creating English-related content, writing English as a caption, and engaging in English interactions. The study contributes to understanding how EFL learners' online informal language learning adapts to social media like Instagram.
Students' Views on Multimedia in Differentiated Learning of Pancasila Education at SMA Muhammadiyah 10 Surabaya Widyatama, Pandu Rudy; Muhajir, Muhajir; Huda, Nuril
Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.2.p.782-801

Abstract

The research is based on challenges in learning Pancasila Education which is often considered monotonous and less attractive to students, so innovation in learning methods is needed. This study aims to explore how students assess the effectiveness of the use of multimedia in differentiated-based Pancasila Education learning at SMA Muhammadiyah 10 Surabaya. This study uses a qualitative descriptive approach using a case study method, involving six students, two teachers, and the principal as research subjects. Data was collected through interviews, participatory observations, and documentation, then analyzed using the Miles and Huberman technique. The results of the study show that the integration of multimedia in differentiated learning can realize student involvement in the process of learning Pancasila values. Multimedia such as videos, images, and interactive platforms are effective in accommodating various student learning styles, both visual, auditory, and kinesthetic. However, some technical challenges such as unstable internet connections and projector device issues are still a hindrance. In conclusion, the use of multimedia in differentiated learning has a positive impact, but improvements in technological infrastructure and teacher training are needed to optimize its effectiveness. The suggestion for schools is to work to improve multimedia facilities and ensure adequate tools to support inclusive and effective learning.

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