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
 81   82   83   84   85 
Development of Interactive Multimedia Based on Articulate Storyline for Force Material to Improve Learning Outcomes Nurkhalimah, Adinda Inka; Andriani, Aldina Eka
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.907-926

Abstract

This study aims to describe the development, feasibility, and effectiveness of interactive multimedia based on Articulate Storyline to improve fourth-grade students' learning outcomes at SDN Purwoyoso 01, Semarang. The research follows the Research & Development (R&D) method using the Borg and Gall model. Data collection techniques include tests (pre-test and post-test) and non-test methods (observation, interviews, questionnaires, and documentation). Data analysis involves normality tests, t-tests, and N-Gain tests. The developed multimedia consists of a main page, guidelines, learning materials, instructional videos, a virtual laboratory (PhET Simulation), interactive quizzes (Quizizz), and student worksheets (Live Worksheets). Feasibility assessments showed high validity from material experts (93.75%), media experts (93.33%), teacher responses (100%), and student responses (98.80%), categorizing it as highly feasible. The effectiveness was demonstrated by a 26.40% increase in pre-test and post-test scores, a paired sample t-test significance value < 0.001, indicating a significant difference, and an N-Gain score of 0.728 (high category). In conclusion, the interactive multimedia was successfully developed, deemed feasible, and proven effective in enhancing fourth-grade IPAS students' learning outcomes on force material at SDN Purwoyoso 01, Semarang.
The Relationship Between Understanding Science Concepts and Critical Thinking Skills of Elementary School Students Az Zahra , Tiara Anggun; Wijanarko, Tiok
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.927-935

Abstract

Critical thinking skills are one of the four essential competencies required in the 21st century. One of the factors influencing critical thinking skills is the understanding of science concepts. This study aims to analyze the significant relationship between the understanding of science concepts and the critical thinking skills of elementary school students in Tujuah Koto Talago Village. A quantitative approach with a correlational research design was employed in this study. Research data were collected through written tests, consisting of multiple-choice questions to assess the understanding of science concepts and essay questions to evaluate critical thinking skills. Hypothesis testing was conducted using the Pearson Product Moment correlation method. The results indicate a correlation between the understanding of science concepts and students' critical thinking skills, as evidenced by a significance value of 0.001 < 0.05. Thus, it can be concluded that there is a significant relationship between the understanding of science concepts and the critical thinking skills of elementary school students in Tujuah Koto Talago Village.
Analysis of Project-Based Learning Design Needs: Building Students' Creative Thinking Skills and Independent Learning Sundari, Ayu; Yennita, Yennita; Syafii, Muhammad
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.936-953

Abstract

The ability to think creatively and learn independently is an important factor in student success in the learning process. One model that plays an important role in increasing creative thinking and independent learning is the project based learning (PjBL) model. This research aims to analyze the needs for project-based learning design to improve creative thinking abilities and learning independence. The research was conducted at a high school in Pekanbaru involving 76 students. Data collection methods use closed and open questionnaires. The research results show that project model learning is a model that many students are interested in. In the open-ended question, most students were interested in PjBL learning, which was 25 people. In the open-ended question, 64.5% agreed that the physics project helped them disseminate their understanding. Apart from that, students' creative thinking abilities and learning independence are not yet optimal, so it is necessary to design a learning model that is popular and can improve students' creative thinking abilities and learning independence.
An Analysis of Student Participation in Marketing Management Through Project Based Learning Model Fiardilla, Fauziah; Arisandi, Meri; Yernisa, Yernisa; Sirait, Jeliana Veronika
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.954-963

Abstract

This research was motivated by the low ability of students to think related to problem solving and student activity. Project-based learning will be implemented which is expected to increase student understanding, develop problem-solving skills, increase cooperation abilities and student activity in the learning process. The type of research used is quantitative descriptive. The subjects in this research were 12 students in the 2023/2024 Odd. Data collection techniques used include observation, portfolio, and documentation. The data collection instrument used was a activity observation sheet in Project I and Project II. The data analysis technique uses quantitative data analysis. The criteria for the success of this research can be seen from the increase in the value of student participation in the Marketing Management class. The results of this research indicate an increase in the value of student participation activities by the implementation of Projects I and II. In project I learning activities, the average value of student participation was 77.25. Then there was an increase in the value of participatory activities in project II learning activities to 80.9. Based on these results, it can be concluded that student participation can be increased by implementing the project-based learning model.
The Effect of The Summarising Task Technique as A Strategy in Identifying Short Story Elements Azaky, Andri; Elmustian, Elmustian; 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.964-974

Abstract

Language skills are divided into receptive skills, i.e. listening and reading, and productive skills, i.e. speaking and writing. This study aims to overcome students' low interest in reading, which results in limitations in identifying the intrinsic elements of short story texts. The factors that cause this are a less supportive learning environment, teacher-centred learning methods and limited access to interesting reading materials. Using a quantitative experimental method, this research applied a one-group pretest-posttest design on students of Class XI B Madrasah Aliyah Imam Ibnu Katsir. An innovative strategy in the form of a summarising task technique was used as a learning treatment to produce post-test scores. The results showed a 50% increase in students' comprehension, with an average pre-test score of 4.3 increasing to 7.3 on the post-test, which was classified as moderate based on N-gain analysis. This strategy proved effective in improving students' ability to identify the essential elements of short story texts. The recommendations for other researchers can further develop technology-enhanced learning strategies. The aim is to increase student engagement, as well as long-term research to more fully evaluate the effectiveness of this method.
Comparative Study of Education: Islamic Education System of Indonesia and Brunei Darussalam Rahmania, Elvina; Saprianingsih, Sri Whenti; Maryamah, Maryamah; Oviyanti, Fitri
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.975-986

Abstract

This study presents the differences between the Islamic education systems of Indonesia and Brunei Darussalam. These two Southeast Asian countries have unique characteristics in their approach to Islamic education. The research method used is descriptive qualitative with literature data collection techniques (library research). The results of the study show that this measurement provides rich insight into the dynamics of Islamic education and can be a reference for both countries in efforts to improve the quality of Islamic education. The fundamental difference lies in the emphasis given to religious studies in Islamic countries such as Indonesia and Brunei Darussalam. Religious studies are highly emphasized to form people who are moral, ethical, and have noble personalities. This reflects Islamic values that are an integral part of education and daily life in the country. However, both have similarities in including religious education in the curriculum as part of an effort to build students' character and morals. The main goal is to create a young generation that has strong moral values and good personalities, so that they can make a positive contribution to society and the nation in the future.
Instilling Islamic Values in Realizing Religious Character at SMA Negeri 4 Surakarta Nursinta, Wulan Tri; Istanto, Istanto
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.987-998

Abstract

This research aims to describe the cultivation of Islamic values in realizing religious character in SMA Negeri 4 Surakarta through the implementation of Islamic activities. Data were collected using qualitative research methods through interviews with Islamic religious teachers and then students, observation and document studies. The results of the study show that the cultivation of Islamic values in Islamic activities at SMA Negeri 4 Surakarta has an impact that leads to the formation of students' religious character. This can be seen from the active participation of students in Islamic activities at school and discipline in worship. The conclusion based on the research is that Islamic activities that are carried out in a structured and sustainable manner are a means for students to be able to grow Islamic values and form a generation that has a religious character. Future prospects schools need to innovate in carrying out Islamic activities so that they attract more Muslim students and improve facilities for the implementation of activities so that they can continue to improve. With this research, it is hoped that it can provide insight into the cultivation of Islamic values in school activities so that it can realize religious character in students.
The Role of Syekh Ismail Abdul Wahab in Islamic Education in Tanjungbalai City Sirait, Andi Saputra; Al Farabi, Mohammad; Sapri, Sapri
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.999-1007

Abstract

This study examines the contributions and role of Syekh Ismail Abdul Wahab in Islamic education in Tanjungbalai City. As a scholar and educator, he played a crucial role in establishing the Gubahan Islam educational institution and spreading Islamic values within the community. The aim of this study is to analyze Syekh Ismail’s intellectual journey, his contributions to Islamic education, and the challenges he faced in developing the Islamic education system. This research employs a historical method with a descriptive qualitative approach through literature studies, interviews with educational figures, and historical document analysis. The findings indicate that Syekh Ismail Abdul Wahab was not only an educator but also a leader who advocated for education based on tauhid and ethics. Despite challenges from Dutch colonial rule and limited resources, he remained committed to building an Islamic education system that continues to have an impact today. This study underscores the significant role of Islamic scholars in the development of Islamic education and provides new insights into the contributions of local figures in the history of education in Indonesia.
Student Learning Activeness: An Experimental Study on the Effectiveness of the 9E Learning Cycle Model Meldayani, Susi; Farida, Farida; Azizah, Nurul; Saputra, M.Indra; Kuswanto, Riyan Terna
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.1008-1020

Abstract

Learning activeness is essential for achieving optimal educational outcomes. However, many students still demonstrate low levels of active participation, particularly in Islamic Religious Education. The Learning Cycle 9E model is considered a potential strategy to enhance learning activeness through structured learning stages. This study aims to examine its effectiveness in improving students' learning activeness at SMA Negeri 15 Bandar Lampung. This research employs a quantitative approach with a quasi-experimental design. The population consists of all 12th-grade students, with class XII F7 as the experimental group and class XII F8 as the control group, selected through simple random sampling. Normality tests show significance values of 0.92 (experimental) and 0.649 (control), both greater than 0.05, indicating normal data distribution. The t-test results show a significance value of 0.962 (>0.05), leading to the acceptance of H0. Findings indicate that the Learning Cycle 9E model does not significantly impact students' learning activeness. Other factors, such as motivation, classroom environment, and teacher involvement, may influence the results. Further research should explore modifications to the model or alternative cooperative learning strategies to optimize learning activeness in Islamic Religious Education.
Biology Reimagined: A test of Culturo-Techno-Contextual Approach (CTCA) in Boosting Students’ Achievement M. Ige, Adeleke; Owolabi, Tunde; Onowugbeda, Franklin U.; Mustapha, Abiodun Gafar; Ogundowole, Ayodeji; Gbeleyi, Olasunkanmi A.; Olayanju, Mary; Armah, Micheal
Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.1.p.1-25

Abstract

The prerequisite for learning science lies in students' ability to adapt to new stimuli in learning environments. This ability is often reflected in their readiness to apply newly acquired knowledge in different contexts. This study investigated a culturally-influenced pedagogy infused with technological and contextual features to improve biology learning. A total of 138 Senior Secondary II students participated, comprising 75 students (45 males, 30 females) in the CTCA group and 63 students (30 males, 33 females) in the lecture group, with an average age of 15 years. An explanatory sequential mixed-method design was used. Quantitative data were collected using the Plant Nutrition Achievement Test (PNAT), which had a reliability coefficient of 0.83, while qualitative data were obtained through the Biology Students Interview Protocol in Biology (SIPB). Descriptive statistics (mean, standard deviation, and thematic analysis) and ANCOVA at a 0.05 significance level were used for data analysis. The findings showed that CTCA students significantly outperformed the lecture group [F (1,134) = 1655.16, p < .05]. Students also expressed positive attitudes toward CTCA. The study concludes that CTCA enhances students’ achievement in plant nutrition and recommends its adoption by biology teachers to engage students effectively.

Page 83 of 167 | Total Record : 1666

 81   82   83   84   85 

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 (2022): Journal of Educational Sciences Vol 6, No 3: July 2022 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 (2022): Journal of Educational Sciences Vol 6, No 1: January 2022 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