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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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Students' Perceptions of Guru Penggerak at Senior High School 1 Palembang Aziza, Nur; Azzahra, Anisah; Lestari, Septia Sri; Oviyanti, Fitri; Maryamah, Maryamah
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.263-273

Abstract

This study explores students' perceptions of the implementation of the Guru Penggerak role at SMA Negeri 1 Palembang, a program initiated by the Ministry of Education and Culture to enhance learning quality through transformative leadership. Using a descriptive quantitative approach, 150 purposively selected students participated as respondents. Data were collected through structured questionnaires and analyzed with descriptive statistics and correlation tests. The findings reveal that most students have positive perceptions, particularly regarding learning innovation, communication, and inclusive leadership. However, perceptions vary depending on students’ involvement in programs led by the Guru Penggerak. This study's novelty lies in examining how educational innovation and school culture dynamics influence students' perceptions, an area rarely explored in the local context. The results provide valuable insights for policymakers to optimize the Guru Penggerak program in fostering inclusive and collaborative learning environments. Additionally, the findings offer practical implications for designing teacher training programs tailored to student needs.
Analysis of Merdeka Curriculum Chemistry Textbooks on Atomic Structure Based on Multirepresentation of Chemistry Nafisah, Aura Zahra; Aini, Faizah Qurrata
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.274-287

Abstract

Atomic structure is a basic topic in chemistry learning that is very important as a foundation for other materials. Understanding this concept requires representations that are able to describe abstract concepts more concretely, with textbooks acting as the main learning resource. Textbooks help learners understand abstract concepts through various forms of representation. However, the chemistry textbooks of the Merdeka Curriculum still show shortcomings, such as the use of inappropriate representations and sourced from the internet. This study analyzes how the representation in the two Merdeka Curriculum chemistry textbooks used in SMA/MA Padang city, with an analysis based on Gkitzia's criteria. The results of this study indicate that chemistry textbooks A and B are dominated by 44% sub-microscopic and 36% macroscopic aspects (C1), in books A and B the surface features of the representations are generally explicit (C2), the representations of books A and B show that they are completely related and linked to the text (C3), in book A the no caption of the representation, while in book B the are existence of problematic caption (C4), books A and B the degree of correlation between representations comprising a multiple one is generally insufficiently linked (C5).
Enhancing Students’ Awareness and Interest in Information Security: The Role of Culturally Relevant Instructional Strategy Gbeleyi, Olasunkanmi A.; Foli, Jessie Yao; Akintolure, Stephen. O.; Oladejo , Adekunle I.; Ariyibi, Olanrewaju Olasupo
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.288-304

Abstract

This study examines the integration of information security awareness and interest in educational settings, focusing on how classroom practices can align with cultural relevance and innovative teaching methods. It compares two teaching approaches to assess their impact on awareness and student interest in ICT, particularly Information Security. It specifically evaluates the Culturo-Techno-Contextual Approach (CTCA), which combines culture, technology, and context, to enhance Ghanian Junior High School students' awareness and interest in Information Security. The study investigates whether CTCA can foster deeper learning and boost students’ engagement in information security. A total of 106 students participated, with 54 in the experimental group and 52 in the control group. As random assignment was not feasible, an ancova analysis was conducted, using pretest scores as a covariate. The findings showed that the CTCA method was more effective than traditional teaching, with a significant improvement in students awareness and interest in Information Security (F (1, 103) = 3.91; p = .05). The intercept was highly significant (p < 0.001). Based on these results, the study suggests adopting the CTCA approach in Sub-Saharan Africa to improve students’ awareness and interest in ICT and related subjects.
Revitalising STEM Education: Can Culturo-Techno-Contextual Approach Help to Improve Students' Achievement and Problem-solving Skills in Chemistry? Ademola, Ibukunolu A.; Owolabi, Tunde; Oladejo, Adekunle I.; Ogundajo, Lanre; Agbanimu, Deborah O.; Peter, Esther O.; Ogonenwe, John I.; Franklin, Onowugbeda U.
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.305-321

Abstract

This examined the effect of Culturo-Techno-Contextual Approach (CTCA) on students’ achievement and problem-solving skills in chemistry. It also captured gender influence as well as interaction effect of method and gender on achievement and problem-solving skills. The study employed mixed methods research design involving the collection of both quantitative and qualitative data. The sample size for the quasi-experimental phase of the study was 102 senior secondary II students selected from three senior secondary schools out of the 14 public and seven private schools. The experimental group comprised 53 students, while the control group consists of 53 students. Difficult Concept in Chemistry Questionnaire was used for the descriptive phase while Nuclear Chemistry Achievement Test, Nuclear Chemistry Problem-solving Skills Test and Nuclear Chemistry Students Interview Guide were used for the experimental phase of the study. Findings revealed a statistically significant effect of CTCA on students’ achievement [F(1,98) = 11.10; p < 0.05] and problem-solving skill [F(1,98) = 54.52; p < 0.05] but no statistically significant influence of gender on students’ achievement using CTCA [F (1,50) = .07; p > 0.05]. It was recommended that CTCA should be adopted as a method of teaching chemistry globally.
Development of Pop-Up Book Media on Local Wisdom Material to Improve Global Diversity Attitudes of 4th Grade Students of Sukorejo 2 Elementary School Blitar City Anggraini, Beti; Alfi, Cindya; Fatih, Mohamad
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.322-332

Abstract

An attitude of global diversity is a behavior that students must have when implementing an independent curriculum. However, it has been found that students do not understand cultural diversity, especially in their regions. A lack of learning facilities and infrastructure also causes students to lack motivation to participate in teaching activities. This study aims to develop learning tools, it as pop-up books that are valid, appropriate, and interesting for students so it can help to improve global diversity attitude in 4th grade students of Sukorejo 2 Elementary School, Blitar City. This study used a qualitative descriptive research method with the ADDIE development model. Interview, questionnaire, and documentation techniques were used in this research. The study showed that the validation results obtained a score of 96.15% from material experts, 100% from language experts, and 95.45% from media experts. The feasibility level obtained a score of 100% from class teachers. The level of interest got a score of 92.38% and the increase in global diversity attitudes got an N-Gain score of 0.7905 which is included in the high category. Therefore, it can be concluded that pop-up book media is valid, feasible, and interesting. The media can help to improve global diversity capabilities.
Thinking, Pairing, and Sharing in the Classroom – A Pathway to Enhancing Students’ Contributions and Academic Achievement in Mathematics Alabi, Ibraheem A.; Sanni, Rasheed; Oladejo, Adekunle I.; Sojinu, Sehubo Olawale; Akudo, Kennedy O.; Saibu, Sakibu Olajide
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.333-351

Abstract

Students' contributions had severely gone unnoticed in most mathematics classrooms as evident in their academic achievement which informed the conduct of this study. The study employed a mixed method design. The population was drawn from all Lagos State public senior secondary schools Two (grade 11) with samples consisting of 114 students (60 treatment group and 54 control group) conveniently selected from two schools. Face and content validity were used to validate the Mathematics Achievement Test. A reliability coefficient of 0.85 was obtained for quantitative aspect using the Kuder-Richardson formula 21 method while the qualitative aspect involved consensus coding of inter-rater reliability. For quantitative data, the research design was quasi-experimental while qualitative data was a case study. The results showed that students in Think-Pair-Share classes contribute more significantly to class activities than those in the control group. There is a significant difference between the academic achievement of students in a think-pair-share mathematics classroom and those in a conventional classroom [F (1,113) =39.69; p<0.05] in favour of the think-pair-share group. it was concluded that the quality of students’ contributions is directly proportional to academic achievement in mathematics classrooms.
Description of Chemical Multirepresentation on Acid-Base Material in Merdeka Curriculum Chemistry Textbooks Septiani, Anggi; Aini, Faizah Qurrata
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.352-365

Abstract

The concept of acid-base is an essential and complex material because it is abstract. Textbooks play an important role in helping students' understanding through the use of representations to describe chemical phenomena that can make it easier for students to understand the material, especially on difficult material. However, the representations in the merdeka curriculum chemistry textbooks are generally sourced from websites or platforms that cannot be trusted. This study aims to analyze multirepresentation on acid-base material in the chemistry textbooks of the merdeka curriculum, using the method developed by Gkitzia. The data source in this study is the merdeka curriculum chemistry textbook which is generally used in SMA / MA Padang City. The results of this study show that textbook A and textbook B are dominant in the type of symbolic representation 64% and 50% (C1), book A and book B are generally explicit (C2), the relatedness to text, in book A is generally completely related and linked, book B is completely related and unlinked (C3), in book A and book B there is generally no caption (C4), the relationship between representations in book B is generally not quite related (C5).
Enhancing Junior High School Teachers ‘Capacity in Educational Problem-Solving: An Evaluation of a Design-Based Research Workshop Wigati, Fikri Asih
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.366-376

Abstract

This study evaluates the effectiveness of a Design-Based Research (DBR) workshop in enhancing junior high school teachers' capacity to address educational problems. A four-day workshop was attended by 20 teachers from 5 junior high schools in a sample city. Mixed methods were used to analyze workshop outcomes, including pre-post surveys, analysis of mini DBR proposals, semi-structured interviews, and longitudinal follow-ups. Results show significant improvement in teachers' understanding and skills related to DBR. The workshop produced 15 mini DBR proposals ready for implementation. Key challenges included time constraints for data analysis, variation in participants' initial understanding, and concerns about institutional support. A three-month follow-up revealed that 60% participants had initiated DBR projects in their schools. This study highlights the potential of DBR workshops in enhancing research-based practices in schools and recommends strategies for sustainable implementation. The follow-up survey revealed that 60% of participants had initiated DBR projects in their schools within three months of the workshop. The analysis of the DBR implementation revealed several critical factors that contributed to successful outcomes, as well as certain barriers that posed challenges to the implementation process.
The Implementation of Hypnoteaching Method in Improving Students Reading Comprehension Idham, Afif Zuhdy; Alam, Fiptar Abdi; Usman, Usman
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.377-387

Abstract

This study aims to determine the effectiveness of the Hypnoteaching method in improving the reading comprehension of second-grade students at SMA Modern IMMIM Putra Makassar, and identify which level of reading comprehension is most affected by this method, including literal, inferential, and critical comprehension. A quasi-experimental design was applied in this research. The participants were second-grade students of SMA IMMIM Putra Makassar, divided into two groups: an experimental group and a control group, each consisting of 30 students. Data were collected through reading comprehension tests. The results revealed that the mean posttest score of the experimental group 66.04 was higher than that of the control group 53.16. All three levels of reading comprehension improved significantly, as evidenced by the comparison of pretest and posttest mean scores. The largest improvement was observed in literal comprehension 87.66 > 44.00, followed by critical comprehension 59.66 > 54.00 and inferential comprehension 58.00 > 56.33. Based on these findings, it is concluded that the Hypnoteaching method is more effective than conventional teaching methods in improving the reading comprehension of second-grade students at SMA IMMIM Putra Makassar.
PAI Teacher's Strategy in Building a Classroom Environment That is Friendly to Children with Special Needs Fadhluzzakiyy, Kemas Ahmad; Sania, Fitri; Kalsum, Umi; Oviyanti, Fitri; Maryamah, Maryamah
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.388-398

Abstract

Effective classroom learning depends on implementing appropriate strategies and creating a supportive environment, especially for students with disabilities. This study explores the strategies adopted by Islamic Religious Education (PAI) teachers at Az-Zahrah Islamic Elementary School Palembang to establish a friendly classroom environment for children with special needs. The research focuses on seven students with neurodevelopmental disorders who face challenges in communication, social interaction, and exhibit tantrums. Using a descriptive qualitative research design, data were collected through observation, interviews, and document analysis, with the PAI teacher as the main subject. The findings reveal that effective strategies include understanding and addressing individual needs, fostering an inclusive learning atmosphere, customizing teaching methods for special needs students, and applying clear and straightforward communication. However, significant challenges, such as managing classroom dynamics and ensuring harmonious interactions among peers, often demand additional time and effort. This study highlights the critical role of PAI teachers in overcoming these challenges and creating an inclusive, supportive educational environment that accommodates all students, particularly those with special needs. These findings underscore the need for continuous professional development for teachers in inclusive education practices.

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