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
 85   86   87   88   89 
Exploring Students’ Response in Reading Comprehension of Narrative Text through REAP (Read, Encode, Annotate, and Ponder) and Story Map Strategy Nurul’aini, Ghina; Nugraha, Sidik Indra; Kartini, Dedeh
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.399-408

Abstract

English teachers should strive to create a living atmosphere in the classroom by carefully determine a proper strategy that supports the goal of the learning and entices students’ enthusiasm to learn more. The REAP and story map strategy are the two among several strategies that has been affirmed to improve students’ reading comprehension of narrative text. This present study aims to explore students’ attitudes regarding the joint-strategy of REAP strategy and story map strategy in assisting their reading comprehension of narrative text. A descriptive case-study design was used for this study and data obtained from the three instruments will be descriptively analyzed by using thematic analysis and measuring mean score of questionnaire results to interpret the data. Upon the data being analyzed, there are two major findings highlighted in the study. First, the two strategies used in the classroom involved cognitive processes such as critical thinking and motivation comes second following with students’ experiences at last. Second, students had positive attitudes toward the strategies used in the reading activity since they passionately participated in the drills. Specifically, these findings suggest that the mentioned strategies are appropriate to be applied in advancing students’ reading comprehension of narrative text.
Effects of Laboratory Teaching Strategy on Academic Performance of Primary School Pupils in Mathematics Asanre, Akorede; Abiodun, Taiwo
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.409-418

Abstract

This study looked into how using a laboratory teaching style affected the math performance of elementary school students, in Ijebu Ode, Ogun State, Nigeria. A quantitative study was adopted using Pre-test, Post-test, and Control group quasi-experimental designs. The study involved a total of seventy (70) primary four pupils, separated into two whole groups from separate institutions. We used one class as the experimental group, where the laboratory teaching strategy was implemented and the other class served as the control group, utilizing conventional teaching methods. Mathematics performance tests (r = 0.76) were administered to collect data on academic performance, in addition to carrying out the experimental group's treatment plan and the control group's traditional methods. An analysis of the data was done with ANCOVA, revealing the laboratory teaching technique has a noteworthy favorable impact on students' academic performance. However, gender was found to have not much influence on academic achievement, and likewise, the interaction effect was not significant. The findings bolster the assertion that the laboratory teaching strategy is an effective way to raise primary school pupils' performance in mathematics. As a recommendation, it is suggested that mathematics teachers should be encouraged to integrate this approach into their teaching practices.
From Theory to Practice: Exploring the Synergy between Chemo-Entrepreneurial-Motivated-Approach and Students’ Achievement in Senior Secondary Chemistry Practical Saibu, Sakibu O.; Oludipe, Olajumoke S.; Owolabi, Tunde; Adam, Umar; Oladejo, Adekunle I.; Olude, Adebisi S.; Ogundowole, Ayodeji
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.419-437

Abstract

This study addresses the persistent challenge that impedes meaningful learning and acquisition of practical skills in chemistry due to the limitations of traditional teaching methods. It explored the potency of the Chemo-Entrepreneurial-Motivated-Approach (CEMA) in enhancing senior secondary students’ achievement in chemistry practical. A non-randomized pre-test, post-test quasi-experimental design with a 2x2 factorial matrix was used, involving 118 senior secondary II students from two purposively selected secondary schools using two intact classes in Education District V, Lagos State, Nigeria. The experimental group (58 students) received CEMA-based instruction, while the control group (60 students) was taught using the lecture method over seven weeks. Data collected through the Chemistry Practical Achievement Test (reliability index = 0.76) were analyzed using mean, standard deviation and analysis of covariance. Results revealed that students taught with CEMA significantly outperformed those in the lecture method group, indicating that CEMA effectively improved practical skills and achievement (F(1,113)=24.55; p<0.05). However, no statistically significant gender differences [F(1,56)=.08; p>0.05] and interaction effects between the treatment and gender were observed [F(1,113)=.25; p>0.05]. The study concluded that CEMA enhanced students’ achievement and skills in chemistry practical, and recommended its adoption in senior secondary school chemistry instruction to improve students’ achievement and entrepreneurial competence.
Islamic Education Values in Ki Hajar Dewantara's Concept of Education Sofiani, Ika Kurnia; Roinah, Roinah; Nurhalin, Nurhalin; Ruzaini, Ruzaini
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.438-454

Abstract

This research addresses prevalent issues in Indonesia's education system, particularly the decline in moral character among the younger generation. The study aims to determine whether Ki Hajar Dewantara's educational framework lacks religious principles, contributing to these challenges, or if the problem lies in the disparity between his concept and the Islamic education model that emphasizes moral development. The research employs a library research method, reviewing various sources such as journals, books, and other references to gather information. The findings reveal that Ki Hajar Dewantara's educational framework does include Islamic educational values. The study concludes that the moral crisis in Indonesian education is not due to a lack of religious values in the educational concept but rather due to educators' failure to effectively implement Ki Hajar Dewantara's educational principles while understanding true Islamic education. This suggests the need for improved application of his concepts in educational practices, theories, and future development.
Implementation of the Kauny Quantum Memory Method in Improving the Ability to Memorize and Understand the Qur'an (Multi-Site Study at SD Islam Imam Syafi'i Kisaran and SDS IT Ar-Roja Kisaran) Utari, Anggie Sri; Sinaga, Ali Imran; Haidir, Haidir
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.455-470

Abstract

This study aims to analyze the implementation of the Kauny Quantum Memory method in improving the ability to memorize and understand the Qur'an at SD Islam Imam Syafi'i Kisaran and SDS IT Ar-Roja Kisaran. The Kauny Quantum Memory method emphasizes an approach based on relaxation, visualization, and memory binding techniques to make it easier for students to memorize and understand the meaning of the Qur'an. This study uses a qualitative method with a multi-site study approach. Data were collected through observation, interviews, and documentation of tahfiz teachers, students, and other related parties. The results of the study showed that the application of the Kauny Quantum Memory method had a positive impact on students' memorization and understanding. The implementation of this method is carried out through several stages, namely planning, implementation, and evaluation. This study concludes that the Kauny Quantum Memory method is effective in improving students' memorization and understanding of the Qur'an and contributes to the development of more innovative tahfiz learning methods.
Family Culture in Dealing with Children with Autism Spectrum Disorder (Analytical Study) Assaf, Mohammed; Al-Hayeh, Hassan
Journal of Educational Sciences Vol. 8 No. 4 (2024): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.534-546

Abstract

The study aimed to understand the concept of family culture, identify the levels and dimensions of family culture in Palestine, as well as to recognize the reality of autism spectrum disorder in Palestine. Moreover, it aimed to understand how cultural interaction within the family affects the response of children with autism spectrum disorder to therapeutic interventions, and to propose a suggested framework for enhancing family culture in diagnosing autism spectrum disorder. The study adopted the descriptive-analytical approach according to the qualitative analysis model of the reality of family culture and autism spectrum disorder through relevant reports, statistics, and related studies. Among the most important findings of the study are: the family's role in positive family upbringing for children with autism spectrum disorder, understanding the proper upbringing skills for autistic children. It was found that there is a relationship between family culture and the treatment of autism spectrum disorder. Family culture is considered the foundation for diagnosing and treating children with autism spectrum disorder, by clarifying its role and responsibilities in dealing with autistic children, through finding creative solutions to communicate with the child, creating new alternatives to understand his behaviors, and engaging him in family activities, and interaction with others.
Writing Anxiety, Knowledge of and Attitude to Yoruba Orthography as Correlates of Secondary Students’ Achievements in Yoruba Essay Writing Akinsola, Ifeoluwa Theophilus; Osundiran, Ebunoluwa Esther
Journal of Educational Sciences Vol. 8 No. 4 (2024): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.547-588

Abstract

This study investigated secondary students’ writing anxiety, attitude to and knowledge of Yoruba orthography as indicators of their achievement in Yoruba essay writing in the Ibadan metropolis, Oyo State. Three research questions were answered using the survey research design of the correlational type. Four hundred and twenty (420) Senior Secondary II students taking Yoruba in 12 purposively selected secondary schools in Ibadan metropolis responded to the four self-constructed instruments used. Data collected were analysed using the Pearson’s Product Moment of Correlation (PPMC) and Multiple Regression Analysis at 0.05 level of significance. Writing anxiety (r = .125; p<0.05) and knowledge of Yoruba orthography (r = .147; p<0.05) had significant positive relationship with students’ achievement in Yoruba essay writing while attitude to Yoruba orthography (r = .084; p>0.05) had positive but non-significant relationship with students’ achievement in Yoruba essay writing. The joint contribution of the three independent variables was significant (F (3; 407) = 4.848; Adj. R2 = .027; p = .003<0.05). However, the knowledge of Yoruba orthography (Beta = .136; p=.006<0.05) is the factor that had significant relative contribution to students’ achievement in Yoruba essay writing. Therefore, students should endeavor to develop interest in and increase their knowledge of Yoruba orthography.
The Influence of Group Guidance Services Using Problem Solving Techniques in Determining Career Choices for Class XI Students at SMA Negeri 15 Pekanbaru Pasaribu, Nidia Friska; Yakub, Elni; Mahdum, Mahdum
Journal of Educational Sciences Vol. 8 No. 4 (2024): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.559-569

Abstract

The problem of students who are still confused about choosing a career after graduating from school is very influential in students' career development. This research aims to determine the influence of group guidance services with problem solving techniques in determining students' career choices. This research is quantitative research with an experimental method in the form of a one group pretest-posttest design . The subjects of this research were 10 student of class XI students. The data analysis techniques used in this research are descriptive statistics, the Wilcoxon test and the normalized n-gain test . The research results obtained were that there was an increase in students' career choices before and after being given group guidance services using problem solving techniques . Furthermore, this research shows that there are differences in the level of student career choices before and after implementing group guidance services using problem solving techniques . Then it was found that the influence of group guidance services with problem solving techniques on students' career choices was in the medium category. These results indicate that group guidance services using problem solving techniques are influential in determining students' career choices.
Decoding Difficulty: A Quantitative Analysis of Difficult Concept in the Biology Curriculum Adam, Umar Ayotunde; Owolabi, Tunde; Lameed, Soladoye; Ubaka, Christiana; Joy, Abolaji Toyin
Journal of Educational Sciences Vol. 8 No. 4 (2024): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.570-581

Abstract

The study sought to establish the concepts that students perceive to be difficult in the biology curriculum in Nigerian schools and key factors that contribute to the difficulties of the concepts. The study adopted a quantitative survey research design. The participants in this study were 340 students from senior secondary schools in Nigeria. Difficult Concept in Computer Studies Questionnaire (DCCSQ) (r=.80) was used to collect data for the study. It was revealed that nervous coordination, mitosis and meiosis, variation and evolution, regulation and Internal Environment were perceived to be very difficult. The study found that the most significant factors that students find to be enhancers of learning difficulty of biology concepts includes lack of instructional materials, the absence of well-equipped laboratories for practical teaching, large class sizes, complexity of topics and the broad biology curriculum. It was revealed that there was no statistically significant difference between male and female students in their perception of the difficulty of biology concepts. It was concluded that improving access to instructional materials, enhancing laboratory facilities, and addressing the complexity of the biology curriculum are critical steps needed to improve students' understanding of difficult biology concepts. It was recommended that teachers should also adopt more interactive teaching methods to engage students and enhance understanding.
Development of STEM-Based Electronic Student Worksheets in Aquatic Ecology Subjects to Improve Students Creative Thinking Fauzi, M. Irsyad; Suwondo, Suwondo; Wulandari, Sri
Journal of Educational Sciences Vol. 8 No. 4 (2024): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.594-610

Abstract

The 21st century is also known as the era of science and communication. To face the challenges of the 21st century, quality human resources are needed through the education sector. This research aims to: 1) determine the validity of STEM-based e-LKM in the Aquatic Ecology course, 2) determine the practicality of STEM-based e-LKM, and 3) determine the increase in students' creative thinking after using STEM-based e-LKM. e-LKM development is carried out using the ADDIE model at the analysis, design, development, implementation and evaluation stages. The research subjects are material experts, education experts, media experts and students. Expert validity data was collected using an expert validation questionnaire which was analyzed using the Pearson correlation test, data on creative thinking skills was measured by asking students questions. The research results show that the validity of e-LKM is in the very valid category of 3.76 from an average of 3 experts who are validators. And the student's post test score is in the very good category, namely 87.15. It can be concluded that this research produces e-LKM for aquatic ecology courses that are valid and practical.

Page 87 of 167 | Total Record : 1666

 85   86   87   88   89 

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. July 2024 Vol. 8 No. 3 (2024): Journal of Educational Sciences 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 (2023): Journal of Educational Sciences Vol 7, No 4: October 2023 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. January 2023 Vol. 7 No. 1 (2023): Journal of Educational Sciences 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 (2022): Journal of Educational Sciences Vol 6, No 3: July 2022 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