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
 96   97   98   99   100 
Needs Analysis for the Development of E-Modules Argument Driven Inquiry Contextualized Socio Scientific Issues to Empower Students' Scientific Argumentation Skills Resi, Damasus Nosi; Sutarno; Indrowati, Meti
Journal of Educational Sciences Vol. 9 No. 3 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.3.p.1021-1033

Abstract

This study aims to analyze the need for developing E-modules Argument Driven Inquiry (ADI) with Socio Scientific Issues (SSI) context on environmental change material to empower students' scientific argumentation skills. The research method used is descriptive qualitative method with data collection techniques through interviews and questionnaires. The subjects of this study were biology teachers and 60 students of SMA Negeri 4 Surakarta. The results of the needs analysis showed that teachers and students need technology-integrated teaching materials in the form of ADI E-modules with SSI context on environmental change material. The development of ADI E-modules with SSI context is expected to be an alternative learning solution that is innovative and effective in improving the quality of biology learning which has implications for empowering students' scientific argumentation skills.
Emotional Intelligence from the Perspective of the Qur’an: Its Relevance to Contemporary Islamic Education Hasan, M Apip; Maulida, Shofia
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.2228-2240

Abstract

This study aims to explore the concept of emotional intelligence from the perspective of the Qur'an and its relevance in contemporary Islamic education. The research employs a qualitative method with a library research approach, referring to primary sources such as the Qur'an and hadith, supported by secondary sources including books and scholarly journals. The findings reveal that Qur'anic values related to emotional intelligence, such as self-control, empathy, self-motivation, and building harmonious relationships, are highly relevant in shaping students' character. These values not only support intellectual development but also enhance learners' emotional and spiritual dimensions. The implication of this research is the importance of integrating Islamic-based emotional intelligence into the educational curriculum. Such integration plays a crucial role in producing a generation that excels intellectually, emotionally, and spiritually, and is capable of facing the challenges of the modern era. Therefore, Islamic education must adopt a holistic approach that includes emotional intelligence as a vital component of the learning process.
The Integration of Contemporary Islamic Education into International and Global Education: A Comparative Study Ferdino, Muhammad Farhan; Mortalisa, Tara Putri; Oviyanti, Fitri; Maryamah, Maryamah
Journal of Educational Sciences Vol. 9 No. 3 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.3.p.1095-1108

Abstract

Islamic education has diverse forms and systems, adapted to the culture, regulations, and educational policies of each country, including Indonesia. This study aims to analyze the comparison between Islamic education from the perspective of international and global education in the contemporary era. This study employs a qualitative approach using a library research method, which reviews literature from various scholarly sources related to Islamic education, educational internationalization, and globalization. The findings indicate that international education focuses on strengthening cross-country collaboration through student exchange, academic cooperation, and the implementation of international curricula. Meanwhile, global education emphasizes the development of multicultural awareness and the reinforcement of identity as global citizens by integrating global values into the education system. Both have a significant impact on the development of modern Islamic education that is responsive to changes over time. These findings highlight the importance of integrating local and Islamic values with the principles of international and global education to create an Islamic education system that is adaptive, competitive, and contextually relevant in addressing global challenges.
Study of Chemical Multirepresentation on Chemical Bonding Material in Independent Curriculum Chemistry Textbooks Fadila, Iffa; Aini, Faizah Qurrata
Journal of Educational Sciences Vol. 9 No. 3 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.3.p.1137-1152

Abstract

Textbooks are one of the teaching materials that have an important role in understanding student representation. A meaningful approach can provide understanding to students by using images or visuals to illustrate different levels of representation in chemical phenomena contained in textbooks. One of the chemical materials that requires the role of chemical representation to provide a more realistic visualization for students about abstract chemical concepts is chemical bonding material. The concept in chemical phenomena that emphasizes three levels of chemical representation can provide a complete understanding if it is able to link the three levels of representation. The representations presented in the textbooks that were analyzed generally came from websites that were not scientifically trusted. This study aims to analyze the multi-representation of independent curriculum chemistry textbooks on chemical bonding material using five criteria developed by Gkitzia et al. (2011). The data sources in this study were six chemistry textbooks for the Independent Curriculum for SMA/MA which were compared with standard books. The results of this study indicate that the six textbooks generally have the following types of representation: (C1) multiple typology, but no mixed representation, (C2) explicit typology, (C3) fully related and related typology, (C4) typology of the existence of appropriate information, and (C5) fairly related typology.
The Criteria and Ethics of Educational Leadership in the Perspective of the Qur'an Hasan, M Apip; Malik, Muhammad Hisyam
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.1752-1766

Abstract

This article was written to address complex educational issues, such as declining learning quality, bullying, and acts of violence, which demand the presence of competent and ethical education managers. This study examines the criteria and ethics of an educational manager from the perspective of the Qur’an. It employs a qualitative approach based on a literature study using the maudhu’i (thematic interpretation) method. The primary data consists of relevant Qur’anic verses, supported by secondary sources from books and journals. The findings indicate that a Qur’anic-based manager must meet specific criteria, such as being knowledgeable (QS. 2:247), possessing integrity and competence (QS. 28:26), and demonstrating justice and managerial ability (QS. 16:90; QS. 39:62). In terms of ethics, a manager should be gentle (QS. 3:159), humble (QS. 17:37), honest (QS. 83:1-3), and serve as a good role model (QS. 33:21). These values support the role of the manager in creating a harmonious educational environment oriented toward collective success. This research emphasizes the importance of meritocracy in selecting educational managers and the need to apply Qur’anic values in educational management.
The Impact of the Independent Curriculum on 21st Century Skills on Grade IV Students of SDN 24 Palu Herlina, Herlina; Wulandari, Wulandari; Muchdar, Muchdar; Nashrullah, Nashrullah; Nuraini, Nuraini
Journal of Educational Sciences Vol. 9 No. 3 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.3.p.1170-1178

Abstract

This study aims to determine the impact of the independent curriculum on 21st century skills in grade IV students of SDN 24 Palu. This study uses a qualitative research approach of phenomenological studies. The subjects in this study are teachers and grade IV students of SDN 24 Palu. The instruments in this study are questionnaires, interviews, observations and documentation. The data collection techniques used were questionnaires, interviews, observations and documentation. Then the collected data is analyzed through the process of data reduction, data presentation and conclusion drawn. The results of the study show that the independent curriculum encourages students to be more active, creative and independent by emphasizing critical thinking, communication, creativity, collaboration, character and citizenship skills so that it has a positive impact on the development of 21st century skills in grade IV students of SDN 24 Palu even though the results of student observation in its application are still low so it needs further improvement. Through various learning methods such as discussions, group assignments, students get used to expressing ideas, making decisions together and working together with their friends. However, the results of teachers' observations on the implementation of the independent curriculum are sufficient so that there is still a need to improve teachers' understanding, learning strategies and support from various parties.
Internalization of Religious Character Values Through the Habituation of Religious Activities at SMPIT Ar Risalah Sukoharjo Khoirunissa, Khoirunissa; Jinan, Mutohharun
Journal of Educational Sciences Vol. 9 No. 3 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.3.p.1127-1136

Abstract

Character education has a fundamental role in shaping a moral and noble generation. One important aspect of character education is the internalization of religious character values which is the foundation for the development of other positive characters. This study aims to describe and explore how the internalization of religious character values is carried out through the habituation of religious activities at SMPIT Ar-Risalah Sukoharjo. By using descriptive qualitative research method, this study analyzes students' involvement in various religious activities classified based on the frequency of implementation, namely daily, weekly, monthly, and yearly. The results show that the habituation of religious activities, such as morning dhikr, dhuha prayer, dhuhur prayer in congregation, and Islamic-based extracurricular activities, plays a role in shaping students' religious attitudes and behaviors.
PGMI Students' Perceptions of the Implementation of Artificial Intelligence (AI) Technology in Learning in Madrasah Ibtidaiyah Samiha, Yulia Tri; Aksara, Langit
Journal of Educational Sciences Vol. 9 No. 3 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.3.p.1055-1065

Abstract

The development of Artificial Intelligence (AI) technology in the era of the Industrial Revolution 4.0 has a significant impact on the world of education, including in Madrasah Ibtidaiyah (MI). This transformation demands the readiness of teachers, especially prospective madrasah teachers, to adopt the technology without ignoring Islamic values. This study aims to explore the perceptions of Madrasah Ibtidaiyah Teacher Education (PGMI) Study Program students towards the implementation of AI technology in learning in MI. The study used a descriptive qualitative approach with the participation of 40 PGMI students of UIN Raden Fatah Palembang. Data were collected through an open-ended questionnaire and analyzed using thematic analysis method with the help of NVivo 14 software. The results showed that students have a fairly good understanding of AI as an intelligent technology that supports personalized and interactive learning. The main challenges in implementing AI in MI include limited infrastructure, funding, digital literacy, and resistance to change. Students emphasized the importance of mastering technology skills as a core competency of prospective MI teachers. This study recommends the integration of AI-based technology training in the PGMI curriculum to prepare adaptive and competent educators in the digital era.
Madrasah Ibtidaiyah Teacher Candidates' Strategies in Fostering Student Discipline in the Digital Age Samiha, Yulia Tri; Fauzi, Muhammad
Journal of Educational Sciences Vol. 9 No. 3 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.3.p.1326-1333

Abstract

The development of technology in the digital era brings its own challenges in the world of education, especially in maintaining and fostering student discipline. Madrasah Ibtidaiyah (MI) as an Islamic-based basic education institution needs to have adaptive strategies that are in accordance with the characteristics of the times and still uphold moral values. This study aims to examine the strategies used by MI teacher candidates in fostering student discipline in the digital era. The method used is descriptive qualitative research with a thematic analysis approach. The research subjects consisted of 40 final students of the PGMI Study Program at UIN Raden Fatah Palembang who had taken teaching practice. Data were collected through an open-ended questionnaire and analyzed using NVivo 14 software. The results showed that prospective teachers' understanding of discipline focuses on compliance with rules as a form of responsibility and self-control. The strategies identified include communicative approaches, giving rewards, and applying consequences for violations. The authoritative approach is the dominant strategy, as it combines the firmness of rules with emotional support. The best practice in instilling discipline is the teacher's exemplary behavior that is consistently displayed, making the teacher a role model in shaping students' character. This study concludes that the strategy of MI teacher candidates in building student discipline must combine technological aspects, humanist approaches, and Islamic character values to answer the challenges of education in the digital era.
The Impact of The Tahfdz Quarantine Program on Improving Students’ Memorization at Miftahul Huda Tahfidz Community Boyolali Hannin, Shafa Fadilah; Salim, Hakimuddin
Journal of Educational Sciences Vol. 9 No. 3 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.3.p.1066-1073

Abstract

The Qur'an memorization quarantine program has become a strategy implemented in various Islamic boarding schools to improve the quality and quantity of students' memorization. This study was conducted to analyze the effectiveness of the memorization quarantine program at Pondok Pesantren Miftahul Huda Tahfidz Community (MHTC) Boyolali in enhancing students' memorization, as well as to identify challenges and strategies that can be applied to optimize memorization outcomes. Based on Bandura's Social Learning Theory (1977) and Sweller's Cognitive Load Theory (1988), this research examines how the learning environment and cognitive load affect the effectiveness of the intensive memorization program. This study employs a qualitative approach with in-depth interviews conducted with students and female teachers at Pondok Pesantren Miftahul Huda. The findings show that the program significantly increased students' memorization quantity in a short period, as also found in previous studies.

Page 98 of 167 | Total Record : 1666

 96   97   98   99   100 

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