JEES: Journal of Education and Educational Sciences
Journal of Education and Educational Sciences publishes a scientific paper on the results of the study and review of the literature in the field of education after double-blind peer review. JEES 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. The research may from any level of education such as primary education, secondary education, higher education and all of the related education sectors.
Articles
10 Documents
<![CDATA[The Role of Teachers as Motivators in Shaping Discipline in Completing Tasks for Special Needs Students at SDN 1 Gunung Sari ]]>
<![CDATA[Nadia, Maritza Putri]]>;
<![CDATA[Solekha, Iqoh Sobirotus]]>;
<![CDATA[Pangestu, Reza Adi]]>
<![CDATA[ JEES: Journal of Education and Educational Sciences Vol. 1 No. 1 (2024): JEES: Journal of Education and Educational Sciences ]]>
Publisher : <![CDATA[CV. Akademi Merdeka ]]>
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DOI: 10.70152/jees.v1i1.12
<![CDATA[This study analyzes the role of teachers as motivators in forming disciplined characters in children with special needs in grade 4 of SDN 1 Gunung Sari Dalam. With a descriptive qualitative approach, data were collected through observations of teacher-student interactions and interviews. The results showed that teachers provided relief from assignments; for example, regular students got 10 questions, while students with special needs only got 3 questions with guidance. The students with special needs studied had characteristics such as ADHD and speech delays, so they needed a special approach. Teachers acted as directors and motivators, creating an inclusive learning environment, giving praise, and setting realistic goals according to students' interests. The role of parents is very important, with their active involvement strengthening children's emotional development. This study shows that the role of teachers is effective in building discipline in students with special needs, contributing to inclusive education.]]>
<![CDATA[Evaluation of YouTube Audio Teaching Materials for Blind Students at SLB-A Beringin Bhakti ]]>
<![CDATA[Yuliani, Rivanda]]>;
<![CDATA[Sukardi, Monica Astriyanti]]>
<![CDATA[ JEES: Journal of Education and Educational Sciences Vol. 1 No. 1 (2024): JEES: Journal of Education and Educational Sciences ]]>
Publisher : <![CDATA[CV. Akademi Merdeka ]]>
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DOI: 10.70152/jees.v1i1.13
<![CDATA[This study was conducted at Beringin Bhakti Special School (SLB) with the aim of evaluating the teaching media used by teachers during lessons. The research is titled "Evaluation of YouTube Audio Learning Materials for Blind Junior High School Students at SLB-A Beringin Bhakti." The main questions posed in this study include what teaching materials are used and the students' responses to the use of these materials. This research employs a qualitative approach with a focus on case studies to explore the evaluation of audio learning materials in the education of blind junior high school students at SLB-A Beringin Bhakti. The case study approach allows the researcher to investigate in-depth the interactions between students, teachers, and audio learning materials in a real context. The sample of this study consists of one blind student and one accompanying teacher who actively use audio learning materials in their lessons. Data collection techniques include observation, interviews, and documentation. The evaluation results indicate that YouTube audio learning materials have great potential in enhancing the learning experience of blind students at SLB-A Beringin Bhakti. However, efforts are needed to improve technical infrastructure and support to maximize the benefits of using these learning materials.]]>
<![CDATA[Implementation of Augmented Reality Media Use on Mathematics Problem Solving Ability of Elementary School Students ]]>
<![CDATA[Musyarrofah, Siti]]>
<![CDATA[ JEES: Journal of Education and Educational Sciences Vol. 1 No. 1 (2024): JEES: Journal of Education and Educational Sciences ]]>
Publisher : <![CDATA[CV. Akademi Merdeka ]]>
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DOI: 10.70152/jees.v1i1.14
<![CDATA[Abstract This study aims to explore the implementation of augmented reality (AR) media in improving elementary school students' mathematical problem solving ability. The study involved students from several classes who were divided into experimental groups using AR media and control groups using conventional methods. The results of the analysis showed that the use of AR can improve the understanding of mathematical concepts and student engagement in the learning process. Although the difference in scores between the two groups was not statistically significant, there were indications of improvement in the experimental group. These findings highlight the importance of developing innovative learning media such as AR to support the mathematics education process at the primary level.]]>
<![CDATA[An Analysis of Non-Observance Maxims and The Implicature in The Podcast Youtube Channel The Leonardo's "Face To Face With Onadio Leonardo - Vior" ]]>
<![CDATA[Simbolon, Veronika]]>
<![CDATA[ JEES: Journal of Education and Educational Sciences Vol. 1 No. 1 (2024): JEES: Journal of Education and Educational Sciences ]]>
Publisher : <![CDATA[CV. Akademi Merdeka ]]>
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DOI: 10.70152/jees.v1i1.15
<![CDATA[This research is Analysis of Non-Observance Maxims and The Implicature In The Podcast On The Leonardo's youtube Channel "Face to Face with Onadio Leonardo - Vior" which is 41:10 minutes long. This research uses Qualitative descriptive method, data collection technique by watching podcasts then analyzing the non-observant maxims in the conversation and then writing them down.The data source in this research is conversations in podcasts on channels Youtube “Face to Face with Onadio Leonardo - Vior”. Analysis results show podcast reveals six non-observance maxims, including flouting relevance 4, violating maxim 1, and opting out maxim 1. The most common non-observance maxim is flouting relevance, consisting of three statements. This investigation helps determine which maxims were broken in the podcast.]]>
<![CDATA[The Role of Education for Children with Intellectual Disabilities at SLB-C Beringin Bhakti ]]>
<![CDATA[Tilawatila, Wawa]]>;
<![CDATA[Rizki, Chaerul]]>;
<![CDATA[Purnamasari, Rita]]>
<![CDATA[ JEES: Journal of Education and Educational Sciences Vol. 1 No. 1 (2024): JEES: Journal of Education and Educational Sciences ]]>
Publisher : <![CDATA[CV. Akademi Merdeka ]]>
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DOI: 10.70152/jees.v1i1.16
<![CDATA[Education is essential for one's current and future success. Education provides a wealth of facts and knowledge that will improve a person's life and behavior. Everyone regardless of status, religion, ethnicity, race, or membership in a particular group, is entitled to a good education. Formal education is education that is carried out through education in schools. Non-formal education is an educational path that is carried out outside of formal education. Children with special needs (ABK) are entitled to education. Children with special needs have different characteristics from children who suffer from mental, emotional, or physical illnesses in general. Education for children with special needs has many benefits for children. The problem in this study is the lack of educational attention for friends with disabilities. Therefore, this study aims to find out how education for visually impaired children and to improve SLB education as a learning home for these children. This research method uses descriptive qualitative research. This research method aims to describe the phenomenon or event that is being studied in an in-depth and detailed way. The data collection technique is by means of observation of the research field, collecting data, interviews, and documentation.]]>
<![CDATA[Examining the Role of Self-Regulated Learning and Self-Efficacy in Reducing English Language Anxiety ]]>
<![CDATA[Maesaroh, Siti]]>;
<![CDATA[Bernadeta, Anggis]]>;
<![CDATA[Citra, Alina Ria]]>
<![CDATA[ JEES: Journal of Education and Educational Sciences Vol. 1 No. 2 (2025): JEES: Journal of Education and Educational Sciences ]]>
Publisher : <![CDATA[CV. Akademi Merdeka ]]>
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DOI: 10.70152/jees.v1i2.124
<![CDATA[This study examines the interaction between self-efficacy, self-regulated learning, and English language anxiety among secondary school and university students in Cirebon, West Java. The urgency of this research lies in the high levels of English language anxiety, which negatively affect students’ learning performance. Using path analysis on data from 289 participants, the results show that self-regulated learning significantly mediates the relationship between self-efficacy and English language anxiety (indirect effect = 0.281, p < 0.05). The model accounts for 31.5% of the variance in English language anxiety (R² = 0.315). These findings highlight the crucial role of self-regulation and metacognitive strategies in reducing anxiety and enhancing learning effectiveness. This research supports the need for intervention programs that strengthen self-efficacy and self-regulated learning, particularly within the local educational and cultural context of Cirebon. Further studies are recommended to explore other contextual factors more deeply.]]>
<![CDATA[The Influence of Resilience and Self Control on Elementary Students’ Social Skills ]]>
<![CDATA[Fatimah, Siti]]>;
<![CDATA[Yanti, Yuli]]>
<![CDATA[ JEES: Journal of Education and Educational Sciences Vol. 1 No. 2 (2025): JEES: Journal of Education and Educational Sciences ]]>
Publisher : <![CDATA[CV. Akademi Merdeka ]]>
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DOI: 10.70152/jees.v1i2.127
<![CDATA[Despite the central role of social skills in students’ academic and interpersonal success, few studies have examined how internal psychological traits such as resilience and self-control jointly influence these skills in primary education. This study addresses that gap by investigating the influence of resilience and self-control on elementary students’ social skills. Employing a quantitative correlational design, the research involved 240 students from grades IV to VI selected through total sampling. Data were collected through closed questionnaires and analyzed using multiple linear regression. Instrument validity and reliability were tested using SmartPLS version 4.0.9.9, and analysis was conducted with IBM SPSS version 29.0.0.0. Classical assumption tests confirmed the data met normality, multicollinearity, and homoscedasticity criteria. Results indicated that both resilience and self-control had significant and positive effects on social skills, with self-control being the stronger predictor. The model explained 22.5% of the variance in social skills. These findings underscore the need to cultivate students’ internal strengths as part of socio-emotional learning and contribute to the refinement of character education in primary education settings.]]>
<![CDATA[Analysis of Emotional Intelligence in the Learning Process of Elementary School Students ]]>
<![CDATA[Reviana, Melani]]>;
<![CDATA[Nuraniyah, Andi Rafidah]]>;
<![CDATA[Mafaza, Devanya]]>
<![CDATA[ JEES: Journal of Education and Educational Sciences Vol. 1 No. 2 (2025): JEES: Journal of Education and Educational Sciences ]]>
Publisher : <![CDATA[CV. Akademi Merdeka ]]>
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DOI: 10.70152/jees.v1i2.179
<![CDATA[This study aims to analyze the structure of emotional intelligence among elementary school students using an Exploratory Factor Analysis (EFA) approach. A total of 240 students from grade 4 to grade 6 in some schools the basis of the state in the Cirebon City area was made sample study through stratified random sampling technique, to ensure representation based on level class, type gender, and group age. Instrument measurements used were developed based on the four model branch Mayer-Salovey-Caruso's capabilities, which include aspects perception emotions, management emotions, understanding to emotions, as well as the ability to use emotions in a constructive way. Data analysis was carried out using Partial Least Squares Structural Equation Modeling (PLS-SEM) method, which shows that all over construct own very good validity and reliability, indicated by the factor loading value > 0.70 and Average Variance Extracted (AVE) > 0.50. The Perceptions of Emotions dimension has the biggest contribution to construct emotional intelligence, while the Ability to Generate is the dimension with the lowest contribution. The findings underscore the need for contextual and accurate instruments to measure emotional intelligence in children as well as support the integration of emotional education into curriculum school bases in a systematic way.]]>
<![CDATA[The Effect of Parental Involvement on Stuents’ Academic Achievement Through Independent Learning Ability ]]>
<![CDATA[Rafiah Nurhalimah, Andi Hana]]>;
<![CDATA[Djuliarta, Viona]]>;
<![CDATA[Nurhidayat, Ujang]]>
<![CDATA[ JEES: Journal of Education and Educational Sciences Vol. 1 No. 2 (2025): JEES: Journal of Education and Educational Sciences ]]>
Publisher : <![CDATA[CV. Akademi Merdeka ]]>
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DOI: 10.70152/jees.v1i2.187
<![CDATA[This research examines the impact of parental engagement on children’s academic development. Parental involvement is conceptualized through three primary dimensions: attendance at school-related meetings, provision of educational support within the home environment, and active participation in school-based activities. The study seeks to investigate how these facets of involvement influence students’ academic performance, aiming to test a set of predetermined hypotheses through a structured questionnaire-based survey. To assess the interrelationships among the variables, the study utilizes the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique. The analytical model delineates the association between parental engagement and students’ scholastic achievement, while also illustrating the influence of structured learning processes and the underlying factors driving parental involvement on academic outcomes. Furthermore, anecdotal evidence pertaining to students’ academic attainment substantiates the theoretical framework, emphasizing the interconnected roles of parental involvement, academic performance, and the mediating function of students’ self-regulated learning capabilities. The findings of this research are anticipated to yield valuable insights for enhancing educational outcomes. The primary aim is to investigate the determinants of parental involvement and its effect on academic achievement, with a specific focus on the mediating role of students’ self-regulatory learning skills, as assessed through the PLS-SEM methodology.]]>
<![CDATA[Self-Regulated Learning and Epistemological Belief as Determining Factors of Success in English Learning ]]>
<![CDATA[Ariska, Mazaya Tari Karamina]]>;
<![CDATA[Ariska, Tari]]>
<![CDATA[ JEES: Journal of Education and Educational Sciences Vol. 1 No. 2 (2025): JEES: Journal of Education and Educational Sciences ]]>
Publisher : <![CDATA[CV. Akademi Merdeka ]]>
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DOI: 10.70152/jees.v1i2.189
<![CDATA[This study explores the role of Self-Regulated Learning (SRL) and Epistemological Beliefs (EB) in influencing students' English language proficiency in Indonesian universities. Using a quantitative research design, data were gathered from 246 students through validated questionnaires, including the Motivated Strategies for Learning Questionnaire (MSLQ) and the Epistemological Beliefs Questionnaire (EBQ). The results of multiple regression analysis show that both SRL and EB significantly affect English ability. Students with higher levels of self-regulation and more advanced epistemological beliefs demonstrated better performance in reading, writing, speaking, and listening. These findings highlight that English proficiency is influenced not only by cognitive factors but also by motivational and metacognitive elements. The study emphasizes the need to integrate self-regulation strategies and the development of epistemological beliefs into English language instruction. This research contributes to learner-centered education by providing insights into how internal factors can support more effective English learning outcomes.]]>
