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Journal of Social, Humanity, and Education
Published by Goodwood Publishing
ISSN : -     EISSN : 2746623X     DOI : https://doi.org/10.35912/jshe
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences
The Journal of Social, Humanity, and Education (JSHE) is a peer-reviewed, open access scholarly journal publishing high-quality manuscripts in forms of original research articles, review articles, book reviews, case reports, and discussions to answer important and interesting questions, develop or test theory, replicate prior studies, explore interesting phenomena, review and synthesize existing research and provide new perspectives aimed at stimulating future theory development and empirical research related to social sciences, humanities, communication, language, literature, political science, and education.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 300 Documents
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Public schools and critical education: Alternative education policy in Indonesia Rafid, Rahmad; Nurita, Riski Febria; Dores, Dedi
Journal of Social, Humanity, and Education Vol. 6 No. 1 (2025): November
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v6i1.3321

Abstract

Purpose: This study analyzes the implementation of community school policies within the framework of critical education, based on Presidential Instruction No. 8 of 2025 on the eradication of extreme poverty. Research Methodology: This research uses qualitative methods based on policy studies to evaluate the effectiveness, challenges, and opportunities of community school programs in supporting poverty reduction through education. Results: “Sekolah Rakyat” can build critical awareness in poor communities, strengthen local participation, and integrate education with local wisdom. However, the success of this program still faces the challenges of inter-agency coordination, limited human resources, and inadequate facilities. Therefore, sustainable policy support, cross-sector collaboration, and community engagement are essential to strengthen the impact of Community Schools as a tool of social transformation and inclusive education. Conclusions: The implementation of "Sekolah Rakyat" as an alternative education policy in Indonesia has great potential to reduce social and economic disparities, especially for the poor and marginal communities. Paulo Freire's critical education approach provides not only practical knowledge but also critical thinking skills and social awareness to play a role in social change. Education based on local wisdom is considered relevant to the needs of the community. Limitations: This research shows that the "people's school" policy has great potential as a strategy to reduce extreme poverty through education. The government needs to push the mainstream of alternative education policies based on social empowerment into national policies. Contribution: The study emphasizes that "Sekolah rakyat" are not only Centers for academic learning, but also for life skills, character development, and social awareness.
SDO Cagayan's Training Platforms: A Comparative Analysis of Social Presence, Interaction, Collaborative Learning, and Satisfaction Taaca, Andrew Toribio B.; Asuncion, Rex Angel; Caratiquit, Kevin D.
Journal of Social, Humanity, and Education Vol. 6 No. 2 (2026): February
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v6i2.2678

Abstract

Purpose: This study examined teachers' assessments of online and face-to-face training platforms in the Schools Division Office (SDO) of Cagayan, Philippines, across four dimensions: social presence, social interaction, collaborative learning, and satisfaction. Methodology: This study used a mixed methods sequential explanatory design and involved 388 teachers selected through proportional stratified random sampling. Survey data and qualitative responses from interviews and open?ended questions were analyzed to compare perceptions across training modes, Results: Results showed consistently higher ratings for face-to-face training across all four dimensions, with significant differences favouring in-person interactions. Teachers highlighted stronger interpersonal connections, more effective collaboration, and greater overall satisfaction in face-to-face settings, while acknowledging the accessibility and flexibility of online platforms. Several profile variables, such as ICT skill level and prior training, significantly influenced perceptions. Both modalities presented unique challenges, including engagement and scheduling issues in face-to-face training and device or connectivity issues in online training. Conclusions: This study compared teachers' perceptions of face-to-face and online training. Face-to-face training scored higher in social presence, interaction, and collaboration. Despite the flexibility of online training, it faced challenges. The results suggest that a blended approach would be more effective for teacher development. Limitations: This study focused on teachers' perceptions during SY 2022–2023 and relied primarily on self-report data from an adapted instrument. Contributions: The findings informed the development of policy recommendations to strengthen the implementation of both online and face-to-face training programs.
The Department of Education Computerization Program (DCP): Evaluating its Effectiveness and the Challenges Faced by Public Schools Campanilla, Norveen S.; Medrano, John David B.
Journal of Social, Humanity, and Education Vol. 6 No. 2 (2026): February
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v6i2.2752

Abstract

Purpose: This study aimed to evaluate the overall impact and effectiveness of the DepEd Computerization Program (DCP) in enhancing the educational experience, identifying challenges, and understanding the factors influencing its successful implementation in schools. Research Methodology: The study evaluated the effectiveness of the DepEd Computerization Program using a mixed-methods approach, combining quantitative survey data from school ICT coordinators with qualitative insights from interviews and focus groups, identifying areas of consensus and divergence. Results: The DepEd Computerization Program significantly enhanced the quality of education by integrating ICT into teaching and learning and improving ICT literacy among learners, teachers, and school heads. However, challenges such as broken outlets and inadequate ventilation pose safety risks and limit the program effectiveness. To sustain and further enhance the program, continuous ICT training, skill development, and better maintenance of infrastructure are essential. Conclusions: The DepEd Computerization Program is highly effective in improving teaching, learning, and ICT literacy. Despite minor infrastructure challenges, continuous training and maintenance are essential to sustain its long-term impact. Limitations: The study evaluates the overall impact and effectiveness of the DepEd Computerization Program (DCP) in enhancing the educational experience, identifying challenges, and understanding the factors influencing its successful implementation, particularly in schools in Allacapan and Aparri Districts. Contributions: Based on the study's findings and conclusions, it is recommended that the Department of Education (DepEd) and the DCP organize continuous training for educators and involve the community in fostering a supportive environment for ICT integration in the classroom. Additionally, schools should establish regular maintenance schedules for ICT equipment, enhance teaching practices with interactive approaches, and collaborate with other institutions.
Teacher-Student Interaction and Students' Motivation as Predictors of Students' Mathematics Achievement Delos Santos, Brent Diesel Jake; Badayos, Samantha Maricon; Beller, Jonalyn; Ponce, Priscilla Mae; Cagas, Leslie; Jamara, Abdul
Journal of Social, Humanity, and Education Vol. 6 No. 2 (2026): February
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v6i2.3807

Abstract

Purpose: This study aimed to determine whether teacher-student interaction and students' motivation are significant predictors of students' mathematics achievement. Research Methodology: A quantitative descriptive correlational approach was used, with stratified random sampling to select 120 first- and second-year BSED-Mathematics students from Davao del Norte State College. Three sets of validated questionnaires were used to measure the variables. Statistical analyses included mean, standard deviation, Pearson’s r, and multiple linear regression. Results: Significant positive relationships were found between teacher-student interaction (r = 0.716, p < 0.01) and students’ motivation (r = 0.714, p < 0.01) and mathematics achievement. Both teacher-student interaction (? = 0.417) and students' motivation (? = 0.412) were significant predictors of mathematics achievement. The adjusted R-squared value of 0.585 indicates that 58.5% of the variation in mathematics achievement was explained by the model. Conclusions: Teacher-student interaction and student motivation are significant predictors of mathematics achievement among first- and second-year BSED-Mathematics students. Limitations: The study sample was limited to 120 students from a single institution, which limited generalizability. The researcher-made 50-item test for "mathematics achievement" had limitations, particularly after the post-hoc analysis removed 23 items. Contributions: This study emphasizes the importance of teacher-student interaction and student motivation as key factors influencing mathematics achievement.
The Role of Religious Leaders in Conflict Resolution in Papua Tilaar, Rano M.A.
Journal of Social, Humanity, and Education Vol. 6 No. 2 (2026): February
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v6i2.3849

Abstract

Purpose: This study examines the role of religious leaders in conflict resolution in Papua, focusing on their strategies and social legitimacy in mediating relationships among communities, the government, and armed groups. Research Methodology: This study employed a qualitative approach grounded in conflict resolution theory and local actor-based peacebuilding perspectives. Data were collected through field observations, limited participation, and in-depth interviews with church leaders, Muslim figures, and indigenous customary leaders who were involved in mediation and peace. The data were analyzed qualitatively using an ethnographic approach involving systematic coding and thematic interpretation to identify patterns related to mediation strategies, social legitimacy, and trust-building processes. Results: The findings indicate that religious leaders serve as trusted moral mediators within their communities. Their roles include facilitating dialogue, advocating for humanitarian concerns, maintaining informal communication across conflicting parties, and strengthening social cohesion through religious activities and peace education. Their community-based authority enables them to operate effectively in a polarized conflict setting. Conclusions: Religious leaders remain important actors in advancing reconciliation and supporting sustainable peace in Papua. Their moral authority and strong community ties allow them to maintain dialogue and foster trust, despite ongoing political and security challenges. Limitations: Limited access to certain conflict areas and the relatively small number of participants may have affected the broader applicability of the findings. Contributions: This study contributes empirical insights into the role of locally embedded religious actors in peacebuilding processes within plural and conflict-affected societies.
Managing International Students in Chinese Universities: A Review of Policies, Practices, and Challenges Masud, Nuruddin Ahmed; Subarna, MST Taherun Nesa; San, San Su Su; Kim, Ki Bong
Journal of Social, Humanity, and Education Vol. 6 No. 2 (2026): February
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v6i2.3866

Abstract

Purpose: This study systematically reviews the existing research on the management of international students in Chinese Universities and examines national policy frameworks, institutional practices, and implementation challenges within the broader context of higher education internationalization. Methodology: A PRISMA-guided systematic review was conducted on English-language, peer-reviewed articles and policy documents published between 2013 and 2026. The selected studies were analyzed using thematic synthesis to identify recurring patterns across policy, institutional, and student experience dimensions. Results: The findings indicate that China has developed a comprehensive regulatory framework governing admissions, visas, scholarships, and quality assurance. However, institutional implementation varies substantially, resulting in uneven student experiences. Key challenges include language barriers, inconsistent academic standards, limited administrative coordination, and difficulties with cultural integration. A recurring misalignment between policy intentions and institutional capacity was identified. Conclusions: Overall, effective international student management depends on a stronger alignment between national policy and institutional capacity. Limitations: As a literature-based review is limited to English-language sources, the findings may not fully capture Chinese-language scholarships or recent unpublished policy developments. Contributions: This study advances the field by proposing an integrated, results-based framework that explains how policy–practice alignment shapes international student outcomes in Chinese higher education. The review offers actionable insights for policymakers and university leaders seeking to enhance governance coherence and institutional capacity at emerging global education destinations.
Financial Inclusion and Governance Challenges in Higher Education Compared, Perspectives from State Universities Eton, Marus; Ocan, Johnson; Agea, Jacob Godfrey; Okello-Obura, Constant; Mwosi, Fabian; Ogwel, Bernard Patrick
Journal of Social, Humanity, and Education Vol. 6 No. 2 (2026): February
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v6i2.3717

Abstract

Purpose: This study critically examines the widely held belief that financial inclusion and governance are essential to understanding the evolution of highly complex structures and systems within higher education. Research Methodology: This study adopted a qualitative, multifaceted approach centered on case studies and a learning analytics strategy to evaluate institutions' effectiveness in achieving intended outcomes. Results: The study revealed that inadequate government funding, weak policies, and limited stakeholder engagement have significantly affected the governance of state-owned universities. Over-reliance on dwindling donor funding has also impacted research and innovation within these institutions. Conclusions: The findings emphasize the need for improved financial management systems, better access to financial services, and policy reforms in state-owned universities to enhance governance and sustainability. Limitations: This study is limited in its exclusive focus on public universities, which may not fully capture the broader spectrum of experiences across different educational settings, such as private institutions or vocational schools. Contributions: This study contributes to the link between financial inclusion and governance in higher education institutions by offering insights that can guide policy and institutional reforms in educational settings within the country.
Mengurangi Kecemasan Berbicara di Kalangan Siswa EFL Melalui Dola AI: Meningkatkan Kemampuan Berbicara Lisan Permatasari Siagian, Lidia; Kharisma, Adib Jasni; Syahputri, Diani
Journal of Social, Humanity, and Education Vol. 6 No. 2 (2026): February
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v6i2.3926

Abstract

Purpose: This study explores the role of DOLA AI–mediated speaking practice in reducing speaking anxiety and improving oral proficiency among Grade XII English as a Foreign Language learners in Thailand. Speaking anxiety is a major barrier that affects fluency, confidence, and willingness to communicate in classroom settings. Research Methodology: This study used a descriptive qualitative design. Grade 12 students with high levels of speaking anxiety were purposively selected. Data were collected through classroom observations, semi-structured interviews, and AI interaction logs. Miles, Huberman, and Saldaña’s interactive model was applied for data analysis, including reduction, display, and conclusion drawing. Results: AI-mediated speaking practice significantly reduced anxiety-related behaviors, such as hesitation and avoidance. Learners spoke more, participated voluntarily, and showed increased confidence in pronunciation. Interviews revealed that students experienced reduced fear of negative evaluation and felt more emotionally comfortable with DOLA AI than with traditional classroom activities. Conclusions: DOLA AI acts as an affective-supportive partner that reduces learners’ affective filters and builds communicative confidence in EFL speaking practice. Limitations: The study had a small sample size from a limited context, affecting its generalizability. The short observation period did not capture long-term language development, and AI interaction logs may not fully reflect learners’ emotional states or classroom dynamics. Contributions: This study provides evidence of the affective benefits of AI-assisted speaking practice, particularly in Southeast Asian EFL contexts, and offers insights for integrating AI into anxiety-sensitive language learning environments.
KEPASTIAN HUKUM TENTANG PENGAKTIFAN KEMBALI PRAJURIT TNI BERDASARKAN PUTUSAN PENINJAUAN KEMBALI MAHKAMAH AGUNG REPUBLIK INDONESIA TERHADAP PENIADAAN PIDANA TAMBAHAN PEMECATAN Jaeni, Ahmad; Setyawan, Maliki; Mau, Hedwig Adianto; Ramdan, Rudy M
Journal of Social, Humanity, and Education Vol. 6 No. 3 (2026): May
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v6i3.3955

Abstract

Purpose: This study examines the legal implications of the dismissal of Indonesian National Armed Forces (TNI) soldiers, particularly when a Military Court's review decision revokes the dismissal penalty. It explores whether soldiers, once dismissed for legal violations, should be entitled to reinstatement if the dismissal penalty is nullified. Research Methodology: The research uses a qualitative approach with document studies and interviews. Document studies analyze legal documents, court rulings, and administrative regulations, while interviews involve legal experts, TNI personnel, and stakeholders in military law. Results: The findings suggest that the revocation of the dismissal penalty in a review decision can be considered a novum (new legal fact), nullifying the legal basis for the dismissal. As a result, the dismissal becomes invalid, and the soldier may be entitled to apply for reinstatement in the military. Conclusions: The study concludes that soldiers whose dismissals are revoked in a review decision should have the right to seek reinstatement. However, current regulations do not provide for such a provision, highlighting the need for regulatory changes to accommodate this right. Limitations: The study is limited by the availability of relevant legal cases and the absence of administrative regulations on reinstating dismissed soldiers. Further research may be needed to explore broader implications for TNI personnel. Contributions: This research contributes to the understanding of legal processes regarding military personnel, offering recommendations for policy reforms in military justice and personnel management.
Development and Evaluation of the Effectiveness of Serial Image Learning Media to Improve Narrative Writing Skills in 4th Grade Students Hasanah, Nur Aripa; Rambe, Riris Nurkholidah
Journal of Social, Humanity, and Education Vol. 6 No. 2 (2026): February
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v6i2.3962

Abstract

Purpose: This study aimed to develop and evaluate serial picture learning media to improve the writing skills of fourth-grade students in Indonesian. Research Methodology: A research and development (R&D) approach using the ADDIE model (analysis, design, development, implementation, and evaluation) was employed. The study was conducted at MIN 12 in Medan City, involving 25 fourth-grade students (13 males and 12 females). Data were collected using validation questionnaires from material and media experts, teachers, and students to assess the validity and practicality of the developed media. Pretest and posttest instruments were administered to measure the effectiveness of the media. Results: Validation results showed that the serial picture learning media was highly feasible, with scores of 92% from material experts and 95% from media experts. The teacher and student practicality assessments were 91.5% and 93.38%, respectively, both categorized as very practical. The effectiveness test revealed an 85.5% improvement, indicating the media's success in improving students' writing skills. Conclusions: The findings demonstrate that serial picture learning media is valid, practical, and effective in enhancing students' writing skills in Indonesian. Limitations: This study included only 25 students from a single class, which may affect the generalizability of the findings to other educational settings. Contributions: This study offers valuable insights for teachers to integrate visual learning media, particularly serial pictures, to support writing skills development in Indonesian language instruction.

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