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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 315 Documents
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Psychological Dynamics of Sexual Violence Perpetrators: An ITSO-Based Qualitative Case Study in Semarang Zamroni Zamroni
Journal of Social, Humanity, and Education Vol. 6 No. 4 (2026): August
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v6.n4.p393-406.2026

Abstract

Purpose: This study explores the psychological dynamics of perpetrators of sexual violence against adult women in Semarang from a perpetrator-focused perspective, which remains underexplored in Indonesian research. Research Methodology: A qualitative case study design framed by the Integrated Theory of Sexual Offending (ITSO) was employed. Three male inmates of the Class I Semarang Penitentiary convicted of sexual offences against adult female victims were selected through purposive sampling and were interviewed using a semi-structured protocol. Data were analyzed thematically through a deductive framework approach based on the four ITSO domains, with validity supported by member checking and by peer debriefing. Results: Four interacting domains emerged: developmental vulnerabilities rooted in adverse childhood experiences; dysfunction of the motivation and emotion system; cognitive distortions within the perception and memory system; and failure of the action-selection and control system. Limitations: The study involved only three participants from a single correctional institution, limiting transferability, and the analysis was conducted by a single coder without inter-rater reliability checks. Conclusions: Sexual offending against adult women reflects an interconnected cycle of psychological dysfunction in which early vulnerability, affect dysregulation, cognitive distortion, and control failure reinforce each other. Contributions: This study represents one of the first applications of the ITSO framework to perpetrators of sexual violence against adult women in an Indonesian correctional setting and provides a basis for developing evidence-based rehabilitation and prevention programs to reduce sexual recidivism.
Academic Performance as Influenced by Social Support and Self-Esteem of Students in Mathematics Jenelle V. Roferos; Dexter Paring; Dee Jay V. Cal; Cyril Lloyd A. Lamera; Remelyn D. Gubaton; Abdul J. Jamara
Journal of Social, Humanity, and Education Vol. 6 No. 4 (2026): August
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v6.n4.p469-486.2026

Abstract

Purpose: This study investigated the influence of social support and self-esteem on the academic performance of Bachelor of Secondary Education (BSEd) Mathematics students. Research Methodology: Using a quantitative descriptive-correlational design, 120 first-and second-year BSEd Mathematics students from a state college in Panabo City were surveyed through validated instruments. Data were analyzed using the mean, standard deviation, Pearson correlation, and multiple linear regression. Results: The findings revealed high levels of social support (M=3.93), self-esteem (M=3.86), and academic performance (M=68). Both predictors were significant (p<0.001); model: AP = -7.19 + 10.02(SS) + 9.29(SE); F=149; adjusted R²=0.713. Conclusions: The study concluded that BSEd Mathematics students generally exhibit high levels of social support and self-esteem, alongside satisfactory academic performance in Mathematics. Social support and self-esteem were found to have significant positive relationships with academic performance and strongly predicted students’ achievement, explaining 71.3% of the variance. These findings highlight the importance of supportive environments and positive self-esteem in improving mathematics performance. Limitations: This study was limited to 120 BSEd Mathematics students from one institution, restricting generalizability. Contributions: This study highlights the importance of supportive environments and self-esteem interventions in improving mathematics performance.
Enhancing Elementary Students’ Media Literacy through ADDIE-Based Digital Learning Materials Tri Linda Antika; Rila Melyana Fitri; Ubaedilah Ubaedilah
Journal of Social, Humanity, and Education Vol. 6 No. 4 (2026): August
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v6.n4.p487-504.2026

Abstract

Purpose: This study aimed to evaluate the effectiveness of digital media literacy-based Indonesian teaching materials developed using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design model in improving the media literacy skills of elementary school students. Research Methodology: This study used a quantitative approach with a quasi-experimental one-group pre-test and post-test design. The research was conducted at Ahmad Yani Brebes Integrated Islamic Elementary School (Sekolah Dasar Islam Terpadu/SDIT Ahmad Yani Brebes), involving 27 fifth-grade students. The instruments used were digital media literacy tests and observation sheets. Data were analyzed using IBM SPSS Statistics software through normality tests Kolmogorov-Smirnov and Shapiro-Wilk tests and Wilcoxon Signed-Rank Test. Results: The results showed a significant increase between pre- and post-test scores, indicating that the use of digital media literacy-based teaching materials is effective in improving students' ability to understand, evaluate, and interpret digital information. Conclusions: The teaching materials developed through the ADDIE model can create more systematic, contextual learning and support the strengthening of media literacy among elementary school students. Limitations: This study was limited by its small sample size and lack of a control group, which restricts the generalizability of the results. Contributions: This research contributes to the development of Indonesian language learning based on digital media literacy and enriches the study of the integration of instructional design in improving 21st century competencies in elementary school students.
Personalization of Heutagogical Learning through LLMs: A Thematic Study of Opportunities and Challenges Arismunandar Arismunandar; Fatiyatul Muawanah Amdar; Arnidah Arnidah; Sapto Haryoko; Ansar Ansar; Nurhikmah H
Journal of Social, Humanity, and Education Vol. 6 No. 4 (2026): August
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v6.n4.p505-521.2026

Abstract

Purpose: This study explores how university students use Large Language Models (LLMs) to personalize learning within a heutagogical framework, with particular attention to the opportunities and challenges that emerge in their learning experiences..Methodology: A qualitative exploratory design was employed involving 21 undergraduate students from science, social science, STEM, and education programs. Data were collected through semi-structured in-depth interviews, chat log analysis, and learning documentation, and analyzed using thematic analysis and trustworthiness criteria. Results: Four major themes emerged: LLM as a metacognitive scaffold, LLM as a learning partner, cognitive offloading, and autonomy versus dependency of the learning process. The findings show that while LLMs can stimulate reflection, critical questioning, and idea exploration, they also create the risk of shortcut thinking and reduced cognitive engagement. Conclusions: LLMs play a dual role in heutagogical learning, functioning as both cognitive catalysts and cognitive crutches. Their educational value depends on how they are designed and used to preserve productive struggles and learner autonomy. Limitations: This study was limited to a qualitative exploration of higher education and did not quantitatively measure learning outcomes. Contributions: This study contributes to the growing literature on AI in education by offering a nuanced understanding of LLMs as metacognitive scaffolds and informing pedagogical design for AI-scaffolded autonomy.
Academic Performance Among Undergraduates: Examining the Predictive Role of Social Support in Nigeria Oluwunmi A. Obisesan; Endurance O. Erasmus; Emmanuel E. Uye
Journal of Social, Humanity, and Education Vol. 6 No. 4 (2026): August
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v6.n4.p523-533.2026

Abstract

Purpose: This study examined the predictive role of social support on academic performance among undergraduates at the Rivers State University, Port Harcourt, Nigeria. Research Methodology: Cross-sectional survey design was adopted while a convenient sampling technique was used to collect data from 230 participants using validated scales. Data collected were analyzed using simple linear regression to test one hypothesis, which was accepted at p <.001 level of significance. Results: The results showed that social support was positively correlated with academic performance among the study participants (r = .452, p <.001). Furthermore, the result revealed that social support significantly predicted academic performance among study participants, R2 = .201, F(1, 228) = 30.94, p <.001. Conclusions: The study concluded that social support is a robust predictor of academic performance among undergraduate students at Rivers State University. Limitations: The use of self-reported scales and a single university serve as potential limitations of this study, which need to be addressed in future studies. Contributions: This study provides policymakers with valuable insights into the design and implementation of policies and educators on how to mentor and counsel their students to improve their academic performance.

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