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Widodo Winarso
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Nama jurnal : International Journal of Education and Humanities
Published by PT. Ilmu Inovasi Nusantara
ISSN : -     EISSN : 27985768     DOI : https://doi.org/10.58557/ijeh
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences Other
International Journal of Education and Humanities (IJEH) is an international peer-reviewed journal that publishes original and high-quality research papers in all areas of education. As an important academic exchange platform, scientists and researchers can know the most up-to-date academic trends and seek valuable primary sources for reference. International Journal of Education and Humanities (IJEH) Research is an open-access journal established to disseminate state-of-the-art knowledge in all areas of education. Papers for publication in the International Journal of Education and Humanities (IJEH) are selected through precise peer-review to ensure quality, originality, appropriateness, significance, and readability. Authors are solicited to contribute to this journal by submitting articles that illustrate research results, projects, original surveys, and case studies that describe significant advances in education, training, e-learning, etc. The authors are invited to submit papers to this journal through the ONLINE submission system. Submissions must be original and should not have been published previously or be under consideration for publication while being evaluated by the International Journal of Education and Humanities (IJEH). Manuscripts published in the International Journal of Education and Humanities (IJEH) primarily constitute original research, methodologies, methods, and theoretical perspectives relevant to an international audience. The journal includes a particular interest in research toward scholarly analyses of issues and trends that inform educational practice(s) within and/or across sectors. Please make sure to read the instructions for authors before submitting your manuscript. The journal is published online four times a year. Encourage and publish research on the following topics: Education Learning and Teaching Training Humanities Social Science Interdisiinterdisciplinary research
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 20 Documents
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Search results for , issue "Vol. 5 No. 4 (2025): International Journal of Education and Humanities (IJEH)" : 20 Documents clear
CUSUM Learning Curve Analysis in Medical Imaging Education: A Review of Competency Assessment Research Progress Wen, Dan
International Journal of Education and Humanities Vol. 5 No. 4 (2025): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/(ijeh).v5i4.355

Abstract

The rapid advancement of medical imaging technology has introduced significant challenges in the field of medical imaging education, particularly concerning the allocation of teaching resources, the evaluation of students' skill acquisition, and the need for innovative teaching methodologies. While simulation-based training and objective assessment tools have become increasingly common in medical education, there remains a notable lack of effective quantitative approaches to monitor and evaluate the development of students' diagnostic imaging competencies, especially in areas such as medical imaging report writing. This study aims to systematically review current developments in medical imaging education and the reform of instructional practices, with a specific emphasis on the application of the Cumulative Sum Control Chart (CUSUM) learning curve analysis in clinical skills training. Using a literature review methodology, this paper synthesizes relevant studies from both domestic and international sources to assess the role and potential of CUSUM in enhancing medical imaging education. The findings reveal that the use of CUSUM in this field is still limited, despite its strong potential as an objective, continuous method to assess student progress and identify learning plateaus or improvements. Furthermore, CUSUM analysis can inform the development of evidence-based, data-driven curricula that respond more effectively to learners' needs. Based on these insights, this study recommends the integration of CUSUM learning curve analysis into the framework of medical imaging education as a strategic approach to improve instructional quality, ensure objective skill assessment, and support the continuous improvement of educational practices in the digital age
Research and Practice of the Teaching of the "Marketing Planning" Course Based on the SPOC Flipped Classroom Model in China Haien Quan; Yitong Den
International Journal of Education and Humanities Vol. 5 No. 4 (2025): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/(ijeh).v5i4.357

Abstract

In the era of "Internet +", the rapid development of digital technology has transformed the landscape of higher education in China. Various online learning platforms have emerged and become indispensable tools for teaching. However, the challenge lies in how to deeply integrate these technologies with traditional pedagogical models to enhance teaching quality and student engagement. This study addresses this challenge by focusing on the "Marketing Planning" course as a case study. The main objective is to develop and implement an innovative teaching model that bridges digital platforms and conventional teaching practices. The study begins by identifying the limitations of the original lecture-based approach, including low student engagement, lack of practical application, and minimal interaction. In response, the "Xuexitong" platform is adopted as a central tool, and a new teaching model is constructed, integrating Small Private Online Courses (SPOC), flipped classrooms, and project-based learning activities. The methodological approach involves redesigning course content, refining the implementation process, and restructuring the assessment system to foster active learning and continuous interaction. Results from pilot implementation indicate improved student participation, enhanced understanding of practical marketing skills, and more dynamic teacher-student interaction. The model fosters a synergistic online-offline teaching environment, placing students at the center of learning while positioning teachers as facilitators. It is recommended that similar integrative approaches be adopted across other management-related courses to drive teaching reform in higher education. The study offers a replicable framework for educators seeking to align traditional teaching with digital innovation under the "Internet +" paradigm
A Review of Studies on the Effects of Blood Flow Restriction Training on Endurance Athletes Xiao, Junjie; Fu, Daoling
International Journal of Education and Humanities Vol. 5 No. 4 (2025): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/(ijeh).v5i4.358

Abstract

In the context of the Healthy China Strategy and the national goal of building a sports power, marathon and half-marathon events are developing rapidly, reflecting a growing public enthusiasm for endurance sports. This momentum has led to a rising demand among mass elite athletes—non-professional but high-performing runners—for efficient and scientifically grounded training models. However, traditional high-intensity training methods often pose risks of overtraining or injury. In this context, Blood Flow Restriction Training (BFRT), known for its “low-load-high-benefit” profile, emerges as a promising alternative. The objective of this study is to systematically explore the conceptual framework and physiological mechanisms of BFRT, assess its current application in endurance sports both domestically and internationally, and evaluate its potential benefits and limitations specifically for mass elite half-marathon athletes. This study adopts a literature review methodology, integrating empirical findings from sports science databases, journal publications, and expert analyses to map the research landscape surrounding BFRT. Findings indicate that BFRT can significantly enhance lower limb muscle strength, capillarization, and endurance performance when used appropriately. However, research involving mass elite half-marathon athletes remains limited, with gaps in long-term intervention studies, individualized training parameters, and understanding of BFRT's integration with traditional endurance programs. The future research prioritizes longitudinal studies to examine BFRT’s sustained effects, optimize cuff pressure, frequency, and duration specific to endurance demands, and investigate its synergistic potential when combined with conventional aerobic training. These efforts are essential to ensure the safe, targeted, and effective implementation of BFRT in endurance sports development
A Review of the Effects and Mechanisms of VR Training on the Physical and Mental Health of Stroke Patients Xue Mei Wu; Chuan Qiu Shui Wang; Cheng Yu Wang; Jiong Luo
International Journal of Education and Humanities Vol. 5 No. 4 (2025): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/(ijeh).v5i4.359

Abstract

To explore the effects of virtual reality (VR) training on the physical and mental rehabilitation of stroke (CVA) patients and its underlying mechanisms, to address issues such as monotonous training, low compliance, and limited environmental simulation in traditional rehabilitation. This study aims to provide a theoretical basis for optimizing clinical rehabilitation strategies. Databases such as PubMed (Medline), Web of Science, Cochrane Library, Google, CNKI, and Wan fang Data were used to search for literature published in core journals from both domestic and international sources over the past 10 years (2014-2024). Keywords included: virtual reality, VR training, stroke, cerebrovascular accident, physical and mental health, and mechanism of action. Inductive summarization and comparative analysis methods were applied to process the selected literature. Different VR training methods can not only improve the upper and lower limb strength and balance of stroke patients, but also significantly enhance their activities of daily living (ADL). Additionally, these training methods can alleviate anxiety and improve depression and other psychological issues in stroke patients. The improvement in physical and mental health due to VR training may be achieved through a synergistic effect of neuroplasticity and psychological immersion. VR training can effectively promote the recovery of motor function, improve ADL, and enhance psychological status in stroke patients. However, due to the limited number of long-term studies with rigorous intervention protocols, the current analysis of the mechanisms underlying the improvement of physical and mental health in CVA patients through VR training lacks persuasive power
Implementing Edupreneurship in Early Childhood Education: Enhancing Holistic Development through Creative Learning Projects Dedeh Komalasari; Darmayanti; Lena Ahdiani
International Journal of Education and Humanities Vol. 5 No. 4 (2025): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/(ijeh).v5i4.360

Abstract

Early Childhood Education requires learning aids, including instructional tools and media for delivering messages, to support children's need for concrete learning experiences. Teacher creativity and innovation are crucial, and one approach that enhances this is edupreneurship. This study aims to describe the implementation of edupreneurship by teachers and analyze its positive impact on early childhood development. Using a qualitative descriptive method, the research explored how teachers implement edupreneurship to support the learning process and stimulate child development in various domains. The learning activities were conducted through project-based approaches such as the Children's Market and Kartini Day Parade. In preparing for these events, teachers created learning media using recycled materials like cardboard, newspapers, plastic, and fabric scraps. The process involved both parents and children as active participants in the learning experience. Assessment indicators referred to four areas of child development: cognitive, language, physical-motor, and social-emotional. Findings indicate that through the edupreneurship approach, teachers acted not only as instructors but also as facilitators who effectively stimulated children's development. Children showed significant improvement in logical-mathematical thinking and problem-solving (cognitive), increased vocabulary and expressive ability (language), active participation in movement and role-play (physical-motor), and better emotional regulation and social interaction (social-emotional). Edupreneurship thus supports meaningful and holistic learning while enhancing both teacher professionalism and child development
The Role of Parent-Child Reading in the Development of Children's Early Reading and Writing Abilities: A Multidisciplinary Perspective Review Yue, Zhang; Hafiz Hanif
International Journal of Education and Humanities Vol. 5 No. 4 (2025): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/(ijeh).v5i4.364

Abstract

Parental education plays a pivotal role in fostering children’s early reading and writing development, yet the mechanisms through which parent–child co-reading supports learning outcomes remain underexplored. This study addresses the problem by investigating how different aspects of co-reading contribute to children’s literacy growth. Specifically, it aims to identify and evaluate the combined influence of three dimensions of co-reading: high-frequency reading sessions, high-quality parent–child interaction, and rich language input. To achieve this goal, we employed a qualitative micro-analysis of recorded and transcribed co-reading sessions from exemplar families. Key variables—reading frequency, interaction quality, and language richness—were measured using observational coding protocols and discourse analysis. Their individual and combined impacts on children’s vocabulary development, comprehension, and cognitive engagement were examined through comparative analysis. Findings show that frequent co-reading sessions significantly enhance children’s vocabulary acquisition and text comprehension. Moreover, high-quality interaction—particularly open-ended questioning and emotional scaffolding—was found to strengthen children’s intrinsic motivation and cognitive flexibility. Language input that included demonstrations of multiple-meaning words and complex sentence structures promoted both receptive and expressive language development. The most impactful results emerged when these three elements functioned synergistically in a dynamic loop of questioning, modeling, and responsive feedback, producing a multiplier effect on learning outcomes. The use of our three-dimensional model as a framework for designing co-reading interventions. Schools, families, and community programs should be equipped with guidelines to implement this model. Future research should expand to longitudinal and multicultural studies, including the integration of smart reading technologies for broader impact
Integrating Environmental Ethics into Christian Religious Education: An Analytical and Interpretive Approach through Project-Based Learning Imelda Butarbutar; Riana Lumban raja; Sorta Sihombing; Sartika Maria Siregar; Tomi Jonatan Simbolon
International Journal of Education and Humanities Vol. 5 No. 4 (2025): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/(ijeh).v5i4.367

Abstract

This study explores the integration of environmental ethics into Christian Religious Education (CRE) using an analytical and interpretive approach. The core problem addressed in this research is the increasing neglect of ecological responsibility among communities, particularly within the context of religious learning, amid the challenges of globalization and industrialization. These dynamics often reduce the emphasis on moral, ethical, and environmental awareness, creating an urgent need to realign faith-based education with environmental stewardship. The main objective of this study is to uncover how CRE can serve as a foundational platform for shaping students' ethical and moral values that are environmentally conscious. By embedding ecological values in religious learning, the study aims to foster a more holistic formation of character that emphasizes the responsibility to care for creation. This research employs project-based learning as a methodological framework, wherein students engage in real-world learning activities that connect theological principles with environmental ethics. Through analytical and interpretive methods, the study examines how these educational experiences impact students’ perceptions, behaviors, and ethical reflections on nature and sustainability. The findings reveal that integrating environmental ethics within CRE significantly enhances students' awareness of ecological issues and their role as stewards of the environment. It also encourages community-level reflections and actions grounded in Christian teachings. The implication of this research is the potential for faith-based education, particularly in churches and Christian communities, to become a transformative force in promoting ecological responsibility. By aligning religious values with sustainable practices, CRE can contribute to broader efforts in cultivating environmental ethics across generations
Enhancing Communicative Competence in Generation Z Linguistic Students Through Reflective Methods Zhukova T.A.; Satina T.V; Ganeeva E.R.; Akhmadeev D.R.; Chernykh P.A.
International Journal of Education and Humanities Vol. 5 No. 4 (2025): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/(ijeh).v5i4.361

Abstract

This article explores the use of reflective methods as a pedagogical tool to develop communicative competence among linguistics students from Generation Z. The study highlights the need to adapt teaching strategies to the characteristics of modern university students, who often struggle with superficial information processing and reduced emotional intelligence. Reflective methods offer a promising solution by encouraging deeper cognitive engagement, metacognitive awareness, and critical thinking skills essential for communicative competence. Using a mixed-methods approach, the research combines theoretical analysis with empirical investigation. The theoretical framework is grounded in the CEFR model, which identifies the pragmatic component as the most challenging for students. The empirical phase involved a three-stage intervention—diagnostic, formative, and control—conducted with first-year linguistics students at NUST MISIS, Russia. A targeted set of tasks was developed based on four selected reflective methods to address weaknesses identified during the diagnostic stage. Pre- and post-test assessments of impromptu speech revealed significant improvement, with over half of the participants enhancing their performance. These results confirm the effectiveness of reflective methods in fostering communicative competence and suggest that the task model presented in this study can serve as a practical framework for addressing the communicative challenges specific to Generation Z learners
The Influence of Emotional Health and Learning Readiness on Student Resilience in Social Studies Learning Indriyani; Winarso, Widodo; Mulyana, Asep
International Journal of Education and Humanities Vol. 5 No. 4 (2025): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/(ijeh).v5i4.343

Abstract

Learning environments with high-pressure demands require students to possess resilience as a crucial capacity to adapt and persist through academic and social challenges. However, a lack of resilience among students often emerges as a fundamental issue that affects their learning outcomes and well-being. Resilience is influenced by several internal factors, particularly emotional health and learning readiness. This study aims to examine the influence of emotional health and learning readiness on student resilience in social studies learning. Employing a quantitative approach with a fact-exposure (ex post facto) design, the study uses multiple regression analysis to determine the relationship among variables. The sample consists of 76 junior high school students selected through purposive sampling. The findings reveal that (1) emotional health significantly affects student resilience, as indicated by a t-value of 2.621 and a p-value of 0.011; (2) learning readiness has a stronger significant influence on resilience, with a t-value of 11.703 and a p-value of 0.001; and (3) jointly, emotional health and learning readiness positively affect student resilience in social studies learning, as evidenced by an F-value of 112.909 and a significance level of 0.001. The coefficient of determination (R²) is 0.756, indicating that 75.6% of the variance in student resilience is explained by the two predictors. These results imply that educators and school institutions should prioritize strategies that enhance students' emotional well-being and preparedness to learn, in order to strengthen their resilience and support their academic success in demanding learning contexts
Effects of Exercise Intervention on Gross Motor and Social Skills in Children with Autism: A Systematic Review Jiawei Luo; Ziteng Wang; Yun Li
International Journal of Education and Humanities Vol. 5 No. 4 (2025): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/(ijeh).v5i4.366

Abstract

With the increasing prevalence of autism diagnoses worldwide, there is a growing demand for interventions that support the holistic development of children with autism, particularly in gross motor function and social interaction. While exercise-based interventions have shown promise, existing research presents inconsistent findings. This study aims to systematically review the literature to clarify the potential effects of exercise interventions on the physiological health and social skills of children with autism. The ultimate goal is to derive universal conclusions and inform the development of tailored physical activity curricula that meet the unique needs of autistic children, providing a solid scientific foundation for inclusive physical education practices. A comprehensive literature review was conducted using subject-based searches across multiple databases, including PubMed, CNKI, Wikipedia, Web of Science, and Medline, covering publications from January 2006 to January 2024. After rigorous screening, sixteen randomized controlled trials (RCTs) focusing on exercise interventions for children with autism were selected for analysis. The systematic review revealed that exercise interventions significantly enhance gross motor skills and improve social interaction among children with autism. Additionally, these interventions contribute to improved executive functioning and are effective in reducing anxiety and feelings of low self-worth. Exercise interventions play a critical role in fostering the overall development of children with autism. They not only improve motor proficiency and social engagement but also boost self-confidence and alleviate psychological challenges. These findings underscore the importance of integrating structured physical activity programs into the education and therapy of children with autism to support their physical, emotional, and social well-being

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