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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 216 Documents
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Innovating Content and Methods of Ideological and Political Education in the Context of the New Era Zhang Qing
International Journal of Education and Humanities Vol. 4 No. 4 (2024): 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).v4i4.270

Abstract

This study identifies four significant challenges in China's current ideological and political education: outdated educational content that lacks relevance to modern developments, limited teaching methods that offer insufficient interactivity, a flawed evaluation system, and an unequal distribution of educational resources. These challenges have reduced the effectiveness of ideological education in shaping students' values and overall growth. This study aims to propose strategies that optimize and address these issues. It advocates for updating educational content to reflect contemporary trends, innovating teaching methods to foster greater engagement and interaction, improving the evaluation system with a stronger emphasis on skill development, and optimizing the allocation of educational resources to ensure a more balanced distribution. Analytically, the study reviews relevant literature and examines current educational practices across different institutions. The findings demonstrate that implementing these strategies can significantly enhance the quality and effectiveness of ideological and political education. Additionally, the study recommends that stakeholders in this field take immediate steps to adopt these changes while continually assessing the impact of these reforms. By doing so, the overall quality of education can be improved, supporting students' comprehensive development and growth. In the long term, these efforts are expected to create a more inclusive and effective educational system that aligns better with the needs of today's society
Decoding Anti-Identity: A Barthesian Analysis of Cultural Trauma in Philip Roth’s The Human Stain Li, Na
International Journal of Education and Humanities Vol. 4 No. 4 (2024): 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).v4i4.272

Abstract

This study addresses the cultural and psychological trauma experienced by the protagonist, Coleman Silk, in Philip Roth’s The Human Stain (2000), particularly as an African-American navigating a white-dominated society during the Clinton era. The novel explores issues of racial discrimination, political correctness, and a prevailing spirit of persecution in American society, leading to Coleman’s eventual loss of self-identity and his tragic search for it. This study aims to analyze the anti-identity motif within Roth’s novel by applying Roland Barthes’ code theory. By decoding the various narrative elements and mysteries surrounding Coleman’s life and secrets, the study aims to reveal how these codes ultimately contribute to the novel’s central theme of anti-identity. This research utilizes textual analysis through the lens of Barthes’ code theory. Such an approach enables the identification of multiple narrative codes highlighting vital aspects of Coleman’s identity struggles and the novel’s broader themes of identity crisis. The findings suggest that the anti-identity motif is critical in The Human Stain. The secrets surrounding Coleman’s origins and identity drive the plot and the tragedies. Barthes’ theory helps unravel these narrative codes, emphasizing how they support the anti-identity theme in Roth’s work. The study recommends further research into the use of Barthes’ code theory to examine contemporary literature, especially in works that focus on identity crises within socially oppressive contexts marked by discrimination and normative pressures.
Integrating English Skills Competitions into the Curriculum and Students' Oral English Abilities Du Ruixue; Princess Policarpio
International Journal of Education and Humanities Vol. 4 No. 4 (2024): 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).v4i4.273

Abstract

This study investigates the integration of Skills Competitions and Oral English Expression Abilities among Liaocheng Vocational and Technical College, Shandong, China students. The primary issue addressed is the level of integration of English skills competitions into the curriculum and its impact on students' oral English expression abilities. This research aims to evaluate the extent to which English skills competitions have been incorporated into the learning process and to explore the relationship between the level of integration and students' oral English expression abilities. The study employed a descriptive-correlational research design, utilizing a survey questionnaire to collect student data. Descriptive statistics and correlation analysis were conducted to analyze the collected data. The findings indicate that integrating English skills competitions into the curriculum can significantly enhance students' oral English expression abilities, particularly in idiomatic usage and overall communicative competence. The positive impact largely depends on careful implementation that balances competitive activities with other pedagogical methods. The study recommends that educators ensure these competitions are designed to be inclusive and are part of a broader, well-rounded approach to language learning. In this way, English skills competitions can effectively improve students' oral language abilities, provided they are balanced and aligned with comprehensive pedagogical approaches
Revitalizing Tradition: The Role of the Erhu in Modern Music and Global Culture Yuan Qiaoyi
International Journal of Education and Humanities Vol. 4 No. 4 (2024): 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).v4i4.271

Abstract

The Erhu, one of China’s most iconic traditional instruments, is a two-stringed bowed instrument with over a millennium of history. However, in the modern era, there are challenges in maintaining the popularity and relevance of the Erhu amidst the rapid development of new musical instruments and genres. This review explores the Erhu's construction, performing techniques, historical development, and influence on modern music and contemporary culture, focusing on its role in traditional Chinese music and its contributions to international music. The methodology employed in this study involves a comprehensive literature review, incorporating academic sources, musicology books, journal articles, and interviews with professional Erhu players. A comparative analysis was also conducted to understand Erhu’s position in Western classical music and its resurgence in global popular culture. The findings indicate that, despite challenges in sustaining its existence, the Erhu continues to hold strong appeal due to its expressive sound and distinctive tonal qualities. The instrument plays a significant role in traditional Chinese music and has also been adopted in contemporary and popular music, gaining recognition in Western classical compositions. However, challenges remain in enhancing the global recognition of the Erhu outside of its original cultural context. The study recommends promoting the Erhu through cross-cultural music education and fostering collaborations between traditional and modern musicians. Moreover, technological innovations in the design and playability of the Erhu could help broaden its appeal to younger generations and expand its presence on the global music stage.
Bridging Digital Skill Gaps in Vocational Education: A Study on English Teachers' Digital Pedagogical Competencies Zhang , Guanghui; Policarpio, Princess
International Journal of Education and Humanities Vol. 5 No. 1 (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).v5i1.274

Abstract

This study examines the digital pedagogical competencies of English teachers at Liaocheng Vocational and Technical College, particularly emphasizing their digital literacy, technology integration in teaching, and effective use of digital resources. In response to the increasing demand for digital skills in education, the research aims to identify the current levels of digital proficiency among these educators, analyzing factors such as age, gender, educational background, and teaching experience that may influence their abilities. Adopting a descriptive quantitative methodology, the study uses descriptive statistics to assess teachers' expertise with digital tools, highlighting their capability to incorporate technology into pedagogical practices. The findings reveal a high level of digital proficiency among the teachers surveyed. Specifically, they demonstrate strong digital literacy skills, an effective pedagogical integration of technology, and an adeptness in managing and utilizing digital resources in their teaching processes. These results align with prior studies suggesting that digital skills enhance teaching effectiveness and foster student engagement in modern educational settings. Despite these strengths, the study also identifies potential areas for growth, including the development of personal online presences and the integration of social media platforms for educational purposes. The study’s conclusions underscore the importance of continued professional development in digital pedagogy for vocational educators, recommending targeted training programs to support these teachers in refining their digital skills. This improvement would enable them to effectively support student learning outcomes, contributing to more dynamic and engaging educational experiences.
Enhancing Vocational Education in China: The Impact of Design Thinking on Curriculum Reform and Talent Development Gao Hetian; Fauzi Naeim
International Journal of Education and Humanities Vol. 5 No. 1 (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).v5i1.276

Abstract

China's vocational education strives to enhance its curriculum quality and optimize its structure to cultivate innovative talents. However, traditional approaches focus more on problem-solving than developing user-centered solutions, which may hinder innovation. This study explores the application of design thinking as the primary approach to improving the talent training model and curriculum structure in China's vocational education. Design thinking is considered to foster the development of innovative skills through a more solution-focused and user-centric approach. The study involved 46 participants at Shaoguan Technician College, Guangzhou Province, China. Participants participated in an experimental course designed to cultivate their design thinking abilities. The diary method was employed to track and record the learning process of the participants, allowing the researchers better to understand the impact of design thinking on their development. The findings show that the implementation of design thinking positively impacts the reform of the vocational education curriculum system. The new curriculum model based on design thinking significantly stimulated the participants' enthusiasm for learning. Moreover, participants improved their innovation, creativity, observation, and teamwork skills throughout the learning process. The vocational institutions in China adopt design thinking in their curricula. This is crucial for fostering talents adept at solving problems and innovating in response to real-world challenges.
Improving Mathematical Skills of Mathematics Education Students Through Integrated Use of Graphing Software and Programming Techniques Xu, Chunming
International Journal of Education and Humanities Vol. 5 No. 1 (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).v5i1.277

Abstract

In mathematics education, deepening the understanding of secondary school mathematics is crucial for developing prospective teachers' teaching capabilities and practical skills. While traditional teaching methods support mastering foundational concepts, future educators need varied approaches to present these concepts in real-world classrooms effectively. This study explores the effectiveness of integrating graphing software, such as Geometer's Sketchpad, alongside programming techniques in revisiting core topics within plane analytic geometry, using specific high school mathematics problems as examples. To achieve this, we employed a mixed-methods approach, combining qualitative assessments of students' conceptual understanding with quantitative evaluations of their operational skills and engagement. Students were tasked with problem-solving exercises that leveraged graphing and programming tools, promoting a more profound, intuitive grasp of geometric properties and improving their ability to simplify complex calculations. Graphing software allowed for dynamic demonstrations, enhancing comprehension of geometric relationships, while programming techniques streamlined calculations, fostering clarity and efficiency in mathematical problem-solving. The results reveal that integrating graphing software and programming approaches strengthens students' practical skills and fosters a more interactive and effective teaching style. The study recommends adopting these technologies in mathematics teacher education programs to enrich students' comprehension of mathematical concepts and boost their teaching confidence. These findings suggest that a combined approach using modern technology equips future teachers with valuable tools, enhancing their mathematical proficiency and capability to deliver impactful education.
Impact of Digital Finance on Household Service Consumption in China: A Panel Analysis of Domestic Demand Drivers Chen, Weimin; Wang, Ruoyu Wang
International Journal of Education and Humanities Vol. 5 No. 1 (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).v5i1.280

Abstract

In the current new situation, China’s economic growth model has shifted, with domestic demand becoming the primary driver of economic growth, particularly for service consumption. This study examines the impact of digital finance development on household service consumption. Using data from the China Household Finance Survey (CHFS), the study constructs a digital finance index at the household level. It applies a two-way fixed effects panel model to test its impact on service consumption. The research method uses a two-way fixed effects panel model to identify the relationship between digital finance development and the increase in household service consumption. Empirical findings indicate that digital finance significantly promotes service consumption among residents. After verifying the robustness of the baseline model, several heterogeneity analyses are conducted to explore variations in the effect of digital finance based on differing demographic and economic characteristics. These findings offer important implications for economic policy development, particularly in optimizing the role of digital finance in driving domestic consumption. The study’s primary recommendation is that the government and digital financial service providers expand access to and literacy in digital finance, especially among groups with limited access. This approach is expected to strengthen the role of digital finance as a primary driver of service consumption, support sustainable economic growth, and reduce inequality in access to digital financial services within society
Word Class Errors in English Acquisition Among Chinese EFL Learners: A Conceptual Transfer Perspective Geng, Wenxin
International Journal of Education and Humanities Vol. 5 No. 1 (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).v5i1.281

Abstract

Word class errors constitute significant speech errors in second language (L2) acquisition, yet researchers often overlook them. Previous studies have only briefly addressed this phenomenon, lacking a deeper exploration of the underlying cognitive aspects. Therefore, this study aims to analyze the acquisition of word classes, specifically nouns, by Chinese learners of English as a Foreign Language (EFL), using data from the TECCL corpus focusing on conceptual transfer. The research method involves corpus data analysis, focusing on word class errors made by learners. This study identifies systematic and regular patterns in these errors through a conceptual transfer approach, indicating the negative influence of conceptual transfer from Chinese grammatical categorization and conceptual attributes on English word class acquisition. These findings offer new insights into conceptual transfer in language acquisition, highlighting the importance of cross-linguistic conceptual influence in teaching English to Chinese speakers. Recommendations include adjusting English language curricula to account for conceptual transfer aspects and implementing teaching strategies that help reduce errors stemming from cross-linguistic conceptual categorization differences. This study is relevant for research on conceptual transfer and holds practical implications for enhancing English language instruction effectiveness among Chinese speakers.
Cross-Linguistic Analysis of Light Verb Constructions: Collocational Patterns in Persian and English Qiqi Guan
International Journal of Education and Humanities Vol. 5 No. 1 (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).v5i1.282

Abstract

Light Verb Constructions (LVCs) have garnered considerable attention in linguistic research, yet the study of co-selection between verbs and nouns within LVCs from a cross-linguistic perspective remains underexplored. This study addresses the interaction between LVC components, mainly focusing on Persian, which features a unique marginal verb structure that collates with specific nouns. This structure is similar to light verb constructions in English, though differences exist in the two languages' collocational patterns and lexical selection. Therefore, this research aims to analyze the collocational relationships within LVC components in Persian and English, identifying commonalities and distinct characteristics across these languages. The methodology employed in this study is corpus-based cross-linguistic analysis, utilizing a comparative approach to examine the collocational patterns between verbs and nouns in Persian and English LVCs. Data were drawn from linguistic corpora for each language and then analyzed to identify co-selection patterns and the underlying semantic relationships. The findings reveal a significant co-selection relationship between nouns and their constructions in LVCs across both languages, although the specific patterns vary according to each language's context. These results indicate that collocations within LVCs influence syntactic structure and affect semantic relationships and cross-linguistic understanding. This study highlights the importance of lexical co-selection in LVCs for cross-linguistic research, which, in turn, may deepen insights into the interaction between different languages. Extend cross-linguistic analysis to include a broader range of languages and explore contextual factors influencing co-selection in LVCs. This can benefit fields such as translation, foreign language learning, and the development of natural language processing technologies.

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