cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Widodo Winarso
Contact Email
widodoiain@gmail.com
Phone
+6285659748716
Journal Mail Official
contact.ijeh@gmail.com
Editorial Address
Blok Rabu Desa Kodasari Kecamatan Majalengka, Kab. Majalengka, Provinsi Jawa Barat, 45456
Location
Kab. majalengka,
Jawa barat
INDONESIA
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 219 Documents
 18   19   20   21   22 
Instructional Design of E-Modules and E-Courses for AI Literacy: Enhancing Conceptual, Critical, and Ethical Understanding Persada, Alif Ringga; Heryandi, Yandi
International Journal of Education and Humanities Vol. 6 No. 1 (2026): 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).v6i1.416

Abstract

The rapid development of artificial intelligence (AI) in higher education has created an urgent need to strengthen students’ AI literacy, particularly in understanding foundational concepts, critically evaluating AI outputs, and applying ethical considerations. This study aims to analyze students’ AI literacy skills and to develop e-modules and e-courses designed to enhance their conceptual, critical, and practical competencies. A design-based research approach was employed, involving needs analysis through interviews, instructional design development, expert validation, and implementation testing with student users. Data were collected through qualitative interviews, expert review sheets, and user response questionnaires, and were analyzed using systematic reduction, interpretation, and triangulation techniques. The findings reveal that students predominantly possess functional rather than conceptual or ethical AI literacy. They frequently rely on AI tools without adequate prompt construction, verification strategies, or awareness of potential algorithmic bias. The developed e-module and e-course received high validation scores, demonstrating strong content quality, effective structure, and high levels of interactivity, particularly in the video-based e-course. User responses further indicate that digital learning materials significantly improved students’ understanding of AI fundamentals and responsible use. This study emphasizes the importance of higher education institutions incorporating AI literacy into their curricula through structured digital learning resources and explicit ethical guidelines for AI-assisted academic work. Limitations include the small interview sample, restricted institutional context, and absence of longitudinal effectiveness testing. Future research should involve larger participant groups and long-term evaluation to strengthen the generalizability and sustainability of the model.
Examining the Effectiveness of Quizizz on the English Proficiency of Ninth-Grade Students in a Selected Boarding Middle School Jiaming Dong; Carmela S. Dizon
International Journal of Education and Humanities Vol. 6 No. 1 (2026): 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).v6i1.418

Abstract

This study examined the effectiveness of a Quizizz-based homework intervention in improving junior high school students’ English achievement. Two intact Grade 9 classes in a public junior high school in China participated in the study, with one class (n = 46) assigned as the experimental group and the other (n = 43) as the control group. Both groups completed a researcher-developed pre-test and post-test assessing vocabulary, grammar, reading comprehension, and overall English performance. The experimental group received four weeks of Quizizz-based homework aligned with the lessons, while the control group completed equivalent paper-based assignments. Statistical analyses included descriptive statistics, reliability testing, normality testing, paired-samples t-tests, and independent-samples t-tests. The results showed that the two groups had comparable baseline proficiency across all components. The experimental group demonstrated significant improvements from pre-test to post-test in vocabulary, grammar, reading, and total English scores, whereas the control group showed minimal or negative changes. Post-test comparisons further revealed that the experimental group outperformed the control group across all components. Gain-score analysis confirmed substantially greater improvements in the experimental group. Overall, the findings indicate that Quizizz-based homework is an effective and engaging approach for enhancing English achievement among junior high school learners
AI Integration in Museums and Educational Experience Enhancement: A Systematic Review with Pingdingshan Museum as a Case Study Guangyu Song; Emily Sarmiento
International Journal of Education and Humanities Vol. 6 No. 1 (2026): 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).v6i1.422

Abstract

The rapid advancement of artificial intelligence (AI) has created new opportunities for enhancing museum education; however, its effective pedagogical integration remains uneven and underexplored. Many museums still emphasize technological display rather than meaningful knowledge construction, resulting in limited educational impact across diverse visitor groups. Taking the Pingdingshan Museum as a case study, this study examines how AI is currently implemented in museum educational scenarios, identifies key bottlenecks in its application, and explores pathways for optimization. The primary objective of this research is to systematically analyze the current state of AI in museum education, identify technological and pedagogical constraints, and propose an integrative framework to enhance AI-driven educational effectiveness. To achieve this objective, the study adopts a mixed-methods research design. Quantitative data were collected through a questionnaire survey administered to 384 museum visitors between March and April 2025, while qualitative insights were obtained from semi-structured interviews with 12 cross-departmental personnel involved in museum management, education, and technology. The findings reveal that AI technologies significantly enhance visitor engagement, as evidenced by a 62.85% satisfaction rate with 3D cultural relic displays. Nevertheless, three major bottlenecks persist: limited cross-module data collaboration, reflected in a 63% interoperability rate between VR and collection management systems; outdated and insufficiently accessible equipment design, indicated by a low AI usage rate (34%) among visitors over 60; and misalignment between educational content and cognitive development rules, with only 52% knowledge comprehension among children. Based on these findings, this study proposes a three-dimensional optimization system encompassing technological refinement, service enhancement, and educational restructuring. The implications suggest that museums can move beyond superficial technological adoption toward AI-enabled knowledge construction, thereby strengthening their educational function in the digital era
Application of Health Education Prescriptions in Patients with Vulvovaginal Candidiasis Hu Nüying; Wang Ao; Liu Jie
International Journal of Education and Humanities Vol. 6 No. 1 (2026): 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).v6i1.426

Abstract

Vulvovaginal candidiasis (VVC) is a common gynecological infection with a high recurrence rate, posing significant challenges for long-term disease management. Although antifungal therapy remains the mainstay of treatment, its effectiveness is often limited by inadequate patient knowledge, poor treatment adherence, and insufficient lifestyle and hygiene management. These limitations highlight the need for complementary non-pharmacological interventions, particularly structured health education strategies, to improve clinical outcomes and prevent recurrence. This study aimed to investigate the effectiveness of health education prescription interventions in improving clinical symptoms, signs, and recurrence rates among patients with VVC. A total of 200 patients diagnosed with VVC and meeting the inclusion criteria were randomly assigned to an experimental group (n = 100) and a control group (n = 100). Both groups received standard antifungal drug treatment. In addition, the experimental group received a structured health education intervention for 6 months, including education on disease knowledge, medication guidance, personal hygiene, lifestyle modification, and strategies to prevent recurrence. Clinical symptom and sign scores were assessed before intervention, during mid-treatment, and after treatment. The number of VVC recurrences during the intervention period was also recorded. Statistical analysis was performed to compare outcomes between the two groups. There were no statistically significant differences between the two groups in baseline characteristics or pre-intervention indicators (p > 0.05). Following intervention, both groups showed improvements in symptom and sign scores and reduced recurrence rates. However, the experimental group demonstrated significantly lower symptom and sign scores and a markedly lower recurrence rate than the control group (p < 0.05). Health education prescription interventions can significantly enhance the effectiveness of conventional VVC treatment by improving symptom control and reducing recurrence. This approach has significant clinical value and warrants broader implementation and further research in gynecological practice
The Role of School Management in Emergency Reconstruction and Recovery: Evidence from Secondary Schools in Northwest Cameroon Nji, Genevarius
International Journal of Education and Humanities Vol. 6 No. 2 (2026): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Education systems in crisis-affected regions face profound disruptions that threaten the accessibility, quality, and sustainability of learning, as observed in Cameroon's Northwest Region, which has experienced prolonged emergencies. One of the critical problems in this context is the limited capacity of education management to effectively coordinate reconstruction and recovery efforts during and after emergencies. Weak managerial preparedness, inadequate resources, and insufficient policy support have constrained schools' ability to respond adaptively to crises. This study aims to examine the role of education management in emergency reconstruction and recovery processes and to identify the managerial challenges that hinder effective education delivery during emergencies in Cameroon. The study employed a descriptive survey research design. Data were collected using a structured questionnaire administered to 215 teachers and 85 school administrators in the northwest region of Cameroon. Simple random sampling was used to select teachers, while purposive sampling was applied to select school administrators with direct managerial responsibilities. Data were analyzed using descriptive statistical techniques to capture trends and patterns in respondents’ perceptions and experiences. The findings reveal that many school administrators lack essential skills in emergency preparedness, crisis response, and post-emergency recovery management. Furthermore, the study identified key obstacles, including inadequate funding, weak institutional planning, limited professional training, and insufficient government support. However, these challenges can be managed if strategic planning, sustainable funding mechanisms, and strong institutional commitment are strengthened. The study implies that strengthening education management capacity is crucial for effective emergency response and long-term recovery. It recommends targeted capacity-building programs, increased government investment, and the integration of emergency management frameworks into educational policy to ensure resilient and inclusive education systems in crisis-prone contexts
Experiences With Artificial Intelligence Among Students at the University of Linyi Ma Yiqing
International Journal of Education and Humanities Vol. 6 No. 1 (2026): 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).v6i1.439

Abstract

The rapid integration of artificial intelligence (AI) into higher education has transformed students' learning practices, yet its pedagogical, cognitive, and ethical implications remain insufficiently examined, particularly in Chinese universities. While AI offers substantial potential to enhance learning efficiency and access to information, concerns persist about its impact on students' critical thinking, information accuracy, and the humanistic dimensions of education. This study aims to explore the benefits, challenges, and practical application opportunities of AI use among students at Linyi University, with particular attention to both academic and non-academic contexts. Employing a mixed-methods research design, the study involved 300 undergraduate and graduate students selected through stratified sampling. Quantitative data were collected via structured questionnaires to assess patterns of AI usage and perceived benefits, while qualitative data were obtained through semi-structured interviews to capture students' lived experiences, concerns, and expectations regarding AI integration. The findings reveal that AI significantly enhances learning efficiency, supports academic task completion, and facilitates personalized learning experiences. However, students expressed notable concerns that excessive reliance on AI may weaken critical thinking skills, reduce independent problem-solving, and increase the risk of misinformation. Furthermore, the study finds that AI applications have spontaneously expanded into non-academic areas of students' lives, yet they remain unable to replace the emotional support, moral guidance, and value-based education provided by teachers. Based on these findings, the study highlights the need for a balanced, regulated approach to AI adoption. It proposes a multi-stakeholder governance framework involving universities, educators, policymakers, and technology developers to ensure the sustainable integration of AI that harmonizes technological advancement with humanistic educational values
Voter Education and Constitutional Democracy: A Socio-Legal Analysis of the Cirebon Regency General Election Commission Puspawati, Esya Karnia; Sulistianingsih, Dewi; Martitah; Sunoto
International Journal of Education and Humanities Vol. 6 No. 2 (2026): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Voter political education constitutes a crucial challenge in consolidating constitutional democracy, particularly in addressing low political awareness, procedural participation, and limited understanding of constitutional values among voters. In many regions, voter participation tends to be driven by administrative compliance rather than informed and responsible civic engagement, which may weaken the substantive quality of democracy. Responding to this problem, this study aims to analyze the role of the General Election Commission in implementing voter political education and to examine its contribution to strengthening constitutional democracy, with specific attention to the practices of the Cirebon Regency General Election Commission. This research employs a socio-legal approach that integrates normative legal analysis and empirical qualitative methods. Normatively, the study examines constitutional provisions, election laws, and regulatory frameworks governing political education for voters. Empirically, qualitative data are derived from official documents, institutional reports, and records of political education activities conducted by the Cirebon Regency General Election Commission. Data are analyzed to assess the alignment between legal mandates and practical implementation at the regional level. The findings indicate that voter political education possesses a strong constitutional and statutory foundation, which legitimizes its implementation as an integral function of election management bodies. In practice, the Cirebon Regency General Election Commission implements political education through educational outreach, inter-institutional collaboration, and adaptive strategies targeting diverse voter groups, particularly first-time voters. These initiatives extend beyond technical election socialization by emphasizing constitutional values, democratic rights, and civic responsibility. The study implies that effective voter political education serves as a strategic bridge between legal norms and democratic practice. Strengthening such programs can enhance constitutional awareness, promote meaningful political participation, and reinforce constitutional democracy at the local and regional levels
Exercise Training Activates AMPK to Improve Metabolic-Associated Fatty Liver Disease: Research Progress Bu Qiao; Jie Liu
International Journal of Education and Humanities Vol. 6 No. 2 (2026): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Metabolic-associated fatty liver disease (MAFLD) is a metabolic disorder characterized by excessive hepatic lipid accumulation and is closely associated with insulin resistance, chronic low-grade inflammation, and mitochondrial dysfunction. Exercise training is a key non-pharmacological strategy that improves the hepatic metabolic milieu and may slow disease progression, yet the underlying molecular mechanisms remain incompletely clarified. This review aims to synthesize, from the perspective of energy metabolism regulation, the potential mechanisms by which exercise ameliorates MAFLD through activation of AMP-activated protein kinase (AMPK), thereby providing a theoretical basis for optimizing exercise-based interventions. A literature review approach was adopted. Systematic searches were conducted in major English-language academic databases, including Web of Science and PubMed, using keywords related to exercise training, MAFLD, and AMPK. Representative recent basic and clinical studies were screened and integrated to summarize relevant signaling pathways and physiological outcomes. The evidence indicates that exercise-induced AMPK activation suppresses de novo lipogenesis while promoting fatty acid oxidation, thereby reducing intrahepatic lipid deposition. Exercise may also improve mitochondrial function and enhance mitophagy, lowering oxidative stress and modulating inflammation-related signaling to attenuate chronic hepatic inflammation. Collectively, AMPK serves as a central regulatory node linking exercise stimuli to coordinated restoration of metabolic and inflammatory homeostasis in MAFLD. Future well-designed human studies and multidimensional evidence are warranted to clarify the pathway-specific effects of different exercise prescription components on AMPK signaling networks
A Meta-Analysis of Presuppositions by Native and Second Language Speakers Chen, Yuqi
International Journal of Education and Humanities Vol. 6 No. 2 (2026): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In recent years, research on second language acquisition has increasingly focused on complex linguistic phenomena that remain difficult for second language learners to fully master, even at advanced proficiency levels. One such phenomenon involves the comprehension and use of pragmatic presuppositions, which require integrating semantic meaning with pragmatic context. Many second language learners experience persistent difficulties in processing linguistic features located at the interface between linguistic domains, particularly the semantic–pragmatic interface. The Semantic–Pragmatic Interface Hypothesis proposes that language phenomena situated at external interfaces are more difficult to acquire than those at internal interfaces. Therefore, this study aims to examine the comprehension and acquisition of pragmatic presuppositions among native and non-native speakers. This study employs a meta-analytic approach, systematically reviewing and synthesizing empirical studies on the processing of pragmatic presuppositions in both native and non-native speakers. The analysis compares reported effect sizes across studies to identify general patterns in the ability to generate and adjust presuppositions during language use. The results indicate that both native and non-native speakers can generate and adjust pragmatic presuppositions in communicative contexts. However, the overall effect size observed for non-native speakers is consistently lower than that for native speakers. This finding suggests a measurable difference in mastery levels between the two groups and provides empirical support for the Semantic–Pragmatic Interface Hypothesis, which predicts greater acquisition difficulty for linguistic phenomena located at external interfaces. This study recommends that second language instruction place greater emphasis on linguistic phenomena at the semantic–pragmatic interface. Future research should further explore pedagogical strategies that facilitate learners' acquisition of complex pragmatic features in second-language learning contexts

Page 22 of 22 | Total Record : 219

 18   19   20   21   22 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 2 (2026): International Journal of Education and Humanities (IJEH) Vol. 6 No. 1 (2026): International Journal of Education and Humanities (IJEH) Vol. 5 No. 4 (2025): International Journal of Education and Humanities (IJEH) Vol. 5 No. 3 (2025): International Journal of Education and Humanities (IJEH) Vol. 5 No. 2 (2025): International Journal of Education and Humanities (IJEH) Vol. 5 No. 1 (2025): International Journal of Education and Humanities (IJEH) Vol. 4 No. 4 (2024): International Journal of Education and Humanities (IJEH) Vol. 4 No. 3 (2024): International Journal of Education and Humanities (IJEH) Vol. 4 No. 2 (2024): International Journal of Education and Humanities (IJEH) Vol. 4 No. 1 (2024): International Journal of Education and Humanities (IJEH) Vol. 3 No. 4 (2023): International Journal of Education and Humanities (IJEH) Vol. 3 No. 3 (2023): International Journal of Education and Humanities (IJEH) Vol. 3 No. 2 (2023): International Journal of Education and Humanities (IJEH) Vol. 3 No. 1 (2023): International Journal of Education and Humanities (IJEH) Vol. 2 No. 4 (2022): International Journal of Education and Humanities (IJEH) Vol. 2 No. 3 (2022): International Journal of Education and Humanities (IJEH) Vol. 2 No. 2 (2022): International Journal of Education and Humanities (IJEH) Vol. 2 No. 1 (2022): International Journal of Education and Humanities (IJEH) Vol. 1 No. 4 (2021): International Journal of Education and Humanities (IJEH) Vol. 1 No. 3 (2021): International Journal of Education and Humanities (IJEH) Vol. 1 No. 2 (2021): International Journal of Education and Humanities (IJEH) Vol. 1 No. 1 (2021): International Journal of Education and Humanities (IJEH) More Issue