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Widodo Winarso
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Blok Rabu Desa Kodasari Kecamatan Majalengka, Kab. Majalengka, Provinsi Jawa Barat, 45456
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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 235 Documents
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Empirical Didactical Design Using the Zone of Proximal Development to Address Learning Obstacles in Social Arithmetic Roikhatul Jannah; Arif Abdul Haqq; Widodo Winarso
International Journal of Education and Humanities Vol. 6 No. 2 (2026): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

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Abstract

This study is motivated by the persistent learning obstacles students face in mastering social arithmetic, which hinder conceptual understanding and the ability to apply mathematical concepts to real-life contexts. The study aims to (1) identify students' learning obstacles in social arithmetic, (2) develop a didactical design based on the zone of proximal development that aligns with students' learning trajectories and obstacles, and (3) analyze the implementation of the design to produce an empirical didactical design that optimizes students' potential. The research was conducted at a public junior high school (SMP) in Indonesia and employed a didactical design research approach comprising three phases. The first phase, prospective analysis, involved identifying learning obstacles among 33 eighth-grade students and developing a Hypothetical Learning Trajectory (HLT) and an Analytical Design Plan (ADP). The second phase, meta-didactical analysis, consisted of implementing the didactical design with 29 seventh-grade students and analyzing their responses. The third phase, retrospective analysis, connected the findings from the implementation with the initial design hypothesis to develop an empirical didactical design. Data were collected through diagnostic tests, interviews, observations, and documentation. The results indicate that the developed didactical design effectively reduced students' learning obstacles, with a decrease of 0.51 in the obstacle score (moderate category). Some aspects require refinement, particularly in managing instructional duration. The design also enabled students to reach the actual development stage, fostered constructive social interactions, and facilitated the application of social arithmetic concepts in realistic contexts. These findings imply that didactical designs grounded in the zone of proximal development can serve as an effective strategy to enhance students' conceptual understanding and socio-mathematical skills, while providing a flexible framework that adapts to individual learning obstacles in Indonesian junior high schools
Developing a Differentiated Learning Module for Islamic Religious Education to Support the Implementation of the Merdeka Curriculum Agung; Muhadditsir Rifa'i
International Journal of Education and Humanities Vol. 6 No. 2 (2026): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

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Abstract

This study addresses the limited availability of teaching modules that accommodate the diverse learning needs of students in Islamic Religious Education (PAI), particularly within the framework of the Merdeka Curriculum. These differences—ranging from learning styles and comprehension levels to student motivation—often go unaddressed in conventional instructional materials, leading to suboptimal learning outcomes. The objective of this research is to develop a PAI teaching module based on differentiated learning that is valid, practical, and effective for implementing the Merdeka Curriculum. The study employs the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) as its methodological framework. Observation and needs analysis were conducted to identify variations in students’ learning styles, which informed the module’s design. The results of the validation process indicate that the module achieves a high level of feasibility across content, presentation, language, and graphical aspects. Validators awarded very high average scores for the module’s alignment with the Merdeka Curriculum, conceptual depth, and contextual relevance. Moreover, the module is deemed effective in enhancing student engagement through interactive and contextual learning strategies. Nevertheless, minor areas for improvement remain, particularly in content depth and spelling accuracy. The implications of this study underscore the necessity of targeted teacher training in differentiated instruction to ensure the sustainability of inclusive and adaptive educational practices. By providing a ready-to-use, evidence-based PAI module, this research supports the successful implementation of the Merdeka Curriculum and promotes equitable learning opportunities for all students
Anti-Art Narrative and Human-Machine Property Justice in Machines like Me Xinling Zhang; Xiaohui Liang
International Journal of Education and Humanities Vol. 6 No. 2 (2026): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

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Abstract

The novel Machines Like Me by Ian McEwan has generated diverse readings concerning artificial intelligence ethics, posthuman subjectivity, and political allegory. However, existing scholarship has largely overlooked a crucial dimension: the ethics of property justice embedded in the narrative. As AI technologies increasingly disrupt traditional labor and ownership frameworks, the novel’s depiction of property distribution crises becomes a pressing real-world concern. To address this gap, the paper systematically critiques and reconceptualizes the property relations presented in the novel, moving beyond moral intuition toward a structured theory of justice. Employing the Frankfurt School’s theory of aesthetic negativity, the analysis traces how the novel’s formal self-negation—particularly through the actions of the AI Adam and the human characters Charlie and Benn—unveils and challenges hidden injustices. The findings reveal three key movements: first, a diagnostic layer where Charlie’s labor is separated from possession, normalized by conventional morality; second, a negative moment where Adam’s act of donation shatters this concealment by benefiting “the least advantaged members of society”; and third, a constructive proposal where Benn’s tax scheme institutionalizes individual justice into an operable legal framework. Through a layered analysis of “diagnosis—concealment—negation—construction,” this paper demonstrates how aesthetic critique does not remain confined to interpretation but offers a viable pathway from literary imagination to institutional reform, providing a practical response to property injustice in the age of intelligent machines
The Meaning of Verba Omou (思う) As Polysemia In Japanese Sentences Nunik Nur Rahmi Fauzah; Citra Dewi; Megita Rubiana Sabella
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 | DOI: 10.58557/(ijeh).v6i2.497

Abstract

This study investigates the polysemy of the Japanese verb omou (思う) by addressing the following research questions: (1) What are the basic and extended meaning pof the verb omou (思う) and (2) How do language styles influence the expansion of its meanings? The data was collected by collecting sentences containing omou (思う) verbs from NHK Easy News Web news articles. The data was analyzed by determining the classification of the meaning of omou (思う) verbs. Examples of data to be analyzed based on the purpose are classified based on the type of meaning. Then, the relationship between the meanings possessed by omou (思う) verbs is described by analyzing the language styles that affect the expansion of their meanings. From the data sources obtained, it is concluded that there are 5 meanings of omou (思う) verbs, namely 1) thinking; 2) assuming; guessing; imagining; 3) feeling; 4) expecting; wanting; and 5) determining; deciding. The expansion of meaning that occurs is influenced by 2 language styles, namely metaphor and metonymy.
Effectiveness of the CERIA Flipbook on Elementary Students’ Disaster Literacy and Conceptual Understanding: A Research and Development Study Adinda Nurul Annisa; Julia; Ali Ismail
International Journal of Education and Humanities Vol. 6 No. 2 (2026): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

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Abstract

Elementary science learning on volcanic eruption topics remains challenging for students. This difficulty arises from the abstract nature of the content and the limited use of interactive visual media, which often leads to low conceptual understanding. This study aims to develop and evaluate the CERIA flipbook (Creative Education with Augmented Reality for Science) as an AR-based learning medium that integrates contextual elements from students’ daily environments to support meaningful learning. The study employed a Research and Development (R&D) approach using the ADDIE model and implemented a one-group pretest–posttest design involving 25 fifth-grade students at SD Negeri Kodasari I, Majalengka, Indonesia. Data were collected through expert validation sheets, essay-based pretest and posttest, and student response questionnaires, and were analyzed using descriptive, quantitative, and inferential techniques. The results indicate that the media is highly feasible, with validation scores of 90.83% from media experts and 94.44% from content experts. Students’ conceptual understanding improved significantly, as reflected in the increase of mean scores from 41.8 to 82.64 (p < 0.001), with an N-Gain score of 0.73, categorized as high. In addition, students showed very positive responses toward the media, with an average score of 91.25%. These findings contribute to the growing evidence on the integration of contextual elements into AR-based science learning and offer a replicable pedagogical model for enhancing disaster literacy in elementary education

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