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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 198 Documents
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Differences in Creative Thinking Ability of Vocational High School Students in Solving Contextual Mathematical Problems Imaniar Resha Erfana; Hadi Kusmanto; Toheri
International Journal of Education and Humanities Vol. 3 No. 2 (2023): 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).v3i2.159

Abstract

In learning activities, various problems that are often encountered include students who still do not understand the material, or students abilities that are not yet clear, so that teachers find it difficult to apply appropriate learning. In this study, the aim was to obtain information about several aspects of students creative thinking skills in solving contextual mathematics problems for class XI SMK Islamic Center Cirebon. The population is 750 students, with a sample of 238 students. The type of research used in this research is quantitative, by analyzing the results in the form of numbers that are processed by statistical analysis. The findings of this study indicate that the students creative thinking ability shows that contextual mathematical problem solving is still in the very low category with an average value of 37,78. But in it there is an aspect of Elaboration with an average value of 61,13 which is in the medium category. Thus, in solving contextual mathematical problems, especially in Three Dimensional Geometry, the ability to think in detail is sufficient when making image objects that are easier to understand from the illustrations provided. Therefore, the ability to think in the Elaboration aspect must be maintained and the Fluency, Flexibility, and Originality aspects must be further improved. The results showed that there were significant differences between the ability to think creatively with each major, including the best major is Accounting and Financial Institutions (AKL). Teachers can maintain relationships with fellow teachers and establish better communication so that mathematics learning is achieved even though students come from different majors
Revolutionizing Education: Unlocking the Potential of Asynchronous Video for Interactive Online Learning Saluky; Nurul Bahiyah
International Journal of Education and Humanities Vol. 3 No. 2 (2023): 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).v3i2.149

Abstract

The traditional education landscape has witnessed a significant transformation in recent years due to advancements in technology and the growing demand for flexible learning options. Asynchronous video has emerged as a powerful tool in online education, offering learners the freedom to access course materials and engage with interactive content at their own pace and convenience. This paper explores the potential of asynchronous video in revolutionizing education by unlocking new possibilities for interactive online learning. The paper begins by discussing the limitations of traditional synchronous learning models and the need for innovative approaches that cater to the diverse learning styles and schedules of today's students. It then delves into the concept of asynchronous video, highlighting its key features and advantages. By enabling learners to access video lectures, tutorials, and demonstrations anytime and anywhere, the asynchronous video promotes self-paced learning and facilitates personalized educational experiences. Moreover, the paper examines how interactive elements can be seamlessly integrated into asynchronous video content. By incorporating quizzes, assessments, and interactive discussions within video platforms, educators can foster active engagement, promote critical thinking, and enhance knowledge retention. The potential of augmented reality (AR) and virtual reality (VR) technologies in creating immersive and interactive learning experiences through asynchronous video is also explored. Furthermore, the paper addresses the challenges and considerations associated with implementing asynchronous video in educational settings. It discusses issues related to video production, accessibility, and learner support, offering practical solutions and best practices to overcome these hurdles. The paper highlights successful case studies and initiatives that have effectively harnessed the potential of asynchronous video for interactive online learning. It presents evidence of improved learning outcomes, increased student engagement, and enhanced instructor-student interaction through the utilization of asynchronous video
English Lecturers’ Perception of Learning Model In Merdeka Belajar Kampus Merdeka (MBKM) Curriculum Implementation Farouk Imam Arrasyid
International Journal of Education and Humanities Vol. 3 No. 2 (2023): 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).v3i2.161

Abstract

The learning model in the MBKM curriculum includes its own provisions that enable the MBKM curriculum's aims such as student-centered learning and fostering 21st century skills. The goal of this study is to see if the provisions of the government's suggested learning model are consistent with its use in classroom English instruction. as well as English lecturers' perceptions of the learning model's application in the MBKM curriculum. This is a qualitative research method. Observation and interviews are two methods for gathering data. The instruments to be utilized include observation checklists and semi-structured interviews. The researcher discovered that the government's suggested learning model is consistent with its implementation in the classroom, allowing lecturers to be more effective in their teaching and adapt to the needs of their pupils. Furthermore, English lecturers from both Tadris Bahawa Inggris (TBI) and Pusat Pengembangan Bahasa (PPB) applauded the incorporation of the MBKM curriculum into the learning paradigm
Literature Review on Pedagogical Skills, Technology, and Digitalization Alif Ringga Persada; A. Sobandi
International Journal of Education and Humanities Vol. 3 No. 2 (2023): 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).v3i2.160

Abstract

The purpose of this study is to present an overview of the literature review related to pedagogical knowledge, technology, and digitalization. The method used in this research is qualitative research, where descriptive analysis of existing literature is carried out. The data sources used in this study are journal articles on pedagogical knowledge, technology, and digitalization, the results of which show that pedagogical knowledge plays an important role in the utilization of technology and digitalization in the classroom context. The literature review emphasized that a strong understanding of the principles of effective education and pedagogy is a necessary foundation for educators to integrate technology and digitalization into their classroom practices. With the help of pedagogical information, it enables educators to plan practical learning experiences using technological tools that are appropriate to students' needs and characteristics.  In addition, literary research also shows that technology and digitalization can provide great benefits in an educational context. Appropriate use of technology can increase student engagement, encourage active and collaborative learning, and improve access to educational resources. Moreover, digitization can also change the way educators manage and assess learning. With the help of these articles, the relationship between pedagogical knowledge, technology, and digitalization in educational contexts can be further explored. The purpose of this study is to describe the literature on research on pedagogical knowledge, technology, and digitalization. The method used in this research is qualitative research, where a descriptive analysis of the literature review is conducted. Journal articles related to pedagogical knowledge, technology, and digitalization were used as data sources. The results of this study indicate that there are 24 articles that serve as literature research and can be used as references in the study of pedagogical skills, technology and digitalization
Urgency and Strategy for Multicultural Education Transformation in Conflict Resolution: A Narrative Literature Review M Sobry; Ismail; Abdul Fattah
International Journal of Education and Humanities Vol. 3 No. 2 (2023): 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).v3i2.164

Abstract

This study examines the evolution of multicultural education in the context of conflict resolution. This study is guided by two central concerns: 1) the urgency of transforming multicultural education in conflict resolution, and 2) the strategy for transforming multicultural education in conflict resolution. This article is the result of a qualitative investigation employing a narrative literature study design. Google Scholar, an academic database, was used to compile all the literature. The authors used several document search keywords, namely “urgency, multicultural, education, resolution, conflict” and “strategy, multicultural, education, resolution, conflict”. This study clarified, first, that there are several imperatives for transforming multicultural education in conflict resolution: 1) understanding mutual respect; 2) increasing multicultural awareness; 3) developing dialogue skills; 4) encouraging social inclusion; 5) improving historical and contextual understanding; 6) developing conflict resolution skills; and 7) developing a pluralistic identity; Second, there are several strategies for transforming multicultural education in conflict resolution, such as 1) integration of multicultural principles into the educational curriculum; 2) training in conflict resolution skills; 3) dialogue education; 4) establishment of an inclusive learning environment; and 5) collaboration between communities. This research contributes conceptually to mapping educational institutions’ urgency and strategy to transform multicultural education into conflict resolution. This study contributes conceptually to the mapping of educational institutions' urgency and strategy to transition multicultural education into conflict resolution
The Impact of Written Corrective Feedback on Enhancing Second Language Writing Skills: A Comprehensive Review Tiantian Guo
International Journal of Education and Humanities Vol. 3 No. 3 (2023): 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).v3i3.132

Abstract

This review explores the dynamic landscape of written corrective feedback (WCF) in the context of second language (L2) writing, aiming to provide a comprehensive understanding of its influence on language proficiency. Examining various typologies of WCF, including direct and indirect approaches, as well as focused, unfocused, and comprehensive strategies, the paper navigates through the theoretical frameworks guiding their application in L2 writing development. A key focus is on the frequency of WCF and its nuanced effects on learners' writing performance. By synthesizing empirical studies, the review elucidates the short-term and long-term impacts of corrective feedback on aspects such as accuracy, fluency, and complexity. Striking a balance between the amount and timing of corrective interventions emerges as crucial in optimizing the efficacy of WCF. The review also delves into the interplay between learner factors—such as proficiency level, motivation, and individual differences—and the reception and integration of corrective feedback. Understanding how these factors shape the impact of WCF contributes to tailoring instructional strategies to meet diverse learner needs. In conclusion, the paper offers practical insights for educators, highlighting the need for targeted WCF interventions aligned with learners' proficiency levels and motivational dynamics. By providing a nuanced exploration of WCF in L2 writing, this comprehensive review informs both research agendas and instructional practices, contributing to the ongoing enhancement of second language education
Analysis of Symbolic Interaction between Teachers and Deaf Students: Opportunities and Inhibiting Factors Rani Ika Wijayanti; Eneng Tika Rostika
International Journal of Education and Humanities Vol. 3 No. 4 (2023): 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).v3i4.152

Abstract

This Study delves into the intricate realm of symbolic interactions between teachers and deaf students at SLB Laskar Putra Mandiri Darma-Indonesia, aiming to comprehend the dynamics during the learning process through verbal and non-verbal communication. Employing a purposive sampling technique with a snowball sampling approach, the study uncovers the keys to symbolic interaction encompassing the mind, self, and society. The classification of these keys reveals discernible opportunities and inhibiting factors that significantly impact the success of symbolic interactions. Through interviews and observations, the research not only unravels the complexities of these interactions but also provides recommendations. Educators and institutions are urged to create inclusive environments, offering targeted training programs to enhance teacher proficiency in facilitating effective interactions with deaf students. Identifying and mitigating inhibiting factors, such as communication barriers, emerges as a crucial step toward fostering successful symbolic interactions within the special education context, ultimately contributing to a more inclusive educational landscape
Discovery-based approach combined with active learning to improve student learning experiences for STEM students Ebrahim Karan
International Journal of Education and Humanities Vol. 3 No. 4 (2023): 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).v3i4.163

Abstract

A combination of discovery-based learning (as a novel instructional approach) and Pro-Con Grids (as an active learning activity) is used to improve long-term retention among STEM students. Students in a required Construction Management course were provided with a course lecture prior to in-class sessions. A quiz was used for each lecture to gain insight into students’ understanding and to evaluate the effectiveness of the learning method. During the in-class sessions, a blank sheet of paper was handed out to students to make a list of the pros and cons/advantages and disadvantages of the topics covered in the lecture. Once the pro-con grid was complete, the students were directed to share their documents with the instructor. This was followed by a summary of key concepts and then a review of the correct answers. Data was collected for this study in two forms; through a student survey and grades. The results showed that discovery-based learning could convince students to find and use information rather than memorizing and repeating concepts and facilitate effective group work. In addition, the grade comparisons for three semesters indicated that the higher the use of discovery learning during the course the higher the course grades were found to be
The The Implementation of the Learning Organization Concept in Improving the Quality of Teacher Professional Organization Leny Sri Wahyuni; Hanafiah; Sofyan Sauri
International Journal of Education and Humanities Vol. 3 No. 3 (2023): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

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

Abstract

This study aims to describe and analyze the implementation of the learning organization concept to improve teacher professional organizations' quality. This research is qualitative research using case studies. The data collection was carried out through documentation studies, interviews, and observations. Based on the results of the research, it is known that the concept of a learning organization can be an alternative approach to improve the quality of professional teacher organizations so that they can adapt to various changes and become competitive and independent organizations in the global era. The West Java Nahdlatul Ulama Teachers Association (PW. Pergunu) organization feels this. PW. Pergunu West Java is improving the quality of its organization (continuous improvement) by implementing the five disciplines of the learning organization, namely increasing personal mastery through bachelor, master and doctoral scholarship programs, training and seminars, teacherpreneur, and publishing the ASWAJA journal; Shared vision is carried out through the formulation of vision and mission as well as outreach to its realization on various occasions and momentum, such as during work meetings; Mental models are built through program evaluation and coordination during regional coordination meetings; Team learning is implemented through Focus Group Discussions; meanwhile the concept of system thinking is applied to create good organizational governance
Distance Education: The Satisfaction Level of Science and Mathematics Teachers towards the Electronic Educational Supervision Ali Khaled Bawaneh; Belal Sadiq Rababh; Subreen Mahmoud Al-Salman
International Journal of Education and Humanities Vol. 3 No. 4 (2023): 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).v3i4.171

Abstract

The study aimed to assess the satisfaction of Jordanian science and mathematics teachers with electronic educational supervision and its correlation with their interactions with educational supervisors. The research encompassed all science and mathematics teachers in Jordan, both genders, across public and private schools in the Irbid Governorate. The study's sample comprised 184 male and female teachers. Data collection involved a meticulously validated and reliable questionnaire disseminated electronically through the snowball method. Statistical analyses, including means, standard deviations, frequencies, percentages, and one-way analysis of variance (ANOVA), were employed to address the research questions. The findings revealed that Jordanian science and mathematics teachers, on average, reported a moderate satisfaction level with electronic supervision and their associations with educational supervisors. Statistically significant differences were observed in satisfaction levels based on school type, favoring private institutions. However, no significant variations emerged concerning other factors like gender, years of experience, and technical skills possession. Consequently, the study proposed several recommendations: fostering the culture of electronic supervision, incorporating distance education as a viable alternative, or integrating it gradually into courses annually. It emphasized the need for comprehensive training in educational technology for teachers and supervisors to enhance their value addition. Infrastructure readiness, including equipment and high-speed internet, was underscored for effective implementation. The study advocated for ongoing research to address challenges and optimize e-learning and supervision methodologies. Ultimately, the goal is to ensure a seamless integration of technology into education, thereby improving overall satisfaction and efficacy in the learning environment

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