cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fitriya
Contact Email
contact@jis-institute.org
Phone
-
Journal Mail Official
ijets@jis-institute.org
Editorial Address
Jl. Brigjen Hasan Kasim No 22 Palembang, Indonesia
Location
Unknown,
Unknown
INDONESIA
International Journal of Education, Teaching, and Social Sciences
Published by Training and Research Institute Jeramba Ilmu Sukses
ISSN : -     EISSN : 28090489     DOI : https://doi.org/10.47747
Core Subject : Education, Social,
Education Social Sciences Other
International Journal of Education, Teaching, and Social Sciences (IJETS) is a peer-reviewed journal which publishes original research papers. IJETS is established in 2021 and currently published quarterly (January, May, September, and December). IJETS focuses on, but are not limited to, applications and best practice in any field of education, teaching, learning and social sciences studies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 53 Documents
 2   3   4   5   6 
Implementing Competence-Based Advanced Level Human Geography Framework at One High School in Zimbabwe During The Covid 19 Era Shonhiwa Tawanda; Chikuvadze Pinias
International Journal of Education, Teaching, and Social Sciences Vol. 3 No. 1 (2023): International Journal of Education, Teaching, and Social Science
Publisher : Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47747/ijets.v3i1.991

Abstract

This paper sought to gain insight into the implementation of the new Competence-Based Advanced Level Human Geography framework during COVID-19 era. The methodological lens comprised of the interpretivist paradigm and qualitative approach guided the data sourcing and analysis. The sample was made up of thirty Advanced Level Geography students and six teachers selected through snowballing.  Data sourced through the literature method and personal interview were analyzed according to emerging themes. Findings acknowledged the existence of policies enabled the creation of safe learning environments during the COVID-19 era. The implementation of the new framework during the COVID-19 era was grounded in student-centred approach augmented by e-learning platforms. However, during this era some challenges were encountered in the implementation of the new framework. In conclusion through the implementation of the new framework during the COVID-19 era learning activities shifted from the traditional face-to-face to online student-centered interactions. It’s recommended that through partnerships schools can invest heavily in ICTs for smooth operations amidst disasters
Theological Rigidity Against Covid-19 Vaccines Among Rural Christian Learners in Gutu, Zimbabwe Munyaradzi Chidarikire
International Journal of Education, Teaching, and Social Sciences Vol. 3 No. 3 (2023): International Journal of Education, Teaching and Social Science
Publisher : Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47747/ijets.v3i3.1111

Abstract

This article explores theological rigidity and misconceptions against solutions to increase COVID-19 vaccination among rural learners in Zimbabwe. This qualitative study is anchored on socio-cultural theory by Levi Vygotsky. An interpretive paradigm embedded in a case study design was used to explore the concepts. We used a purposive sampling technique to select nineteen knowledge rich rural Christians drawn from Pentecostals, African initiated Traditional Churches and Evangelicals denominations. In-depth interviews were conducted with the selected informants. Two focus group discussions (FGDs) were administered with participants drawn from each of the three denomination categories, giving a total of six FGDs. Data generated through focus group discussions were analyzed through thematic content analysis. We found that a significant number of rural learners in Zimbabwe have not been vaccinated due to a myriad of reasons. These include their rigid theological beliefs, cultural resistance and political skepticism. Consequently, the paper recommends that there is need for the Government, Church organizations and other stakeholders to collectively engage each other and find solutions to increase the uptake of COVID-19 vaccines among rural learners.
Influence Of Administrator Of Institutions On Students’ Academic Achievement In General Mathematics Between Mission – Government Partnered And Sole Government Administered Secondary Schools: Nigeria Perspective Tochukwu Christian Nwokwu
International Journal of Education, Teaching, and Social Sciences Vol. 3 No. 3 (2023): International Journal of Education, Teaching and Social Science
Publisher : Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47747/ijets.v3i3.1339

Abstract

The purpose of this research is to ascertain the mean achievement score of the students in mathematics who wrote Senior Secondary Certificate Examination (SSCE) in mission – government partnered and sole government administered secondary schools; to determine the influence of administrator of institution. The population of the study is 2,982, which are the total students who wrote Senior Secondary Certificate Examination (SSCE) mathematics for the period between 2018 and 2020 for both mission – government partnered and sole government administered secondary schools in the study area. The sample size is 298. Three (3) research questions were prepared. Null and alternate hypothesis were developed. The data collected was obtained by the researcher from the exam body - The Post Primary Schools Management Board (PPSMB) Enugu, as well as, the different senior secondary schools involved in this research that are located in Enugu South Local Government Area of Enugu State, Agbani Zone. The data was analyzed using descriptive statistics (mean, for research questions) and T-test for the hypothesis. For Distinction and Credit HA is accepted and for Pass HA is rejected. In conclusion, in order to function in a mathematically literate way in the future, students must have a strong foundation in mathematics in their elementary school years. It is highly recommended that Mathematics should be taught by teachers who have a strong knowledge of mathematical content and pedagogy.
Implementation of Merdeka Belajar Kampus Merdeka in the Accounting Study Program Pancha Bhakti University Risal, Risal; Kristiawati, Endang; Febriati, Febriati; Afif, ali
International Journal of Education, Teaching, and Social Sciences Vol. 4 No. 1 (2024): International Journal of Education, Teaching and Social Sciences
Publisher : Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47747/ijets.v4i1.1436

Abstract

Through the application of MBKM, it is expected that students can optimally achieve learning outcomes, with the free opportunity to take learning credits outside the study program for three semesters. In the effort to implement the MBKM program, preparations are made starting with reviewing the curriculum that adapts to MBKM policies and collaborating with partners. In addition, it also requires readiness from all elements within the Panca Bhakti University environment. The purpose of this research is to see how far the MBKM policy has been implemented, the obstacles encountered in implementing the MBKM policy, as well as the efforts made at the university and faculty levels to support the implementation of the MBKM policy in the Panca Bhakti University Accounting Study Program. The method used in this research is a survey method. The results of the research show very positive things, where lecturers, education staff and students have supported the implementation of the MBKM policy in the Accounting Study Program and it is hoped that the results of this research can become recommendations in strengthening the application of MKBM at the faculty and university levels.
The Soundness of Female Teacher’s Dress Code Policy in Sri Lanka Prabodha Rathnayake; Chamarie Jayasinghe
International Journal of Education, Teaching, and Social Sciences Vol. 3 No. 3 (2023): International Journal of Education, Teaching and Social Science
Publisher : Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47747/ijets.v3i3.1575

Abstract

Clothing plays a crucial role in any society as an indicator to reflects the personality, culture, subcultures, religions, occupations, and moral values of individuals. The debate between formal and informal dress code in labor market is being a serious deliberation to many scholars. Especially, teachers are subjected to such discussions, because a teacher is considered to be a role model to students. In addition, the dress of teachers may have different implications than other professions. Since, the dress code replicates the set of principles in an organization comprising with the professionalism, such policies should be more important and proactive. Recently, different parties in Sri Lanka confronted with controversial ideas regarding female teacher’s dress code. However, the existing policies were not reformed and not considerably measured the relationship between job performance and employee attire by relevant authorities in Sri Lanka. Thus, to examine the soundness of prevailing dress code policy, the study is surveyed the positive and negative impacts of job performance that female teachers encounter due to dress code policy in Sri Lanka. Further, the study identified certain best practices that could imply to modernize the existing traditional dress code policies. The study was carried out as a qualitative study using in-depth interviews with individuals and group discussions. Fifteen participants were selected as the sample based on judgmental sampling method while thematic analysis was used to analyze the collected data. Based on the results of interviews, three themes were discussed as the outcomes of the study including effect of attire on professionalism, school culture and professional attire, and the challenges of wearing professional attire. The study emphasized the importance of adjusting existing dress code policy for female teachers in Sri Lanka by adhering the challenges on job performance by the attire.
A Meta-Study of the Evolutionary Transformative Academic Landscape by Artificial Intelligence and Machine Learning Lainjo, Bongs; Tmouche, Hanan
International Journal of Education, Teaching, and Social Sciences Vol. 4 No. 1 (2024): International Journal of Education, Teaching and Social Sciences
Publisher : Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47747/ijets.v4i1.1626

Abstract

This article titled “The Evolutionary Transformative Academic Landscape by Artificial Intelligence and Machine Learning (Meta-Study)" explores the profound impact of AI and ML on education, particularly in the context of remote learning and the COVID-19 pandemic. The study systematically reviews the literature on AI in higher education, aiming to understand its pedagogical advantages and ethical implications. The objectives include assessing digital transformation in classrooms, evaluating the effectiveness of AI and ML in enhancing learning outcomes, examining their role in personalized learning and identifying areas for improvement. The research questions focus on the contribution of AI and ML in digital classrooms, their effectiveness in enhancing learning outcomes, and their role in supporting individualized learning. The literature review delves into AI and ML's role in academia, their impact on teaching, learning, and research, and the ethical considerations of their application. The study employs a meta-systematic review approach, incorporating statistical analyses and addressing ethical concerns to ensure AI's effective and ethical utilization in education. This study's findings indicate a positive correlation between implementing AI and ML technologies and improving student engagement, academic performance, research productivity, and teacher satisfaction. It highlights the necessity of further research to optimize AI use in education, considering software quality, student learning styles, and teacher integration skills. The study contributes to understanding the transformative role of AI and ML in reshaping education and fostering a more advanced, dynamic academic environment.
Implementation of Face-to-Face Classes Amidst Pandemic: A Phenomenological Study David, Jemima C.; Urbano, Roselle D. Urbano
International Journal of Education, Teaching, and Social Sciences Vol. 4 No. 1 (2024): International Journal of Education, Teaching and Social Sciences
Publisher : Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47747/ijets.v4i1.1662

Abstract

This study delved into the lived experiences of teachers, parents, and students during the COVID-19 pandemic, examining how it contributed to stress and burnout. Using a phenomenological approach, the research aimed to grasp the meaning of these experiences by exploring the lives of those affected. Employing qualitative research such as participant observations, in-depth interviews, and focus groups, thirteen distinct themes emerged. These themes encompassed financial, parental, and teacher support and environmental and affective variables for students. Instructors' themes included technological expertise, student engagement, family support, and environmental factors, while parents' themes covered financial, instructional, technological, and personal factors. Notably, self-determination, autonomous learning, interactive digital tools, and innovative teaching methods emerged as pivotal aspects influencing student learning in the online environment
Tne Influence of Learning Management Systems (LMS) and the Value of Istiqamah Attitude on the Quality of Education Ansori, Aan; Tarihoran, Naf’an; Nugraha, Enung
International Journal of Education, Teaching, and Social Sciences Vol. 4 No. 1 (2024): International Journal of Education, Teaching and Social Sciences
Publisher : Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47747/ijets.v4i1.1828

Abstract

This study investigates the influence of the Learning Management System (LMS) and the Value of Istiqamah Attitude on the Quality of Education at Sultan Maulana Hasanuddin State Islamic University, Banten. This research is motivated by a profound need to understand the factors that can affect and enhance the quality of education. The research method uses a quantitative approach by collecting data through surveys of students at UIN SMH Banten. Regression analysis techniques are used to test the research hypotheses. The main findings of this study are that the Learning Management System and the Value of Istiqamah Attitude positively influence the Quality of Education at UIN SMH Banten. The results of the analysis conclude that effective coordination in the implementation of LMS and the values of istiqamah can improve the quality of education. The partial influence of LMS on the quality of education is significant, with a T-statistic value of 3.526, indicating that the T-statistic value for LMS is greater than 1.96. The Value of Istiqamah Attitude also influences the quality of education, with a T-statistic value of 5.665, indicating that the T-statistic value for the Value of Istiqamah Attitude is greater than 1.96. Furthermore, LMS and the Value of Istiqamah  Attitude strongly influence the quality of education, with an effect size of 0.793 or 79.3%, which falls into the strong category. These findings provide important references for relevant stakeholders in developing strategies and policies focused on improving the quality of education. This research significantly contributes to the educational policy-making at UIN SMH Banten to improve the quality of education and provides a basis for policy and practice improvements. The implications of these findings can also assist similar institutions in their efforts to raise educational standards and produce graduates who are both high-quality and embody Islamic values in facing global dynamics.
Enhancing Second Language Speech: The Roles Of Task Repetition And Planning In Improving L2 English Production Le, Nguyen Van Anh
International Journal of Education, Teaching, and Social Sciences Vol. 4 No. 3 (2024): International Journal of Education, Teaching, and Social Science
Publisher : Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47747/ijets.v4i3.1862

Abstract

This paper explores the impact of task repetition and planning conditions on the complexity, accuracy, and fluency (CAF) of second language (L2) speech production. By conducting a case study on an L2 English learner, the study investigates how the learner's speech performance is characterized under the CAF construct and how it is affected by task repetition, the absence of pre-task planning, and the presence of unpressured within-task planning. The study employs various measures to assess lexical and grammatical complexity, accuracy, and fluency. The findings suggest that while the lack of pre-task planning did not completely compromise complexity, accuracy remained low despite the unpressured within-task planning condition, and fluency was negatively impacted. However, task repetition led to improvements in all three dimensions of CAF. The paper concludes with pedagogical implications for L2 instruction, highlighting the importance of strategic and guided pre-task planning, multiple-task repetitions, and learner self-evaluation to enhance CAF in L2 speech production.
Mubadalah's Perspective Family Education In Realizing The Maslahah Family Indriana, Dina; Ilzamuddin, Ilzamuddin; Muhajir, Muhajir; Ngaisah, Siti; Ubaidillah, Ubaidillah
International Journal of Education, Teaching, and Social Sciences Vol. 4 No. 3 (2024): International Journal of Education, Teaching, and Social Science
Publisher : Training and Research Institute Jeramba Ilmu Sukses (TRI - JIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47747/ijets.v4i3.1982

Abstract

This study aims to apply the concept of maslahah family education in everyday life, emphasizing the importance of educational values and good morals in every family interaction. Maslahah family education seeks to build a harmonious family by instilling positive values that can serve as a guide in facing various situations and challenges in life. Each family member is expected to apply these values in real actions, creating an environment conducive to personal growth and development. In dealing with family problems, it is important for each member to discuss and deliberate in order to reach a mutual agreement. Good communication is key in this process, where every opinion is valued, and individual egos do not become obstacles in finding solutions. The mubadalah approach, which emphasizes equality and justice, can be a strong foundation in resolving family conflicts. By deliberating and prioritizing common interests, family issues can be effectively resolved. This study uses a field qualitative method, recording various problems encountered in the field and analyzing them descriptively using supportive references. The results show that the approach of deliberation, discussion, and good communication can resolve family issues without prioritizing personal egos. The application of the maslahah family concept in society can be a solution to maintain the integrity of the household, while the mubadalah approach can be used as an effective method in finding solutions to various family problems.

Page 5 of 6 | Total Record : 53

 2   3   4   5   6 

Filter by Year

2021 2025


Reset
Filter By Issues
All Issue Vol. 5 No. 2 (2025): International Journal of Education, Teaching, and Social Science Vol. 4 No. 4 (2024): International Journal of Education, Teaching, and Social Science Vol. 4 No. 3 (2024): International Journal of Education, Teaching, and Social Science Vol. 4 No. 1 (2024): International Journal of Education, Teaching and Social Sciences Vol. 3 No. 3 (2023): International Journal of Education, Teaching and Social Science Vol. 3 No. 2 (2023): International Journal of Education, Teaching, and Social Science Vol. 3 No. 1 (2023): International Journal of Education, Teaching, and Social Science Vol. 2 No. 4 (2022): International Journal of Education, Teaching, and Social Science Vol. 2 No. 3 (2022): International Journal of Education, Teaching, and Social Sciences Vol. 2 No. 2 (2022): International Journal of Education, Teaching, and Social Sciences Vol. 2 No. 1 (2022): International Journal of Education, Teaching, and Social Sciences Vol. 1 No. 1 (2021) More Issue