cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Sukono
Contact Email
sukono@unpad.ac.id
Phone
+6285841953112
Journal Mail Official
sukono@unpad.ac.id
Editorial Address
Jalan Riung Ampuh No. 3, Riung Bandung, Kota Bandung 40295, Jawa Barat, Indonesia
Location
Kota bandung,
Jawa barat
INDONESIA
International Journal of Ethno-Sciences and Education Research
Published by Research Collaborations Community
ISSN : -     EISSN : 27767590     DOI : https://doi.org/10.46336/ijeer.v1i3.292
Core Subject : Religion, Humanities, Education, Engineering,
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Transportation Other
Ethno-science is as an attempt "to recast what serves as science to others, their practice of taking care of themselves and their bodies, their botanical knowledge, but also the form of their classification, making connections, etc. Educational research is a systematic attempt to gain a better understanding of the educational process, with the aim of increasing its efficiency. This is done by applying the scientific method to studying educational problems. Ethno-science learning aims to reconstruct cultural knowledge and local wisdom. This learning process is very flexible and useful in combining basic and applied scientific research in education. Ethnoastronomy Ethnobiology Ethnobotany Ethnochemistry Ethnoecology Ethnomathematics Ethnomedicine Ethnopharmacy Ethnozoology Ethnomusicology Ethno-Economics Ethno Physics Traditional knowledge Traditional medicine And so on Educational Psychology Philosophy of Education Sociology of Education Economics of Education Educational Administration Comparative Education Curriculum construction and Textbooks Educational Measurement and Test development Teacher education and teaching behavior Guidance and counselling Educational Technology Distance Learning Evaluation of the Learning Process And so on
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 223 Documents
 19   20   21   22   23 
The Impact of Ease of Digital Access on the Increase in Online Gambling Cases Among Students Saefullah, Rifki; Vaidyanatahan, Sundarapandian
International Journal of Ethno-Sciences and Education Research Vol. 5 No. 2 (2025): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v5i2.940

Abstract

This study investigates the relationship between ease of digital access and increasing online gambling participation among Indonesian university students. Through a quantitative descriptive approach involving 420 respondents from various universities, the research examines how technological advancement has influenced gambling behavior among students and its multidimensional consequences. The findings reveal a significant correlation between digital accessibility and gambling participation, with 43.3% of respondents having engaged in online gambling and 25.9% remaining active gamblers. Students with easy digital access were nearly three times more likely to gamble online compared to those with limited access. Demographic analysis showed higher participation rates among male students and those residing in urban areas with superior digital infrastructure. The research identified substantial negative impacts on participants, including psychological effects (76.4% experiencing stress and anxiety) and academic consequences (56.6% reporting decreased concentration). Despite 62% of students claiming moderate digital literacy, only 28% demonstrated true understanding of digital risks, revealing a critical gap between technical proficiency and risk awareness. The majority of gambling-involved students (67.2%) reported first encountering gambling through social media platforms, highlighting the influential role of digital marketing in normalizing gambling behavior. This study underscores the need for comprehensive interventions including enhanced digital literacy education, campus-based support services, strengthened regulatory frameworks, and innovative prevention campaigns targeting digital-native students. The research contributes to understanding how rapidly evolving digital ecosystems create unprecedented challenges in academic environments and offers strategic recommendations for institutional and governmental responses to protect student welfare and academic success.
Attitudes Toward Marriage and Gender Roles as Predictors of Parenting Sense of Competence in Unmarried Early Adulthood Annisa, Nida Muthi; Limin, Debby Sutanti; Widhyastuti, Cahyaning; Putri, Pradiptya S
International Journal of Ethno-Sciences and Education Research Vol. 5 No. 4 (2025): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v5i4.1088

Abstract

This study aims to examine attitudes toward marriage (ATM) and gender roles as predictors of parenting sense of competence (PSOC) among unmarried individuals in early adulthood. A quantitative approach was employed using multiple linear regression analysis. The participants consisted of 97 unmarried early adults. The results showed that attitudes toward marriage (MAS) and gender role attitude (GRA) significantly predicted parenting sense of competence (F(2,94) = 6.272, p = .003). The coefficient of determination (R²) was .118, indicating that the two independent variables accounted for 11.8% of the variance in PSOC. Although the predictive contribution is relatively low, the findings suggest that attitudes toward marriage and gender roles are meaningful factors in shaping parenting competence, even among individuals without direct parenting experience. These results provide valuable insights for educational interventions and parenting preparation programs targeting early adulthood populations.
The Influence of Father Involvement on the Academic Self-Efficacy of Tenth-Grade Students at SMAN Jatinangor in the 2024–2025 Academic Year Rachmaniar, Ananda; Alfaiz, Alfaiz; Priatini, Gina Anggraeni
International Journal of Ethno-Sciences and Education Research Vol. 5 No. 4 (2025): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v5i4.1089

Abstract

This study aims to determine the influence of father involvement on the academic self-efficacy of 10th grade students at SMAN Jatinangor in the 2024–2025 academic year. The background of the study is based on the importance of the father's role in supporting the development of a child's self-belief in the academic context. This research employed a quantitative approach using a simple linear regression method. The sample consisted of 238 students selected based on specific criteria, namely those who live with both their biological father and mother. The instruments used included a father involvement questionnaire based on Hawkins et al. (2002) and an academic self-efficacy questionnaire based on Bandura’s theory (1997). The results showed that both father involvement and students' academic self-efficacy were in the moderate category. The regression test produced a significance value of 0.000 (<0.05) and a coefficient of determination (R Square) of 0.158. This indicates that father involvement contributes 15.8% to students’ academic self-efficacy, while the remaining percentage is influenced by other factors. Thus, it can be concluded that there is a significant influence of father involvement on students’ academic self-efficacy. This research has implications for parents, educators, and schools to enhance father involvement as an essential factor in supporting children's academic success
Exploring Differences in Learning Interest Between First-Year and Second-Year Undergraduate Students Thahir, Muthahharah; Putri, Aulia Asyifani; Julius, Andre; Widiawati, Widiawati
International Journal of Ethno-Sciences and Education Research Vol. 5 No. 4 (2025): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v5i4.1090

Abstract

This study aims to explore the differences in learning interest between first-year and second-year undergraduate students in a higher education context. Learning interest is a crucial component of student engagement, encompassing emotional responses, attention, participation, and intrinsic motivation. The research employed a quantitative approach using a descriptive comparative design. A total of 301 students from Universitas Ma’soem were selected as respondents through stratified proportional random sampling. Data were collected using a validated questionnaire based on four indicators of student interest and analyzed using JASP software. Descriptive analysis revealed that second-year students demonstrated higher levels of learning interest (M = 93.558, SD = 8.809) compared to first-year students (M = 90.844, SD = 7.572). The data for both groups were normally distributed, as confirmed by the Shapiro–Wilk test. The assumption of homogeneity of variances was met based on Levene’s Test. Further inferential analysis using one-way ANOVA indicated a significant difference in learning interest between the two groups, with F(1,299) = 8.238 and p = 0.004. The findings suggest that students’ learning interest tends to increase as they progress academically, likely due to greater familiarity with learning environments, improved self-regulation, and stronger academic identity. These results imply the need for tailored instructional strategies that consider students’ academic stage. Early interventions for first-year students may be essential to foster engagement, while more complex, autonomous learning experiences may be appropriate for second-year students. This study contributes to a deeper understanding of student engagement dynamics across different academic levels in higher education.
The Effectiveness of Traditional Congklak Game To Improve Counting Skills Elementary School Children Lutfiah, Duri; Lestari, Salwa Gita; Ananda, Deva Teja; Annisa, Nida Muthi; Nurhasanah, Fitriani; Supriatna, Anggun Zachra Julaiha
International Journal of Ethno-Sciences and Education Research Vol. 5 No. 4 (2025): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v5i4.1094

Abstract

The low counting skills of first-grade students at SDN Tarumsari are often associated with monotonous learning methods and the lack of use of concrete media that suits their cognitive development stage. This study aims to examine the effect of traditional congklak games on the counting skills of first-grade elementary school students. The study employed a quasi-experimental method with a one-group pretest-posttest design. Eight students (four males and four females) were selected through purposive sampling based on their numeracy abilities. The instrument used was a simple math test. The results showed a significant difference between the mean scores of the pretest (95.13) and posttest (92.63) based on the paired sample t-test with a significance value of 0.028 (p < 0.05). Although the posttest score was slightly lower statistically, it still indicates that the use of congklak was able to provide cognitive stimulation involving concrete activities and direct interaction, which had an impact on students' counting skills.
Academic Human Resources Development In Realized Excellent and Competitive Higher Education Fatari; Suseno, Bambang Dwi; Harsasi, Meirani; Pujiwati, Ami
International Journal of Ethno-Sciences and Education Research Vol. 5 No. 4 (2025): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v5i4.1095

Abstract

This study investigates the development of academic human resources (HR) as a critical factor in realizing excellent and competitive higher education institutions. Employing a qualitative descriptive approach, the research was conducted in selected universities in Indonesia that implement strategic HR development. Data were collected via in-depth interviews with university leaders, academic staff, and HR managers, supported by document analysis and observation. The findings highlight four key themes: institutional commitment, strategic academic leadership, digital technology integration, and structural and cultural barriers. Institutional commitment ensures strategic direction, funding, and policies supporting sustainable HR development. Strategic academic leadership fosters an innovative and collaborative academic culture. The integration of digital tools, such as online training and performance management systems, acts as an effective enabler for academic HR development. However, challenges including administrative workload, limited funding, and cultural resistance hinder optimal development. This study contributes a comprehensive understanding of how strategic human resource management and digitalization drive institutional excellence and competitiveness. Policy reforms and continuous leadership support are recommended to overcome existing challenges. The research suggests that universities adopt an integrated approach combining strategic leadership, digital adoption, and cultural transformation to sustainably enhance academic HR and institutional competitiveness in the global era.
Integrating AI-Assisted Speaking Platforms to Enhance English Speaking Skills among Polytechnic Students Latipah, Yeni; Hadiani, Dini; Parhani, Fajrin Mubarokah; Khoerunnisa, Ahshonat
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 1 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i1.1163

Abstract

English speaking skills are essential for polytechnic students to meet the communicative demands of an increasingly globalized workforce. However, many students face difficulties in developing oral proficiency due to limited speaking opportunities, low confidence, and anxiety in classroom settings. This study investigates the integration of an AI-assisted speaking platform to enhance English speaking skills among polytechnic students. Employing a descriptive qualitative research design, the study was conducted over four instructional meetings in an English for Technique course and involved 60 students from two classes. Data were collected through classroom observations, questionnaires, and analysis of students’ speaking practice supported by feedback provided through the AI-assisted speaking platform. The findings indicate that the platform supported the development of key speaking components, particularly pronunciation, fluency, and grammatical awareness, by enabling repeated and self-paced practice. In addition, the use of AI-assisted speaking contributed to increased speaking confidence and learner autonomy through immediate and intelligible feedback. Despite these positive outcomes, several challenges were identified, including technical constraints, limitations in interactional naturalness, and the need for pedagogical scaffolding. The study concludes that AI-assisted speaking platforms can serve as effective supplementary tools for enhancing English speaking instruction in polytechnic education when thoughtfully integrated into classroom practice.
Combustion Performance Comparison of Charcoal and Coconut Shell Charcoal Briquettes for Renewable Energy Applications Suryaman; Zakaria, Kiki; Halim, Nurfadhlina Abdul
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 1 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i1.1164

Abstract

The increasing demand for renewable energy has encouraged the utilization of biomass-based solid fuels derived from agricultural waste. This study experimentally compares the combustion performance of coconut shell charcoal and coconut shell charcoal briquettes under controlled laboratory conditions. The evaluation focused on combustion temperature characteristics, burning rate, effective burning duration, and thermal efficiency using the Water Boiling Test (WBT) method. The results indicate that coconut shell charcoal achieved a higher peak combustion temperature of approximately 720 °C and a higher burning rate of 9.6 g/min, reflecting rapid and intense heat release. In contrast, charcoal briquettes exhibited a more stable combustion behavior with a longer effective burning duration of about 78 minutes compared to 42 minutes for charcoal, and a higher thermal efficiency of 31.4%, while charcoal reached 23.6%. These differences are mainly attributed to variations in bulk density, porosity, and combustion kinetics between the two fuel forms. Overall, coconut shell charcoal is more suitable for applications requiring rapid heat generation, whereas charcoal briquettes offer superior performance in terms of fuel efficiency, combustion stability, and sustained heat output, making them a more favorable option for renewable and efficient biomass energy applications.
From Concept Image to Computational Thinking: A Design-Based Research on Python-Integrated Mathematics Learning Rais, Damar
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 1 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i1.1174

Abstract

The increasing demand for computational thinking (CT) in mathematics education requires instructional designs that meaningfully connect abstract mathematical concepts with algorithmic reasoning. Grounded in the theory of concept image, this study investigates how Python-integrated learning activities can foster students’ mathematical understanding while simultaneously supporting the development of computational thinking. Using a Design-Based Research (DBR) methodology, this study was conducted across three iterative cycles involving undergraduate mathematics students and how Python-integrated learning activities can enrich students' mathematical understanding while simultaneously developing CT skills. The study was conducted across three iterative cycles in a Calculus II, Integration course involving twenty-six mathematics education students PGRI University of Yogyakarta. Data were collected through concept image mapping, CT performance assessments, classroom observations, and the analysis of Python code artifacts. The finding indicate that Python-assisted dynamic visualization facilitated a transition from static, procedural understanding toward deep, relational mental representations. Programming activities were proven to strengthen abstraction and algorithmic reasoning capabilities, where code serves as an externalization of students' concept images. This study yields three key instructional design principles: Concept-First Coding, Representational Fluidity, and Reflective Alignment. In conclusion, Python integration designed as a "cognitive bridge" effectively transforms mathematical intuition into formal-computational understanding that is transferable to complex problem-solving contexts. By leveraging programming as a representational medium, educators can create rich, interactive learning ecosystems where students actively construct knowledge, refine mental models, and develop transferable cognitive competencies. Future directions may include expanding these practices across disciplines, refining assessment models for CT in text-based programming, and investigating long-term retention and applicability of learned skills beyond academic settings.
The Role Of Community In Education On Prevention Of Sexually Transmitted Diseases Abdul Gafur; Apriyanti, Eka; S Mandra, Mohammad Ahsan
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 1 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i1.1178

Abstract

Sexually transmitted diseases (STDs), particularly HIV/AIDS, continue to pose a major public health challenge among at-risk populations such as men who have sex with men (MSM) and transgender individuals (TG). These groups experience heightened vulnerability due to social stigma, discrimination, and limited access to inclusive health education, which often undermines prevention efforts. Population education plays a strategic role in addressing these barriers by improving knowledge, shaping attitudes, and encouraging preventive behaviors through participatory and community-based approaches. This study aims to analyze the role of population education in enhancing awareness and strengthening sexually transmitted infection (STI) prevention among at-risk groups in Parepare City, Indonesia. This study employed a qualitative descriptive design to explore participants’ experiences and community dynamics. Data were collected through participant observation, thematic dialogues, group discussions, and documentation of educational activities. The findings reveal that population education delivered through interactive strategies such as community dialogues, educational drama, public campaigns, and integration with local health services successfully increased community participation and engagement. These approaches contributed to improved awareness of HIV/AIDS prevention, greater utilization of information and communication technology for health information, and the internalization of anti-stigma and non-discriminatory values. However, implementation challenges were identified, particularly weather-related factors that affected participant attendance and activity scheduling. Overall, the study concludes that community-based population education represents an effective promotive and preventive strategy for STI prevention among at-risk populations and has strong potential to support inclusive and sustainable public health interventions at the local level.

Page 22 of 23 | Total Record : 223

 19   20   21   22   23 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 2 (2026): International Journal of Ethno-Sciences and Education Research (IJEER) Vol. 6 No. 1 (2026): International Journal of Ethno-Sciences and Education Research (IJEER) Vol. 5 No. 4 (2025): International Journal of Ethno-Sciences and Education Research (IJEER) Vol. 5 No. 3 (2025): International Journal of Ethno-Sciences and Education Research (IJEER) Vol. 5 No. 2 (2025): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 5, No 2 (2025) Vol. 5 No. 1 (2025): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 5, No 1 (2025) Vol. 4 No. 4 (2024): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 4, No 4 (2024) Vol. 4 No. 3 (2024): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 4, No 3 (2024) Vol 4, No 2 (2024) Vol. 4 No. 2 (2024): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 4, No 1 (2024) Vol. 4 No. 1 (2024): International Journal of Ethno-Sciences and Education Research (IJEER) Vol. 3 No. 4 (2023): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 3, No 4 (2023) Vol. 3 No. 3 (2023): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 3, No 3 (2023) Vol. 3 No. 2 (2023): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 3, No 2 (2023) Vol. 3 No. 1 (2023): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 3, No 1 (2023) Vol. 2 No. 4 (2022): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 2, No 4 (2022) Vol. 2 No. 3 (2022): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 2, No 3 (2022) Vol. 2 No. 2 (2022): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 2, No 2 (2022) Vol. 2 No. 1 (2022): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 2, No 1 (2022) Vol 1, No 4 (2021) Vol. 1 No. 4 (2021): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 1, No 3 (2021) Vol. 1 No. 3 (2021): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 1, No 2 (2021) Vol. 1 No. 2 (2021): International Journal of Ethno-Sciences and Education Research (IJEER) More Issue