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Amiruddin Setiawan
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INDONESIA
Indonesian Journal of Education and Social Science
Published by Papanda Publisher
ISSN : -     EISSN : 28306996     DOI : 10.56916/ijess
Core Subject : Education, Social,
Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other
Indonesian Journal of Education and Social Science (IJESS), with ISSN 2830-6996, is a biannually online, peer-reviewed and open-access journal which is published by Papanda. IJESS aims to publish high-quality papers in all areas of Education and Social sciences. The journal is committed to publishing new scholarly research ideas and insights in the shape of research articles that have a significant impact on the Education and Social Science field as a whole.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 74 Documents
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Technological Inclusivity and Equity for Students with Visual Impairments in Ghanaian Teacher Education: Examining the Role of Assistive Technologies Gidisu, Prosper; Abroampa, Winston Kwame; Nyatsikor, Maxwell Kwesi Graves
Indonesian Journal of Education and Social Sciences Vol. 5 No. 1 (2026)
Publisher : Papanda Publishier

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijess.v5i1.2598

Abstract

This study examines the impact of access to assistive technologies (AAT) on inclusive practices for equitable educational experiences (IPEEE) for students with visual impairments (SVIs) in colleges of education (CoEs). A mixed-methods approach utilising a convergent parallel research design was implemented. Data were gathered from 20 SVIs within three special needs-designated CoEs. Data were collected using a self-administered structured questionnaire that utilised a four-point Likert-type scale.  The analysis employed Pearson's correlation, utilising IBM SPSS version 27. The Pearson correlation analysis indicated a weak positive relationship between AAT and IPEEE (r = 0.236, p = 0.317). This suggests that while access to assistive technologies may enhance inclusive practices, it is insufficient to ensure equitable educational experiences for SVIs. The findings underscore the need for a holistic approach that integrates institutional support, pedagogical inclusion, and systemic enhancements in technology utilisation. The research underscores the necessity of addressing systemic and attitudinal barriers to achieve comprehensive and inclusive education.
Students’ Motivation, Self-Esteem, and Study Habits: Interrelationships, Variances, and Implications Riego de Dios, Erin; Asio, John Mark
Indonesian Journal of Education and Social Sciences Vol. 5 No. 1 (2026)
Publisher : Papanda Publishier

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijess.v5i1.2894

Abstract

Studying at the tertiary level is a critical stage for students. Finishing a college degree is paramount to their life success. Factors such as motivation, self-esteem, and study habits can significantly contribute to success in college. This paper investigates students’ motivation, self-esteem, and study habits at a tertiary education institution. The researchers used a cross-sectional design with correlation methods to determine the interrelationships and variances among the three variables. Using cluster sampling technique, 387 participants voluntarily completed an online survey with the help of Google Form. The data gathering happened during the Second Semester of the Academic Year 2024-2025. Three standardized instruments gathered pertinent data. The analysis included both descriptive (frequency, percentage, mean, and standard deviation) and inferential methods (Mann Whitney U, Kruskal Wallis H, and Spearman’s Rho tests), aided by IBM SPSS version 23 software. The main findings revealed a high degree of motivation and study habits among participants, accompanied by moderate self-esteem. The study also found significant differences in motivation (by year level and GPA) and study habits (by sex and GPA). Finally, there was a low to moderate interrelationship among the variables. The study concluded that variances and interrelationships existed among the three variables. The researchers suggested important implications based on these findings.
From Assistance to Autonomy: A Taxonomy of Human-AI Collaboration in Higher Education Ling, Jen Hua
Indonesian Journal of Education and Social Sciences Vol. 5 No. 1 (2026)
Publisher : Papanda Publishier

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijess.v5i1.3346

Abstract

This review aims to synthesise current knowledge on AI integration in higher education and conceptualise human-AI collaboration. Using a structured narrative review of literature, it examines evolving educator roles and approaches to AI adoption. While AI can enhance productivity, concerns regarding academic integrity, over-reliance, and authentic learning remain. Fully AI-free instruction remains theoretically possible but is increasingly rare, whereas complete replacement of human educators through fully autonomous AI-led instruction is unlikely in contemporary higher education. To conceptualise varying degrees of AI involvement, a six-level taxonomy of human–AI collaboration is proposed, ranging from fully human-controlled instruction to higher levels of AI autonomy. Currently, most collaboration occurs at Levels 2 to 3, with AI serving as an instructional, evaluative, or pedagogical decision partner. Effective adoption requires AI literacy among students and educators, AI supporting rather than replacing student cognitive effort, educators designing AI-resilient tasks and assessments that prioritise reasoning and include human-in-the-loop evaluation, and institutions ensuring pedagogical alignment, ethical governance, and sustainable implementation. The taxonomy provides a shared language to characterise current practices, anticipate shifts in human–AI roles, and guide educational practice, policy, and future research.
Teachers’ Perspectives on Pedagogical Approaches for Inculcating Values through Textbooks Across School Boards in West Bengal, India Nandi, Ankur; Halder, Tarini
Indonesian Journal of Education and Social Sciences Vol. 5 No. 1 (2026)
Publisher : Papanda Publishier

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijess.v5i1.3473

Abstract

The integration of values in education is a key aspect of shaping learners’ character and social responsibility. Textbooks, as primary instructional tools, often embed values, but their effective inculcation largely depends on the pedagogical approaches adopted by teachers across school boards in West Bengal. The study aims to compare the opinions of CBSE and WBBSE teachers across language, social science, and science subjects regarding pedagogical approaches for inculcating values reflected in textbooks. The study employed a descriptive method with a qualitative approach. A purposive sample of 150 teachers from language, social science, and science subjects across CBSE and WBBSE schools in Bankura and Nadia districts of West Bengal was chosen. Data were gathered using three self-developed checklists that followed by the National Curriculum Framework (2023) for School Education and analysed through percentage calculations, with findings displayed in tables and graphs. CBSE and WBBSE boards strongly favor active, participatory, and literature-based pedagogical approaches for inculcating values through textbooks. Language teachers prioritize storytelling, dramatization, and cooperative learning; social science teachers emphasize discussions, role plays, and community-based activities; and science teachers prefer hands-on experiences, demonstrations, and discovery learning. The study found that language, social science, and science teachers from both CBSE and WBBSE commonly agreed on using discipline-specific pedagogical approaches for inculcating values.

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