International Journal of Education and Humanities
IJOLEH: INTERNATIONAL JOURNAL OF EDUCATION AND HUMANITIES is a scientific journal published biannually in May and November. IJOLEH seeks to develop knowledge and practice in the three domains of its title (Language, Education, and Humanities) and the relations between them. It welcomes research articles, literature reviews, and position papers dealing with any languages (mother tongues, global English, indigenous, minority, heritage, and endangered languages), as well as any educational disciplines, and Humanities. IJOLEH encourages submissions from a variety of disciplinary approaches. It also opens for studies into cultural content, literacy, intercultural and transnational investigations. To be considered for publication, a manuscript should be written in English and follows the template provided. Submission must be an original and sole work of the author(s). An initial check of plagiarism is encouraged before submitting a manuscript. Authors should first register themselves into the journal system and create submission to initiate the process. We also invite researchers and experts to be reviewers of IJOLEH. If you are interested to be reviewer, please notify the editor through email. All communications or queries about the journal should be addressed through email: ijoleh.journal@gmail.com Focus and Scope IJOLEH: INTERNATIONAL JOURNAL OF EDUCATION AND HUMANITIES is a publication medium of research results in the field of education and Humanities. This is aimed for the benefit of people and the welfare of broader community for either the present or the future. Contributing in this journal, the authors should focus on but not limit to: 1. EDUCATION (Classroom Action Research/PTK), Research and Development (R & D), Learning Model, curriculum, teaching- learning, evaluation, quality education, management, and education technology). 2. HUMANITIES (Anthropology, communication studies, criminology, cross cultural studies, demography, development studies, ethics, geography, history, information science, international relations, library science, media studies, methodology, philosophy, psychology, public administration, sociology, social welfare, women studies, Arts, Gender Studies and Language.
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<![CDATA[The Application of Time Token Learning Technique in Improving Students' Sociology Learning Activities ]]>
<![CDATA[Arfenti Amir]]>;
<![CDATA[Muh. Reski Salemuddin]]>;
<![CDATA[Akhiruddin]]>;
<![CDATA[Sriwahyuni]]>;
<![CDATA[Jalal]]>;
<![CDATA[Abdul. Malik Iskandar]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 1 No 2 (2022): November : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v1i2.72
<![CDATA[This study aimed to determine the increase in sociological learning activities of students by applying the Time Token type Cooperative learning technique, this type of research used classroom action research (CAR), the subject of this research was class XI Social Science 1 students of SMA Negeri 10 Makassar, The total numbers of students were 29 students. Data were obtained through observation sheets of students’ activities during group work presentations from cycle I to cycle II, data analysis was carried out using scores based on reference assessments. Data shows that there is an increase in student learning activities after applying the Time Token Cooperative learning model. In class XI Ips1 students at SMA Negeri 10 Makassar, in cycle I 78.6 and cycle II 82.7. The conclusion of this study is that by applying the Cooperative Learning model of Time Token type, it can increase the sociology learning activities of students in class XI IPS 1 SMA Negeri 10 Makassar.]]>
<![CDATA[An An Analysis of The Relevance between The Content of The English Textbook “Headlines” for Grade XII and “Focal Point” by BSNP ]]>
<![CDATA[Dwi Erna Finandiati]]>;
<![CDATA[Rahayu Apriliaswati]]>;
<![CDATA[Sumarni]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 1 No 2 (2022): November : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v1i2.75
<![CDATA[The research is aimed to investigate the relevance between the focused materials in the English Textbook “Headlines” for grade XII and the criteria demanded by Focal Point. This research used qualitative research. This study used content analysis as the methodology. Based on the findings of analyzing the content of the textbook "Headlines" for XII grade of high school, it is found that the textbook content only fulfilled the 11 (eleven) points criteria of the focal point with a total of 31 points from A, B, and C of relevancy and it even did not reach half of the total. Therefore, it can be concluded that the textbook's content and related activities should be redesigned by following the criteria of Focal Point.]]>
<![CDATA[A Descriptive Research on Learning Difficulties Encountered by PPAPK Students of The English Language Program ]]>
<![CDATA[Deva Tari Ananda Putri]]>;
<![CDATA[Sudarsono]]>;
<![CDATA[Wardah]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 1 No 2 (2022): November : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v1i2.76
<![CDATA[This study aims to find out the difficulties in learning PPAPK 2017/2018 of English students. The analysis focused on the analysis of difficulties based on interviews and questionnaires. The researcher used the descriptive quantitative technique to evaluate ordinal data to determine the percentage of students who had learning difficulties. There are 30 participants in this research. The results showed that learning difficulties received a high percentage. The questionnaire fields included reading, spelling and writing, math and logic, emotion and self-control, listening, and attention. The researcher got the data from the questionnaire that had been distributed. One of the most prominent suggestions made in this study is to focus on the need to diversify teaching methods, reduce the teaching burden for teachers from lessons, and open channels of communication between family and university to follow up on students'' affairs]]>
<![CDATA[Cultural Management Of Character Strengthening In The Post-Pandemic Elementary School Environment ]]>
<![CDATA[Hijrawatil Aswat]]>;
<![CDATA[Fitriani B]]>;
<![CDATA[Nurmin Aminu]]>;
<![CDATA[Khaerun Nisa Tayibu]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 1 No 2 (2022): November : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v1i2.77
<![CDATA[The purpose of this study is to determine various school management patterns in the culture of character education in the post-pandemic elementary school environment. The research method used uses literature studies by looking for relevant theories based on the results of research with cases or problems found, namely character culture management in the elementary school environment with the aim of being a consideration in formulating school activity steps in strengthening character values to students. The results showed several systematic steps in school management including the first, the planning stage in planning an effective character education model. Secondly, the organizing stage aimed at regulating the resources that are in charge or given authority and responsibility to each of their experts in accordance with their respective competencies. Third, the integration stage through curricular, extracurricular, co-curricular, and school culture activities through routine activities or habituation, school climate design, classroom physical environment and the use of digital media. Fourth, the stage of supervision by internal and external parties. Fifth, the evaluation stage by internal parties, evaluation by external parties, then evaluation that produces factors that support and hinder the character education strengthening program, and evaluation that requires follow-up for continuous improvement.]]>
<![CDATA[The Students’ Perception on Teaching Narrative Writing Skills through Contextual Teaching and Learning (CTL) Approach ]]>
<![CDATA[Yuriatson Jubhari]]>;
<![CDATA[Nursyam]]>;
<![CDATA[Luana Sasabone]]>;
<![CDATA[Rosmiaty]]>;
<![CDATA[Tuan Nordin bin Tuan Kechik]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 1 No 2 (2022): November : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v1i2.80
<![CDATA[This study aims to investigate the students’ perception on teaching narrative writing skills through contextual teaching and learning (CTL) approach. This study employed a quasi- experimental design with fifty-two eleventh-grade students as participants. The participants were divided into two groups; An experimental group received the CTL approach, and a control group received the conventional way. This study utilized a pre-posttest and perceptional questionnaire. Nonparametric tests (i.e., Mann-Whitney U test and Wilcoxon test) were run to analyze the data in this study. Implementation of the CTL approach through its components positively contributes to teaching narrative writing skills. Meanwhile, the perceptional questionnaires showed that the students' experiment group perceived the implementation of the CTL Approach positively. This study results render teachers’ insight into a practical approach to teaching writing to be able to teach narrative writing. It can be concluded that the students’ perception on teaching narrative writing skills through contextual teaching and learning (CTL) approach have highly positive perception. As recommendation can work at all levels of students’ capability. The implementation of Contextual Teaching and Learning approach can be successful if it is implemented with the appropriate material based on students’ level. ]]>
<![CDATA[The Maintenance of Tobaru Language in Tabanga Comunity at Sulamadaha Village Ternate City: A Sociolinguistic Study ]]>
<![CDATA[Sri Yulan Sari]]>;
<![CDATA[Ismail Maulud]]>;
<![CDATA[Ikmal Muhammad]]>;
<![CDATA[Farida Maricar]]>;
<![CDATA[Nurprihatina Hasan]]>;
<![CDATA[Nurain Jalaludin]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 1 No 2 (2022): November : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v1i2.81
<![CDATA[This study discusses the maintenance of the Tobaru language. The purpose of this study is to describe the maintenance of the Tobaru language in the Tabanga community and describe the factors that support the maintenance of the Tobaru language in the Tabanga community. The method used is qualitative-descriptive in a randomized technique. Data obtained through observation, interviews, and questionnaires. The data of this study were analyzed using the Fishman realm theory. The results of this study is Tobaru language by the speaking community, especially in the family domain by 70% for parents and 30% for children, in the neighboring domain at 70% for parents and 30% for children, and jobs by 70%. And the supporting factors for maintaining the Tobaru language are seen from the pride and loyalty factor of the Tobaru people by 80%, the regional concentration and migration factors can be seen from the isolated condition of the Tabanga area, family environmental factors that show family members who still use the Tobaru language by 80%, community environmental factors indicate that 80% of the community is still actively using the Tobaru language, and religious factors who show that the majority of the Tabanga community are Protestant Christians and Pentecostal Christians. It can be concluded that Tobaru language still can survive in the realm of religion.]]>
<![CDATA[Swearing System in Melayu Ternate Language: Sociolinguistic Studies ]]>
<![CDATA[Ety Duwila]]>;
<![CDATA[Sulmi Magfirah]]>;
<![CDATA[Ermansyah Malik]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 1 No 2 (2022): November : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v1i2.82
<![CDATA[This study aims to depict the swearing system in Ternate Malay language that covers the form, meaning, and function. This research used qualitative research. Research on the swearing system in Ternate Malay language was conducted by a qualitative descriptive method that is trying to describe the forms of swearing in Ternate Malay language. The results show that there are three forms of swearing, namely swearing in the form of words, phrases and clauses. Some of these forms of swearing have references and some on the contrary. Swearing forms that have references are grouped into swearing forms which refer to animals, names of fruits, body defects, circumstances, objects, kinships, and professions. Some forms of swearing seem like greetings, especially those that refer to body defects, but in their utterance, they are conveyed in an angry state with a high tone and such hard pressure which makes them categorized as swearing. The use of these forms of swearing is to express anger, irritation, disappointment, admiration, and to insult or mock the interlocutor. It can be concluded that Swearing itself is a noun which means vile words uttered out of anger.]]>
<![CDATA[The Impact of Computer Assisted Language Learning (CALL) Technology on Indonesian Learners' Speaking Skills ]]>
<![CDATA[Muhammad Chairil Imran]]>;
<![CDATA[Khaliq Bashar]]>;
<![CDATA[Budiarti Putri Uleng]]>;
<![CDATA[Nina Ariani]]>;
<![CDATA[Sukmawati]]>;
<![CDATA[Suharti Siradjuddin]]>;
<![CDATA[Sujarwo]]>;
<![CDATA[Irman]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 1 No 2 (2022): November : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v1i2.83
<![CDATA[The use of technology in learning English-speaking skills has grown rapidly. One such technology is the computer-aided learning media. The use of computer media in the field of education has many advantages as they are easier to access, disseminate and store. The aim of present study is to investigate the impact of computer assisted language learning (CALL) technology on Indonesian learners' speaking skills. This study applied quantitative research. The results of study found that the use of information technology in learning is marked by the interaction between students and materials through internet technology, the existence of programmed teaching, and flexibility in the process. learning both in terms of time and place. It can be concluded that it is very possible for us to be easily literate through various media, with this we can improve the quality of speaking. ]]>
