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.
Articles
54 Documents
<![CDATA[Lesson From Pedagogical Translation: Translation as a Learning Strategy in English Education Program ]]>
<![CDATA[Imran, Muhammad Chairil]]>;
<![CDATA[Jubhari, Yuriatson]]>;
<![CDATA[Sasabone, Luana]]>;
<![CDATA[Kaharto]]>;
<![CDATA[Marzuki, Mutmainnah]]>;
<![CDATA[Bashar, Khaliq]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 3 No 2 (2024): November : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v3i2.259
<![CDATA[This study examined the function of translation as a pedagogical instrument in English language education programs, highlighting its possible advantages and drawbacks as a learning technique. This study used a qualitative approach to gain data through documentation and interviews with EFL learners at the university. The findings indicate that translation can significantly aid language acquisition when employed in conjunction with communicative approaches, particularly by improving vocabulary acquisition, grammatical comprehension, and cultural awareness among learners. Equilibrating translation with alternative interactive language learning methods is crucial to prevent overreliance on the first language (L1), which could impede natural language processing in the target language (L2). It can be concluded that Translation, when combined with communicative methods, greatly supports language learning by boosting vocabulary, grammar, and cultural understanding.]]>
<![CDATA[The Value of Islamic Education in the Mappatamma' Tradition (Khatam Al-Qur’an) in the Bugis-Makassar Community ]]>
<![CDATA[Jumadi]]>;
<![CDATA[Walid, Abdul]]>;
<![CDATA[Baduka, Masykur]]>;
<![CDATA[Djollong, Andi Fitriani]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 3 No 2 (2024): November : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v3i2.260
<![CDATA[The Mappatamma' (Khatam Al-Qur'an) tradition for prospective brides in the Makassar tribal community, when they want to get married, is a momentum that must be carried out from their perspective. This study aims to describe the implementation procedures and reveal the value of Islamic education in the Mappatamma' tradition in the Bugis-Makassar Tribe. The approach used in this study is phenomenology. This study used qualitative methods to describe the procedures for implementing and describing the value of Islamic education in the Mappatamma tradition. Data collection methods through observation, interviews, and documentation were then analyzed using triangulation. The results of the study show that the Mappatamma tradition is an interesting tradition full of values because this tradition is not only a means of traditional entertainment in cultural globalization, but the tradition is full of meanings and messages that express the value system adopted by the community. The Makassar tribe contains many values of Islamic education, namely faith, morals, intellectual, physical and psychological, and social education. ]]>
<![CDATA[Challenges of Implementing Sex Education in Millennial Families to Anticipate Sexual Violence Against Children in Makassar ]]>
<![CDATA[Anjasmira, Evi Irdawanti]]>;
<![CDATA[Manda, Darman]]>;
<![CDATA[Awaru, A. Octamaya Tenri]]>;
<![CDATA[Nur, Hasruddin]]>;
<![CDATA[Najamuddin, Najamuddin]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 4 No 1 (2025): May : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v4i1.269
<![CDATA[Sexual education is the process of providing information, understanding to children about aspects of reproductive sexual health, relationships, behavior and responsibility. Families should play a role in providing socialization of sexual education to children. However, the fact is that parents since ancient times have really considered taboo anything that smells of the word sex including providing sexual education to children. The reality in the field shows that the level of sexual violence that occurs to children in Indonesia is increasing every year including in Makassar, This study uses a descriptive qualitative research method. The data collection technique is by conducting observations, interviews and documentation. The results of this study indicate that the challenges faced by millennial parents in providing sexual education to children are. The influence of social media, dependence on uncurated online information, social stigma that still exists, Gaps in inclusive or open teaching and Cultural and religious resistance. These challenges affect the effectiveness of delivering sexual education in the family, which in the end can have an impact on children's understanding of incorrect sexuality issues.]]>
<![CDATA[Enhancing Students’ Engagement in English Language Learning Through Mentimeter: A Case Study ]]>
<![CDATA[Rosmayanti, Vivit]]>;
<![CDATA[Asrifan, Andi]]>;
<![CDATA[Vargheese, K.J]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 4 No 1 (2025): May : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v4i1.274
<![CDATA[This study examines Mentimeter’s effectiveness in increasing student participation in an English as a Foreign Language (EFL) classroom. Using a qualitative case study methodology, the research was carried out in a third-year English language course at Universitas Negeri Makassar, using class observations, students’ focus group interviews, and a questionnaire as data collection techniques. The study also seeks to understand the students’ engagement, such as behavioral, emotional, and cognitive engagement, in working with Mentimeter during the lesson. The results show that Mentimeter has been beneficial for all levels of engagement. For behavioral engagement, targets increased to 85% in participation rates and 92% in attendance as learning was focused on interactive and gamified sessions. Emotional engagement was improved as 78% of students who attended the sessions enjoyed it, while 81% of students agreed that such activities enhanced their interaction with studies rather than being boring. Respondents indicated deeper critical thinking affecting cognitive engagement with 45 new ideas created in brainstorming sessions, and of the 76% engaged, they felt that they understood and remembered the material better. This research study proves that the Mentimeter is an effective instrument in instructing English language learners that utilizes a more sustained and engaged participation, invoking desired emotions and thinking more. These results support the argument that factors such as the use of Mentimeter will improve students’ learning engagement in an EFL setting.]]>
<![CDATA[Numerals Variation of Gebe Language in Central Halmahera Regency: Morphosyntactic Study ]]>
<![CDATA[Jalaluddin, Nurain]]>;
<![CDATA[Maulud, Ismail]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 4 No 1 (2025): May : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v4i1.295
<![CDATA[This research investigates the variation of numerals in the Gebe language, spoken in the Central Halmahera Regency, with a focus on its morphosyntactic structure. The study aims to describe how numeral forms vary and function within the grammatical framework of the language, particularly regarding noun phrases, classifiers, and verb agreement. Utilizing a descriptive qualitative method, data were collected through interviews, observation. and direct elicitation from native speakers across several Gebe-speaking communities. The analysis reveals that almost any type of noun, numeral, or described thing can exhibit this variety, although ordinal numerals offer fewer choices. These findings contribute to the documentation of the Gebe language and offer insights into the typological diversity of numeral systems in Eastern Indonesian languages. This study concludes that the numeral system of the Gebe language exhibits unique morphosyntactic characteristics, including variation in form, structure, and function, which not only differ based on semantic domains, such as human, non-human, and object counting, but also undergo specific morphological processes like affixation depending on the syntactic environment.]]>
<![CDATA[Implementation of Social Emotional Learning Approach of Senior High School Students of Gowa ]]>
<![CDATA[Darmawati, Darmawati]]>;
<![CDATA[Umar, Firman]]>;
<![CDATA[Suyitno, Imam]]>;
<![CDATA[Mustari, Mustari]]>;
<![CDATA[Najamuddin, Najamuddin]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 4 No 1 (2025): May : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v4i1.300
<![CDATA[This study aims to (1) Identify the implementation of the social emotional learning (PSE) approach at the curriculum level through the most relevant subjects; (2) Analyze the implementation of social emotional learning (PSE) in the school environment; and (3) Analyze the implementation of social emotional learning (PSE) in students. This study used a qualitative approach with a descriptive method. Data were obtained through interviews, observations and documentation with informants including teachers, staff, and students. The results of the study indicate that the implementation of PSE at SMAN 11 Gowa has covered three main aspects: (1) At the curriculum level, PSE is integrated into subjects such as Islamic Religious Education, Pancasila Education, and Indonesian, with learning methods that prioritize social and emotional values; (2) In the school environment, a positive, inclusive, and collaborative culture supports the social-emotional development of students; and (3) In students, teachers and staff have an important role in becoming role models and facilitators who support students' social and emotional competence. This study concludes that an integrated PSE approach that is integrated comprehensively in the curriculum, school environment, and learning community can improve the quality of learning while developing students' characters. This study provides an important contribution to the development of educational policies that support students' social and emotional skills.]]>
<![CDATA[The “Anjir” utterances in everyday communication of Gen-Z students ]]>
<![CDATA[Zul Fauzi, Arief]]>;
<![CDATA[Hasan, Imam]]>;
<![CDATA[Kamal, Bahri]]>;
<![CDATA[Setiawan, Fiki]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 4 No 1 (2025): May : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v4i1.313
<![CDATA[This study aims to analyze the meaning and function of the word "anjir" in the communication of Gen Z students at Harapan Bersama Polytechnic. The word "anjir" is a form of slang that has shifted in meaning from a curse to a symbol of emotional expression, social, and group identity. This research uses a descriptive qualitative approach with data collection techniques through observation, digital conversation documentation, and semi- structured interviews. The results of the analysis show that the word "anjir" is used in various forms such as "anjay", "bjir", "jir", and so on, each of which reflects a certain emotional intensity. In meaning, "anjir" is used to express annoyance, admiration, empathy, and cuteness. Functionally, this word acts as a spontaneous expression, a filler for casual conversation, and a strengthener of social relations among students. The findings show that the word "anjir" has become part of Gen Z's distinctive communication style that is more open, egalitarian, and contextual. This research is expected to contribute to sociolinguistic studies and an understanding of the language dynamics of the younger generation.]]>
<![CDATA[Symbolic Exploration of Money For Kip-Kuliah Students as Educational Assistance Funds ]]>
<![CDATA[Sriwahyuni, Sriwahyuni]]>;
<![CDATA[Marissangan, Hasbi]]>;
<![CDATA[Abdullah, Suparman]]>;
<![CDATA[Latief, Iqbal]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 4 No 1 (2025): May : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v4i1.314
<![CDATA[Underprivileged Indonesian students receive financial aid from the KIP-Kuliah program, therefore allowing access to higher education. Beyond their practical use, this study investigates how the money symbolically reflects optimism, social mobility, and personal development in the life of their beneficiaries. This study aims to explore the symbolic meanings that KIP-Kuliah recipients attach to the educational assistance funds they receive. It also seeks to understand how these meanings influence their identity, motivation, and perception of higher education as a pathway to social mobility. The research used is qualitative research with a phenomenological approach. Researchers will use questionnaires or interviews in data collection, so the data source is from respondents, namely sociology education students who received KIP-Kuliah. Based on the interview results, it can be concluded that students who are viewed as individuals who are academically and economically worthy of receiving assistance can strengthen their self-confidence both from their family, friends, and campus environment. The Kip-Kuliah Scholarship obtained by students can be a symbol of moral responsibility for both the individual scholarship recipient, their family, and their social environment. Although inclusive, Kip-Kuliah scholarship recipients indirectly mark the differences in social class among students. In certain interactions. This can cause feelings of inferiority or become a motivation to prove oneself. Through the perspective of symbolic interactionism, it is revealed that the meaning of money is formed and modified through the process of social interaction and students' life experiences.]]>
<![CDATA[Talking Stick Type Cooperative Learning Model of Students’ Character and Learning Outcomes ]]>
<![CDATA[Syawal M, Adrian]]>;
<![CDATA[Wahid, Abdul]]>;
<![CDATA[Setiawan, Ince Prabu]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 4 No 1 (2025): May : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v4i1.315
<![CDATA[The role of education is so important that it does not rule out the possibility of running smoothly without challenges, but rather in its implementation. The study aims to investigate the influence of the application of a realistic approach with the Talking Stick type cooperative learning model on the character and learning outcomes of grade V students. This study used a quantitative approach with a pre-experimental design with a one-group pretest-posttest design. In the Character variable, the F value = 592.361 and Sig. < 0.001, which indicates that the change between pretest and posttest in student character is very significant. In the Learning Outcome variable, the F value = 129.935 and Sig. < 0.001, which also indicates a significant change in student learning outcomes between the pretest and posttest. This can conclude that the realistic approach and the Talking Stick learning model have a significant effect on the character and learning outcomes of students.]]>
<![CDATA[Talking Stick Learning Model in Fostering EFL Students' Digital Communicative Competence in the 21st Century ]]>
<![CDATA[bin Tuan Kechik, Tuan Nordin]]>;
<![CDATA[Nurliah, Nurliah]]>;
<![CDATA[Limbong, Sunarlia]]>;
<![CDATA[Sasabone, Luana]]>;
<![CDATA[Amaliah, Nurul]]>;
<![CDATA[M, Asia]]>;
<![CDATA[Asdar, Asdar]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 4 No 1 (2025): May : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v4i1.316
<![CDATA[Digital communicative competency has evolved into a must for EFL students in the twenty-first century if they are to connect boldly and appropriately in English via email, video conferences, and messaging apps. This study aims to examine how the Talking Stick learning paradigm affects EFL students' digital communicative competence, or their capacity to communicate confidently, appropriately, and effectively in English across digital platforms. This study used a quantitative research design, using a survey approach. The findings show that all four dimensions had statistically significant improvements, with the highest gain in Confidence in Digital Communication, and displayed a statistically significant increase. Confidence in Digital Communication (M difference = 0.91) had the highest significant mean improvement; closely followed was Clarity in Online Expression (M difference = 0.89). The observed variations were statistically significant since all p-values were less than 0.05. These results suggest that in EFL environments, the Talking Stick model efficiently supports several aspects of digital communication. This study concludes that the Talking Stick learning model effectively enhances EFL students' digital communicative competence, improving key areas such as confidence, clarity, appropriateness, and engagement in online communication.]]>
