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
64 Documents
<![CDATA[Community Participation in the Development of Local Wisdom-Based Tourism Villages ]]>
<![CDATA[Gustia, Gustia]]>;
<![CDATA[Ahmad Said, M. Ridwan]]>;
<![CDATA[Suhaeb, Firdaus W]]>
<![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.v4i1.317
<![CDATA[This study aims to 1) analyze the forms of community participation in the development of local wisdom-based tourism villages in Paccekke Village, and 2) analyze the factors that influence community participation in the development of Local Wisdom-Based Tourism Villages in Paccekke Village. The method used in this study was qualitative, with observation, interview and documentation data collection techniques. The data analysis techniques used were data reduction, presenting data and drawing conclusions. The results of the study indicate that: 1) community participation had been quite active in the planning and implementation stages, indicated by involvement in village deliberations and contributions of manpower and materials in tourism village activities. However, participation is still lack at the stage of utilization of results and evaluation due to lack of socialization, unequal distribution of development benefits, and low sense of ownership. 2) Factors that encourage participation include the spirit of mutual cooperation, the active role of community leaders, and the use of technology. The obstacles to participation come from time constraints, minimal understanding of tourism, inadequate infrastructure conditions, and weak communication networks. Therefore, a strategy is needed to strengthen community capacity and synergy between stakeholders so that the development of tourism villages can be sustainable and bring economic, social and cultural benefits]]>
<![CDATA[The Process of Social Interaction in Forming and Maintaining the Symbolic Meaning of "Tedong Bonga" in the Toraja Society ]]>
<![CDATA[Iskandar, Abdul Malik]]>;
<![CDATA[Hemma, Teobaldus]]>;
<![CDATA[Ashar, Muhammad]]>;
<![CDATA[Kasim, Hasanudin]]>;
<![CDATA[Harifuddin, Harifuddin]]>;
<![CDATA[Mohamed, Sheik]]>
<![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.v4i1.318
<![CDATA[This study aims to describe the process of social interaction in forming and maintaining the symbolic meaning of Tedong Bonga in the Tanah Toraja Society . The study uses an explanatory case study approach and uses a purposive sampling technique with 1 key informant, namely a traditional figure and 7 supporting informants, youth or students from Tana Toraja. Data collection in this study was carried out through interviews, observations and documentation. The data analysis technique used was qualitative. This study uses triangulation to obtain data validity. Based on the results of the study, it can be concluded that tedong bonga is a cultural symbol that has spiritual, social, and economic meaning for the Toraja Society . This meaning is formed and maintained through social interaction in the Rambu Solo' procession, activities at the animal market, and informal education by traditional elders. In addition to being a symbol of respect for ancestors, tedong bonga also reflects the social status of the family. The role of traditional elders is very important in passing on these values to the younger generation so that they remain sustainable amidst changing times.]]>
<![CDATA[Improving Students’ Writing Exposition Text By Using Four Square Writing Method Of The Eleventh Grade Science At Senior High School ]]>
<![CDATA[Juanda]]>;
<![CDATA[Ibrahim, Muliaty]]>;
<![CDATA[Sujarwo, Sujarwo]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 4 No 2 (2025): November : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v4i2.324
<![CDATA[The teaching of writing in Senior High Schools is still hampered by a number of problems. This study aims to describe implementation of classroom actions using the FSWM learning and describe the model on students 'exposition text writing skills exposition text the 11th grade students at SMA Negeri Negeri 12 Makassar. This classroom action research was conducted in one XI IPA4 class of SMA Negeri 12 Makassar with 36 students from March to May 2020. The study involved two cycles of planning, action, observation, and reflection, utilizing the Four Square Writing Method (FSWM) to improve students' exposition writing skills, with data collected through tests, questionnaires, observations, and field notes, and analyzed using qualitative and quantitative techniques. The research found that the Four Square Writing Method (FSWM) effectively improved both the process and product of writing exposition texts for XI IPA 4 students at SMA Negeri 12 Makassar. Process improvements included increased student engagement, active participation, positive responses to the learning model, and conducive classroom interactions, while product success was reflected in enhanced writing skills. This research concludes by demonstrating the effectiveness of the Four Square Writing Method (FSWM) in enhancing students' exposition text writing skills while fostering a more interactive and conducive learning process.]]>
<![CDATA[Students’ Perspective on Using Technology to Improve Translation Quality in Translation Classes ]]>
<![CDATA[Maulud, Ismail]]>;
<![CDATA[Mahmud, Fitriningsih Pratiwi]]>;
<![CDATA[Talaohu, Ahmad Rifani]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 4 No 2 (2025): November : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v4i2.400
<![CDATA[Translation plays a vital role in bridging languages and cultures, and the rapid development of translation technologies has created new opportunities and challenges in translator education. This study aimed to explore students’ perspectives on how the use of technology improves their translation quality in university-level translation classes, with a focus on accuracy, fluency, and efficiency, while also examining the barriers students face. A qualitative research design was employed with purposive sampling of 46 students from two translation classes in the English Department of Universitas Khairun. Data were collected through participatory observation, semi-structured interviews, and student translation outputs, and analyzed thematically. Findings reveal that based on students’ experiences, technology enhances translation accuracy, fluency, and efficiency, although barriers such as inadequate training and over-reliance persist. The study recommends comprehensive technological integration into the curriculum, supported by appropriate pedagogical strategies. In conclusion, the research underscores that effective and reflective use of technology can transform translation education by cultivating digitally competent, autonomous, and critically engaged translators ready for the professional field.]]>
<![CDATA[An Analysis of Instagram's Role in Enhancing Students’ Writing Skills at Senior High School ]]>
<![CDATA[Hesti Octaviana]]>;
<![CDATA[Muhamad Yahrif]]>;
<![CDATA[Eka Fitriana HS]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 5 No 1 (2026): May : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v5i1.426
<![CDATA[This study investigates the role of Instagram as a digital learning platform in enhancing students’ English writing skills at SMAN 8 Bone during the 2024/2025 academic year. The rapid development of social media has created new opportunities for language learning, particularly in promoting authentic and meaningful writing practices among students. Employing a qualitative descriptive research design, this study involved 36 students from class XI-7 as research participants. Data were collected through semi-structured interviews and document analysis to explore students’ experiences, perceptions, and challenges in using Instagram for English writing activities. The findings indicate that the integration of Instagram into writing instruction positively influenced students’ engagement and learning experiences. Most participants reported increased confidence in composing English captions and expressing their ideas in written form. The platform also encouraged students to pay greater attention to language accuracy, as they tended to review and revise their writing before posting it publicly. Furthermore, students perceived Instagram-based writing activities as more interesting, enjoyable, and relevant to their daily lives, which contributed to higher levels of motivation and participation in the learning process. The interactive features of Instagram, such as likes, comments, and sharing options, further supported students’ willingness to write and communicate in English. Despite these positive outcomes, several challenges were identified, including persistent grammatical errors, limited vocabulary, and students’ anxiety about making mistakes in public online spaces. Overall, the study concludes that Instagram can serve as an effective and supportive medium for teaching and learning English writing skills by fostering motivation, self-expression, and authentic language use in digital learning environments.]]>
<![CDATA[The Influence Of Using Short Stories on Students’ Vocabulary Mastery At The Eighth Grade Students of SMPN 1 Bulukumba ]]>
<![CDATA[Ummul Habibah Nur]]>;
<![CDATA[Nur Ina Syam]]>;
<![CDATA[Syayyidina Ali]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 5 No 1 (2026): May : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v5i1.432
<![CDATA[This study investigated the influence of using short stories on students’ vocabulary mastery among eighth-grade students at SMPN 1 Bulukumba. Vocabulary is one of the most essential components of language learning, as it supports students’ ability to understand, communicate, and develop other language skills. However, many students experience difficulties in acquiring and retaining vocabulary due to limited exposure to meaningful language contexts. Short stories are considered an effective instructional medium because they provide authentic language input, contextualized vocabulary, and engaging learning experiences that can enhance students’ understanding and retention of new words. This research employed a pre-experimental design using a one-group pre-test and post-test approach. The population of the study consisted of eighth-grade students at SMPN 1 Bulukumba. The sample was selected using a total sampling technique and involved 25 students. Data were collected through multiple-choice vocabulary tests administered before and after the implementation of short-story-based learning activities. The tests were designed to measure students’ vocabulary mastery and determine the effectiveness of short stories as a teaching medium. The results of the study revealed a significant improvement in students’ vocabulary mastery after the treatment. The mean score of the pre-test was 59.6, while the mean score of the post-test increased substantially to 90.4. Furthermore, the statistical analysis showed that the calculated t-test value was 10.14, which was higher than the t-table value of 2.06. As a result, the null hypothesis (H₀) was rejected and the alternative hypothesis (Hₐ) was accepted. These findings indicate that the use of short stories had a positive and significant effect on students’ vocabulary mastery. Therefore, short stories can be considered an effective and engaging teaching medium for improving vocabulary learning among junior high school students.]]>
<![CDATA[Nonverbal Codes in Online Intercultural EFL Classroom ]]>
<![CDATA[Luthfiyyah Ainur Fitrizah]]>;
<![CDATA[Syarifuddin Dollah]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 5 No 1 (2026): May : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v5i1.443
<![CDATA[The rapid shift to online learning environments has transformed the nature of interaction in English as a Foreign Language (EFL) classrooms, particularly in intercultural contexts. While verbal communication has been widely examined, nonverbal communication in online intercultural EFL classrooms remains underexplored. This qualitative descriptive case study investigates the types and functions of nonverbal codes used in an online intercultural EFL classroom at the graduate level. Data were collected from recorded synchronous online class sessions involving culturally diverse students and analyzed using thematic analysis. The findings reveal that nonverbal communication was not diminished in the online setting but rather transformed into digitally mediated forms. The identified nonverbal codes include facial expressions, eye behavior, head and upper-body movements, paralinguistic features, and digital nonverbal cues such as mute–unmute behavior and response timing. These nonverbal codes functioned to express agreement and politeness, demonstrate respect and attentiveness, manage turn-taking, perform face-saving strategies, reflect culturally influenced communication norms, and compensate for the limitations of online interaction. The study highlights the importance of nonverbal awareness in fostering effective intercultural communication and intercultural communicative competence in online EFL classrooms.]]>
<![CDATA[The Use of ChatGPT AI on Students’ Translation at Higher Education Students ]]>
<![CDATA[Maria Enjelina Debibilian]]>;
<![CDATA[Sujarwo]]>;
<![CDATA[Siti Nurul Haliza]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 5 No 1 (2026): May : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v5i1.449
<![CDATA[The purpose of this research is to analyse the use of ChatGPT AI in student translation activities. The participants of this study were nine sixth-semester students from the English Education study programme at Universitas Megarezky in the 2022/2023 academic year, selected using purposive sampling. This study employed a qualitative descriptive method. The data collection techniques used in this study were interviews and field notes. The data analysis techniques used in this study were data reduction, data presentation, and conclusion drawing. Based on the results of the study, it shows that students consider ChatGPT to be very helpful and effective as a translation tool because of its speed, accuracy, easy and responsive interface, and ease of access in finding information and ideas for academic tasks such as translation. However, students are concerned that if ChatGPT is used too often without being balanced with good awareness, it will definitely lead to excessive dependence. This research concludes that balance is key in the use of ChatGPT for translation.]]>
<![CDATA[Analysis of the Effectiveness of Teaching Factory (TEFA) Implementation in Vocational High Schools in Makassar City Based on the CIPP Evaluation Model ]]>
<![CDATA[Dafrid Cahyadi Arifin]]>;
<![CDATA[Wiwik Andriani]]>;
<![CDATA[Nur Fadilah]]>;
<![CDATA[Hermila A]]>;
<![CDATA[Abdul Sakti]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 5 No 1 (2026): May : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v5i1.539
<![CDATA[This study aimed to analyse the implementation of Teaching Factory, based on CIPP evaluation model (Context, Input, Process and Product) in Vocational High Schools in Makassar City. Methods This study carried out an evaluative research in the form of CIPP model (Contexts, inputs, processes and products). The research data were collected through observation, interview, documentation and questionnaire at SMKN 5 Makassar, SMKN 8 Makassar and SMK SMTI Makassar. The results discovered that the aspect context, enter, course of and product fell into the very good category. E. The context component suggested that the TEFA program is consistent with industrial needs and vocational education revitalization policies. The input component showed sufficient readiness of facilities, infrastructure, human resources and industrial support. The second, process component suggested that industry-standard practices of production- and service-based learning were effectively implemented. Results regarding the product component show that students developed higher competencies, work skills, and entrepreneurial attitudes. The study also identifies several of the main challenges, including limited available funding and unsuitable availability of production facilities at some schools. This paper provides recommendations for improving the quality of TEFA implementation through: (1) enhance facilities support, (2) develop technical implementation guidelines for TEFA, and (3) strengthen industrial partnerships in vocational schools.]]>
<![CDATA[Possessive Pronoun Alternation as a Morphological Feature of the Gane Language in South Halmahera Regency ]]>
<![CDATA[Nurain Jalaluddin]]>;
<![CDATA[Rahma Do Subuh]]>;
<![CDATA[Bakhtiar Majid]]>
<![CDATA[ JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 5 No 1 (2026): May : IJOLEH ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/ijoleh.v5i1.541
<![CDATA[This study investigates the distinctive morphological characteristics of the Gane language spoken in Foya village, East Gane sub-district, South Halmahera Regency. A defining feature of Gane is the systematic alternation of possessive pronoun forms conditioned by the semantic class of the possessed noun. The analysis focuses on two primary possessive pronoun forms that reflect a semantic classification system based on nominal categories. This study aims to describe the morphological forms of Gane possessive pronouns and document their usage patterns within the grammatical and cultural context of the speech community. Data was collected through the observation and elicitation methods, employing direct elicitation; interviews, and direct transcription of Gane speech. Data analysis employed structural morphological analysis and distributional analysis to trace the distinctions between the two possessive pronoun forms. The findings reveal that the first form of possessive pronouns (e.g.,anik/nik, amam, iterir, anim/nim, ini/ni, siriri) is used to express ownership of general objects such as houses or boats, while the second form (e.g., anak/nak, inam/nam, ino/no, sirori) is employed to indicate possession of food-related items. The morphological alternation phenomena (vowel shortening and morpheme substitution) indicate processes of phonological regularization and semantic categorization within the Gane possessive pronoun system. These findings demonstrate that Gane preserves morphological features characteristic of the Eastern Austronesian language family. These distinctive morphological traits not only provide evidence that the language spoken in Foya village is Gane rather than a separate “Foya language” as claimed by some local speakers but also constitute valuable data for future research into related languages across the region, potentially illuminating historical migration patterns and language dispersal.]]>
