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[Structuring Mental Health Discourse: A Genre-Based Analysis of Ted Talks ]]>
<![CDATA[Raudatul Hasanah]]>;
<![CDATA[Reli Handayani]]>;
<![CDATA[Armiwati]]>
<![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.v5i1.542
<![CDATA[Public speaking is one of human communication manifestations, in which presenters impart knowledge while simultaneously inspiring and influencing their audience. The well-known public speaking platform TED Talk is renowned for its captivating delivery that blends charisma, persuasiveness, and clarity. Previous studies on TED Talks have focused on the persuasive strategies, while this study highlights recurrent structural patterns employed in TED Talks using Swales’ Genre Analysis framework. Although several studies have used Swales' theory of speech structure, no study has fully utilized this framework in examining TED Talks, particularly on the topic of mental health. A subject that has recently attracted a lot of public interest. Four TED Talk transcripts with the highest viewers were analyzed using a qualitative descriptive method and Swales' Genre Analysis theory to determine the rhetorical "Moves" and "Steps" that went into each speech. The results show that although all speakers have identical basic components, the order of moves changes based on the emphasis and presentation styles of each speaker.]]>
<![CDATA[Exploration of Sociology Education Students' Multicultural Awareness of Social and Cultural Diversity ]]>
<![CDATA[Jalal]]>;
<![CDATA[Suraiya Chapakiya]]>;
<![CDATA[Nurul Adillah Ramlan]]>
<![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.v5i1.543
<![CDATA[This study explores the multicultural awareness of Sociology Education students toward social and cultural diversity in higher education contexts. Multicultural awareness has become an important issue in the digital and globalization era due to increasing social interaction, cultural exchange, and challenges related to intolerance, stereotypes, and social polarization. Sociology Education students play a strategic role as prospective educators and social agents who are expected to promote inclusive and democratic values in society. Therefore, understanding how students perceive and experience multiculturalism is essential in strengthening social harmony in multicultural academic environments. This study employed a qualitative phenomenological approach to explore students’ lived experiences regarding diversity and intercultural interaction. The research was conducted from March to May 2026 at the Sociology Education Study Program of Universitas Megarezky involving seven participants selected through purposive sampling. Data were collected through in-depth interviews, observation, and documentation, and analyzed using Jürgen Habermas’s communicative action theory. The findings revealed that students generally demonstrated positive multicultural awareness reflected in tolerance, respect for differences, empathy, and openness toward intercultural communication. Interaction with peers from different cultural backgrounds contributed to the development of inclusive attitudes and social understanding. However, challenges such as stereotypes, communication misunderstandings, and the negative influence of social media were still identified. The study concludes that communicative interaction and multicultural learning significantly contribute to the development of students’ multicultural awareness. This research provides insights for higher education institutions in strengthening multicultural education and inclusive academic environments.]]>
<![CDATA[EFL Students' Critical Thinking and Moderation Awareness Through Reading Multicultural Texts ]]>
<![CDATA[Anzar Agus]]>;
<![CDATA[Hanafi Pelu]]>;
<![CDATA[Fadilah Binti Zakaria]]>
<![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.v5i1.544
<![CDATA[This study aims to analyze the relationship between critical thinking skills and moderation awareness among third-semester EFL students through their engagement with multicultural reading texts in an Indonesian university context. This study employs a qualitative research method with an ethnographic approach, drawing on in-depth semi-structured interviews, classroom observation, and document analysis as primary data collection instruments. Data validity was ensured through triangulation, enabling a contextually rich and methodologically rigorous interpretation of students' experiences. Participants were third-semester EFL students engaged with multicultural reading tasks specifically designed to elicit critical reflection on diverse cultural, religious, and ideological perspectives prevalent in contemporary society. The findings reveal that engagement with multicultural texts generates cognitive and affective dissonance that, when mediated by critical thinking scaffolds and guided classroom discussion, produces measurable attitudinal shifts consistent with moderation awareness. Students demonstrated growing capacities for source evaluation, bias recognition, perspective-taking, and intellectual autonomy—competencies that jointly constitute the cognitive and attitudinal infrastructure of moderation. The study concludes that EFL reading instruction, when intentionally designed around critical pedagogy and diverse multicultural texts, constitutes a viable and academically rigorous vehicle for developing moderation competency in Indonesian higher education.]]>
<![CDATA[Improving News Text Writing Skills Using Photo Story Media for Junior High School Students ]]>
<![CDATA[Jumriati]]>;
<![CDATA[Andi Wiwiek Winati]]>;
<![CDATA[Dwi Syukriady]]>
<![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.v5i1.545
<![CDATA[This study aims to improve news text writing skills through the use of photo story media in class VII-1 students of SMP Negeri 36 Makassar. The type of research used is Classroom Action Research (CAR) which is carried out in two cycles, including the planning stage, action implementation, observation, and reflection. The research subjects were 32 students, consisting of 15 male students and 17 female students. Data collection techniques were carried out through tests and non-tests in the form of observation, questionnaires, and documentation. Data were analyzed quantitatively and qualitatively. The results of the study indicate that the use of photo story media can improve students' news text writing skills. This can be seen from the increase in students' average scores, namely from 37.56% in cycle I to 71.34% in cycle II. In addition, student activity and participation in the learning process also increased. Students became more active, more focused on paying attention to teacher explanations, more enthusiastic in asking questions, and calmer when participating in the learning process and doing assignments. Thus, this study can conclude that photo story media is effectively used to improve news text writing skills of class VII-1 students of SMP Negeri 36 Makassar.]]>
