cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Azmil Hasan Lubis
Contact Email
azmilhasan.lubis@mgedukasia.or.id
Phone
+6281223837343
Journal Mail Official
ijesh@mgedukasia.or.id
Editorial Address
Jl. Utama Rukoh, Kopelma Darussalam, Kec. Syiah Kuala, Kota Banda Aceh, Provinsi Aceh - Indonesia
Location
Kota banda aceh,
Aceh
INDONESIA
Indonesian Journal of Education and Social Humanities
Published by MANDAILING GLOBAL EDUKASIA
ISSN : -     EISSN : 30479843     DOI : https://doi.org/10.62945/ijesh
Core Subject : Humanities, Education,
Humanities Education
Indonesian Journal of Education and Social Humanities (IJESH), the main focus is major issues in Teaching, Teaching Assessment, Learning Media, Education Subject Development, Education and Humanitarian Management, Citizenship education, Geography education, History education, Sociological education, Anthropological education, Curriculum on Social Sciences Education, Social and Educational Policy, Public Administration, and Public Management. This journal accepts all topics regarding the results of studies and research in the fields of education and social humanities. For the research category, articles can be written with a quantitative, qualitative or mixed approach, and can be created in various research designs, such as action research, experiments, case studies and others.
Arjuna Subject : Umum - Umum
Articles 114 Documents
 8   9   10   11   12 
Effectivity of Virtual Field Trip-Based Learning on Elementary School Students' Scientific Literacy Marpian; Wahyu Sopandi; Yulianti Fitriani
Indonesian Journal of Education and Social Humanities Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/ijesh.v3i2.865

Abstract

Developing scientific literacy in elementary education is critical, yet traditional classroom methods often struggle to foster high engagement and contextual understanding, particularly in resource-limited settings. While digital interventions are rising, the specific efficacy of virtual field trips (VFT) in transformative science learning remains insufficiently explored. This study aims to examine the effect of virtual field trip-based learning on elementary school students' scientific literacy. Utilizing a quantitative quasi-experimental design, this study involved 60 fifth-grade students, divided equally into an experimental class (utilizing VFT) and a control class (traditional instruction). Data were collected through a structured scientific literacy questionnaire and analyzed using both descriptive and inferential statistics, specifically paired and independent sample t-tests. The findings indicate that VFT-based learning exerts a positive and highly significant effect on students' scientific literacy. The experimental group exhibited a remarkable increase in mean scientific literacy scores, soaring from 60.63 (low category) pre-treatment to 92.18 (very high category) post-treatment. Conversely, the control group only achieved a post-test mean of 67.16 (low category), demonstrating that VFT integration yields significantly superior outcomes compared to conventional methods (p < 0.05). Consequently, VFT-based learning serves as a potent pedagogical alternative to mitigate low scientific literacy. Beyond individual score gains, these insights offer a scalable framework for curriculum developers to integrate immersive digital technologies into early science education, bridging the gap between abstract scientific concepts and real-world phenomena.
The Effect of Social Emotional Learning on Elementary School Students' Social Skills: A Quantitative Approach Maria Ulfah; Supriadi; Andika Arisetyawan
Indonesian Journal of Education and Social Humanities Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/ijesh.v3i2.866

Abstract

Developing robust social skills in early childhood is foundational to academic success and lifelong emotional well-being. Despite its importance, conventional elementary curricula predominantly focus on cognitive metrics, often leaving teachers unequipped to address rising behavioral challenges and social deficits in the modern classroom. This study aims to examine the effect of Social Emotional Learning (SEL) on the social skills of elementary school students. Employing a quantitative quasi-experimental framework, this study involved 67 fifth-grade students, assigned to an experimental class (n = 32, receiving SEL intervention) and a control class (n = 35, receiving conventional instruction). Data on students' social skills were systematically gathered using a validated questionnaire and analyzed through descriptive metrics alongside paired and independent sample t-tests. The empirical findings indicate that SEL implementation exerts a profoundly positive and statistically significant effect on students' social skills. The experimental group demonstrated an exponential increase in mean social skill scores, rising from a pre-treatment baseline of 65.07 (low category) to an impressive 94.28 (very high category) post-treatment. Conversely, the control group’s post-test mean stagnated at 63.19 (low category), establishing the definitive superiority of the SEL framework over traditional teaching methods (p < 0.05). Consequently, SEL serves as a potent and scalable pedagogical alternative to address contemporary deficits in elementary students' social skills. These results provide vital empirical backing for educational policymakers to systematically integrate emotional intelligence and social-framework modeling into primary school curricula.
Effectivity of Design Thinking Learning on Elementary School Students' Creative Thinking Skills Juliati; Encep Supriatna; Arie Rakhmat Riyadi
Indonesian Journal of Education and Social Humanities Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/ijesh.v3i2.867

Abstract

: Fostering creative thinking skills in early childhood education is paramount to preparing students for 21st-century challenges. However, conventional teacher-centered paradigms frequently stifle student ingenuity, and empirical evidence exploring structured framework interventions such as Design Thinking (DT) in elementary curricula remains scarce. This study aims to examine the influence of design thinking learning on elementary school students' creative thinking skills. Employing a quantitative quasi-experimental approach, this study involved 64 fourth-grade students, systematically assigned to an experimental class (n = 32, utilizing DT pedagogy) and a control class (n = 32, utilizing conventional methods). Data on creative thinking skills were gathered via a validated questionnaire and rigorously analyzed through descriptive analytics alongside paired and independent sample t-tests. The empirical findings demonstrate that DT learning exerts a highly significant positive effect on students' creative thinking. The experimental cohort exhibited a profound shift in mean scores, rising from a pre-treatment baseline of 62.81 (low category) to an impressive 91.68 (very high category) post-treatment. In stark contrast, the control group’s post-test mean stagnated at 64.72 (low category), validating the definitive superiority of the DT framework (p < 0.05). Consequently, DT learning serves as a potent pedagogical alternative to overcome the pervasive deficit in elementary students' creative capacities. Beyond individual performance gains, these results offer crucial insights for educational policymakers and educators to institutionalize human-centered, iterative problem-solving methodologies within primary school curricula.
Analysis of Students' Learning Activities During Virtual Laboratory Based Learning on the Excretory System Nurlia Zahara; Hasrida Maya
Indonesian Journal of Education and Social Humanities Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/ijesh.v3i2.877

Abstract

Limited laboratory facilities and the lack of diverse instructional media may hinder students’ engagement in biology practicum activities, resulting in suboptimal learning activities. This study aimed to describe students’ learning activities during the implementation of a Virtual Laboratory in a urine content testing practicum on the excretory system topic at MAN 4 Aceh Besar. The study employed a pre-experimental method involving a single experimental class consisting of 35 students from class XI-2, selected through purposive sampling. Data were collected through observations of students’ learning activities using an observation sheet comprising seven indicators: visual activities, oral activities, listening activities, writing activities, mental activities, emotional activities, and drawing activities. The data were analyzed descriptively using percentage analysis. The findings revealed that the implementation of the Virtual Laboratory enhanced students’ learning activities across all observed indicators. The average percentage of students’ learning activities increased from 81% in the first meeting to 95% in the second meeting, both of which were categorized as highly active. The highest percentage in the second meeting was observed in the emotional activities indicator, reaching 100%, while all other indicators were also classified as highly active. These findings indicate that the Virtual Laboratory was effective in creating a more interactive, engaging, and student-centered learning environment, thereby increasing students’ participation throughout the learning process. Therefore, the Virtual Laboratory can serve as an effective alternative instructional medium to support biology practicum activities, particularly in teaching the excretory system.

Page 12 of 12 | Total Record : 114

 8   9   10   11   12 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 2 (2026): JUNE 2026 Vol. 3 No. 1 (2026): MARCH 2026 Vol. 2 No. 4 (2025): DECEMBER 2025 Vol. 2 No. 3 (2025): SEPTEMBER 2025 Vol. 2 No. 2 (2025): JUNE 2025 Vol. 2 No. 1 (2025): MARCH 2025 Vol. 1 No. 4 (2024): DECEMBER 2024 Vol. 1 No. 3 (2024): SEPTEMBER 2024 Vol. 1 No. 2 (2024): JUNE 2024 Vol. 1 No. 1 (2024): MARCH 2024