International Journal of Humanities, Education, and Social Sciences
The International Journal of Humanities Education and Social Sciences (IJHESS) is a scholarly publication dedicated to advancing research, theories, and practices in the fields of humanities education and social sciences. The journal welcomes original research articles, literature reviews, case studies, and theoretical papers that contribute to the exploration, understanding, and dissemination of knowledge in the following areas: Humanities Education: Research in disciplines such as literature, philosophy, history, cultural studies, languages, arts, and humanities-based pedagogies, focusing on teaching and learning strategies, curriculum development, and the role of humanities in fostering critical thinking, cultural awareness, and ethical reasoning. Social Sciences Education: Studies in social sciences disciplines such as sociology, psychology, anthropology, political science, economics, geography, and interdisciplinary studies, examining educational practices, theories, methodologies, and innovations in social sciences education. Interdisciplinary Approaches: Exploration of interdisciplinary education, cross-disciplinary collaborations, integrative curriculum design, and the intersections between humanities, social sciences, natural sciences, and professional fields in education. Cultural Studies: Research on cultural diversity, multicultural education, intercultural communication, cultural heritage preservation, identity formation, cultural policies, and the impact of globalization on cultures and societies. Ethics and Values Education: Examination of ethical education, moral reasoning, character development, values education, civic education, human rights education, and the integration of ethics across disciplines in educational contexts. Educational Psychology: Studies on educational psychology, learning theories, cognitive development, motivation, student engagement, social-emotional learning, resilience, and psychological factors influencing teaching and learning processes. Teacher Education and Professional Development: Research on teacher preparation, professional development programs, pedagogical training, mentorship, teacher identity, reflective practices, and the continuous improvement of teaching effectiveness. Educational Policies and Reform: Analysis of educational policies, reforms, governance structures, accountability measures, assessment practices, curriculum standards, and their impact on humanities education, social sciences education, and educational systems. IJHESS aims to promote interdisciplinary dialogue, critical inquiry, and evidence-based practices in humanities education and social sciences. The journal seeks to engage educators, researchers, policymakers, practitioners, and stakeholders to address educational challenges, enhance teaching and learning experiences, and contribute to the advancement of humanistic values, social understanding, and global citizenship through education.
Articles
148 Documents
<![CDATA[La Méthodologie Transmissionnelle d’Ibn Ḥazm al-Andalusī ]]>
<![CDATA[Klaina, Mekki]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 2 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i2.9184
<![CDATA[Cette étude analyse la méthodologie transmissionnelle d’Abū Muḥammad Ibn Ḥazm al-Andalusī (m. 456/1064) comme un cadre critique unifié structurant son approche du ḥadīth, de la narration historique et des Écritures des Gens du Livre. Alors que la recherche contemporaine s’est principalement concentrée sur ses positions juridiques et théologiques, elle a largement négligé l’unité épistémique qui sous-tend son traitement des récits transmis. L’étude vise ainsi à montrer comment l’épistémologie d’Ibn Ḥazm, fondée sur les principes du ḥadīth—notamment la continuité de l’isnād, la probité (ʿadālah) et la précision (ḍabṭ) des transmetteurs—structure non seulement sa critique du ḥadīth, mais également son examen des matériaux historiques et scripturaires, en particulier la Torah. Sur le plan méthodologique, l’analyse repose sur une lecture textuelle approfondie de ses œuvres majeures relatives au ḥadīth, à l’histoire et à la religion comparée, replacées dans le contexte intellectuel andalou et dans la tradition méthodologique des premiers muḥaddithūn, tout en mettant en évidence certaines convergences avec la critique biblique juive et occidentale postérieure. Les résultats montrent qu’Ibn Ḥazm rejette systématiquement tout récit dépourvu de vérification externe rigoureuse ou d’un examen attentif de sa formulation et de ses implications, étendant ainsi les critères classiques du ḥadīth aux récits historiques et aux textes de l’Ancien Testament. Il apparaît dès lors comme l’un des premiers penseurs à élaborer une double critique fondée à la fois sur l’isnād et sur l’analyse textuelle, anticipant des principes que développeront plus tard des figures telles qu’Ibn Khaldūn, Ibn Ezra et Spinoza. L’étude conclut que sa méthode constitue une contribution cohérente et originale à l’histoire de la critique du ḥadīth, de la méthodologie historique et de la critique scripturaire.]]>
<![CDATA[The Effect of the Problem-Based Learning (PBL) Model on Elementary School Students’ Motivation in Physical Education ]]>
<![CDATA[Iyan, Iyan]]>;
<![CDATA[Usman, Usman]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 1 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i1.9202
<![CDATA[Although the issue of low learning motivation in Physical Education at the elementary school level has received increasing attention in prior studies, research specifically examining the application of Problem-Based Learning (PBL) to enhance students’ motivation in Islamic elementary school contexts remains limited. This study aims to analyze the effect of the PBL model on the learning motivation of elementary school students in Penjas learning. A quantitative approach was employed using a quasi-experimental nonequivalent control group design involving 40 fifth-grade students at MIS Muhammadiyah Parepare, selected through purposive sampling, with the study conducted in November 2025. Data were collected using a validated learning motivation questionnaire and classroom observation sheets, and analyzed using descriptive statistics and an independent samples t-test. The findings indicate a statistically significant difference between the experimental and control groups (p < 0.05), where students taught using the PBL model demonstrated higher motivation scores than those taught through conventional methods. These results contribute to the theoretical development of constructivist learning theory and broaden understanding of student-centered learning implementation in Physical Education at the elementary level, particularly within Islamic school settings. The study concludes that the PBL model plays a crucial role in increasing students’ learning motivation in Physical Education and recommends that teachers adopt PBL as an innovative instructional strategy in Penjas learning. The implications include theoretical contributions to the growing literature on active learning models and practical recommendations for schools and educators to integrate problem-based approaches into Physical Education instruction. Furthermore, the study highlights opportunities for future research on the long-term effects of PBL on students’ affective and psychomotor outcomes in elementary Physical Education.]]>
<![CDATA[Newspaper Influence on Public Opinion Formation during Intra-Party Elections in Nigeria: A Discourse Analysis ]]>
<![CDATA[Jacobs, Samuel George]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 2 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i2.9320
<![CDATA[This study investigates the influence of newspaper discourse on public opinion formation during intra-party elections in Nigeria, with specific focus on the 2022 party primaries. Anchored in Framing Theory, the study examines how selected national newspapers shaped public perceptions of the credibility, transparency, and fairness of the primaries through their patterns of coverage. Library-based desk research and discourse analysis were employed to analyze newspaper content from seven national dailies: The Punch, The Guardian, Vanguard, ThisDay, Daily Trust, The Nation, and Leadership. Particular attention was given to language use, framing devices, and the representation of major political parties, including the APC, PDP, and LP. The findings reveal that the newspapers employed dominant frames such as conflict, power struggle, zoning debate, and internal democracy narratives, which influenced readers’ perceptions of electoral fairness. In some cases, newspaper reports amplified crises and irregularities within certain parties while downplaying similar issues in others. Similarities and differences were also observed in how the newspapers portrayed political parties, with some newspapers offering more critical scrutiny than others. Through the lens of Framing Theory, the study demonstrates how newspaper coverage can shape what the public considers important, credible, and politically significant during sensitive electoral periods such as party primaries. The study concludes that Nigerian newspapers play a significant role in shaping political discourse and public trust during intra-party elections. It recommends improved journalistic training on ethical framing, active media monitoring by regulatory bodies, and stronger collaboration between political parties and the media to foster balanced coverage, strengthen internal party democracy, and support Nigeria’s democratic development.]]>
<![CDATA[Perceptions and Nationalism Attitudes of PGSD Students toward Civic Education Learning in Parepare ]]>
<![CDATA[Tuken, Ritha]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 2 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i2.9842
<![CDATA[Although Civic Education learning has received increasing attention in previous studies, research specifically examining the relationship between students’ perceptions of Civic Education learning and their nationalism attitudes remains limited, particularly among PGSD students in Parepare. This study aims to analyze the relationship between students’ perceptions of Civic Education learning and their nationalism attitudes. A quantitative approach with a survey design was employed, involving 120 respondents selected through proportional random sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics and Pearson correlation analysis. The findings indicate that students’ perceptions of Civic Education learning were in the good category (M = 3.87), while their nationalism attitudes were categorized as high (M = 4.12). The correlation analysis revealed a significant positive relationship between students’ perceptions and nationalism attitudes (r = 0.68, p < .05). These results suggest that positive perceptions of Civic Education learning are associated with stronger nationalism attitudes among students. This study contributes to the theoretical development of civic education and nationalism studies by expanding understanding of how instructional perceptions relate to students’ civic attitudes in higher education contexts. Practically, the findings imply that educators should adopt innovative, contextual, and value-based teaching strategies to strengthen the effectiveness of Civic Education learning and support the development of nationalism attitudes.]]>
<![CDATA[Cultural Perceptions Towards HIV/ AIDS in Southern Ijaw Local Government Area, Bayelsa State, Nigeria ]]>
<![CDATA[Ebgeripou Annie]]>;
<![CDATA[Odubo Tonbra Robert]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 2 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i2.9248
<![CDATA[Cultural beliefs remain a significant factor shaping public understanding, communication, and health-seeking behaviour related to HIV/AIDS in many communities. This study investigated cultural perceptions of HIV/AIDS in Southern Ijaw Local Government Area, Bayelsa State, Nigeria. A mixed-methods cross-sectional survey design was adopted, involving 400 respondents for the quantitative component and 30 participants for the qualitative interviews. Quantitative data were analysed using SPSS version 26, while qualitative data were analysed thematically. The findings revealed that cultural beliefs and norms strongly influenced respondents’ perceptions, discussions, and health-seeking behaviours related to HIV/AIDS. The study also found that HIV/AIDS was sometimes interpreted through spiritual or moral lenses, which contributed to silence, stigma, and limited open dialogue about sexual health and HIV prevention. The study concludes that cultural perceptions play a critical role in shaping HIV/AIDS awareness and prevention practices in Southern Ijaw. It recommends that parents and caregivers, with support from family welfare units and social workers, should be engaged through community sensitisation and capacity-building programmes to strengthen effective communication about HIV/AIDS and sexuality. Traditional leaders should also be involved in challenging harmful traditional beliefs, reducing HIV-related stigma, and promoting open community dialogue on sexual health. This study contributes to public health and social work practice by highlighting the need for culturally responsive HIV/AIDS education and prevention strategies that engage families, community institutions, and traditional leadership structures.]]>
<![CDATA[Assessing Differences in Student Motivation, Achievement, and Conceptual Understanding in a Gamified Mathematics Learning Environment ]]>
<![CDATA[Hassan Muhammad]]>;
<![CDATA[Nura AY Musa]]>;
<![CDATA[Sadik Hamagam]]>;
<![CDATA[Usman Garba]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 2 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i2.9364
<![CDATA[Although gamified learning has received growing attention in mathematics education, empirical evidence on its simultaneous influence on students’ motivation, mathematics achievement, and conceptual understanding in developing educational contexts remains limited. This study examined differences in students’ motivation, mathematics achievement, and conceptual understanding associated with participation in a gamified mathematics learning environment. A quasi-experimental pretest–posttest control group design was employed, involving 700 secondary school students from 15 public schools in Northeast Nigeria. Using intact classes, students were assigned to an experimental group that received curriculum-aligned gamified mathematics instruction over a four-week period or to a control group that received conventional instruction covering the same content and duration. Data were collected using pretest and posttest measures of student motivation, mathematics achievement, and conceptual understanding. Motivation was assessed using an adapted questionnaire with established internal consistency, while achievement and conceptual understanding were measured using curriculum-aligned assessments validated through expert review. Data were analysed using descriptive statistics, paired-sample t-tests, and effect size estimates. The results showed statistically significant pretest–posttest gains in motivation, achievement, and conceptual understanding among students in the gamified instruction group, with moderate to large effect sizes, whereas students in the control group demonstrated minimal changes across the same measures. These findings indicate that curriculum-aligned gamified mathematics instruction is associated with enhanced student motivation, improved academic performance, and stronger conceptual understanding within the study context. The study contributes to mathematics education literature by providing large-sample quasi-experimental evidence on the concurrent affective and cognitive outcomes of gamified instruction in secondary mathematics classrooms in a developing educational setting.]]>
<![CDATA[The Influence of RME on Mathematical Problem Solving of Students at SDN 49 Parepare ]]>
<![CDATA[Yonathan S Pasinggi]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 2 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i2.10374
<![CDATA[Although mathematical problem-solving ability has become a central concern in elementary mathematics education, empirical discussion of Realistic Mathematics Education (RME) in the specific context of SDN 49 Kota Parepare remains limited. This study aims to analyze the effect of RME on fourth-grade students’ mathematical problem-solving ability. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The manuscript was prepared using a simulated dataset involving 48 fourth-grade students, comprising 24 students in the experimental class and 24 students in the control class, selected through cluster sampling. Data were collected using a mathematical problem-solving essay test based on four indicators: understanding the problem, planning a solution, implementing the plan, and checking the answer. Data were analyzed using descriptive statistics, N-gain, the Shapiro–Wilk normality test, Levene’s homogeneity test, and an independent-samples t-test. The simulated findings show that the experimental class increased from a mean pretest score of 48.17 to a mean posttest score of 81.83, whereas the control class increased from 49.79 to 71.54. The experimental class obtained an N-gain score of 0.66, which was higher than the control class score of 0.44. Hypothesis testing indicated a significant difference in N-gain scores, t(46) = 5.19, p < .001, with a large effect size. These findings illustrate that RME can support contextual, model-based, interactive, and reflective mathematics learning, particularly in strengthening students’ mathematical problem-solving processes. The study contributes to elementary mathematics education by demonstrating the potential of RME as an instructional approach for improving problem-solving ability; however, before scholarly submission, the simulated data must be replaced with actual field data from SDN 49 Kota Parepare.]]>
<![CDATA[Politeness Strategies in Lecturer–Student Interaction: A Sociopragmatic Study in Indonesian Higher Education ]]>
<![CDATA[Mantasiah Mantasiah]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 2 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i2.10704
<![CDATA[Although politeness strategies have been widely examined in pragmatic studies, research specifically addressing their sociopragmatic function in managing face-threatening acts within lecturer-student interaction in Indonesian higher education remains limited. This study aimed to examine how politeness strategies operate as sociopragmatic resources in managing face-threatening acts (FTAs) in classroom discourse. Using an interactional pragmatic framework, the study employed a qualitative discourse-analytic design based on naturally occurring classroom interactions. Data were collected through audio recordings of nine lecturers across three foreign-language education programmes, namely German, Arabic, and Mandarin Language Education, at one Indonesian university, totaling approximately 450 minutes of classroom discourse. The recordings were transcribed verbatim and analyzed sequentially to identify the realization of politeness strategies in institutional interaction. The findings reveal that lecturers deploy politeness strategies dynamically in response to instructional and institutional demands. Positive politeness predominates in instructional and corrective discourse (42%), bald-on-record strategies appear primarily in regulatory contexts (31%), negative politeness minimizes imposition in evaluative settings (14%), and off-record strategies indirectly regulate student behavior (13%). These patterns reflect sociopragmatic variation shaped by institutional roles, cultural expectations, and norms of appropriateness. The study concludes that politeness functions not only as an interpersonal strategy but also as a mechanism for negotiating institutional authority and relational alignment in classroom discourse. These findings contribute to sociopragmatic and classroom discourse scholarship by extending classical face-management models to institutional and hierarchical interaction in Indonesian higher education.]]>
