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IJELaSS: International Journal of Education, Language and Social Scince
Published by YAYASAN DARUL ILMI BINA INSAN
ISSN : -     EISSN : 29885078     DOI : https://doi.org/10.62612/ijelass.v2i2.36
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
International Journal of Education, Language and Social Science (IJELaSS), is a peer-reviewed journal published twice a year (June and December) by Darul Ilmi Bina Insan (DIBI) Foundation, Aceh Province, Indonesia. All published articles are available online. IJELaSS encourages submission of unpublished articles on topics of significance to individuals concerned with Education, Language Teaching and Applied Linguistics, and Social Science As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, IJELaSS invites manuscripts on a wide range of topics, especially in the following areas: Education (Curriculums, Teaching, and Learning, Islamic Education, Educational Technology, Psychology and Counseling, Special Education, Educational Research Methods, and Innovation in Teaching); Language Teaching and Applied Linguistics (Curriculum and Material Development, Teaching Media, Language Testing and Assessment, Sociolinguistics, Translation, Second Language Acquisition) Humanities and Cultural Studies (Cultural Studies, Religion Studies, Islamic Studies, Philosophy, Cross-cultural studies, History and Historiography, Anthropology, Local Wisdom, Gender Equality, Linguistic, and Natural Sciences for Social Sciences); All submitted manuscripts will be initially reviewed by editors and are then evaluated by a minimum of two reviewers through the double-blind review process. This is to ensure the quality of the published manuscripts in the journal. IJELaSS welcomes submissions from English and Arabic language around the world.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 69 Documents
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Analysis of Translation Techniques and Translation Procedures: Newmark’s and Molina & Albir’s Translation Frameworks Gunawan Tambunsaribu
International Journal of Education, Language, and Social Science Vol. 4 No. 1 (2026): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v4i1.93

Abstract

This study examines the conceptual similarities between Peter Newmark’s translation procedures and Molina and Albir’s translation techniques to determine the extent to which both frameworks share equivalent categories and theoretical orientations in explaining translation from the source language (SL) to the target language (TL). Employing a qualitative descriptive method with a comparative theoretical approach, the study analyzes and compares the classifications proposed by both scholars to identify corresponding categories, conceptual parallels, and functional similarities. The findings reveal substantial equivalence between the two frameworks, particularly in the categories of transference–borrowing, naturalization–naturalized borrowing, cultural equivalent–adaptation, descriptive equivalent–description, modulation–modulation, compensation–compensation, transposition–transposition, recognized translation–established equivalent, and through-translation/literal translation–literal translation/calque. Both models similarly emphasize meaning preservation, cultural adaptation, grammatical restructuring, equivalence, and target-language acceptability, despite differing in terminology and classification. These findings suggest that Newmark’s procedures and Molina and Albir’s techniques are complementary rather than competing frameworks. While Newmark provides a procedure-oriented perspective, Molina and Albir offer a more systematic operational classification of translation choices. Integrating both frameworks contributes to a more comprehensive understanding of translation processes and offers a stronger theoretical foundation for translation analysis, pedagogy, and practice.
Integrating Islamic Values into Mathematics Education in Madrasah Ibtidaiyah Rora Rizki Wandini
International Journal of Education, Language, and Social Science Vol. 4 No. 2 (2026): International Journal of Education, Language and Social Science (IJELaSS) (in p
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v4i2.100

Abstract

The integration of Islamic values into mathematics education in Madrasah Ibtidaiyah has emerged as an important pedagogical approach for simultaneously enhancing students' mathematical competencies and fostering their religious character. This study aims to examine the forms of Islamic values integration, the instructional strategies employed in mathematics education, and their implications for character development and the quality of mathematics learning. A Systematic Literature Review (SLR) was conducted by analyzing eight relevant peer-reviewed studies published between 2024 and 2025. The data were analyzed through a systematic process of study identification, thematic categorization, and evidence synthesis. The findings indicate that Islamic values are integrated into mathematics education by contextualizing mathematical concepts within Islamic teachings, developing Islamic-oriented instructional materials, and implementing contextual learning approaches. Such integration contributes to more meaningful learning experiences, increased learning motivation, improved conceptual understanding, and the development of students' religious character, particularly honesty, discipline, and responsibility. The review also reveals that empirical evidence regarding the effectiveness of Islamic value-integrated mathematics instructional models remains limited, highlighting the need for further classroom-based research to validate their educational impact
Reconstructing the Role of Logic and Reasoning in Scientific Inquiry: An Epistemological Perspective Boby Yasman Purnama; Ahmad Syukri; Badarussyamsi; Wardatul Jannah
International Journal of Education, Language, and Social Science Vol. 3 No. 1 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i1.41

Abstract

Logic and reasoning constitute the fundamental intellectual instruments through which scientific knowledge is generated, evaluated, and justified. Despite their central role in the philosophy of science, contemporary scientific discourse is increasingly characterized by complex patterns of inquiry shaped by digital technologies, interdisciplinary collaboration, and evidence-based decision-making. These developments necessitate a renewed examination of the epistemological functions of logic and reasoning within scientific inquiry. This study aims to reconstruct the conceptual relationship between logic, reasoning, and scientific knowledge by examining their philosophical foundations and their relevance to contemporary scientific practice. Employing a qualitative library research approach, this study critically analyzes classical and contemporary literature in philosophy, logic, and the philosophy of science. The findings demonstrate that logic provides the normative framework for valid thinking, while reasoning functions as the cognitive process through which evidence, arguments, and observations are systematically interpreted to construct scientific knowledge. Furthermore, the analysis reveals that the interaction between logic and reasoning underpins hypothesis formulation, theory development, scientific verification, and critical evaluation, making both indispensable components of scientific inquiry. This study contributes to the philosophy of science by offering an integrated epistemological interpretation that positions logic and reasoning as complementary foundations for the development of reliable, rational, and evidence-based scientific knowledge in the twenty-first century.
Epistemological Foundations and Methodological Structures: A Philosophical Review of Scientific Inquiry Septariani; Ahmad Syukri; Badarussyamsi
International Journal of Education, Language, and Social Science Vol. 3 No. 1 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i1.43

Abstract

Scientific inquiry serves as the primary engine for human civilization and knowledge development. However, conceptual ambiguities surrounding the boundaries of scientific structures, epistemology, and methodological principles often persist in contemporary discourse. This study aims to systematically analyze the fundamental structures, principles, and methodological frameworks of science through a philosophical lens, specifically examining the ontological, epistemological, and axiological dimensions of knowledge acquisition. Using a qualitative-descriptive library research method, this study analyzed authoritative texts, historical scientific paradigms, and methodological literatures. The findings reveal that the integrity of scientific knowledge relies on a triadic integration: a systematic empirical-rational structure, a rigorous adherence to objective epistemological methods (ranging from deductive-inductive reasoning to error-correction mechanisms), and an axiological responsibility. Furthermore, this study synthesizes Archie J. Bahm’s pluralistic scientific steps, demonstrating that scientific methods must adapt dynamically to multi-disciplinary challenges without compromising objective validity. Understanding this fundamental architecture is critical for sustaining rigorous scientific development and resisting pseudo-scientific paradigms in the modern era.
Philosophy in Educational Development and Improving Critical Thinking Skills: A Scientific and Reflective Approach Audra Ayu Bagascary; Ahmad Syukri; Badarussyamsi
International Journal of Education, Language, and Social Science Vol. 3 No. 2 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i2.44

Abstract

Contemporary education faces increasingly complex challenges, especially in forming students who are not only academically intelligent, but also able to think critically and positively in the face of information that is full of bias and uncertainty. This article aims to explore the role of philosophy in the development of contemporary education, with a focus on how philosophy can form students who have a positive and critical framework of thinking. This study uses a library research approach by analyzing relevant literature on philosophy and education. The sources used include books, journal articles, and related studies that discuss the relationship between philosophy and critical education. The results of the study show that philosophy provides a strong theoretical basis for developing more reflective and critical education. In addition, the application of philosophical principles in education can produce individuals who are more independent, critical, and reflective in facing various dynamics of life.
Contribution of Philosophy of Science in Scientific Research: An Epistemological and Methodological Review Agung Setiabudi; Ahmad Syukri; Badarussyamsi
International Journal of Education, Language, and Social Science Vol. 3 No. 2 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i2.45

Abstract

Scientific research requires not only systematic empirical techniques but also a robust theoretical and philosophical foundation to ensure methodological rigor and validity. This study examines the historical and functional contributions of the philosophy of science to modern research methodology and paradigms across four distinct eras: Classical, Renaissance, Modern, and Contemporary. Utilizing a qualitative library research design combined with content analysis and historical-hermeneutic interpretation, this paper evaluates how evolving philosophical frameworks shape scientific inquiry. The findings demonstrate that philosophy provides the fundamental ontological, epistemological, and axiological pillars that govern research designs, transitioning scientific practice from medieval dogmatism to empirical observation, logical positivism, and ultimately contemporary pluralism. Furthermore, the study illustrates how philosophical reflection directly informs modern methodologies such as big data analytics, artificial intelligence ethics, and interdisciplinary collaboration by fostering critical reflectivity, operational transparency, and ethical accountability. By bridging historical philosophical developments with contemporary socio-technological practices, this research offers a comprehensive framework for embedding epistemological flexibility into modern research governance and scientific education
Correlation of Ontology of Science in the Concept of Educational Management Nining Huriati; Ahmad Syukri SS; Badarussyamsi; Andam Yulianti; Muhammad Taher; Mufida Maryamah Gustia
International Journal of Education, Language, and Social Science Vol. 3 No. 2 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i2.46

Abstract

This article examines the ontological aspects of knowledge within the perspective of philosophy and its connection to educational management. Ontology, as a branch of philosophy that explores the nature of being and reality, provides a foundational framework for the development of knowledge, including education. In the context of educational management, ontology serves as a basis for understanding the reality, existence, and underlying values of educational systems. This approach enables the application of principles such as sustainability, meaningfulness, and empowerment in educational management. The article also explores the relevance of ontological philosophy in building a value-based framework for educational management, including curriculum development, human resource management, and the adoption of technological innovation in education. Furthermore, integrating ontology into modern educational management addresses the challenges of the digital era by ensuring that educational objectives remain relevant and adaptive to changing times. This study aims to foster a deeper understanding of the importance of ontological philosophy as a foundation for holistic and meaningful educational management.
Reconstructing John Dewey's Educational Philosophy: Its Relevance to Democratic and Experiential Learning in Contemporary Education Wardatul; Ahmad Syukri; Badarussyamsi; Boby Yasman Purnama
International Journal of Education, Language, and Social Science Vol. 3 No. 1 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i1.47

Abstract

John Dewey remains one of the most influential figures in modern educational philosophy, particularly through his ideas on democracy, experiential learning, and the active role of learners in the educational process. Nevertheless, rapid developments in educational systems, digital learning environments, and increasingly complex social challenges require a renewed interpretation of Dewey's educational philosophy. This study aims to analyze the fundamental principles of John Dewey's educational thought and examine their relevance to contemporary educational practices. Employing a qualitative library research approach, this study critically analyzes Dewey's major works alongside relevant scholarly literature to construct a comprehensive understanding of his educational philosophy. The findings reveal that Dewey viewed education as a continuous process of reconstructing experience through active participation, reflective inquiry, and democratic interaction. He rejected traditional teacher-centered instruction that positions learners as passive recipients of knowledge and instead advocated learning through meaningful experiences, collaborative problem-solving, and critical thinking. The analysis further demonstrates that Dewey's educational philosophy remains highly relevant for addressing contemporary educational challenges, particularly in fostering student-centered learning, democratic school culture, creativity, and lifelong learning. This study contributes to the ongoing discourse on educational philosophy by providing a contextual reinterpretation of Dewey's ideas and highlighting their significance for developing more inclusive, participatory, and experience-based educational practices in the twenty-first century.
Flipped Classroom and Digital Technology in EFL Reading: A Deep Learning Approach Siti Samsiatun Ni'mah; Agus Wardhono
International Journal of Education, Language, and Social Science Vol. 4 No. 2 (2026): International Journal of Education, Language and Social Science (IJELaSS) (in p
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v4i2.99

Abstract

This study investigated the implementation of a flipped classroom integrated with digital technology and a deep learning approach to improve EFL students’ reading comprehension at Universitas PGRI Ronggolawe Tuban. The study employed a pre-experimental quantitative design using a one-group pretest-posttest model. Eighteen fourth-semester students from the English Language Education Study Program, Faculty of Teacher Training and Education, participated in the study during the odd semester of the 2026/2027 academic year. The participants were selected through total sampling because only one class was involved. The instruments consisted of a reading comprehension test, pre-test, post-test, treatment materials, instructional videos, digital reading texts, YouTube-based learning activities, documentation of students’ scores, and a questionnaire. The data were analyzed using SPSS through descriptive statistics, the Shapiro-Wilk normality test, and hypothesis testing. Since the comparison of pre-test and post-test scores was analyzed using the Wilcoxon Signed Ranks Test, the results showed that 6 students achieved higher post-test scores, 1 student obtained a lower post-test score, and 11 students had equal scores. The Wilcoxon test yielded Z = -1.951 with Asymp. Sig. (2-tailed) = .051. These findings indicate that students’ reading comprehension showed positive directional improvement after the treatment, although the statistical result was slightly above the conventional significance level of .05. The questionnaire instrument demonstrated very high reliability, with Cronbach’s Alpha = .988 for 29 items. The study suggests that flipped classroom learning supported by digital technology can create opportunities for more active and independent EFL reading learning, but stronger experimental designs and larger samples are recommended for future research.

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