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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 IJELaSS encourages submission of unpublished articles on topics of significance to individuals concerned with Education, Language Teaching and Applied Linguistics, and Social Science As a publication that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 74 Documents
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AI-Generated TikTok Microlearning Videos for Eight Grade EFL Learners’ Pronunciation of English Silent Letters Silvia Syahara; Dholiful Hadi; 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.v4i2.104

Abstract

This study investigates the use of AI-generated TikTok microlearning videos for teaching English silent letters to eighth-grade EFL learners. Many students experience difficulties in pronouncing silent letters because the relationship between English spelling and pronunciation is often inconsistent. To address this issue, the study employed AI-generated TikTok microlearning videos incorporating Natural Reader as an AI-based text-to-speech tool to provide pronunciation models of words containing silent letters. The study employed a quantitative pre-experimental design using a one-group pre-test and post-test approach involving 31 eighth-grade students at SMP Negeri 5 Tuban, Indonesia, during the 2025/2026 academic year. Data were collected through pronunciation pre-tests and post-tests and analyzed using descriptive statistics, the Shapiro-Wilk normality test, and the Wilcoxon Signed-Rank Test. The results showed an increase in the mean pronunciation score from 41.93 in the pre-test to 64.50 in the post-test. The Shapiro-Wilk test indicated that the data were not normally distributed (pre-test = 0.008; post-test = 0.009), therefore, the Wilcoxon Signed-Rank Test was employed and yielded a significance value of 0.000 (p < 0.05). The effect size was r = 0.865, indicating a strong effect. These findings indicate a statistically significant difference between students’ pronunciation performance before and after the use of the AI-generated TikTok microlearning videos. However, because the study employed a one-group pre-experimental design without a control group, the findings should be interpreted as evidence of improvement following the intervention rather than definitive evidence of causal effectiveness. The findings suggest that AI-generated TikTok microlearning videos may serve as a supplementary digital medium for teaching English silent letters to EFL learners
Verse Analysis on Water and Flood and Environmental Implementation in Disaster Mitigation in Aceh Tamiang, North Sumatra Mustofa Dzikri Lubis; Ali Darta
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.v4i2.105

Abstract

Flooding in Aceh Tamiang Regency is influenced by geographical conditions, rainfall, land-use change, river sedimentation, settlements in hazard-prone areas, and community behaviors that reduce environmental carrying capacity. This study aims to analyze the ecological meaning of Qur'an Surah Ar-Rum verse 41, identify flood risk factors, and formulate its implementation within community-based disaster mitigation. This study employed a descriptive qualitative method using a thematic interpretation approach. Data were collected through semi-structured interviews with six informants, observations, and documentation, and were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing, while validity was ensured through source and technique triangulation. The findings reveal that the concept of fasad encompasses ecological, social, and governance degradation caused by human actions. Land-use conversion, the decline of water infiltration areas, settlements along riverbanks, low levels of community preparedness, and weak risk communication exacerbate flood risk. The implementation of the values embodied in Qur'an Surah Ar-Rum verse 41 is formulated through ecological prevention, enhanced preparedness, strengthened risk communication, and community collaboration in disaster mitigation. The scientific contribution of this study lies in the development of a flood mitigation model grounded in the ecological values of Qur'an Surah Ar-Rum verse 41, integrating religious, ecological, and community participation perspectives within a community-based disaster mitigation framework. Future studies should evaluate the effectiveness of this model using spatial and hydrological approaches across broader flood-prone areas.
Improving IPAS Learning Outcomes through Discovery Learning Assisted by Interactive PowerPoint in Elementary School Irmalia Putri; Hevy Risqi Maharani
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.v4i2.106

Abstract

This study aimed to improve IPAS learning outcomes through the implementation of the Discovery Learning model assisted by interactive PowerPoint in Grade IIIB of Bangetayu Wetan 02 Elementary School. The study was motivated by low student learning outcomes in IPAS, particularly on the topic of Family and Community Traditions. This Classroom Action Research employed the Kemmis and McTaggart model and was conducted in two cycles, each consisting of two meetings. The participants were 29 Grade IIIB students. Data were collected through observation, learning outcome tests, and documentation and analyzed descriptively using quantitative and qualitative approaches. The success criterion was set at least 75% of students achieving the minimum mastery criterion (KKM) score of 75. The results showed an improvement in learning outcomes following the implementation of Discovery Learning assisted by interactive PowerPoint. The average score increased from 68.28 in the pre-action stage to 72.07 in Cycle I and 88.28 in Cycle II. The percentage of students achieving mastery increased from 31.03% in the pre-action stage to 62.07% in Cycle I and 86.21% in Cycle II, exceeding the predetermined success criterion. These findings indicate that the implementation of Discovery Learning assisted by interactive PowerPoint was followed by improved IPAS learning outcomes in the research context and may support more active and meaningful learning in elementary schools
The Effectiveness of the EduReligious English Model in Improving English Teaching Competence among Raudhatul Athfal Teachers Pangulu Abdul Karim; Ernita Daulay; Eka Yusnaldi
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.v4i2.107

Abstract

This study aimed to examine the effectiveness of the EduReligious English Model in improving the English teaching competence of Raudhatul Athfal (RA) teachers. A quantitative approach was employed using a nonequivalent pretest–posttest control group quasi-experimental design. The study involved 30 RA teachers affiliated with the Islamic Kindergarten Teachers Association (IGRA) of Deli Serdang Regency, with 15 teachers assigned to the experimental group and 15 to the control group. The experimental group participated in an integrated training and coaching program combining developmentally appropriate pedagogy, functional English instruction, and Islamic values, while the control group participated in regular professional development activities. Data were collected through performance-based assessments and analyzed using descriptive statistics, independent- and paired-samples t-tests, normalized gain, and analysis of covariance (ANCOVA). The experimental group showed a greater improvement in teaching competence than the control group, with mean scores increasing from 62.20 to 79.33 compared with an increase from 62.67 to 69.40 in the control group. After controlling for pretest scores, the ANCOVA indicated a significant group effect, F(1, 27) = 48.17, p < .001, partial η² = .641, with an adjusted mean difference of 10.35 points. The posttest Hedges' g of 1.45 indicated a large effect. The experimental group also achieved a higher normalized gain than the control group (0.463 vs. 0.181). These findings provide evidence of the effectiveness of the EduReligious English Model in improving English teaching competence among RA teachers within the study sample. The model offers a potentially useful professional development approach for integrating English language instruction, developmentally appropriate pedagogy, and Islamic values in Islamic early childhood education.

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