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IJIE
Published by Research Parks Publishing
ISSN : -     EISSN : 26203582     DOI : https://doi.org/10.17605/ijie.v5i10.3511
Core Subject : Education,
Education
International Journal on Integrated Education (IJIE) 2620-3502 is a peer-reviewed, open-access scholarly journal, publishing high-quality manuscripts in multidisciplinary research areas. IJIE accepts papers in the forms of original research articles, review articles, book reviews, case reports, and discussions to answer important and interesting questions, develop or test the theory, replicate prior studies, explore interesting phenomena, review and synthesize existing research and provide new perspectives aimed at stimulating future theory development and empirical research related to education, integration, social sciences, humanities, language, literature, philosophy, and philology. Journal has a strong editorial team from various research areas while making blind peer-review during 10 working days. IJIE is listed by renowned and reputable indexings such as WorldCat, Open Aire, One Search, Publons, Road, Google Scholar, Harvard Library, and Crossref.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1,447 Documents
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Yoga and Physical Education: Its Impact on Wellbeing NAIDU, K.V.S.; RAJU, M. VASUDEVA
International Journal on Integrated Education Vol. 5 No. 12 (2022): IJIE
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v5i12.3948

Abstract

Yoga is a philosophical system from India that emphasises the importance of working with the body to develop healthy behaviours and thoughts. Physical postures, known as asanas in Sanskrit, are among the techniques learned. Athletics and gymnastics are part of the Physical Education programme, as you may recall. There was a time when people said, "It's not the winning itself that matters, but the nobly competing," when the location of competitions was sacred and respect between competitors was essential. Yoga can help athletes improve their mind control and concentration, which will help them perform better on the field. It provides children and adults with the opportunity to achieve success in physical activity, which can help build a strong foundation for life. Yoga and physical education both use the body as a resource for improving behaviours and skills that are essential for maintaining physical and mental well-being. They are now considered complementary topics. Whereas the West established physical exercise and athletic training and focused on its positive health partnership, the East used meditation and relaxation to achieve the same goals.
THE MAIN FEATURE OF THE CONSTRUCTION OF THE UZBEK LANGUAGE Ruziev Yarash Bozorovich
International Journal on Integrated Education Vol. 5 No. 11 (2022): IJIE
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v5i11.4143

Abstract

The article discusses the main features of the construction of German, Russian, Arabic and Uzbek by comparing the stem of the verb in these languages.
Poetics Of Sabir Saikali’s Poetry Jumanov Bektosh
International Journal on Integrated Education Vol. 5 No. 11 (2022): IJIE
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v5i11.4211

Abstract

The 17th and 18th centuries are significant in the history of Uzbek literary studies because they promoted the traditions established up to that point, added new literary works to the canon, and fostered the development of folk creative ideas. All forms of creativity continued to flourish during this time, and historiography, music science, architecture, geography, and other disciplines left their imprints on Uzbek culture and art history.
A Comparative Analysis of Pomodoro and Time-Blocking in Enhancing Reading Comprehension: Basis for a Reading Toolkit for Teachers Hacildo, Cristine Joy; Astillero, Jeffrey
International Journal on Integrated Education Vol. 9 No. 2 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i2.5657

Abstract

The research study investigated how effective two-time management techniques the Pomodoro Technique and Time-Blocking Method worked to improve first-year English major students reading comprehension skills. The study investigated how pre-test and post-test reading comprehension scores showed different results for participants while assessing which time management method worked better between the two tested methods. The study used a quasi-experimental research design which involved two groups that experienced different treatment methods. The researchers used a validated reading comprehension test which they administered before and after the intervention to collect their data. The study results found that the two groups showed no significant difference in their pre-test scores which showed that both groups had equal reading comprehension skills before the strategies started. The post-test results showed both groups made substantial reading comprehension progress because time-management techniques helped students learn to read and comprehend texts. The results showed that the two methods produced different levels of effectiveness which demonstrates the need to choose suitable methods that help maintain focus while people need to think actively. The study developed a Reading Toolkit for Teachers which contains structured reading comprehension improvement methods and instructional activities and assessment instruments based on study results. Time-management methods which include the Pomodoro Technique and Time-Blocking Method prove effective for enhancing reading comprehension according to the study findings which recommend using these techniques during reading lessons.
Test-Taking Skills and Academic Performance in English of Grade 7 ESL Learners Acosta, Abegael Villanueva; Caparas, Shienna Marie L.
International Journal on Integrated Education Vol. 9 No. 2 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i2.5668

Abstract

This study examines the impact of test-taking skills on the English academic performance of Grade 7 English as a Second Language (ESL) learners in District V of the City Schools Division of Cabuyao. The research evaluates learners’ competencies in reading comprehension, interpreting test instructions, managing time and pacing, and employing analytical reasoning and strategic approaches. A total of 303 learners from three public secondary schools participated. Findings reveal that test-taking skills are moderately developed overall, with strengths in reading comprehension and notable deficiencies in time management. Students grade in the third quarter ranged from satisfactory to very satisfactory, with considerable variation across sections. Correlation analysis identifies a strong relationship between test-taking skills and academic achievement while instructional practices and classroom environment contributed substantially to score variability, underscoring the need for structured strategy and targeted interventions. This study is anchored on theoretical perspectives including the Strategic Self-Regulation (S2R) Model, Cognitive Load Theory, Testing Effect Theory, and Self-Regulated Learning (SRL) Theory. Collectively, these frameworks affirm that comprehension, regulation, and strategic use are critical determinants of academic success in ESL contexts and provide the conceptual foundation for designing interventions that strengthen learners’ test-taking competence.
Customized Short-Form Social Media Grammar Videos on Grammatical Competence of Grade 8 Learners Allaba, Danibeth P.; Caparas, Shienna Marie L.
International Journal on Integrated Education Vol. 9 No. 2 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i2.5669

Abstract

This study determined the effect of short-form social media grammar videos on the grammatical competence of Grade 8 learners at Southville 1 National High School during School Year 2025–2026. Anchored on the Comprehensible Input Hypothesis, Cognitive Load Theory, and Mastery Learning Theory, the study employed a quasi-experimental one-group pretest-posttest design. Thirty Grade 8 learners whose pretest scores were closest to the mean were purposively selected as respondents. A researcher-developed 30-item grammar test covering noun forms, subject-verb agreement, and word choice was used as the main instrument. Frequency, percentage, mean, Shapiro-Wilk test, and Wilcoxon Signed Rank Test were utilized in analyzing the data. Findings revealed that learners had generally fair pretest performance, particularly in noun forms and subject-verb agreement, while word choice was at an average level. After exposure to the short-form grammar videos, posttest results showed improvement in noun forms and subject-verb agreement, while word choice remained average. The test of significance further showed that there was a statistically significant difference between the pretest and posttest scores in noun forms and subject-verb agreement, leading to the rejection of the null hypothesis in these areas. However, no statistically significant difference was found in word choice. The study concluded that short-form social media grammar videos were effective in improving selected components of grammatical competence, particularly noun forms and subject-verb agreement, but were not sufficiently effective in significantly improving word choice.
Classical Sufi Axiology as a Methodological Resource for Contemporary Family Studies: A Phenomenological-Hermeneutic Analysis Orifovich, Gafurov Doniyor
International Journal on Integrated Education Vol. 9 No. 2 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i2.5672

Abstract

This article presents a systematic phenomenological-hermeneutic analysis of classical Sufi axiology as a methodological resource for contemporary family studies. Against the backdrop of postmodern axiological turbulence and the destabilization of family institutions globally, the study explores how the integral conceptual paradigm of classical Sufi tariqats — encompassing the teachings of al-Ghazali, Rumi, Ibn Arabi, Naqshband, Yasawi, Kubra, and Makhdumi Azam — offers epistemologically valuable insights for modern family research. The investigation employs a triangulated methodology combining hermeneutic textual analysis of primary Sufi sources, comparative-conceptual analysis with Western phenomenological axiology (Scheler, Hartmann), and integrative-synthetic mapping with contemporary family theories (Gottman, Sternberg, Bowlby, Bronfenbrenner). The findings demonstrate that classical Sufi axiology operates through three interconnected dimensions — onto-metaphysical, gnoseological-irfani, and ethopoetico-praxiological — which collectively constitute a multilayered architecture for family well-being. The study identifies seven core axiological constants (love, patience, forgiveness, respect, mercy, fidelity, halal sustenance) that exhibit paradigmatic correspondence with empirically validated predictors in modern family psychology. The discussion argues that the conceptual synthesis of classical Sufi heritage and contemporary family studies provides a genuine theoretical contribution to global family scholarship, particularly relevant for post-Soviet Central Asian contexts. Theoretical implications include the development of a culturally embedded family well-being framework that transcends the limitations of secular individualistic models. Practical implications encompass applications in family counseling, premarital education programs, and parental responsibility training. The article concludes that classical Sufi axiology represents not merely an archaeological-historical resource but a vital epistemological framework for addressing contemporary family crises.
Between Intentions and Implementations: English Teachers’ Lived Experiences Educating ASD Learners under DepEd’s Inclusive Program Loyola, Christian Paul De; Caparas, Shienna Marie
International Journal on Integrated Education Vol. 9 No. 2 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i2.5675

Abstract

Everyone, despite their differences, has the right to learn, and no disability should hinder a learner from maximizing their full potential through quality education. Delving into the lived experiences of general education English teachers handling secondary learners with Autism Spectrum Disorder (ASD) at Pulo National High School in Division of Cabuyao addressed the gap between the specialized needs of ASD learners—given the deficiencies in their social communication and behavioral functioning—and the limited training of general education English teachers, who are primarily equipped to teach language-related skills. While existing literature largely focuses on the experiences of ASD learners, there is a lack of studies examining these challenges from the perspective of teachers, specifically through the lenses of English language educators as to how they manage, strategize, and communicate with ASD learners within the general education classroom. This study aimed to understand how general education English teachers navigate inclusive classroom settings involving ASD learners. Using a qualitative phenomenological approach, Colaizzi’s method was employed to analyze data gathered through semi-structured interviews with seven participants. Findings revealed that the teachers had not received sufficient or intensive training to effectively support ASD learners, resulting in instructional and emotional challenges. The study concludes that while inclusive education programs by the Department of Education (DepEd) are well-intentioned, their implementation remains inadequate. Further, the results highlight instructional and behavioral challenges; policy-driven but practice limited training; need for comprehensive, systemic, and multi-level support; and balancing equity, sensitivity, and pacing in inclusive English classrooms.
Lived Experiences of English Teachers in Enhancing Learners’ Confidence and Engagement in Language Learning Reyes, Diana Jane; Astillero, Jeffrey
International Journal on Integrated Education Vol. 9 No. 2 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i2.5677

Abstract

Effective communication skills play a vital role in facilitating meaningful interaction, promoting understanding, and enhancing engagement in learning contexts. Despite the importance of English proficiency in academic and professional success, many Filipino learners continue to experience challenges in oral communication due to linguistic and affective barriers. This study explored the lived experiences of English teachers in enhancing learners’ confidence and engagement in English language learning and examined the strategies used to address these challenges. A qualitative phenomenological research design was employed, involving ten junior high school English teachers selected through purposive sampling. Data were gathered through in-depth interviews and analyzed using Colaizzi’s method. Findings revealed that teachers foster learner confidence through inclusive and supportive practices, including first-language support, positive reinforcement, collaborative activities, and the establishment of a safe classroom environment. Learners, however, experienced linguistic difficulties such as limited vocabulary and weak grammar, as well as affective barriers such as fear of mistakes and language anxiety. Teachers addressed these challenges through scaffolded instruction, interactive activities, constructive feedback, and psychologically safe learning environments. The study highlights the importance of supportive classroom practices in enhancing learner confidence and engagement and resulted in the development of a practical primer for English teachers.
Education on Social Security Protection Law for Fishermen (Case Study of Fishermen in Cilacap Regency) Zahara, Desi; Eryke, Herlita
International Journal on Integrated Education Vol. 9 No. 2 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i2.5679

Abstract

This article discusses the education of legal protection regarding the social security rights of fishermen in Indonesia, particularly related to BPJS Employment participation. A case study was conducted in Cilacap Regency to examine the disputes faced by fishermen in accessing social security benefits. The research results show that the lack of socialization, administrative obstacles, and limited access are the main factors hindering social security protection for fishermen. The government and BPJS Employment need to enhance education, coordination, socialization, and simplification of procedures so that legal protection can run effectively and sustainably. This article provides knowledge about legal education on a policy aimed at strengthening social security protection for fishermen to enhance their welfare and social security.

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