cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Mochamad Nashrullah
Contact Email
Nashrul.id@gmail.com
Phone
+6285745063538
Journal Mail Official
Nashrul.id@gmail.com
Editorial Address
Kavling Banar, Pilang, Sidoarjo, Jawa Timur
Location
Unknown,
Unknown
INDONESIA
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
 141   142   143   144   145 
Bridging the Silence: Teachers’ Lived Experiences of Teaching Reading to Struggling Learners Nogot, Rejean; Corre, Juanita
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.v9i2.5683

Abstract

This study explores the lived experiences of Grade 1-3 teachers of teaching reading to struggling learners at Pulong Sta. Cruz Elementary School, a public elementary school in Santa Rosa City, Laguna. This aims to understand how teachers perceive and respond to the challenges and needs of struggling learners in their daily teaching practice. Using phenomenological design under qualitative approach, the study gathered data through in-depth interviews with ten Grade 1-3 teachers using semi-structured interview guide. Interviews focused on teachers’ daily practices, challenges, emotional responses, and strategies when teaching reading among struggling learners. Data were analyzed thematically to identify recurring patterns and meaningful experiences. Findings revealed that teachers experience responsibility and emotional strain while "bridging the silence" of struggling learners through informal assessments, repetition, one-on-one support, and peer activities despite lacking formal programs. Four key insights emerge: teacher agency (relational warmth + structured pedagogy) drives literacy success; multidimensional reading difficulties demand integrated assessment, multisensory engagement, and emotional support; consistent 10-minute daily drills outperform sporadic high-intensity sessions for fluency/memory retention; and centralized resources like Teacher's Guidebook with Marungko drills and localized scaffolding reduce strain while enabling evidence-based remediation.
The Emergence and Development of Dialectical Views in the Avesta Rustamovich, Shokirov Murod
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.v9i2.5685

Abstract

In this article, reference is made to the Avesta—the most ancient source of our people, invaluable in its educational significance, enriching thought with the truths of life and an attempt is made to show its importance in developing philosophical knowledge about the universe. The value of the Avesta from a philosophical point of view lies in the fact that it attempts to explain all things, phenomena, and processes in the world dialectically.
Collaborative Learning on BEEd Students’ Mastery of Mathematical Reasoning: Basis for Developing an Intervention Program Bolaños, Mary Jane G.; Cerbito , Jonel S.
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.v9i2.5693

Abstract

This study examined the effect of collaborative learning on Bachelor of Elementary Education (BEEd) students’ mastery of mathematical reasoning and provided a basis for the development of an intervention program. Employing a one-group pretest–posttest quasi- experimental design, the study involved 134 first-year BEEd students from the University of Cabuyao. The intervention incorporated structured collaborative learning approaches, including constructivist, collaborative, inquiry-based, integrative, and reflective strategies within mathematics instruction. Results indicated that collaborative learning practices were implemented to a very high extent across all dimensions. Inferential statistics revealed statistically significant gains in students’ mathematical reasoning following the intervention, particularly in problem understanding, logical reasoning, application of mathematical concepts, and accuracy of solutions, as determined through the Wilcoxon Signed Ranks Test. Regression analysis further demonstrated that integrative and reflective approaches significantly predicted specific reasoning domains, highlighting their differential contributions to higher-order cognitive processes. The findings affirm the effectiveness of collaborative learning as a student-centered pedagogical framework that enhances mathematical reasoning. The study underscores the importance of integrative and reflective strategies in fostering deep conceptual understanding and cognitive engagement. An evidence-based intervention program is proposed to strengthen mathematical reasoning and inform instructional practices in teacher education, contributing to the preparation of competent, reflective, and future-ready educators.
Repair and Reconstruction of Bukhara Cultural Heritage Objects Fazliddin oglu, Fattullayev Farrukh
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.v9i2.5695

Abstract

This article scientifically analyzes the issues of repair and reconstruction of Bukhara cultural heritage objects. During the study, the importance of Bukhara architectural monuments as a unique example of Eastern architecture, the principles of preserving historical authenticity in their restoration, and the issues of restoring traditional architectural elements were covered. Also, the scientific and practical aspects of the restoration processes were analyzed using the example of the Samanid Mausoleum, the Poyi Kalon complex, the Ark fortress, the Mir Arab and Abdulazizkhan madrasas. The article also considers the state of preservation of cultural heritage objects in Uzbekistan, the level of tourist use, and existing problems. The results of the study show that scientific restoration, preservation of local traditions, and the development of sustainable tourism are important in preserving cultural heritage.
Ban on Mobile Phone Usage Among Secondary School Students: Catalyst for Academic Succes Asemota, Ruth; Kingsley, Edinoh; Bolaji, Oladejo
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.v9i2.5696

Abstract

The rapid integration of mobile technology into educational settings has intensified debate over its influence on students’ academic performance. This study examines whether banning mobile phone use in secondary schools contributes to improved academic outcomes. A mixed-method design was employed, involving 240 secondary school students and 40 teachers across six schools in North Central Nigeria. Data were collected through structured questionnaires and students’ academic records. Quantitative data were analysed using descriptive statistics, Pearson correlation, and regression analysis, while qualitative data were thematically analysed. Findings indicate a significant negative relationship between excessive mobile phone use and academic performance (r = -0.62, p <0.05). Conversely, regulated or restricted use was associated with improved concentration, increased classroom engagement, and better learning outcomes. Schools implementing mobile phone bans recorded significantly higher mean academic scores than those without such policies. The study concludes that while unrestricted mobile phone use can hinder academic success, structured regulation enhances student performance. However, outright bans should be complemented by digital literacy initiatives that promote responsible and educational use of technology. The study recommends the adoption of balanced school policies that integrate restriction, monitoring, and purposeful technological engagement to optimise learning outcomes.
English Enhancement Training Program for Employees: Basis for a Guidebook on Employees’ Enrichment of Communication Skills Argelyn Diengo; Jeffrey Astillero
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.v9i2.5673

Abstract

This study evaluated the effectiveness of an English Enhancement Training Program (EETP) as a basis for developing a guidebook for the enrichment of employees’ communication skills in the workplace. Using a quantitative quasi-experimental one-group pretest–posttest design, 30 purposively selected employees from the Human Resources, Accounting, and Operations departments of a private security agency participated. The EF Standard English Test measured reading and listening, while CEFR-aligned rubrics assessed speaking and writing. Data were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test at a 0.05 level of significance. Results showed moderate proficiency in the pretest, with speaking as the weakest skill. Posttest results revealed improvements across all macro skills, with significant gains in reading, speaking, and writing, while listening improved but was not statistically significant. The findings indicate that the EETP is an effective intervention and served as a basis for developing a guidebook with structured, task-based activities to enhance workplace communication skills.
Challenges and Pedagogical Responses of English Teachers in The Public High School: Development of Contextualized Instructional Toolkit for Grade 10 Teachers Monica Lewinsky O. Gallegos
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.v9i2.5674

Abstract

This study looks into the real-life challenges faced by English teachers in public high schools and how they respond to these difficulties in their teaching. Using a qualitative approach, the research aims to better understand teachers’ actual classroom experiences, especially the problems they encounter in instruction, lack of resources, diverse student needs, and curriculum demands. Data were gathered through semi-structured interviews with selected public high school English teachers and analyzed using thematic analysis. The findings reveal that teachers frequently encounter difficulties such as large class sizes, limited instructional materials and technological resources, varying levels of student proficiency, and low learner motivation. In response, teachers demonstrate adaptive and reflective pedagogical practices, including differentiated instruction, student-centered learning strategies, contextualization of lessons, and flexible classroom management techniques. The study highlights how teachers develop adaptability in their practice by adjusting their methods to suit their students and classroom situations. Overall, the findings emphasize the need for continuous professional development, stronger institutional support, and better resources to improve the teaching of English in public high schools.
The Contribution of Dance and Drum Band Activities to the Gross Motor Development of Early Childhood at TK Negeri 1 Labuapi Annisa Failasufa; I Wayan Karta; Dadi Setiadi
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.v9i2.5690

Abstract

This study aims to analyze the contribution of dance and drum band activities to the gross motor development of early childhood at TK Negeri 1 Labuapi. The study employed a quantitative approach with an ex post facto design involving 30 children in Group B. Data were collected using observation sheets for dance activities, drum band activities, and the Test of Gross Motor Development-2 (TGMD-2). Data analysis was conducted using simple regression and multiple regression tests with the assistance of IBM SPSS 23. The results showed that dance activities contributed significantly to gross motor development, with a significance value of 0.032 and a contribution of 15.3%. Drum band activities also contributed significantly, with a significance value of 0.019 and a contribution of 18.1%. Simultaneously, dance and drum band activities made a significant contribution to gross motor development, with an R Square value of 46.0%. The drum band variable was the most dominant variable influencing the gross motor development of early childhood children.
Sa'diddin Hamavi's Views on Sufi Morality and Their Specific Features Rajabov Alisher Shavkatovich
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.v9i2.5702

Abstract

The article provides a comprehensive comparative analysis of the Sufi ethical system of Sa‘d al-Din al-Hammu’i within the framework of classical mystical traditions and the school of Ibn al-‘Arabi. Sufi ethics is examined not merely as a set of social norms, but as an essential dimension of human ontology, representing the soul’s return to its divine origin through the process of assimilation to the Divine Names (takhalluq bi-asma’ Allah). The study highlights how al-Hammu’i links the purification of the soul (nafs) to cosmic and metaphysical stations, comparing his approaches with Abu Hamid al-Ghazali’s psychological treatments of spiritual vices and virtues. A distinct feature of al-Hammu’i’s ethical framework is its unique integration with the science of letters (‘ilm al-huruf). While traditional Sufism articulates spiritual stations through psychological concepts, al-Hammu’i interprets the letter Alif as the supreme metaphysical symbol of moral steadfastness and rectitude (istiqamah). Furthermore, the paper investigates the correlation between outer observance of Sharia regulations and inner moral transformation, criticizing antinomian trends (ibahiyyah). It demonstrates how al-Hammu’i harmonizes profound concepts of trust in God (tawakkul), contentment (rida), and spiritual modesty (haya’) with a practical social ethos based on the principle of solitude within society (khalwat dar anjuman). The research concludes that al-Hammu’i’s ethical philosophy successfully synthesizes theoretical metaphysics with actionable spiritual practice, offering a holistic path toward the realization of the Perfect Man (al-Insan al-Kamil).
International journal of integrated education Teachers’ Welfare and Motivation: Implications for Students’ Academic Achievement: An Empirical Study Bolanle Funmilola Adeola; Wakili Hussaina Kyaune; Longsan Ephraim Silas
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.v9i2.5704

Abstract

This study investigated the influence of teachers’ welfare and motivation on students’ academic achievement in public secondary schools in North-central Nigeria. Key welfare indicators examined were salary regularity, promotion opportunities, working conditions, professional development, healthcare benefits and recognition systems. A descriptive survey design was employed. Data were obtained from 420 respondents comprising teachers, principals and students drawn from 15 public secondary schools across North-central Nigeria. The data were analysed using mean scores, standard deviation, Pearson Product-Moment Correlation and Regression Techniques. Findings revealed that teachers’ welfare significantly predicted students’ academic achievement (r =.71, p <.05). Teacher motivation also showed a strong positive relationship with classroom effectiveness and students’ examination performance (r =.68, p <.05). Furthermore, schools with stronger welfare provisions recorded higher student pass rates than schools with weaker welfare systems. The results indicated that teachers who are adequately motivated demonstrate higher commitment, punctuality, better lesson preparation and stronger learner support, all of which positively affect academic outcomes. The study concludes that teacher welfare and motivation remain critical determinants of educational quality and student success in North-central Nigeria. It was therefore recommended that Governments and school Proprietors in the region should prioritise prompt salary payment, timely promotion, housing assistance, healthcare support, continuous professional development and staff recognition schemes in order to strengthen teacher performance and improve students’ academic achievement.

Page 144 of 145 | Total Record : 1447

 141   142   143   144   145 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 9 No. 2 (2026): International Journal on Integrated Education (IJIE) Vol. 9 No. 1 (2026): International Journal on Integrated Education (IJIE) Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE) Vol. 8 No. 3 (2025): International Journal on Integrated Education (IJIE) Vol. 8 No. 2 (2025): International Journal on Integrated Education (IJIE) Vol. 8 No. 1 (2025): International Journal on Integrated Education (IJIE) Vol. 7 No. 4 (2024): International Journal on Integrated Education (IJIE) Vol. 7 No. 3 (2024): International Journal on Integrated Education (IJIE) Vol. 7 No. 2 (2024): International Journal on Integrated Education (IJIE) Vol. 7 No. 1 (2024): International Journal on Integrated Education (IJIE) Vol. 6 No. 12 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 11 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 10 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 9 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 8 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 7 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 6 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 5 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 4 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 3 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 2 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 1 (2023): International Journal on Integrated Education (IJIE) Vol. 5 No. 12 (2022): IJIE Vol. 5 No. 11 (2022): IJIE Vol. 5 No. 10 (2022): IJIE Vol. 5 No. 9 (2022): IJIE Vol. 5 No. 8 (2022): IJIE Vol. 5 No. 7 (2022): IJIE Vol. 5 No. 6 (2022): IJIE Vol. 5 No. 5 (2022): IJIE Vol. 5 No. 4 (2022): IJIE Vol. 5 No. 3 (2022): IJIE Vol. 5 No. 2 (2022): IJIE Vol. 5 No. 1 (2022): IJIE Vol. 4 No. 10 (2021): IJIE 7.2 Journal Impact Factor Vol. 4 No. 12 (2021): IJIE Vol. 4 No. 11 (2021): IJIE Vol. 4 No. 9 (2021): IJIE More Issue