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 1,475 Documents
 144   145   146   147   148 
Developing Hanyut Lancang Local Wisdom-Based Interactive Multimedia to Enhance Student Tolerance Araida Purba; Reh Bungana Beru Perangin-angin; Hapni Laila Siregar; Surya Dharma; Yakobus Ndona; Yusnadi
International Journal on Integrated Education Vol. 9 No. 3 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i3.5752

Abstract

This study aims to develop viable, practical, and effective interactive learning multimedia based on Hanyut Lancang local wisdom to enhance the tolerance character of fifth-grade students at SD Negeri 132410 Tanjungbalai. Utilizing the 4-D Research and Development (R&D) model comprising Define, Design, Develop, and Disseminate the study yielded several key findings. First, media feasibility validation by material, media, and language experts achieved "Highly Viable" criteria, scoring 89.4%, 91%, and 91.5%, respectively. Second, practicality tests conducted via questionnaires for teachers and 28 students indicated "Highly Practical" responses, averaging 95% and 95.5%. Third, effectiveness analysis using pre and post questionnaires revealed a "Moderately Effective" category, demonstrating an increase in mean scores from 48.00 to 82.68 and an N-Gain score of 68.47%. Furthermore, the independent sample t-test showed a significance value of 0.000 < 0.05, confirming a significant difference in tolerance character between the experimental and control classes. In conclusion, the developed interactive learning multimedia is feasible, practical, and effective for enhancing student tolerance characters during cultural diversity lessons.
Developing Civic Literacy-Based Explosion Box to Enhance Pancasila Education Learning Outcomes Muthia Resty; Reh Bungana Beru Perangin-angin; Yusnadi; Hapni Laila Siregar; Restu; Zuraida LBS
International Journal on Integrated Education Vol. 9 No. 3 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i3.5753

Abstract

Pancasila education is a crucial subject within the Merdeka Curriculum that requires creativity in delivering instructional materials to strengthen the civic literacy of primary school students. This study serves as a development research project for an innovative instructional medium specifically designed to support the active learning process for fifth-grade students at SD Negeri 132410 Tanjungbalai. The study aims to produce a civic literacy-based Explosion Box learning medium on the topic of "Norms in My Life" that meets the criteria of validity, practicality, and effectiveness. This research employed the Research and Development (R&D) method using the 4-D development model, consisting of the Define, Design, Develop, and Disseminate stages. The findings indicate that the medium was deemed highly valid based on validation by material experts (91%), media experts (90%), and linguists (88.6%). Practicality tests by teachers achieved 93.4%, while students' assessments reached 90%, both categorized as highly practical. Furthermore, the medium proved effective, with average pre-test scores increasing from 48.00 to 82.68 in the post-test, resulting in an N-Gain score of 68.47% (sufficiently effective). Hypothesis testing revealed a significance value of 0.000 < 0.05, confirming a significant difference in learning outcomes between the experimental and control classes. Consequently, the developed Explosion Box medium is proven to be valid, practical, and effective in enhancing student learning outcomes.
PAI Teachers' Strategies in Guiding the Practice of Islamic Teachings to Students at Madrasah Aliyah Zakiyun Najah, Sei Rampah District Herbay Syahrial; Munawir Pasaribu; Mawaddah Nasution
International Journal on Integrated Education Vol. 9 No. 3 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i3.5761

Abstract

This study aims to describe and analyze the strategies used by Islamic Religious Education teachers in guiding the practice of Islamic teachings for students at Zakiyun Najah Islamic Senior High School, Sei Rampah District, while identifying the supporting and inhibiting factors and assessing their impact on the practice of Islamic teachings by students. The study used a qualitative approach with a case study design; data were collected through in-depth interviews, participatory observation, and documentation studies with the principal, vice principal of curriculum, subject teachers, and students, then analyzed using the Miles & Huberman interactive model and tested for validity through triangulation and member check. The research conceptual framework identified five guidance strategies applied by subject teachers, namely: (1) role model, as providing real examples through teacher behavior and mindset that reflect Islamic values; (2) habituation, through consistent instilling of routines of worship and morals; (3) giving advice, as conveying truth that is reflective and personal; (4) motivation, as a constructive approach that awakens students' internal drive to practice religious teachings; and (5) evaluation, as a continuous assessment of the consistency of students' practice of worship and morals for the purpose of improving subsequent strategies. These five strategies complement each other in an effort to bridge the gap between students' cognitive understanding and daily religious practices, and are relevant for strengthening the religious culture of the madrasah in a sustainable manner.
From Classroom to Enterprise: Evaluating the Effectiveness of Vocational Education and Skills Development Programmes in Promoting Youth Entrepreneurship in Nigeria Ebimieowei BARAKABO
International Journal on Integrated Education Vol. 9 No. 3 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i3.5780

Abstract

The study examined the effectiveness of vocational education and skills development programmes in promoting youth entrepreneurship in Nigeria, with emphasis on enterprise creation, business survival, income generation and employment creation. It addressed the problem that many beneficiaries completed training but failed to convert acquired competencies into viable and sustainable enterprises because of weak institutional support, inadequate finance, poor infrastructure, gender inequalities and regional disparities. The study was anchored on Human Capital Theory, developed by Schultz and Becker, which held that investment in education and training increased productive capacity and economic returns. Method: The study adopted a qualitative review design based on recent empirical studies, official statistics and policy documents on vocational education, skills development and youth entrepreneurship in Nigeria. Evidence was synthesised thematically around programme effectiveness, enabling factors and barriers to enterprise development. The findings showed that relevant curricula, practical training, instructor competence, digital skills, mentorship, access to finance and market linkages improved entrepreneurial outcomes. However, programme impact remained uneven because institutional fragmentation, limited post-training support, costly credit, unreliable infrastructure, gendered occupational barriers and regional inequalities constrained beneficiaries. The evidence also showed that training produced stronger results when combined with finance, industry exposure, mentoring and reliable markets. The study concluded that vocational education had promoted youth entrepreneurship, but training alone had not guaranteed sustainable enterprise performance. Human capital generated greater returns where supportive institutions and business environments enabled beneficiaries to apply their skills. Government agencies, training institutions, financial organisations and private-sector actors should coordinate curricula, practical training, finance, mentorship, digital support and market access, while targeting women, rural youths and persons with disabilities across economic sectors.
Low Self-Confidence Among Vocational High School Students in Sidoarjo: A Case Study Mayya Kholidah; Isrida Yul Arifiana; Nurfi Laili
International Journal on Integrated Education Vol. 9 No. 3 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i3.5779

Abstract

Self-confidence is a fundamental psychological attribute that plays a crucial role in supporting students' academic achievement and social adjustment. Low self-confidence may hinder students from expressing their opinions, actively participating in classroom activities, and establishing effective interpersonal relationships. This study aimed to describe the results of a psychological assessment and evaluate the effectiveness of Group Cognitive Behavioral Therapy (CBT) in improving self-confidence among vocational high school students with low self-confidence. A case study approach was employed involving five female vocational high school students who were identified through an initial screening conducted by school guidance and counseling teachers. The assessment process included interviews, behavioral observations, Focus Group Discussions (FGDs), psychological testing using the Edwards Personal Preference Schedule (EPPS), graphic tests (Draw-A-Person [DAP], Baum Test, and House-Tree-Person [HTP]), and a self-confidence scale. The assessment findings revealed that all participants demonstrated negative self-perceptions, fear of negative evaluation, low self-esteem, limited confidence in expressing their opinions, and a tendency to avoid situations involving social evaluation. Group CBT was implemented through structured sessions focusing on identifying negative automatic thoughts, cognitive restructuring, adaptive behavioral practice, and positive behavior reinforcement. The evaluation results indicated significant improvements in self-confidence, reflected by increased willingness to speak in front of others, greater participation in group activities, enhanced ability to express personal opinions, and reduced negative beliefs about personal competence. These findings suggest that Group CBT is an effective intervention for fostering more adaptive cognitive patterns and enhancing self-confidence in both academic and social contexts. Therefore, Group CBT may serve as an effective psychological intervention within school guidance and counseling services to support students with low self-confidence.

Page 148 of 148 | Total Record : 1475

 144   145   146   147   148 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 9 No. 3 (2026): International Journal on Integrated Education (IJIE) 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