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Journal of Humanities, Social Sciences, and Education
Published by Universitas Sulawesi Tenggara
ISSN : -     EISSN : 30897246     DOI : 10.64690
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
JHUSE (Journal of Humanities, Social Sciences, and Education) is an academic journal dedicated to publishing innovative research and theoretical studies in the fields of humanities, social sciences, and education. This journal serves as a platform for academics, researchers, and practitioners to share insights and discuss current issues related to societal development, culture, and education systems in both global and local contexts. JHUSE publishes scholarly articles derived from empirical research, literature reviews, and conceptual studies with a multidisciplinary approach. The journal is committed to delivering high-quality publications that contribute to the advancement of knowledge and practices in its respective fields.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 176 Documents
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Pengembangan Media Flipbook Pembelajaran IPA untuk Meningkatkan Berpikir Kritis Siswa Kelas V MI Al-Washiliyah Perbutulan Iis Ismah Asri; Atikah Syamsi; Nur Atikoh
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 8 (2025): Edisi Oktober 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i8.362

Abstract

This study was motivated by the fact that elementary school students still demonstrate low critical thinking skills in science learning, mainly because classroom activities remain teacher-centered and dominated by conventional textbooks. As a result, students tend to memorize facts rather than analyze and solve problems, which reduces their motivation and learning outcomes. The purpose of this research was to develop a digital flipbook learning media on the topic of food chains to enhance students’ critical thinking skills in fifth grade at MI Al-Washliyah Perbutulan. The research applied the ADDIE development model consisting of five systematic phases: Analysis, Design, Development, Implementation, and Evaluation. In the analysis stage, it was found that students’ learning interest in science was relatively low, and teachers had limited media choices. During the design stage, the flipbook was created using Canva by integrating text, images, icons, and multimedia elements. The developed product was then validated by experts with results of 98% from media experts, 88% from language experts, and 100% from material experts, all categorized as very valid. The implementation stage was carried out in a limited trial with 20 fifth-grade students. Practicality testing showed 81% (very practical). Furthermore, the effectiveness test using pretest and posttest data revealed an average N-gain score of 0.78 (high category), while the Paired Sample t-Test confirmed a significant difference between pretest and posttest scores (sig. 0.00 < 0.05). These findings indicate that the flipbook is highly valid, practical, and effective for improving students’ critical thinking in science learning. Moreover, students gave positive responses, reporting greater enthusiasm, active participation, and better comprehension of abstract concepts such as food chains.      
When the Streets Burn, the Classrooms Empty: The Educational Costs of Service Delivery Protests in South African Schools Nkarhi Excellent Mathebula; Mohammed Ntshangase; Ronnie Risimati Maceke; Sibonangaye Dick Nkalanga
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 8 (2026): Edisi Oktober 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i8.566

Abstract

Service delivery protests have become a prominent feature of South Africa’s socio-political landscape, particularly in townships and informal settlements where access to municipal services remains inadequate. Although these protests represent a form of civic engagement, they can also disrupt the functioning of schools and the continuity of education. This study examines the educational costs of service delivery protests, focusing on teacher absenteeism, learning disruptions, assessment delays, and institutional vulnerability. A desktop review approach was employed, drawing on peer-reviewed articles, government and non-governmental organisation (NGO) reports, and relevant media sources. The data were analysed thematically using Braun and Clarke’s framework. Five interconnected themes emerged: mobility barriers, teacher absenteeism, assessment disruption, institutional vulnerability, and coping and resilience strategies. The study adopts the political economy of public services as its theoretical framework to explain how educational disruption is connected to governance deficits, accountability failures, and socioeconomic inequalities. Comparative evidence from Brazil, India, the Philippines, Nigeria, Kenya, and Ghana provides an international perspective while highlighting the specific vulnerabilities of South African schools. The findings indicate that the effects of protests are particularly significant for marginalised learners who depend on walking or public transportation and have limited access to digital learning alternatives. The study highlights the need for school-level contingency planning, improved attendance management, flexible assessment arrangements, expanded access to digital learning, and stronger coordination between municipal and educational authorities. It concludes that protecting the right to education requires both institutional resilience and systemic governance reforms that address the structural conditions underlying recurring service delivery protests.
Penerapan Media Pembelajaran Website Statistika SMA Berbasis Canva Site Dalam Pembelajaran Matematika Di Sekolah Menengah Pertama: Studi Kualitatif Istanade Habibi Nasrullah; Nuryami Nuryami
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 8 (2026): Edisi Oktober 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i8.937

Abstract

This study aims to describe the implementation of a Canva Site-based statistics learning website in senior high school mathematics instruction, focusing on its classroom use, students’ experiences, and implementation challenges. The study employed a qualitative descriptive approach. Data were collected through classroom observations, interviews, documentation, and supporting questionnaires involving 30 students. Data analysis consisted of data condensation, data display, and conclusion drawing and verification. The findings indicate that Canva Site presents statistical content through visual displays, structured navigation, graphs, and interactive simulations. These features were used by students to explore measures of central tendency and dispersion with teacher guidance. Classroom interactions showed that students accessed learning materials, observed data representations, and discussed information presented on the website. The supporting questionnaire revealed that 73.3% of students agreed or strongly agreed that real-life examples helped them understand mathematics, while 73.3% reported that group discussions supported their understanding of the material. Nevertheless, implementation encountered technical challenges, particularly limited internet connectivity and slow loading of some website content. The teacher addressed these issues through instructional guidance, shared device use, and the provision of PDF materials for offline access. This study concludes that Canva Site can serve as an alternative digital learning medium for presenting statistics content visually and interactively, provided that infrastructure readiness and teacher support are taken into consideration.
Sociolinguistic Functions of Code-Switching in Multilingual Communication: A Systematic Literature Review Indramini Indramini
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 8 (2026): Edisi Oktober 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i8.961

Abstract

This study aims to analyze the sociolinguistic functions of code-switching in multilingual communication through a Systematic Literature Review (SLR). It focuses on pragmatic functions, social identity construction, interpersonal solidarity, situational adaptation, digital communication, and code-switching in educational and professional settings. The research method was designed around a search for journal articles published between 2021 and 2026 in scholarly databases, using keywords related to code-switching, sociolinguistics, social identity, and multilingual communication. Articles were to be selected according to predefined inclusion and exclusion criteria and subsequently analyzed through data extraction and thematic synthesis. The conceptual synthesis identified six major themes: pragmatic functions, social identity, interpersonal solidarity, situational adaptation, digital communication, and pedagogical functions. These findings suggest that code-switching is not merely a linguistic structural phenomenon but also a communicative resource for conveying intentions, negotiating identities, building social relationships, and adapting messages to interactional contexts. This study highlights the importance of integrating linguistic analysis with social context to understand multilingual communication practices. Further research is needed to compare code-switching functions across different language communities and communication platforms, including the use of regional languages in Indonesian society.
Integration Of Critical Literacy And Writing Skills In Indonesian Language Learning Among Elementary School Students Erwin Eka Saputra
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 8 (2026): Edisi Oktober 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i8.962

Abstract

This study examines the relationship between critical literacy and writing skills among sixth-grade students at SDN 69 Kendari. Critical literacy is an important component of language learning because it enables students to identify relevant information, evaluate ideas, interpret texts, and develop evidence-based understanding. These abilities may be associated with students’ capacity to organize ideas and communicate them effectively through writing. This study employed a quantitative correlational design involving 83 sixth-grade students selected from a population of 104 students using proportionate random sampling. Data were collected through a critical literacy test and a writing task assessed using an analytical rubric. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, a linearity test, Pearson product-moment correlation, and the coefficient of determination with the assistance of IBM SPSS version 25. The results indicated that the data met the assumptions of normality and linearity. Pearson correlation analysis revealed a positive and statistically significant relationship between critical literacy and writing skills (r = 0.684, p < 0.001). The coefficient of determination (R² = 0.468) indicated that 46.8% of the variance in writing skills was statistically accounted for by critical literacy in the linear model. These findings suggest that students who demonstrate stronger critical literacy skills tend to achieve better writing performance. However, the correlational design does not establish a causal relationship between the variables. These findings highlight the importance of integrating critical reading and writing activities into elementary Indonesian language instruction. Teachers can implement activities that encourage students to identify relevant information, distinguish facts from opinions, evaluate textual content, develop evidence-based ideas, organize arguments, and produce coherent written texts.
Strategi Reading-to-Write dalam Pembelajaran Menulis Esai Argumentatif: Tinjauan Literatur pada Pendidikan Menengah Anita Candra Dewi
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 8 (2026): Edisi Oktober 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i8.963

Abstract

Argumentative essay writing is an essential competency in secondary education because it requires students to express opinions, develop logical reasoning, use supporting evidence, and consider alternative perspectives. These abilities depend on students' capacity to transform information from reading materials into coherent and well-supported arguments. This study aims to synthesize the literature on the Reading-to-Write strategy in argumentative essay writing instruction in secondary education. It employs a literature review approach with thematic content analysis. The review focuses on reading–writing integration, source information processing, claim and evidence development, argument organization, critical thinking, and the implementation of explicit instruction and feedback. The synthesis identifies five key aspects: reading materials as a foundation for idea development, information evaluation and integration, coherent argument organization, critical reading as a support for reasoning, and the importance of explicit instruction and guided revision. Based on these findings, the Reading-to-Write strategy can be operationalized through guided reading, information recording and evaluation, argument outlining, draft writing, and feedback-based revision. This review emphasizes that reading and writing integration should be designed as a systematic instructional process rather than merely assigning reading tasks before writing. The findings provide a conceptual foundation for developing Indonesian language instruction aimed at improving students' argumentative writing quality. Further empirical research is needed to examine the implementation of this strategy across different secondary education contexts.

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