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International Journal of Pedagogical, Humanities and Social Studies
Published by CV. Projurnal Mitra Publikasi
ISSN : -     EISSN : 31098622     DOI : https://doi.org/10.66324/ijphss
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
International Journal of Pedagogical, Humanities and Social Studies (E-ISSN 3109-8622) is a peer-reviewed scholarly publication dedicated to advancing the discourse in the interconnected fields of education, social sciences, and humanities. IJPHSS serves as a platform for academics, educators, and researchers to share original research, comprehensive reviews, and theoretical insights that contribute to the development and application of knowledge. The scope of the journal includes curriculum development, education policy, educational innovation, educational technology, humanities, multidisciplinary studies, pedagogy and education, socio-cultural studies, social science, and the theory and practice of teaching and learning. All manuscripts submitted to this journal should be written in English. All papers undergo initial review followed by double-blind peer review. The journal publishes accepted papers quarterly, in March, June, September, and December.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 25 Documents
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Indirect Criticism Strategies in Sigit Sugiana’s Content: A Pragmatic Study Santuso Santuso; Sukarno Sukarno
International Journal of Pedagogical, Humanities and Social Studies Vol. 2 No. 1 (2026): March
Publisher : CV Projurnal Mitra Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66324/ijphss.v2i1.237

Abstract

The development of social media has given rise to various forms of social criticism delivered creatively through indirect language strategies. This phenomenon indicates that criticism is not always expressed explicitly. This study aims to describe the pragmatic strategies used by Sigit Sugiana in delivering criticism toward government policies, public officials’ statements, and social phenomena. It highlights how indirect criticism can function effectively while maintaining politeness in digital public communication. This research employs a qualitative descriptive method. The data consist of linguistic units containing criticism in the form of words, phrases, and sentences collected from 15 YouTube videos uploaded by Sigit Sugiana between January and February 2026. Data were gathered using observation and note-taking techniques. The analysis applies a pragmatic approach, drawing on theories of conversational implicature, indirect speech acts, and off-record politeness strategies. The results show that criticism is realized through five pragmatic strategies: irony, humor and hyperbole, analogy, metaphor and symbolism, and parody with role simulation. All these strategies fall under off-record politeness, conveying criticism implicitly through indirect meaning. This study contributes to digital pragmatics by demonstrating that social criticism on social media employs complex and indirect linguistic strategies, and it opens avenues for further research on different platforms and content creators.
The Role of Generative AI in Supporting Science and Numeracy Literacy Among Elementary School Students Alfin Ghazali; Magda Dwi Hartati Simanjuntak; Manto Lumban Gaol
International Journal of Pedagogical, Humanities and Social Studies Vol. 1 No. 4 (2025): December
Publisher : CV Projurnal Mitra Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66324/ijphss.v1i4.243

Abstract

The development of Generative Artificial Intelligence (GenAI) in primary education opens up new opportunities in improving the quality of learning, especially in the aspects of science literacy and numeracy of elementary school students which are still challenges in 21st century education. This study aims to analyze the role of GenAI in supporting science literacy and numeracy of elementary school students based on a literature review. The research method used is a non-systematic literature review with a thematic analysis approach to various scientific studies relevant to GenAI, science literacy, and numeracy literacy. The results of the study show that GenAI plays an important role in improving understanding of science concepts through visualization, simulation, and contextual explanation, as well as supporting numeracy literacy through adaptive exercises, context-based questions, and instant feedback according to students’ abilities. In addition, GenAI also contributes to creating more personalized and interactive learning. However, its implementation still faces challenges such as the risk of misinformation (hallucination), algorithm bias, limited access to technology, and teachers’ readiness to integrate technology. In conclusion, GenAI has great potential in supporting the improvement of science literacy and numeracy of elementary school students, but its success is highly dependent on teacher roles, learning design, and appropriate educational policies. Unlike prior studies, which largely address GenAI in higher education or general digital learning contexts, this review contributes novelty by specifically connecting GenAI to science literacy and numeracy simultaneously within the elementary school context, an area that remains limited in the existing literature.
Creation, Maintenance, and Use of Management Information Systems in Educational Institutions: A Literature Review Kamalia Kamalia; Rosmina Rosmina; Winda Kasfuri; Syaifullah Syaifullah; Mikail Mikail; Laili Fitri; Fitria Ramadani
International Journal of Pedagogical, Humanities and Social Studies Vol. 1 No. 4 (2025): December
Publisher : CV Projurnal Mitra Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66324/ijphss.v1i4.246

Abstract

Digital transformation has prompted educational institutions to optimize technology-based governance through the implementation of Management Information Systems (MIS). Although MIS implementation has been extensively studied, discussions integrating the creation, maintenance, and use of MIS as a single information management cycle remain relatively limited. This study aims to analyze the processes of creation, maintenance, and use of MIS in educational institutions and to examine their implications for educational governance, particularly from the perspective of Islamic education. The study employs a qualitative approach using the library research method, with data obtained from books, national and international journal articles, conference proceedings, and relevant scientific documents, prioritizing literature published between 2020 and 2024. Data analysis was conducted through identification, selection, evaluation, content analysis, and descriptive literature synthesis. The findings indicate that the creation of an MIS begins with needs analysis, system design, development, implementation, and continuous evaluation, while maintenance includes software updates, enhanced data security, performance optimization, and adaptation to technological and organizational needs. The use of MIS has been shown to improve administrative efficiency, support data-driven decision-making, strengthen transparency and accountability, and enhance the quality of educational services. From an Islamic education perspective, MIS implementation aligns with the values of trustworthiness (amanah), justice (‘adl), professionalism (itqan), and the public good (maslahah), supporting effective, transparent, and service-oriented governance of educational institutions. Therefore, MIS development must be carried out on an ongoing basis through strengthened infrastructure, enhanced human resource competencies, and the integration of technology and organizational values to support continuous improvement in educational quality.
The Role of the Academic Management Information System (SIMAK) in Enhancing Educational Management Effectiveness and Service Quality Fauziah Fauziah; Akhiruni Akhiruni; Nadiani Nadiani; Nurlaili Nurlaili; Sisulastri Sisulastri; Susi Fitriani; Nurul Aini; Sejahtera Sejahtera
International Journal of Pedagogical, Humanities and Social Studies Vol. 1 No. 4 (2025): December
Publisher : CV Projurnal Mitra Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66324/ijphss.v1i4.247

Abstract

The Academic Management Information System (SIMAK) is a strategic tool in modern educational governance as it serves to integrate academic data, streamline administrative processes, and improve the quality of services provided to the academic community. This study aims to analyse the role of SIMAK in enhancing the effectiveness of management and the quality of educational services. The research utilised a literature review (library research) employing a descriptive qualitative approach. Data were obtained from various scholarly sources, including books, journals, articles, and relevant research findings. The results indicate that SIMAK plays a significant role in improving the efficiency of academic administration, the accuracy of data management, the transparency of information, and the quality of services provided to students and teaching staff. Furthermore, SIMAK supports data-driven decision-making and strengthens the effective governance of educational institutions. However, the implementation of SIMAK still faces challenges in the form of limitations in technological infrastructure, human resource competencies, and data security. Therefore, a sustainable development strategy is required to ensure that the utilisation of SIMAK can provide optimal benefits for improving the quality of education.
Restructuring Epistemic Spaces: The Rise of AI-Integrated Media Creative Ecosystems Tran Minh Duc
International Journal of Pedagogical, Humanities and Social Studies Vol. 2 No. 1 (2026): March
Publisher : CV Projurnal Mitra Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66324/ijphss.v2i1.254

Abstract

Generative Artificial Intelligence (Generative AI) is fundamentally reshaping media workflows by restructuring creative processes and the institutional conditions of knowledge production. While current research has deeply analyzed AI through the lenses of automation, algorithmic governance, and professional ethics, the transformative dimension of academic knowledge construction remains under-explored. This paper argues that the traditional boundaries between academic knowledge production at universities and practical application in businesses are increasingly blurred in the AI era. Instead, modern media knowledge is co-constructed through continuous interactions among universities, technology firms, newsrooms, regulatory bodies, and intelligent AI systems. The study establishes an analytical framework termed the Distributed Epistemic Ecology (DEE), integrating major theories: Practice Theory, Mode 2 Knowledge Production, Experiential Learning, Sociomateriality, and Science and Technology Studies (STS). This theoretical framework is empirically validated through a qualitative case study of the reality television program AI in Action in Vietnam. The findings demonstrate that generative AI redistributes epistemic authority, transforming direct creative practices into spaces for theoretical inquiry and recursive learning. This study contributes a novel theoretical perspective to Media Studies, STS, and Higher Education in the context of comprehensive digital transformation.

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