International Journal of Education and Humanities
Journal Title : International Journal of Education and Humanities ISSN : 2798-5768 (online) DOI Prefix : 10.58557 by Crossref Editor in Chief : Widodo Winarso Managing Editor : Arif Abdul Haqq Publisher : Ilmu Inovasi Nusantara Country : Indonesia Frequency : 4 issues per year Indexed : SINTA-4|Google Scholar|Crossref|IPI| Garuda|ROAD International Journal of Education and Humanities (IJEH) is a distinguished, peer-reviewed, open-access journal dedicated to disseminating scholarly works in education and humanities. With a commitment to fostering academic excellence, IJEH emphasizes interdisciplinary and multidisciplinary approaches to explore and address contemporary issues globally in education and the humanities. The journal aims to publish high-quality articles that advance knowledge in various aspects of teaching and humanities. This encompasses a broad spectrum of topics, including but not limited to educational methodologies, curriculum development, pedagogical innovations, cultural studies, linguistics, literature, philosophy, and other relevant areas within the humanities. IJEH upholds rigorous academic standards and has earned recognition through its commitment to excellence. The journal promotes international collaboration and scholarly discourse, providing a platform for researchers, educators, and practitioners to share their insights and findings. Accredited by reputable institutions, IJEH has demonstrated its commitment to quality research and scholarly publishing. The journal's dedication to excellence has been acknowledged through accreditation by relevant authorities, reflecting its adherence to high standards in education and humanities research. Indexed by prominent databases such as Index Copernicus International, Crossref, Google Scholar, OAJI, BASE, ROAD, IPI, Garuda, ResearchGate, I2OR, and others, IJEH ensures the global visibility and accessibility of its published content. In alignment with the principles of open access, IJEH offers unrestricted access to its content, enabling a broader audience to benefit from the wealth of knowledge presented in its articles. The journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC-BY-SA), facilitating the publication, distribution, use, and reuse of scholarly works while ensuring proper attribution to the authors. For researchers, educators, and scholars engaged in education and humanities, IJEH is a valuable resource and platform for contributing to the academic discourse and advancing the understanding of critical issues in these fields. The journal is published online four times a year.
The Role of School Management in Emergency Reconstruction and Recovery: Evidence from Secondary Schools in Northwest Cameroon
Education systems in crisis-affected regions face profound disruptions that threaten the accessibility, quality, and sustainability of learning, as observed in Cameroon's Northwest Region, which has experienced prolonged emergencies. One of the critical problems in this context is the limited capacity of education management to effectively coordinate reconstruction and recovery efforts during and after emergencies. Weak managerial preparedness, inadequate resources, and insufficient policy support have constrained schools' ability to respond adaptively to crises. This study aims to examine the role of education management in emergency reconstruction and recovery processes and to identify the managerial challenges that hinder effective education delivery during emergencies in Cameroon. The study employed a descriptive survey research design. Data were collected using a structured questionnaire administered to 215 teachers and 85 school administrators in the northwest region of Cameroon. Simple random sampling was used to select teachers, while purposive sampling was applied to select school administrators with direct managerial responsibilities. Data were analyzed using descriptive statistical techniques to capture trends and patterns in respondents’ perceptions and experiences. The findings reveal that many school administrators lack essential skills in emergency preparedness, crisis response, and post-emergency recovery management. Furthermore, the study identified key obstacles, including inadequate funding, weak institutional planning, limited professional training, and insufficient government support. However, these challenges can be managed if strategic planning, sustainable funding mechanisms, and strong institutional commitment are strengthened. The study implies that strengthening education management capacity is crucial for effective emergency response and long-term recovery. It recommends targeted capacity-building programs, increased government investment, and the integration of emergency management frameworks into educational policy to ensure resilient and inclusive education systems in crisis-prone contexts
Copyright (c) 2026 Genevarius Nji https://creativecommons.org/licenses/by-sa/4.0
The Influence of Background Music Teaching on the Accuracy and Fluency of College Students' English Writing in China
The study examines the influence of background music on the accuracy and fluency of English writing among college students. It shows that) Background music during teaching can help improve students' lexical accuracy in English writing. To be specific, background music teaching can reduce lexical errors greatly and restrain syntactic errors efficiently, but does not show any advantages in decreasing the students' morphological errors and punctuation errors.2). Compared with traditional teaching, background music teaching can not promote the fluency of English writing of the students.3). Although background music teaching can release students' anxiety, it may not help the students to obtain more comprehensible input. Therefore, teachers should increase opportunities for students to practice English writing and enrich the variety of tasks, enabling them to write relevant compositions. At the same time, teachers should help develop students correct English writing skills and habits; students should accumulate good sentence patterns, recite more excellent compositions and idiomatic expressions to implement them in English writing practice; students should also increase the practicing frequency and conquer dilemma before English writing to eliminate negative impact in mind, so as to extract relevant information fluently to improve English writing quality
Copyright (c) 2026 Song Yanbei https://creativecommons.org/licenses/by-sa/4.0
Voter Education and Constitutional Democracy: A Socio-Legal Analysis of the Cirebon Regency General Election Commission
Voter political education constitutes a crucial challenge in consolidating constitutional democracy, particularly in addressing low political awareness, procedural participation, and limited understanding of constitutional values among voters. In many regions, voter participation tends to be driven by administrative compliance rather than informed and responsible civic engagement, which may weaken the substantive quality of democracy. Responding to this problem, this study aims to analyze the role of the General Election Commission in implementing voter political education and to examine its contribution to strengthening constitutional democracy, with specific attention to the practices of the Cirebon Regency General Election Commission. This research employs a socio-legal approach that integrates normative legal analysis and empirical qualitative methods. Normatively, the study examines constitutional provisions, election laws, and regulatory frameworks governing political education for voters. Empirically, qualitative data are derived from official documents, institutional reports, and records of political education activities conducted by the Cirebon Regency General Election Commission. Data are analyzed to assess the alignment between legal mandates and practical implementation at the regional level. The findings indicate that voter political education possesses a strong constitutional and statutory foundation, which legitimizes its implementation as an integral function of election management bodies. In practice, the Cirebon Regency General Election Commission implements political education through educational outreach, inter-institutional collaboration, and adaptive strategies targeting diverse voter groups, particularly first-time voters. These initiatives extend beyond technical election socialization by emphasizing constitutional values, democratic rights, and civic responsibility. The study implies that effective voter political education serves as a strategic bridge between legal norms and democratic practice. Strengthening such programs can enhance constitutional awareness, promote meaningful political participation, and reinforce constitutional democracy at the local and regional levels
Copyright (c) 2026 Esya Karnia Puspawati, Dewi Sulistianingsih, Martitah, Sunoto https://creativecommons.org/licenses/by-sa/4.0
Exercise Training Activates AMPK to Improve Metabolic-Associated Fatty Liver Disease: Research Progress
Metabolic-associated fatty liver disease (MAFLD) is a metabolic disorder characterized by excessive hepatic lipid accumulation and is closely associated with insulin resistance, chronic low-grade inflammation, and mitochondrial dysfunction. Exercise training is a key non-pharmacological strategy that improves the hepatic metabolic milieu and may slow disease progression, yet the underlying molecular mechanisms remain incompletely clarified. This review aims to synthesize, from the perspective of energy metabolism regulation, the potential mechanisms by which exercise ameliorates MAFLD through activation of AMP-activated protein kinase (AMPK), thereby providing a theoretical basis for optimizing exercise-based interventions. A literature review approach was adopted. Systematic searches were conducted in major English-language academic databases, including Web of Science and PubMed, using keywords related to exercise training, MAFLD, and AMPK. Representative recent basic and clinical studies were screened and integrated to summarize relevant signaling pathways and physiological outcomes. The evidence indicates that exercise-induced AMPK activation suppresses de novo lipogenesis while promoting fatty acid oxidation, thereby reducing intrahepatic lipid deposition. Exercise may also improve mitochondrial function and enhance mitophagy, lowering oxidative stress and modulating inflammation-related signaling to attenuate chronic hepatic inflammation. Collectively, AMPK serves as a central regulatory node linking exercise stimuli to coordinated restoration of metabolic and inflammatory homeostasis in MAFLD. Future well-designed human studies and multidimensional evidence are warranted to clarify the pathway-specific effects of different exercise prescription components on AMPK signaling networks
Copyright (c) 2026 Bu Qiao, Jie Liu https://creativecommons.org/licenses/by-sa/4.0
A Meta-Analysis of Presuppositions by Native and Second Language Speakers
In recent years, research on second language acquisition has increasingly focused on complex linguistic phenomena that remain difficult for second language learners to fully master, even at advanced proficiency levels. One such phenomenon involves the comprehension and use of pragmatic presuppositions, which require integrating semantic meaning with pragmatic context. Many second language learners experience persistent difficulties in processing linguistic features located at the interface between linguistic domains, particularly the semantic–pragmatic interface. The Semantic–Pragmatic Interface Hypothesis proposes that language phenomena situated at external interfaces are more difficult to acquire than those at internal interfaces. Therefore, this study aims to examine the comprehension and acquisition of pragmatic presuppositions among native and non-native speakers. This study employs a meta-analytic approach, systematically reviewing and synthesizing empirical studies on the processing of pragmatic presuppositions in both native and non-native speakers. The analysis compares reported effect sizes across studies to identify general patterns in the ability to generate and adjust presuppositions during language use. The results indicate that both native and non-native speakers can generate and adjust pragmatic presuppositions in communicative contexts. However, the overall effect size observed for non-native speakers is consistently lower than that for native speakers. This finding suggests a measurable difference in mastery levels between the two groups and provides empirical support for the Semantic–Pragmatic Interface Hypothesis, which predicts greater acquisition difficulty for linguistic phenomena located at external interfaces. This study recommends that second language instruction place greater emphasis on linguistic phenomena at the semantic–pragmatic interface. Future research should further explore pedagogical strategies that facilitate learners' acquisition of complex pragmatic features in second-language learning contexts
Copyright (c) 2026 Yuqi Chen https://creativecommons.org/licenses/by-sa/4.0
Mapping Research Trends and Future Directions in Computer-Assisted Language Learning: A Bibliometric Analysis (2009–2023)
Computer-Assisted Language Learning (CALL), an interdisciplinary field integrating information technology and linguistics, has emerged as a prominent focus in second-language acquisition research. The primary problem addressed in this study is the lack of a comprehensive mapping of research trends, thematic focuses, and developmental trajectories of CALL over the past fifteen years, particularly in the context of rapid advancements in artificial intelligence. Therefore, the objective of this study is to identify research hotspots, explore developmental patterns, and examine future trends in CALL research at both international and domestic levels. This study adopts a bibliometric approach, utilizing CiteSpace to analyze relevant literature retrieved from the Web of Science Core Collection and the China National Knowledge Infrastructure (CNKI) databases, covering the period from 2009 to 2023. The analysis focuses on keyword co-occurrence, citation networks, and cluster mapping to reveal the structural and thematic evolution of CALL research. The findings indicate that integrating emerging technologies—such as artificial intelligence, virtual reality, ubiquitous learning, flipped classrooms, and automated assessment—has significantly transformed the learning environment, pedagogical strategies, and instructional methods in foreign language education. Furthermore, the research focus has gradually shifted from technology adoption to deeper pedagogical integration. However, a notable gap remains in effectively bridging theoretical frameworks with practical implementation in language teaching contexts. The implications of this study highlight the need to develop more contextually grounded, adaptive, and theory-driven CALL models, as well as to foster interdisciplinary collaboration to enhance language learning effectiveness in the digital era. Additionally, this study provides strategic insights for guiding future CALL research, particularly within domestic academic contexts
Copyright (c) 2026 Ziman Liu https://creativecommons.org/licenses/by-sa/4.0
Patellar Chondromalacia in Basketball Athletes: A Narrative Review of Epidemiology, Mechanisms, Assessment, and Management
Patellar chondromalacia is a common patellofemoral disorder affecting young, highly active individuals, particularly basketball players who are frequently exposed to repetitive jumping, cutting, landing, and deep knee flexion. The substantial cumulative load on the patellofemoral joint increases this population's risk of symptomatic and asymptomatic cartilage degeneration, which may impair athletic performance and long-term joint health. This review aims to synthesize current evidence regarding the epidemiology, pathomechanics, clinical presentation, assessment, and management of patellar chondromalacia in basketball athletes. A narrative review approach was employed, analyzing recent and relevant scientific literature, including epidemiological studies, magnetic resonance imaging (MRI) findings, and clinical guidelines on patellofemoral disorders in athletic populations. The findings indicate a high prevalence of patellofemoral cartilage abnormalities among basketball players, as detected through MRI, even in asymptomatic individuals. Key contributing factors include repetitive mechanical overload, joint malalignment, neuromuscular deficits, quadriceps dysfunction, and inadequate management of training load. Accurate diagnosis requires an integrated approach that combines symptom assessment, physical examination, functional testing, and the selective use of imaging modalities. Conservative management remains the first-line treatment, emphasizing patient education, load modification, and combined hip- and knee-focused exercise therapy, with adjunctive interventions such as taping, foot orthoses, or manual therapy applied selectively. Early identification and individualized rehabilitation strategies are essential to mitigate symptom persistence, prevent progression of cartilage degeneration, and support sustained athletic performance in basketball players
Copyright (c) 2026 Shiqi Tian https://creativecommons.org/licenses/by-sa/4.0
Theoretical Integration and Localized Practice: Implementing Creative Music Pedagogy within the National Curriculum Framework in Handan's Primary Schools
This research examines the implementation of creative music pedagogy within China's national curriculum framework through a qualitative investigation of four primary schools in Handan, addressing tensions between standardized educational requirements and innovative pedagogical approaches. Using interpretive phenomenological analysis, the study involved 10 music educators and 3 administrators through semi-structured interviews, participant observation, and document analysis over 6 months. The investigation reveals that teacher adaptation follows a predictable five-phase developmental pathway, requiring 12 to 18 months for sustainable integration, progressing from initial resistance to strategic coordination. Cultural embedding involves complex negotiations as educators integrate local opera traditions and folk music elements within standardized frameworks, while sophisticated coordination strategies emerge, particularly "double professional life" approaches in which teachers maintain parallel professional identities to satisfy competing institutional demands while preserving creative authenticity. These findings demonstrate that meaningful educational innovation emerges through systematic teacher adaptation rather than policy reform alone, and that coordination mechanisms offer insights for other centralized education systems facing similar tensions between standardization and creativity. The investigation contributes to the theoretical understanding of educational change dynamics while providing evidence-based guidance for implementing sustainable creative pedagogy in highly regulated environments
Copyright (c) 2026 Song Jieyi, Suraya Amirrudin https://creativecommons.org/licenses/by-sa/4.0
Feasibility of Orienteering Development in Karst Regions: Evidence from Huaxi District, Guiyang, China
Orienteering is a sport characterized by distinctive training methods and a strong integration of physical fitness, cognitive skills, and environmental interaction. Since its introduction in China, orienteering has gained increasing popularity, particularly in Guizhou Province, where various comprehensive competitions have been successfully organized. However, despite Guiyang City's Huaxi District possessing significant natural and cultural advantages—such as a unique karst landform, favorable climatic conditions, rich folk traditions, tourism resources, and strong governmental support for sports development—the sustainable development of orienteering in this area still faces several challenges. These challenges include the insufficient integration of local cultural resources, inadequate risk management mechanisms, and limited promotional strategies. This study aims to analyze the feasibility and development potential of orienteering in Guiyang City's Huaxi District and to explore a development model that reflects the distinctive characteristics of Guizhou Province. A mixed-method research design was employed. The study used a literature review to examine the concept, development history, and characteristics of orienteering, along with questionnaire surveys and semi-structured interviews conducted with orienteering enthusiasts in Guiyang. The findings indicate that Huaxi District has strong feasibility for orienteering development, driven by its natural terrain, ecological environment, and policy support. Nevertheless, weaknesses were identified in cultural resource integration, safety management, and public awareness. Addressing these issues is essential for long-term development. The study implies that a localized orienteering development pathway should be established by integrating regional culture, enhancing risk management systems, and strengthening promotional efforts. These findings are expected to provide practical guidance for developing a distinctive and sustainable orienteering model in Guizhou Province
Copyright (c) 2026 Zeng Bowei https://creativecommons.org/licenses/by-sa/4.0
Developing a Self-Management Skills Enhancement Program for Primary School Learners
This study analyzed the implementation of a self-management skills program and the multifaceted performance of primary school learners at Dongchang Road Primary School, Shandong, China. It aimed to describe learners' demographic profiles by age, gender, and grade level. It also assessed the level of program implementation for self-monitoring, self-evaluation, and self-reinforcement mechanisms. Further, it determined learners' levels of self-control, self-confidence, and self-worth, identified differences in multifaceted performance across demographic variables, examined the significant effects of self-management skills on multifaceted performance, and developed a proposed self-management skills development program. A descriptive correlational design with regression analysis was used to examine relationships among the variables without manipulation. The participants were in Grades 4-6 of a primary school. The data were analyzed using frequency and percentage, mean and standard deviation, Mann–Whitney U test, Kruskal–Wallis test, and multiple linear regression with bootstrapping. The findings showed that a developmentally appropriate, well-balanced sample had nearly equal representation across all grade levels. The self-management skills program was implemented to a very great extent, and learners demonstrated very high levels of self-control, self-confidence, and self-worth. No significant differences in multifaceted performance were found across age, gender, or grade level. The regression analysis showed that selective, dimension-specific effects on self-evaluation significantly enhanced self-control, whereas self-reinforcement positively influenced self-confidence but was negatively associated with self-control. No self-management component independently predicted self-worth or overall multifaceted performance. Thus, based on the findings, a balanced and integrative self-management skills development program is proposed. It emphasizes reflective self-evaluation, guided reinforcement, and emotionally supportive classroom practices for learners
Copyright (c) 2026 Wenjing Jiang , Edward Jimenez https://creativecommons.org/licenses/by-sa/4.0
The Influence of Digital Display Methods on User Interaction Experience: A Case Study of Stone Carvings in Southern Dynasties Mausoleums
This study addresses the growing challenge of optimizing user interaction experiences in the digital dissemination of cultural heritage, particularly in the presentation of stone carvings from Southern Dynasties mausoleums. Despite the increasing use of digital media, conventional text-and-image displays often fail to fully engage users and convey the richness of historical artifacts. Therefore, this study aims to examine the influence of different digital display methods on user interaction experience and to identify more effective strategies for enhancing audience engagement. A quantitative research design was employed by developing two types of digital display materials: conventional text-and-image displays and enhanced interactive displays. Data were collected via questionnaire surveys distributed to 110 participants, yielding 101 valid responses. Participants were divided into two groups: Group A (51 participants) experienced the conventional display, while Group B (50 participants) interacted with the enhanced display. The study measured five key dimensions: clarity, engagement, satisfaction, willingness to continue browsing, and sharing intention. Data analysis included descriptive statistics, independent sample t-tests, correlation analysis, and regression analysis. The findings reveal that the enhanced interactive display significantly outperformed the conventional display across all five dimensions. Furthermore, interaction experience demonstrated a strong positive predictive effect on both willingness to continue browsing and sharing intention. These results imply that effective digital dissemination of cultural heritage should prioritize information layering, detailed visualization, and interactive guidance. This study contributes practical insights for designing engaging digital heritage displays and offers a valuable reference for future research on cultural heritage digitalization
Copyright (c) 2026 Zhenya Zhu, Lulu Wang, Fauzi Naeim https://creativecommons.org/licenses/by-sa/4.0
The Dark Side of Digital Financial Inclusion: Evidence on Risk-Taking Behavior in Chinese Commercial Banks
The rapid development of digital inclusive finance has brought profound transformations to the financial industry, particularly affecting commercial banks, which are its core institutions. The increasing accessibility and efficiency of digital financial services have significantly pressured traditional banking activities, particularly in deposit mobilization and lending. This disruption has led to a decline in net interest margins, thereby weakening bank profitability. In response, commercial banks may be incentivized to pursue higher-risk investment strategies to preserve their franchise value, thereby increasing their overall risk-taking. Accordingly, this study aims to examine the impact of digital inclusive finance on the risk-taking levels of Chinese commercial banks. This research adopts a quantitative approach, using panel data from Chinese commercial banks over a specified period. The analysis employs regression models to examine the relationship between the development of digital inclusive finance and bank risk-taking, while controlling for relevant variables, including bank size, liquidity, and operational efficiency. The findings indicate that digital inclusive finance has a significant positive effect on commercial banks' risk-taking behavior. The compression of profit margins compels banks to seek alternative sources of income through higher-risk investment instruments. Furthermore, the effect is more pronounced among banks with lower levels of digital adaptation. The implications of this study highlight the necessity for well-structured digital transformation strategies and strengthened financial regulation. Commercial banks are encouraged to pursue sustainable innovation while adhering to prudential principles, and regulators are urged to design adaptive policies to ensure financial stability and an effective risk prevention and control system
Copyright (c) 2026 Weimin Chen, Chang Liu, Lin Zhang https://creativecommons.org/licenses/by-sa/4.0
The Effect of Honor and Career Development Opportunities on The Supply of The Teacher Workforce
This study is motivated by the imbalance in the distribution and workload of educators in private schools, reflecting a fundamental problem in the supply of teacher labor. Such disparities potentially affect the quality of educational services and the effectiveness of the learning process. Therefore, this study aims to examine the influence of financial compensation (honorarium) and professional factors (career development opportunities) on teachers' labor supply, particularly in the allocation of teaching hours among private senior high school teachers in Jambi City. This research employs a quantitative approach with an associative explanatory design. Data were collected by distributing Likert-scale questionnaires to 94 respondents selected using proportional random sampling. The data were analyzed using multiple linear regression after satisfying the assumptions of classical test statistics. The results indicate that honorarium partially has a positive and significant effect on teacher labor supply (t = 6.489; p = 0.001). Similarly, career development opportunities demonstrate a strong, positive, and significant effect (t = 5.189; p = 0.001). Simultaneously, these two variables account for 62.4% of the variance in teacher labor supply decisions (R² = 0.624). The implications of this study suggest that while adequate financial compensation serves as a fundamental economic basis, the availability of career development opportunities acts as a crucial motivational driver and retention factor. Therefore, an integrated policy combining fair compensation and clear career pathways is highly recommended to ensure the stability and sustainability of the teaching workforce in private schools
Copyright (c) 2026 Kuswanto, Kristober Sitompul, Muhammad Arif Liputo https://creativecommons.org/licenses/by-sa/4.0
The The Effect of 9 Weeks of Weight Training on Cardiovascular Endurance in Sedentary Adults
Sedentary lifestyles among adults represent a major risk factor for cardiovascular and metabolic diseases. Physical inactivity is associated with decreased cardiovascular endurance, elevated resting heart rate, increased blood pressure, and higher body fat percentage. Therefore, effective and structured interventions are needed to improve physiological health in this population. This study aimed to examine the effects of a 9-week resistance training program on cardiovascular endurance and selected physiological parameters in sedentary adults. This study employed an experimental design involving 30 sedentary participants, divided into an exercise group (EG, n=10) and a control group (CG, n=20). The exercise group participated in a structured resistance-training program three times per week for approximately 60 minutes per session, at an intensity of 60–75% of one-repetition maximum (1RM). Pre- and post-intervention assessments included the Cooper 12-minute run test, estimated VO₂max, resting heart rate, heart rate recovery, systolic and diastolic blood pressure, and body fat percentage. Data were analyzed using paired-sample and independent-sample t-tests with a significance level of p < 0.05. The findings revealed significant improvements in the exercise group across all measured variables. Cooper test distance and estimated VO₂max increased significantly, while resting heart rate decreased and heart rate recovery improved. Additionally, systolic and diastolic blood pressure, as well as body fat percentage, showed significant reductions. In contrast, no significant changes were observed in the control group. These findings suggest that resistance training is an effective strategy for enhancing cardiovascular health and reducing metabolic risk factors in sedentary adults. This program can be recommended as a preventive and promotive health intervention in broader public health contexts
Copyright (c) 2026 Yeliz Doğru https://creativecommons.org/licenses/by-sa/4.0
Empirical Didactical Design Using the Zone of Proximal Development to Address Learning Obstacles in Social Arithmetic
This study is motivated by the persistent learning obstacles students face in mastering social arithmetic, which hinder conceptual understanding and the ability to apply mathematical concepts to real-life contexts. The study aims to (1) identify students' learning obstacles in social arithmetic, (2) develop a didactical design based on the zone of proximal development that aligns with students' learning trajectories and obstacles, and (3) analyze the implementation of the design to produce an empirical didactical design that optimizes students' potential. The research was conducted at a public junior high school (SMP) in Indonesia and employed a didactical design research approach comprising three phases. The first phase, prospective analysis, involved identifying learning obstacles among 33 eighth-grade students and developing a Hypothetical Learning Trajectory (HLT) and an Analytical Design Plan (ADP). The second phase, meta-didactical analysis, consisted of implementing the didactical design with 29 seventh-grade students and analyzing their responses. The third phase, retrospective analysis, connected the findings from the implementation with the initial design hypothesis to develop an empirical didactical design. Data were collected through diagnostic tests, interviews, observations, and documentation. The results indicate that the developed didactical design effectively reduced students' learning obstacles, with a decrease of 0.51 in the obstacle score (moderate category). Some aspects require refinement, particularly in managing instructional duration. The design also enabled students to reach the actual development stage, fostered constructive social interactions, and facilitated the application of social arithmetic concepts in realistic contexts. These findings imply that didactical designs grounded in the zone of proximal development can serve as an effective strategy to enhance students' conceptual understanding and socio-mathematical skills, while providing a flexible framework that adapts to individual learning obstacles in Indonesian junior high schools
Copyright (c) 2026 Roikhatul Jannah, Widodo Winarso, Arif Abdul Haqq https://creativecommons.org/licenses/by-sa/4.0
Social Support and Academic Satisfaction in Calligraphy Learning: Evidence from Upper Primary School Students in the Context of Double Reduction Policy
In the context of China’s “double reduction” policy, calligraphy education has gained increasing attention as an essential medium for preserving and transmitting traditional Chinese culture at the primary education level. Despite this growing emphasis, the implementation of calligraphy instruction in elementary schools still faces several challenges, including low student motivation, limited engagement in classroom activities, unsatisfactory learning experiences, and relatively low academic satisfaction. These issues indicate that instructional methods do not solely influence students’ learning success, but are also influenced by external environmental factors, particularly social support. Nevertheless, empirical studies examining the relationship between social support and academic satisfaction in primary school calligraphy education remain limited. Therefore, this study aims to analyze the influence of social support on the academic satisfaction of upper-grade primary school students participating in calligraphy learning. The study employed a quantitative survey design involving 518 fifth- and sixth-grade students from five primary schools in X City, China. Data were collected via questionnaires and analyzed using SPSS version 25.0. The findings revealed that students generally perceived social support at an above-average level and demonstrated high levels of academic satisfaction. Furthermore, the analysis indicated a significant positive correlation between social support and academic satisfaction. Social support was also found to significantly predict students’ academic satisfaction. These findings suggest that support from families, schools, and peers plays a crucial role in enhancing students’ learning experiences and overall satisfaction in calligraphy education. The study implies the importance of establishing a collaborative family–school–community support system to create a more positive and supportive learning environment, thereby improving students’ academic satisfaction and the overall quality of calligraphy education
Copyright (c) 2026 Zhe Dong, Kou Heung, Zhongzhi Pan, Dong Wang, Jingjing Wang https://creativecommons.org/licenses/by-sa/4.0
Virtual-Physical Integration for Intelligent Engineering Investment Teaching in Finance and Economics Universities
A major challenge in engineering management education at finance and economics universities is the limited depth of students’ engineering and technological foundations, even as the demand for decision-making competence in complex practical scenarios continues to grow. This condition requires a practical teaching model that can effectively connect technical understanding, decision simulation, and managerial integration. This study aims to develop and evaluate a practical teaching model for intelligent engineering investment that integrates virtual simulation and physical experimentation within the Engineering Management Program at Central University of Finance and Economics. The study employed a controlled experimental design by dividing students into three groups: a virtual simulation-based learning group, a physical experiment group, and a combined virtual-physical learning group. Evaluation was conducted using multidimensional questionnaires covering knowledge construction, skill development, cognitive experience, innovation capability, and teaching feedback. The data were analyzed using Analysis of Variance to identify differences in effectiveness among the teaching models. The findings indicate that the integrated virtual-physical model achieved superior outcomes compared with single-mode approaches across all assessed dimensions. Physical experimentation strengthened students’ foundational understanding and concrete technical comprehension, whereas virtual simulation supported the exploration of complexity, dynamic scenarios, and management-based decision-making. The implications of this study suggest that the integration of physical experimentation and virtual simulation can serve as an operational paradigm for reforming engineering practice education, particularly in finance and economics institutions that require a balanced development of technological competence, investment analysis, and managerial decision-making capability in response to the demands of new infrastructure initiatives and emerging engineering education
Copyright (c) 2026 Quan Mao https://creativecommons.org/licenses/by-sa/4.0
Developing a Differentiated Learning Module for Islamic Religious Education to Support the Implementation of the Merdeka Curriculum
This study addresses the limited availability of teaching modules that accommodate the diverse learning needs of students in Islamic Religious Education (PAI), particularly within the framework of the Merdeka Curriculum. These differences—ranging from learning styles and comprehension levels to student motivation—often go unaddressed in conventional instructional materials, leading to suboptimal learning outcomes. The objective of this research is to develop a PAI teaching module based on differentiated learning that is valid, practical, and effective for implementing the Merdeka Curriculum. The study employs the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) as its methodological framework. Observation and needs analysis were conducted to identify variations in students’ learning styles, which informed the module’s design. The results of the validation process indicate that the module achieves a high level of feasibility across content, presentation, language, and graphical aspects. Validators awarded very high average scores for the module’s alignment with the Merdeka Curriculum, conceptual depth, and contextual relevance. Moreover, the module is deemed effective in enhancing student engagement through interactive and contextual learning strategies. Nevertheless, minor areas for improvement remain, particularly in content depth and spelling accuracy. The implications of this study underscore the necessity of targeted teacher training in differentiated instruction to ensure the sustainability of inclusive and adaptive educational practices. By providing a ready-to-use, evidence-based PAI module, this research supports the successful implementation of the Merdeka Curriculum and promotes equitable learning opportunities for all students
Copyright (c) 2026 Agung, Muhadditsir Rifa'i https://creativecommons.org/licenses/by-sa/4.0
Anti-Art Narrative and Human-Machine Property Justice in Machines like Me
The novel Machines Like Me by Ian McEwan has generated diverse readings concerning artificial intelligence ethics, posthuman subjectivity, and political allegory. However, existing scholarship has largely overlooked a crucial dimension: the ethics of property justice embedded in the narrative. As AI technologies increasingly disrupt traditional labor and ownership frameworks, the novel’s depiction of property distribution crises becomes a pressing real-world concern. To address this gap, the paper systematically critiques and reconceptualizes the property relations presented in the novel, moving beyond moral intuition toward a structured theory of justice. Employing the Frankfurt School’s theory of aesthetic negativity, the analysis traces how the novel’s formal self-negation—particularly through the actions of the AI Adam and the human characters Charlie and Benn—unveils and challenges hidden injustices. The findings reveal three key movements: first, a diagnostic layer where Charlie’s labor is separated from possession, normalized by conventional morality; second, a negative moment where Adam’s act of donation shatters this concealment by benefiting “the least advantaged members of society”; and third, a constructive proposal where Benn’s tax scheme institutionalizes individual justice into an operable legal framework. Through a layered analysis of “diagnosis—concealment—negation—construction,” this paper demonstrates how aesthetic critique does not remain confined to interpretation but offers a viable pathway from literary imagination to institutional reform, providing a practical response to property injustice in the age of intelligent machines
Copyright (c) 2026 Xinling Zhang, Xiaohui Liang https://creativecommons.org/licenses/by-sa/4.0
The Meaning of Verba Omou (思う) As Polysemia In Japanese Sentences
This study investigates the polysemy of the Japanese verb omou (思う) by addressing the following research questions: (1) What are the basic and extended meaning pof the verb omou (思う) and (2) How do language styles influence the expansion of its meanings? The data was collected by collecting sentences containing omou (思う) verbs from NHK Easy News Web news articles. The data was analyzed by determining the classification of the meaning of omou (思う) verbs. Examples of data to be analyzed based on the purpose are classified based on the type of meaning. Then, the relationship between the meanings possessed by omou (思う) verbs is described by analyzing the language styles that affect the expansion of their meanings. From the data sources obtained, it is concluded that there are 5 meanings of omou (思う) verbs, namely 1) thinking; 2) assuming; guessing; imagining; 3) feeling; 4) expecting; wanting; and 5) determining; deciding. The expansion of meaning that occurs is influenced by 2 language styles, namely metaphor and metonymy.
Copyright (c) 2026 Nunik Nur Rahmi Fauzah, Citra Dewi, Megita Rubiana Sabella https://creativecommons.org/licenses/by-sa/4.0
Effectiveness of the CERIA Flipbook on Elementary Students’ Disaster Literacy and Conceptual Understanding: A Research and Development Study
Elementary science learning on volcanic eruption topics remains challenging for students. This difficulty arises from the abstract nature of the content and the limited use of interactive visual media, which often leads to low conceptual understanding. This study aims to develop and evaluate the CERIA flipbook (Creative Education with Augmented Reality for Science) as an AR-based learning medium that integrates contextual elements from students’ daily environments to support meaningful learning. The study employed a Research and Development (R&D) approach using the ADDIE model and implemented a one-group pretest–posttest design involving 25 fifth-grade students at SD Negeri Kodasari I, Majalengka, Indonesia. Data were collected through expert validation sheets, essay-based pretest and posttest, and student response questionnaires, and were analyzed using descriptive, quantitative, and inferential techniques. The results indicate that the media is highly feasible, with validation scores of 90.83% from media experts and 94.44% from content experts. Students’ conceptual understanding improved significantly, as reflected in the increase of mean scores from 41.8 to 82.64 (p < 0.001), with an N-Gain score of 0.73, categorized as high. In addition, students showed very positive responses toward the media, with an average score of 91.25%. These findings contribute to the growing evidence on the integration of contextual elements into AR-based science learning and offer a replicable pedagogical model for enhancing disaster literacy in elementary education
Copyright (c) 2026 Adinda Nurul Annisa, Julia, Ali Ismail https://creativecommons.org/licenses/by-sa/4.0