Journal of Social, Humanity, and Education

Issued by Goodwood Publishing, the Journal of Social, Humanity, and Education (JSHE) is a peer-reviewed, open access scholarly journal publishing high-quality manuscripts in forms of original research articles, review articles, book reviews, case reports, and discussions to answer important and interesting questions, develop or test 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 social sciences, humanities, communication, language, literature, political science, and education.

Issued by Goodwood Publishing, the Journal of Social, Humanity, and Education (JSHE) is a peer-reviewed, open access scholarly journal publishing high-quality manuscripts in forms of original research articles, review articles, book reviews, case reports, and discussions to answer important and interesting questions, develop or test 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 social sciences, humanities, communication, language, literature, political science, and education.

Published
2024-11-05

Articles

Kinesthetic learning approach and process skills in science laboratory activities

Abstract Purpose: This study aimed to determine the influence of students’ kinesthetic learning approach on e-learning process skills in a science laboratory during the COVID-19 Pandemic. Research methodology: This quantitative study utilized a descriptive-correlational approach. This study administered two sets of survey questionnaires: an adapted survey questionnaire and a validated researcher-made questionnaire to determine the level of kinesthetic learning approach on e-learning and the level of students’science process skills. Mean and Pearson’s r were the statistical tools used in this study. Further, there is no significant relationship between the kinesthetic learning approach of students and their science process skills. Results: The findings showed that the level of kinesthetic learning approach of the students on e-learning in the new normal education is average and contributory to these findings were critical thinking, collaborative skills, creativity and innovation, and technology application. Meanwhile, the level of students’ process skills in performing laboratory activities in science is high; specifically, the indicator basic science process skills are high and integrated science process skills are high. Limitations: Using a complete enumeration technique, 128 Grade 9 students during the school year 2021-2022 were selected based on the criterion that they experienced conducting science laboratory activities in a new normal setting. Contribution: The findings of the study were deemed significant to students, teachers, school administrators, and future researchers because they highlighted the need to align learning approaches to the learning needs of students, specifically in the science learning process, for them to actively engage and participate in learning. Keywords: Kinesthetic learning approach to e-learning, science process skills, science, grade 9 students, quantitative study descriptive-correlational approach. How to Cite: Legaspino, D., Yanong, C. G. F., Anino, R. J. C., Wenceslao, N., Tolin, M. C., & Caparas, J. T. S. (2024). Kinesthetic learning approach and process skills in science laboratory activities. Journal of Social, Humanity, and Education/ Vol4No4, 277-297.

Inclusive development in rural Indonesia: Actualizing disability rights in Lheu Eu Village

Purpose: This study addresses the marginalization of persons with disabilities in rural Indonesian villages, specifically examining the implementation of Law No. 8 of 2016 concerning Persons with Disabilities. This research seeks to enhance the status of persons with disabilities, ensuring equal rights and opportunities for their active participation in village development. Research methodology: This study employs a normative juridical methodology, analyzing data from legal documents and literature, complemented by an empirical approach through interviews with key stakeholders. This mixed-methods approach helps clarify the legal rights of persons with disabilities and gather insights into the perspectives of village governments on inclusion. Results: This study highlights the need for a community-centered development model that integrates the interests of persons with disabilities. This underscores the importance of adhering to human rights principles in ensuring the well-being of persons with disabilities in Lheu Eu Village, Darul Imarah District, and Aceh Besar. The study also emphasizes the necessity of collaborative efforts among village governments, businesses, academics, and disability advocates to implement legal mandates and regulatory frameworks for disability inclusion effectively. Limitations: The findings of this study are primarily based on qualitative data, which may not capture the full extent of the issues faced by people with disabilities in different rural contexts. Additionally, the research was limited to a specific geographic area, which may limit the generalizability of the results to other regions. Contribution: This study contributes to the body of knowledge on rural development and disability rights in Indonesia by providing a comprehensive analysis of the legal and social frameworks necessary for the inclusion of people with disabilities in village development. It offers practical recommendations to policymakers, village authorities, and other stakeholders to enhance the implementation of inclusive policies and practices.

Exploratory analysis of learners’ motivation on learning Mathematics in Philippines

Purpose: The primary objective of this study was to investigate how motivation explains learners’ performance in mathematics. Research methodology: This study analyzed learners' age, sex, parents' educational attainment, siblings, occupation, and motivation using Mubeen and Reid's (2014) measurement. It also tested their relationship with mathematics achievement, and determined a regression model for predicting high school mathematics performance. Results: The study revealed a male-dominated population of Grade 9 learners at Matucay National High School, with satisfactory mathematics performance and four siblings. They align their personal goals with learning, and their motivation is crucial for positive study habits and academic achievement, particularly in mathematics. Limitations: This study examined learner motivations in mathematics among Grade 9 students at Matucay National High School, focusing on factors such as expectations, learning outcomes, development track, future career success, and test-taking ability. Contribution: Given that the pandemic has had a significant impact on the municipality, this study will benefit students by offering strategies for staying motivated to learn mathematics to manage and regulate the impact of the outbreak on their academic performance. Novelty: This study explores learners' motivation in mathematics among Grade 9 students at Matucay National High School in the Philippines. It uses Mubeen and Reid's motivation measurement and analyzes demographic factors, motivational attributes, and their correlations with academic achievement. The study revealed that mothers' educational attainment and motivation significantly predicted their mathematics performance. This study provides insights into improving mathematics education and learner outcomes.

Indigenous traditions and the impact of war: An analysis of N. Scott Momaday’s House Made of Dawn

Purpose: This study analyzes indigenous traditions and the impact of war on N. Scott Momaday’s novel House Made of Dawn. This study aims to understand how the narrative portrays the struggles of Native American identity and cultural survival in the post-World War II era. Research methodology: A qualitative literary analysis approach was employed, focusing on thematic analysis, character study, and the cultural context. The analysis examined primary and secondary sources, such as literary criticism and historical accounts, to provide a comprehensive understanding of the novel’s themes. Results: The analysis revealed that the novel intricately weaves indigenous traditions with traumatic experiences of war. The protagonist, Abel, embodies the conflict between Native American heritage and the alienation caused by modern society and war. The novel depicts the resilience of indigenous culture through rituals, storytelling, and community support, highlighting the healing process of individuals and communities. Limitations: This study’s narrow focus on a single novel may not fully represent the broader spectrum of Native American literature or experiences. Additionally, reliance on existing literary criticism may introduce bias, based on the interpretations of other scholars. Contribution: This paper enhances the understanding of how indigenous traditions and the impact of war are portrayed in the Native American literature. This underscores the importance of cultural preservation and the role of literature in addressing historical and contemporary issues faced by indigenous communities. This study also offers insights into the healing power of cultural practices and community solidarity in the face of adversity.

Experiences and challenges implementing Uganda's revised English Literature curriculum: Problematization of colonization

Purpose: This study explores teachers' perspectives and challenges in implementing a competency-based English literature curriculum in Uganda after many years of British hegemony. This reflects on the roles and prestige of the English language as it evolved during colonial and postcolonial schools. Research methodology: The method used in this study focuses on secondary literature to refute the claim that the British forced English into Uganda while extinguishing native tongues. Results: According to the major results of the study, students in Uganda had the opportunity to enroll in kindergarten through university-level schooling, where English was the predominant medium of instruction. Limitations: The study's limitations suggest that, although the British gave English education more attention, they were careful to emphasize that national tongues should not be disregarded in favor of English. Following these investigations, the old English language curriculum has always had a tenuous connection with British political and economic interests in Uganda. Contribution: Regarding the contributions of the study, the overhaul of the curriculum was "overdue," according to Hon. Janet Museveni, Minister of Education, Sports and Science who stated in Parliament that the antiquated curriculum was anti-intellectual and opposed to cultural action. However, it is still challenging to put such a change into practice practically. This treatise simply states an ‘implementation gap,’ which is the difference between the intended and actual implementation of the competency-based curriculum.