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Arif Muchyidin
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Journal of General Education and Humanities
Published by MASI MANDIRI EDUKASI
ISSN : -     EISSN : 29637147     DOI : 10.58421/gehu
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media Mathematics Other
The Journal of General Education and Humanities (GEHU) is a peer-reviewed scholarly online journal. The GEHU is published quarterly in February, May, August, and November. The GEHU is a non-profit journal whose publication is free of charge. The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU. The GEHU welcomes any papers on: Accounting Education Advanced Education and Learning Alternative Education Arabic Education Architectural Engineering Education Art Education Arts And Crafts Education Biology Education Business Management Education Challenging Education and Learning Character Education and Learning Chemistry Education Childhood Education Civic Education Civil Engineering Education Computer Science Education Cooperative Learning Critical Pedagogy Cross-Cultural Education Dance Education Distance Education Distinctive Education and Learning Economics And Cooperative Education Education Administration Education Development Education Management Innovations Education Method Education Policy Educational Administration Educational Evaluation Educational Leadership Educational Philosophy Educational Psychology Educational Technology Electrical Engineering Education Elementary Education English Language Education Entrepreneurship Education and Learning Family Welfare Education Fashion Education French Education Geography Education German Language Education Health Education And Recreation Higher Education History Education Indonesian Language And Literature Education Innovative Learning Design Islamic Economics And Finance Islamic Education Japanese Language Education Korean Language Education Language Education Learning Methods on Teaching Values Legal Education Literacy of Education, Sains, Learning Technology Mastery Learning Mathematics Education Mechanical Engineering Education Music-Art Education Non-Formal Education Office Management Education Other Issues Innovations Education from an Excellent International Educational Physical Education Physical Education, Health And Recreation Political Legacies and Critical Education Professional Development Teaching Progressive Education and Learning Regional Language Education Science Education Secondary Education Social Science Education Sociology Education Special Education Sports Coaching Education Training, Teaching And Learning And in any technical knowledge domain: original theoretical works, literature reviews, research reports, social issues, psychological issues, curricula, learning environments, research in an educational context, book reviews, and review articles.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 64 Documents
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Search results for , issue "Vol. 4 No. 3 (2025): August" : 64 Documents clear
The Identifying Students’ Misconceptions in IUPAC Nomenclature of Organic Compounds in Public Senior Secondary Schools in Ibadan, Nigeria OGUNDIJI, Olasunkanmi
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.408

Abstract

The ability to accurately name organic compounds according to IUPAC rules is fundamental in chemistry education. Nevertheless, recent studies indicate students’ misconceptions in this regard. A qualitative research design involving 56 respondents was employed. The instruments for the study are the Students’ Perception Scale in IUPAC Nomenclature (r = 0.80) and the IUPAC Nomenclature Diagnostic Test (r = 0.71). The result showed mixed perceptions of students in this regard. Among the identified students' misconceptions in naming organic compounds are poor knowledge of the parent chain, inability to make sense of substituents, functional groups, isomerism, alkyl groups, etc. Students’ misconceptions in this regard could have a negative implication on their achievement. The teacher could identify and address those misconceptions through innovative strategies and regular feedback. Diagnosing such difficulties would help educators and policymakers work together to develop targeted support systems, improve teaching methods, and promote student success in chemistry.
Influence of Family Dialect on English Pronunciation and Intonation: A Study of Language Acquisition Among Chinese EFL Learners Hou, Shuai; Yang, Chunwen
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.419

Abstract

This paper investigates the impact of family dialect on the English pronunciation and intonation of Chinese learners by focusing on dialect differences in the process of language acquisition. The method applied was qualitative, involving interviewing ten Chinese translation major university students about their experiences concerning dialect use, parental support, and self-directed learning strategies. Through thematic analysis, four key themes were identified: (1) Dialect Usage and Influence on Pronunciation, where most participants reported phonological transfer effects leading to a “Chinglish” accent; (2) Parental Support, highlighting variations in family involvement in English learning; (3) Learning Strategies, with learners utilizing self-monitoring, media exposure, and shadowing techniques to improve pronunciation; and (4) Challenges and Solutions, where participants expressed difficulties due to a lack of native English-speaking environments but developed compensatory strategies. It supports the theoretical implications of Bronfenbrenner, stressing the role of family in linguistic development. Recommendations are made for dialect-sensitive teaching strategies using emerging education technologies to assist learners, educators, and families in improving English pronunciation and intonation acquisition.
AI-powered pedagogy for argumentative essays in tertiary ELT: Insights from focus groups Williyan, Aldha; Ilyas, Muhammad; Shahat, Salah; Guntur, Mochamad; Rosalina, Utami
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.423

Abstract

This study explores AI-powered pedagogy for teaching argumentative essays in tertiary English Language Teaching (ELT) through focus group discussions with six experienced ELT lecturers. The research addresses two key questions: how to develop AI-powered lesson plans for argumentative essay writing systematically, and what EFL students' perceptions of AI-powered tools' impact on specific dimensions of argumentative writing are. Using Framework Analysis of qualitative data, the study identifies four areas where AI enhances instruction: scaffolding argument development, providing real-time feedback, improving peer review, and fostering reflective revision. These insights informed the development of a structured 110-minute lesson plan integrating AI tools throughout the writing process. Student questionnaires revealed overwhelmingly positive attitudes (82-90%) toward AI-powered tools, with benefits perceived in generating better arguments, improving writing skills, structuring essays, and identifying flaws in reasoning. The findings suggest that AI, when thoughtfully integrated, can address persistent challenges in argumentative writing instruction by providing personalised support while maintaining a balance between technological assistance and learner autonomy. This research contributes to the growing discourse on AI integration in language education.
Enhancing College Students' Visual Literacy through Multimodal Analysis of Advertisements Huri, Daman; Mulyati, Yeti; Damaianti, Vismaya S.; Sastromihardjo, Andoyo
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.428

Abstract

Visualization in various aspects requires students to understand the meaning clearly, particularly through the skill of visual perception. This article examines how students' visual perception skills are applied in interpreting advertisements. The research method employed is a descriptive qualitative approach with multimodal analysis (linguistics, visual, audio, gestural, and spatial) to uncover the meanings behind advertisements. The respondents involved in this study are students from two universities in Indonesia. The results indicate that students tend to engage more with digital-based advertisements than non-digital ones, with a clear preference for video ads over static images. Additionally, Indonesian students successfully applied multimodal analyses to various types of advertisements. These findings have practical implications for educational practices, especially in enhancing visual literacy and developing critical skills for understanding and creating media. The significance of visual literacy in global educational contexts is highlighted, providing insight into its potential applications in curriculum development and advertising literacy.
A National Survey on Supporting K–12 Teachers in Cambodia through Professional Development and Teaching Guides Banh, Hornmann
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.441

Abstract

A three-week cross-sectional online survey of 2,199 Cambodian K–12 teachers used descriptive statistics and cross-tabulations, complemented by chi-square tests, to pinpoint (a) pressing classroom challenges, (b) preferred professional-development formats, and (c) needs for instructional guides. Results showed that 59.8% of teachers wanted support for slow learners, 55.8% for classroom management, and 39.2% for low-tech digital integration; an overwhelming 93.3% favoured short workshops (1–2 days) or medium-length hybrid courses (1–3 months) with follow-up coaching via Telegram; and 60.6 % requested step-by-step lesson guides aligned with national textbooks, ideally as portable booklets and mobile-friendly PDFs. Chi-square tests confirmed that the pattern of classroom challenges varied significantly by grade level (χ²(36, n = 2,199) = 108.34, p < 0.001), whereas demand for ready-made guides was statistically uniform across school types (χ²(16, n = 2,199) = 18.01, p = 0.323). The findings support a compact yet sustained professional development model that begins with practice-focused workshops, embeds ongoing online mentoring, and equips teachers with bilingual visual guides—offering a realistic pathway for translating Cambodia’s ambitious education reforms into daily classroom gains.
The Influence of Independent Curriculum on Critical Thinking and Creativity of Students in Elementary Schools Daga, Agustinus Tanggu; Poti, Palli; Ngailo, Paulus
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.443

Abstract

This research aims to determine the effect of the Independent Curriculum on critical thinking skills and creativity in elementary school students. This research uses a survey method and collects data with valid and reliable questionnaires. Data analysis includes descriptive analysis, ANOVA analysis, and determination test. Data analysis is the score of the implementation of the Independent Curriculum of 90.15 with a very good classification, a critical thinking score of 37.89, and a creativity score of 50.85 with a less classification, the implementation of the independent curriculum has a positive effect on critical thinking and student creativity, and the magnitude of the influence is 67.4% on critical thinking and 49.4% on student creativity. Although the implementation of the Independent Curriculum is classified as very good, the increase in critical thinking and creativity of students is still classified as less. For this reason, teachers must improve their skills in implementing learning to stimulate critical thinking and student creativity, educational institutions must synergize with stakeholders to improve teacher capacity with sustainable programs, and provide facilities that support the implementation of the independent curriculum in the Loura District
Evaluating the Effectiveness of the Teaching at the Right Level (TaRL) Approach on Fourth-Grade Students' Email Writing Skills at SDN Lawanggintung 2 Rostikawati, Teti; Ismail, Ismail; Nababan, Elnita; Nuraziza, Reza Fara
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.448

Abstract

This article examines the impact of the Teaching at the Right Level (TaRL) approach on the academic performance of fourth-grade students at SDN Lawanggintung 2. This study is quantitative with a pre-experimental design, using purposive random sampling and a one-group pretest-posttest method. The subjects of this study were fourth-grade students at SDN Lawanggintung 2. The study results showed that the TaRL approach was proven effective in improving the learning outcomes of fourth-grade students of SDN Lawanggintung 2. The research instrument used was the students' pretest and posttest scores in Indonesian, which functioned as a measure of learning outcomes. The pretest results showed an average score of 56.25. After the TaRL approach was applied as a treatment, the post-test results showed an increase in the average score of 78.25. This increase was supported by the significance values ​​of the pretest and posttest, which were <0.05. Furthermore, the N-Gain value 1.61 was included in the high category (g ≥ 0.70), indicating an effective increase. The results suggest that implementing the TaRL approach can notably enhance students' learning achievements in Indonesian language classes.
Digital Transformation in Education in the Post-Pandemic Covid-19: Bibliometric Analysis (2020-2025) Cahyani, Dewi; Aminudin
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.450

Abstract

This study explores the digital transformation in education accelerated by the COVID-19 pandemic using a bibliometric analysis of 1,300 Scopus-indexed publications from 2020–2025. Using the keywords “digital” AND “transformation” AND “education.” Analyzed using VOSviewer, Biblioshiny, and Microsoft Excel, and OpenRefine. The study identifies publication trends, prolific authors, institutions, and key research themes. The results show a surge in research on human-centered e-learning, innovation, and digital transformation. China tops the list with 83 articles, indicating high contributions, while the University of Oxford tops the list with the most contributions, with 28 articles. The Financial University, Under the Government of the Russian Federation, follows with 27 articles. The study emphasizes the importance of international collaboration and recommends further investigation into the socio-pedagogical implications of digital adoption in diverse educational contexts.
Digital Teaching Materials for Poetry Texts in Junior High School: Its Impact on Student's Ability to Understand Poetry Elements Wasniah, Wasniah; Mascita, Dede Endang
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.452

Abstract

Students' learning activities require comprehensive teaching materials to achieve optimal learning outcomes. Teachers and students often need supplementary resources to deepen their understanding of poetic elements in poetry learning. This study aims to describe the core elements of poetry—imagery, diction, and figure of speech—found in Emha Ainun Nadjib’s anthology 99 Untuk Tuhanku, and their utilization in developing digital teaching materials for eighth-grade junior high school students. This research adopts a qualitative descriptive approach involving stages of data reduction, data presentation, and conclusion drawing. Expert lecturers, IT specialists, and Indonesian language teachers validated the developed materials. The validation results indicate a high feasibility level, with an average score of 96.66%. The digital materials were then implemented in classroom learning, and the results showed a significant improvement in students’ understanding of imagery (88%), diction (89%), and figures of speech (91.5%). These findings demonstrate the effectiveness of integrating literary analysis with digital teaching innovations to enhance students’ literary comprehension. The study enriches digital-based literary instruction and offers a model for future teaching material development in language education.
Reading Profile of Grade 10 Learners: A Case Study Ferreras, Marilou D.; Astillero, Susan F.
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.457

Abstract

This study explored the reading difficulties of Grade 10 students with the objectives of describing their reading profiles, identifying factors affecting their reading profile, and proposing a relevant output based on the results of the study. The research addressed the problem of persistent reading challenges among secondary learners despite prior literacy instruction. A qualitative case study method was employed. Data were collected using the Rapid Literacy Assessment, unstructured interviews, and classroom observations from five purposefully selected student participants. Results showed that substitution errors were the most frequent reading miscues. These were followed by omission, repetition, and reversion. The analysis further identified key factors affecting the participants' reading profiles. These include socio-economic constraints, minimal parental involvement, psychological barriers, observed reading behaviors, and delayed literacy development. In response, a tailored reading workbook was developed to address the student’s specific decoding and fluency needs. The study emphasized the importance of focused interventions that target both technical and affective aspects of reading. It is recommended that schools enhance parental engagement and increase access to reading materials. The developed workbook is suggested as supplementary material to support struggling readers and improve literacy instruction in similar contexts.

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