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Arif Muchyidin
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INDONESIA
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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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 347 Documents
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Improving the Ability of Madrasah Aliyah Mathematics Teachers to Develop HOTS Questions through Training and Mentoring Toheri, Toheri; Muchyidin, Arif
Journal of General Education and Humanities Vol. 4 No. 1 (2025): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i1.386

Abstract

This study aims to enhance the ability of Madrasah Aliyah mathematics teachers to develop Higher-Order Thinking Skills (HOTS) questions through training and mentoring. This research employs a qualitative approach with a case study design involving 20 mathematics teachers. Data were collected through questionnaires, observations, and document analysis, then analyzed using thematic and descriptive statistics. The findings indicate that teachers' understanding of HOTS principles, reasoning levels, and question formulation steps after participating in the training significantly improved, with an average increase of 55–70% across key indicators. However, some teachers still struggled to integrate real-world contexts into the HOTS questions they developed. These findings highlight the importance of continuous professional development programs to strengthen teachers' competency in designing HOTS-based assessments. Further research is needed to explore the long-term impact of this training on student learning outcomes.
The Effective English Teacher: Perceptions from Student Teachers and Teacher Educators Samosir, Sahat Maringan; Ke, I-Chung; Manik, Kresna Ningsih
Journal of General Education and Humanities Vol. 4 No. 1 (2025): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i1.391

Abstract

This study aimed to determine student teachers’ and teacher educators’ perceptions of an effective English teacher in terms of content, pedagogical, and personal knowledge in the English study program at Universitas Prima Indonesia (UNPRI). To achieve this objective, this study was designed as a mixed-methods study. To achieve this objective, this study was designed using a mixed method to look for the perceptions of 82 student teachers and 10 teacher educators. Data were collected through a 36-item Likert-type questionnaire and follow-up interviews. The results indicate that both groups agree that combining all the components is important for an effective teacher. Comparing both groups’ perceptions, the results showed a statistically significant difference (p ≤ 0.05) for 11 out of 36 items. It was found that student teachers place higher importance on some effective attributes than teacher educators do and vice versa. Additionally, the study found that pedagogical and personal knowledge was equally, if not more, important than content knowledge in defining an effective English teacher. This study highlights the significance of balancing content, pedagogical, and personal knowledge in teacher effectiveness, particularly in the EFL context of Indonesia, and discusses its pedagogical implications and limitations. This study was small due to a lack of participants. Future research should include more participants for comparison.
Assessing Junior High School Students’ Numeracy Literacy in Solving Statistical Problems: A Case Study in Sumedang Regency Sundari, Siti; Yuliawati, Lia; Rosita, Neneng Tita; Sholihat, M. Nuur'aini
Journal of General Education and Humanities Vol. 4 No. 1 (2025): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i1.394

Abstract

This study aims to determine the numeracy literacy level of 8th-grade students at SMP Negeri 9 Sumedang, considering the ongoing challenges in students' ability to interpret, analyze, and solve statistical problems. Many students struggle with numeracy literacy, affecting their ability to make data-driven decisions, which influences their academic achievement, financial literacy, and future employability. This research employs a descriptive qualitative method involving 31 eighth-grade students selected through purposive sampling. Data collection includes students’ numeracy literacy test results on statistical material, interviews, and document analysis. Data analysis follows three stages: data reduction, presentation, and verification. The results indicate that students’ numeracy literacy remains low, with an average test score of 29.3, and only 16% meet the minimum competency level in statistical reasoning. Interviews with two representative students revealed significant difficulties in understanding statistical concepts, particularly in interpreting data from tables and graphs, identifying relevant information for problem-solving, and applying appropriate mathematical strategies. Additionally, students struggled with structuring solutions systematically and drawing meaningful conclusions from statistical data. The primary factors contributing to this low performance include (1) students’ reluctance to engage with lengthy word problems, (2) lack of understanding of prerequisite materials, and (3) difficulties in determining problem-solving strategies. These findings highlight the need for improved instructional strategies to enhance students' statistical reasoning and numeracy literacy. Future research should explore intervention programs that strengthen students’ ability to interpret and apply statistical data in real-world contexts. These findings can help educators design more effective teaching strategies and assist policymakers in developing numeracy-focused curricula that better prepare students for future challenges.
Level of Student Satisfaction with the Performance of Electrochemical Analysis Practice Instructors Hayat, Moh; Muchyidin, Arif; Asrorudin, Udin
Journal of General Education and Humanities Vol. 4 No. 1 (2025): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i1.399

Abstract

This study aims to analyze student satisfaction with instructors' performance in Electrochemical Analysis Practice at AKA Bogor Polytechnic. This study uses a quantitative approach with a survey method. Data was collected through a questionnaire based on the Likert scale, which was distributed to 23 students who had completed the course. Data analysis is carried out descriptively with frequency and percentage calculations, then converted into qualitative information. The study results showed that the overall level of student satisfaction was in the "good" category, with an average of 72.24%. The aspect of professionalism obtained the highest score (73.62%), while the aspect of practice implementation had the lowest score (69.56%). These results show that even though students are satisfied, there is room for improvement, especially in implementing practice. The main recommendations are developing technology-based teaching materials, improving laboratory equipment, and providing more comprehensive practical tutorials. This finding is expected to improve the quality of electrochemistry practicum learning.
Examining Cambodian EFL University Learners’ Perceived Autonomy, Engagement, and Performance Sun, Somara
Journal of General Education and Humanities Vol. 4 No. 2 (2025): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i2.396

Abstract

Despite studies highlighting the importance of learner autonomy, engagement, and academic performance in various contexts, the research gap in Cambodian EFL instruction is significant. This study compared Cambodian EFL university students' perceptions of learner autonomy, learner engagement, and academic performance based on gender, study level, and university type. A quantitative method was applied, involving cluster sampling and a bilingual questionnaire in English and Khmer. Data from 108 participants—selected randomly from 2nd, 3rd, and 4th-year students at three universities in Phnom Penh—was analyzed using SPSS (Version 23) with descriptive and inferential statistics. Findings revealed that public university students exhibit much higher learner autonomy than their private university counterparts, although both groups demonstrate equal levels of engagement and academic performance. Gender and university type influenced perceptions of autonomy, with male students and those from certain universities perceiving greater autonomy. In conclusion, this study filled a research gap in Cambodian EFL instruction by comparing university students' perceptions of learner autonomy, engagement, and academic performance. The study underscores the necessity of targeted interventions to address gender disparities in autonomy and engagement, emphasizing the need for inclusive educational strategies for female students.
Enhancing Creative Self-Efficacy through Creative Problem-Solving-Based E-Modules: An Effectiveness Study Putri, Handini Asitha; Rohati, Rohati; Kumalasari, Ade
Journal of General Education and Humanities Vol. 4 No. 2 (2025): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i2.401

Abstract

Improving students' creative self-efficacy is crucial in developing creative and innovative thinking skills. This study aims to see the effectiveness of creative problem-solving-based e-modules that support students' creative self-efficacy in straight-line equation material. This research applies the research and development method, which specifically adopts the ADDIE system development model, which consists of five sequential phases: Analysis, design, development, implementation, and evaluation. The research location coincided at SMP N 5 Jambi City, with students of class VIII B SMP N 5 Jambi City utilized as research subjects, with a research sample used as many as 30 people. In collecting data, researchers utilize a series of instruments, including a learner response questionnaire and a creative self-efficacy questionnaire that experts have validated. From the data analysis, a percentage score of 82.25% of “Highly Effective” was obtained from the survey results of students' responses and the analysis results of N-Gain of the creative self-efficacy questionnaire of 0.684. In line with these results, the gain value is equivalent to 68.4% for the interpretation category of gain effectiveness, indicating that the use of e-modules is in the “Moderately Effective” category. Therefore, this N-Gain number interprets that the creative problem-solving-based e-module that supports students' creative self-efficacy can be quite effective in teaching.
Enhancing Student Learning Outcomes Through Quizizz-Supported Culturally Responsive Teaching in Problem-Based Learning Umam, M Afifuddin Khotibul; Sukmanasa, Elly; Heldayanti, Heldayanti; Pratiwi, Indah Egi
Journal of General Education and Humanities Vol. 4 No. 2 (2025): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i2.402

Abstract

Many students face academic engagement and achievement challenges due to the lack of culturally relevant instructional materials. This study examines the effectiveness of integrating Culturally Responsive Teaching (CRT) with Problem-Based Learning (PBL), supported by Quizizz, in improving student learning outcomes in Science and Social Studies (IPAS). Conducted as a Classroom Action Research (CAR) study using Stringer's model, the research involved two cycles with 28 fourth-grade students at SDN Empang 2 Bogor. Data collection methods included classroom observations, formative assessments, and student performance analysis. The findings indicate a significant improvement in student learning outcomes, with average scores increasing from 67 in Cycle 1 to 80 in Cycle 2. The proportion of students meeting the minimum competency threshold rose from 46% to 75%. A paired t-test confirmed that these improvements were statistically significant (p < 0.05, Cohen's d = 1.18), indicating a strong effect of the CRT-PBL model. Integrating culturally relevant content, problem-solving strategies, and gamified assessment through Quizizz enhanced student engagement, motivation, and conceptual understanding. This study highlights the potential of CRT-PBL combined with educational technology to foster active learning in diverse classrooms. Future research should explore its long-term impact and applicability across different subjects and educational settings.
Assessing the Service Quality of Prison Education in Cambodia: A Case Study of the 1st Correctional Center Reth, Vicheka; Dararaksmey, SENG
Journal of General Education and Humanities Vol. 4 No. 2 (2025): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i2.390

Abstract

Prison education plays a crucial role in rehabilitation, yet its service quality remains underexplored, particularly in Cambodia. This study examines the quality of prison education at the 1st Correctional Center, addressing a key research gap by evaluating prisoners’ expectations versus their actual perceptions of educational services. The objective is to assess whether current programs meet rehabilitative goals and identify barriers to effective education delivery. Using a mixed-methods approach, the study integrates quantitative surveys and statistical analysis with qualitative interviews to evaluate service quality comprehensively. A paired t-test analysis (t = 8.95, p < 0.001) revealed that prisoners rated education services higher than expected. However, limited resources, overcrowding, inconsistent policies, and a shortage of qualified educators still hinder effectiveness. Qualitative results further highlight institutional barriers, including security restrictions limiting prisoner participation and the lack of standardized curricula across facilities. Additionally, while education is recognized as a rehabilitative tool, its role in clemency decisions and sentence reductions remains ambiguous, underscoring the need for policy enhancements. These findings contribute to ongoing prison reform efforts, highlighting the importance of inter-agency collaboration, digital learning expansion, and integrating education into legal reintegration frameworks. By addressing structural challenges and aligning prison education with global best practices, Cambodia can strengthen its correctional education system, ultimately improving prisoner rehabilitation and reintegration.
Developing Electronic English Educational Cartoon (E-EduToon): A Culturally-Based Supplementary Material for Reading Instruction Sholihah, Akhris Fuadatis; Kholis, Adhan
Journal of General Education and Humanities Vol. 4 No. 2 (2025): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i2.398

Abstract

This research aimed to develop an interactive e-book integrating traditional games, such as Cublak-Cublak Suwung and Truth or Dare cards, with structured scaffolding to support English language learning. The researchers implemented scaffolding through step-by-step exercises that progressively guided students in understanding texts. While many studies have explored digital media in language learning, research on interactive e-books incorporating traditional games and scaffolding remains limited. Addressing this gap, this study employed a Research and Development (R&D) approach consisting of analysis, design, development, implementation, and evaluation. Using a mixed-methods design, quantitative data from 15 seventh-grade students was collected through Likert-scale questionnaires, and qualitative data was collected from interviews with an English teacher, observations, and student questionnaires. The e-book was validated by two experts in design and content, with validation scores of 4.33 from the media expert and 4.23 from the content expert, while students rated it 4.22, confirming its high validity. Additionally, student feedback indicated a strong interest in using the e-book for English learning, with an average score of 4.35. This innovative approach supports more engaging, culturally relevant English learning, making it a valuable resource for classrooms and supplementary learning, particularly among Indonesian learners.
An eye into the 2023 Zambia education curriculum framework: What is there for special and inclusive education in Zambia Muzata, Kenneth Kapalu
Journal of General Education and Humanities Vol. 4 No. 2 (2025): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i2.403

Abstract

The Curriculum Development Centre (CDC) in Zambia, a Directorate under the Ministry of Education, has rolled out the 2023 Education Curriculum Framework to guide education in Zambia, replacing the 2013 framework. Emanating from the 2023 Zambia Education Curriculum Framework, this paper critically analyses special and inclusive education for learners with disabilities in the reviewed curriculum. The paper compares the 2013 curriculum framework to the 2023 one and analyses whether Zambia is progressing in providing special and inclusive education to learners with special education needs. With the help of the QDA Miner qualitative data analysis tool, the study revealed that the content within the two curriculum frameworks is 0.378 similar, a Jaccard coefficient which indicates that the content in the two curriculum frameworks is somewhat similar and not entirely different. Even though there appeared to be an improvement in the 2023 curriculum framework, data by word frequency shows that concepts related to disability and special education need provision are inadequately represented, signalling a continued low-key consideration of education provision for learners with disability. Based on the findings of this study, teachers need capacity building in curriculum adaptations for learners with disabilities and autonomy to modify content, teaching, and learning materials and assessments so that learners with disabilities benefit from the 2023 curriculum goals. Providing the necessary resources for competence-based curriculum implementation is critical for the success of the 2023 curriculum goals.

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