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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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 347 Documents
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Development of Probing-Prompting Learning Model Assisted by Mathematics Learning Module to Improve Students' Motivation and Mathematics Learning Outcomes Siti Nur Halimah; Nurma Izzati; Sirojudin Wahid
Journal of General Education and Humanities Vol. 1 No. 3 (2022): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v1i3.26

Abstract

This study has the following objectives: 1) To determine the development of the probing-prompting learning model assisted by the mathematics learning module to increase students' motivation and mathematics learning outcomes, 2) To test the effectiveness of the probing-prompting learning model assisted by the mathematics learning module to increase motivation and learning outcomes in mathematics student. This type of research is an RnD (Research and Development) model using the 4-D method that Thiagarajan and Sammel developed, namely the Define, Design, Develop, and Disseminate stages. This research was conducted at SMPN 01 Banjarharjo with a sample of 64 students. Collected data in this study using several instruments, including implementing learning plans, tests, motivation, and student response questionnaires. The results that have been obtained from the research are: 1) the Probing-Prompting learning model assisted by the Learning Module, after being validated and tested, it shows that it is convenient in increasing student motivation and learning outcomes, 2) The application of the Probing-Prompting learning model assisted by the Learning Module, can be said to be effective with an increase that occurred in students' motivation and mathematics learning outcomes.
Development of Cooperative Integrated Reading and Composition Learning Model with Mind Mapping Method to Improve Students' Understanding of Mathematical Concepts Nurul Fauziah; Nurma Izzati; Hendri Handoko
Journal of General Education and Humanities Vol. 1 No. 3 (2022): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v1i3.27

Abstract

The development of the CIRC learning model with the mind mapping method was based on the needs analysis results. The findings include that students' understanding of mathematical concepts is still not optimal, and teachers' selection of learning models is still not appropriate. The CIRC learning model applied in schools is still not optimal or has several shortcomings. The objectives of this study are: (1) to determine the development of the CIRC learning model with the mind mapping method to improve students' understanding of mathematical concepts; (2) know the improvement of students' understanding of mathematical concepts who received the application of the CIRC learning model with the mind mapping method; (3) knowing the difference in increasing students' understanding of mathematical concepts between those who received the application of the CIRC learning model with the mind mapping method and those who received the application of the CIRC learning model; (4) knowing students' responses to the application of the CIRC learning model with the mind mapping method. The results showed that: (1) the CIRC learning model with the mind mapping method was included in the valid criteria and should be tested based on the product validation results. (2) there is an increase in students' understanding of mathematical concepts in the experimental class who get the application of the CIRC learning model with the mind mapping method of 0.88 (high criteria). (3) there is a significant difference between the application of the CIRC learning model with the mind mapping method and the application of the CIRC learning model to improve students' understanding of mathematical concepts (4) The student response to the application of the CIRC learning model with the mind mapping method is 79% (very good) positive students (accept).
The Development of Student Worksheet Materials Teaching in a Project-Based Learning Approach Siti Nadifah; Hendri Raharjo; Indah Nursuprianah
Journal of General Education and Humanities Vol. 1 No. 3 (2022): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v1i3.31

Abstract

This study aims to describe the development of Student Worksheet materials teaching the Project Based Learning approach at MTs An-Nashuha Kalimukti Pabedilan-Cirebon Regency in mathematics learning on opportunity material. Mathematics learning is done by applying the project-based learning approach with a sample class of 35 students. The method used is the cluster random sampling technique, which takes clusters or groups, not based on population members taken one by one or individually. The use of data is a test instrument in the form of a pretest and posttest to measure the value of student results of learning outcomes and a questionnaire to determine student responses to the use of worksheets with the Project Based Learning approach. The pretest and posttest tests show that students have increased, Normal and homogeneous distribution. Furthermore, to determine the effectiveness of teaching materials, researchers used the Paired Sample t-Test. The Paired Sample t-Test calculation results showed a significance value of 0,000. Thus the significance value is smaller than 0.05, and 10.280 is more incredible than t table 2.04. Based on the results of the calculation of tcount> t-table, Ho is rejected. Because there are, there are differences in the average initial and final scores on the subject matter of opportunities and the use of Student Worksheet teaching materials as the development of materials teaching products are considered quite effective.
Students’ Ways of Understanding Academic Writing Suciyati Sulaiman
Journal of General Education and Humanities Vol. 1 No. 4 (2022): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v1i4.32

Abstract

Universities have placed academic writing skills as valuable skills for university students; some universities have compulsory modules for undergraduates, and some have dedicated writing centers for students to seek assistance in composing academic writing. Without a doubt, writing in English, particularly for those whose first language is not English, is considered a complex and challenging skill to master. In addition, academic writing is even more complex, as an essential element of academic writing is the inclusion of claims and opinions. Therefore, the struggle observed is that students cannot voice their opinions in a formal writing context, which perhaps resulted in the structure of the written piece not being coherent and cohesive as per the standard of academic writing. In order to achieve its aim, this study will use a phenomenographic research approach to investigate the undergraduate’s conceptions of academic writing. A phenomenography approach is used in this study because students’ experience composing academic writing would be the focus, and the research object would look at the variation in ways of experiencing such phenomena. The study relates to learners from various faculties at the University with a common ground of their English language proficiency that is used to gain entry to the University.
Influence of Quality Early Childhood Education Centres on Social Interaction of Pre-Primary School Pupils in Kwara State Muraina Olanrewaju Kamilu; Ayoku Oba Baba; Habibat Bolanle Abdulkareem
Journal of General Education and Humanities Vol. 1 No. 3 (2022): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v1i3.34

Abstract

Poor-quality Early Childhood Education Centre (ECEC) can be detrimental to the development of children, as they may lead to poor social, emotional, educational, health, physical, and behavioral outcomes and the general well-being of children. However, this research examined the influence of quality ECEC centres on the social interaction of pre-primary school pupils in Kwara State. This study examines evidence on the influence of the quality of the ECE Centre on the Social interaction of pre-primary school pupils in Kwara State. The quantitative approach was adopted for the study while data was collected through a Questionnaire on the Quality of the ECE Centre and Observation rating scales on social interaction. Data collected were analyzed through descriptive statistics of frequency count and percentage scores. The results revealed that quality ECE Centre positively influenced social interaction between pre-primary school pupils and the overall development of children. At the same time, the study recommends that schools provide excess hands-on materials and allocate more play time and well enough space for play activities to foster children’s social interaction through quality ECE Centre, especially in Kwara State.
Natural Communication Abilities Among Children with Congenital Deafblindness in Multi-Linguistic Communities of Zambia Brighton Kumatongo; Douglas Gawani Phiri
Journal of General Education and Humanities Vol. 1 No. 3 (2022): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v1i3.35

Abstract

Children with Deafblindness in Zambian communities face communication challenges. Communication forms the basis for human interaction, exchanging ideas and feelings, and facilitating inclusiveness in society. This study, anchored on the theory of dialogism as the theoretical framework, sought to assess the natural communication abilities of children with congenital Deafblindness and further explore measures taken by caregivers/parents to enhance the communication abilities of the children. A qualitative case study was used as the research design. Snowball sampling technique was used to sample three (3) children with congenital Deafblindness aged three (3), eleven (11), and twelve (12) and three (3) parents and one (1) relative who participated in the study, making the total number of (7) seven participants. The participants were from Lusaka, Copperbelt, and Northwestern provinces of Zambia. The findings were that children with congenital Deafblindness could use natural signs to communicate their feelings of happiness, frustration, or discomfort, detect sounds, express mistreatment, and use imitations, tapping, and pointing signs. The study concluded that although children with congenital Deafblindness can communicate, parents 1 and 2 naturally and relative o In contrast, parent 3 was able to communicate with her child with congenital Deafblindness through the use of Hand overhand communication, the object of reference, body contact and hand tactile techniques. The study recommended the need to teach communication techniques to parents and caregivers of children with Deafblindness in order to improve the communication skills of children with Deafblindness.
Technical and Vocational Education and Training and Production of Productive Workforce Graduates: An Incubation Role of Private Sector; A case of selected NACTVET Colleges in Mbeya, Tanzania Kaula Stephen
Journal of General Education and Humanities Vol. 1 No. 4 (2022): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v1i4.45

Abstract

This study examines the effects of TVET on producing a productive workforce who are graduates under the moderation role of the private sector. The study was conducted following cases of many graduates completing middle technical and vocational colleges to find they are not employable. To uncover this gap, the study used quantitative research approaches. While the research design was explanatory, the sampling technique was simple random sampling. From a population of 3 NACTVET colleges comprising 3350 units of inquiry, including students, graduates, and tutors from such selected NACTVET colleges, 357 respondents were deduced. Data collection from the sample obtained used a survey questionnaire. Before actual data analysis, a pilot survey, data cleaning, and factor analysis were conducted. Structural equation modeling was used in the actual data analysis. It gives that result Cognitive domain attributes were found to have a positive and insignificant effect on producing a productive workforce of graduates. Also, TVET psychomotor domain attributes were revealed to have positive but insignificant effects on producing productive workforce graduates, and the same results were with behavioral, affective domain skills on producing productive workforce graduates. Moreover, the analysis found positive and significant effects of three factors on producing productive workforce graduates under the moderation role of the private sector. This either suggests to education stakeholders, policymakers, and curriculum developers to adopt the model this study has introduced by bringing the private sector into TVET programs.
Naija: The Cinderella for Nigerian and West African National Language, Unity and Identity Omowumi Olabode Steven Ekundayo
Journal of General Education and Humanities Vol. 1 No. 4 (2022): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v1i4.49

Abstract

The perennial questions about the national language and the Nigerian Pidgin (Naija) status remain unresolved in Nigeria. Hence, this paper focuses on the national language question for Nigeria against the theoretical background of the national language, national identity, and linguistic relativism. The paper sets out to reevaluate the common arguments often articulated against adopting Naija as the national language and advance the reasons why it should be adopted as the national language. The paper adopted the qualitative approach to research. Primary data were generated from the interview, observation, and spontaneous speech recording, while secondary data were taken from library materials and the Internet. Educated and illiterate Nigerians constituted the study population, and mixed and purposive sampling methods were used to select informants. It is established in this paper that it is the de facto national language and the most undermined and neglected among the five major languages in Nigeria. The paper concludes that language, a critical factor of production, has been undermined. Adopting Naija as a national language will foster national unity and cohesion, accelerate scientific advancement, facilitate democratization and enhance teaching and learning in the long run.
Students’ Motivational Factors behind Acquiring Shadow Education and Reasons for Creating New Generation Schools in Cambodia Houn Thon; Sereyrath Em; Sina Pang; Ravy Nhor
Journal of General Education and Humanities Vol. 1 No. 4 (2022): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v1i4.51

Abstract

The current study explores the motivational factors behind acquiring shadow education in Cambodia. We adopted documentary design, which is one of the qualitative methods. We collected relevant documents on shadowing in Cambodia and analyzed them qualitatively using the proposed content analysis. This study indicated that the leading motivational factors behind acquiring extra education in Cambodia were students' grades and overemphasis on examinations, school quality, teacher economic benefits, or teacher corruption. The findings from these studies could be used to discuss and generalize the motivational factors behind acquiring shadow education in the Cambodian educational context. Along with the existing shadow education, causing difficulty for the poor, the Royal Government of Cambodia and the Ministry of Education, Youth and Sports (MoEYS) have taken measures to eliminate this type of education by turning some schools into New Generation Schools (NGS).
Orientation Services and Course Satisfaction among Technical Vocational Education and Training (TVET) Trainees in Kenya Maren Awuor Omondi; Pamela Raburu; Peter Aloka
Journal of General Education and Humanities Vol. 1 No. 4 (2022): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v1i4.52

Abstract

The study examined the relationship between orientation guidance services and course satisfaction among trainees in TVET institutions in Kakamega County, Kenya. Holland’s theory of vocational choice guided the study. A concurrent Triangulation design was adopted. The study targeted 12807 trainees, four registrars, 4 Deputy Principals in charge of academics, and 4 Guidance and Counseling Coordinators from the TVET institutions in Kakamega County. The use of questionnaires and interview schedule collected data. The instruments were piloted among 38 trainees from Kisiwa TTI in neighboring Bungoma County of Kenya. The study established a significant positive correlation between orientation services (r=.473; p=.000) and course satisfaction among TVET trainees. Orientation services accounted for 22.1% of the variation in the level of course satisfaction. Based on the findings, it was recommended that the Administrators of TVET institutions ensure the implementation of TVET academic policy in the institutions to enhance the adequate provision of academic services.

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