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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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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Strengthening Ecological Awareness through the Pancasila Student Profile Project: Evidence from a Private Senior High School in Medan Khairani, Nora; Dora, Nuriza
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.707

Abstract

This study investigates the implementation of the Pancasila Student Profile Strengthening Project (P5) with the theme of Sustainable Lifestyle at SMAS Budisatrya Medan. Rising waste accumulation and declining ecological awareness among students underscore the need for educational intervention. The research specifically aims to describe how P5 is carried out and how students, teachers, and the school perceive its impact. Using a qualitative approach through observation, interviews, and documentation, the study engaged students, teachers, and the principal as participants. The findings show that students actively participated in waste sorting, recycling, and reforestation, which nurtured ecological awareness and values of discipline, responsibility, and cooperation. Teachers highlighted that P5 was more effective than conventional classroom learning because it provided direct experiential engagement, although limited facilities, time constraints, and uneven motivation were noted as challenges. The principal emphasised that P5 aligned with the school’s vision of fostering environmentally responsible characters but required family and community reinforcement. In conclusion, this study proves that P5 enhances ecological awareness and strengthens character formation through experiential learning, with sustainability hinging on wider stakeholder involvement.
The Effect of Pair Check Learning on The Learning Outcomes of Grade X Students of State Vocational School 1 Panai Hulu Fitri, Layla; Susanti, Eka
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.710

Abstract

Students' academic performance at SMK N 1 Panai Hulu has not consistently met the expected minimum standards. A major contributing factor is the limited variety of teaching methods teachers use, which has resulted in low student engagement and passive learning. While previous studies have shown that cooperative learning models can improve student outcomes, many have not specifically examined their application in history learning within vocational school contexts. This study addresses that gap by applying the Pair Check learning model, which encourages students to take a more active role through independent and collaborative learning. A quantitative approach with a quasi-experimental design was employed. The population consisted of all tenth-grade students, and a sample of 70 students was selected, comprising 35 in Class A and 35 in Class B. Data were collected through pretests and posttests administered before and after the intervention, then analyzed using SPSS version 26. The results revealed a clear improvement in the experimental group: the average score increased from 69.71 (pretest) to 78.03 (posttest), surpassing the school’s minimum criteria. In comparison, the control group improved only from 69.34 to 72.29. An independent samples t-test confirmed this difference was statistically significant (sig. 2-tailed = 0.000 < 0.05). These findings demonstrate that the Pair Check model positively impacts student achievement in history learning. Beyond this context, Pair Check can be integrated into other subjects to foster active participation, peer accountability, and deeper understanding, offering teachers a practical alternative to conventional, teacher-centered methods.
The Effectiveness of the Student Executive Board Management of FITK UIN-SU in Developing the Personality Competence of Prospective Islamic Education Teachers Fadli, Fery; Mahariah, Mahariah
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.713

Abstract

This study evaluates the effectiveness of the Student Executive Board (DEMA) of the Faculty of Tarbiyah and Teacher Training (FITK) at UIN North Sumatra in developing the personality competence of prospective Islamic Religious Education (PAI) teachers. Personality competence is considered a fundamental aspect of professional educators, requiring intellectual capacity and moral and ethical maturity. A descriptive qualitative approach was employed, with data collected through interviews, participatory observation, and documentation. Findings indicate that DEMA substantially strengthens students’ discipline, social responsibility, and integrity. Active participation in organisational programs provides opportunities for internalising leadership values, social learning, and Islamic character building. Despite structural and cultural challenges, DEMA is a non-formal pedagogical arena that complements classroom learning and supports holistic personality development. The study suggests enhancing collaboration between student organisations and faculty management to optimise organisational roles in preparing competent PAI teachers with strong professional and personal qualities.
Teachers' Perceptions of the Development of Integrated Social Studies Student Worksheets Based on Social and Religious Values in Elementary Schools Yusnaldi, Eka; Karim, Pangulu Abdul
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.719

Abstract

This study aims to explore teachers’ perceptions of the development of Integrated Social Studies (IPS) Student Worksheets (LKPD) based on social and religious values in State Elementary School 152979 Pandan 1. The study is grounded in the importance of integrating character values into Social Studies learning to support the formation of the Pancasila Student Profile. A descriptive qualitative approach was employed, supported by quantitative data from a four-point Likert-scale questionnaire, in-depth interviews, and a document review of the LKPD. The research subjects were 10 teachers involved in Social Studies instruction. The questionnaire instrument comprised four dimensions: the urgency and benefits of value-based LKPD, ease of development and implementation, availability of support, and impact on students’ attitudes, interests, and social interactions. The findings revealed that the “impact on students” dimension scored the highest (3.90), followed by “urgency and benefits” (3.85), “ease of development and implementation” (3.10), and “availability of support” (2.75). Teachers believe that value-based LKPD is effective in improving students’ learning motivation, social skills, and positive attitudes, although technical constraints and limited institutional support remain challenges. The study recommends continuous training, provision of relevant references, and strengthening teacher collaboration to ensure the sustainability of value-based LKPD implementation in elementary schools.
The Effect of the Duolingo App to Improve Vocabulary Mastery Among Gen-Z In an English Course Program Ramdhani, Ilham; Subiyantoro, Hariyanto
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.720

Abstract

This study aims to examine the effect of Duolingo on improving vocabulary mastery among Generation Z students in an English course program. This study employed an experimental design with a one-group pre-test and post-test to investigate the effectiveness of using the Duolingo application in enhancing vocabulary learning. Thirty-nine elementary school students aged 7–12 participated in the program, where Duolingo was integrated into classroom activities for five months. Data were collected through vocabulary tests, observations, and interviews. The results revealed a significant improvement in students’ vocabulary mastery, with the mean score increasing from 54.10 in the pre-test to 85.77 in the post-test. Statistical analysis using a paired t-test confirmed a highly significant difference (t = 10.64, p < 0.001), indicating that the Duolingo application effectively enhanced vocabulary acquisition. In addition, qualitative findings showed that students responded positively to using Duolingo, reporting increased motivation and engagement during learning. These findings suggest that mobile-assisted language learning (MALL) tools such as Duolingo can be effective instructional media for young learners, particularly in non-formal educational settings. The study contributes to technology-based pedagogy by highlighting the potential of gamified applications to foster vocabulary mastery and learner motivation.
Improving Vocabulary Mastery of Grade X Students Through Picture Cards at MAN Insan Cendekia Kota Palu Muspira, Muspira; Said, Mawardin M.; Eisenring, Moh. Abraham Akbar; Marhum, Mochtar
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.733

Abstract

This study addresses the problem of limited vocabulary mastery among grade X students at MAN Insan Cendekia Kota Palu, which hampers their ability to communicate effectively in English. The objective was to determine whether the use of picture cards as a teaching medium could significantly improve students’ vocabulary mastery. The research employed a quantitative approach with a quasi-experimental design involving two groups: an experimental group taught with picture cards and a control group taught with conventional methods. The sample consisted of 46 students, selected randomly and divided equally into experimental and control classes. Data were collected through pre-tests and post-tests, and analysed using a t-test. The findings revealed that the experimental group’s mean score increased from 62.48 in the pre-test to 81.91 in the post-test, while the control group only improved from 58.09 to 65.87. The t-counted value (4.38) exceeded the t-table value (1.681) at the 0.05 significance level, confirming that picture cards had a significant positive effect on vocabulary mastery. Beyond score improvement, students in the experimental class also showed greater participation and motivation during learning activities. These findings suggest that visual media, particularly picture cards, can be effectively integrated into EFL classrooms to foster engagement and enhance vocabulary learning outcomes on a broader scale.
E-Learning, Self-Efficacy, and Motivation: Their Influence on Critical Thinking in IPAS Learning Arif, Shohibi; Hariani, Lilik Sri; Brihandhono, Ari
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.737

Abstract

21st-century education requires students not only to master knowledge but also to possess critical, creative, communicative, and collaborative thinking skills (4C skills) to address global challenges. This quantitative correlational study examines the impact of e-learning, self-efficacy, and learning motivation on critical thinking skills in elementary science. The research was conducted with all 63 fourth-grade students at SDN Wonoasih 2 Probolinggo. The research instrument was deemed valid and reliable, and the data were analyzed using classical assumption tests, including the Kolmogorov–Smirnov test for normality, linearity, multicollinearity, and heteroscedasticity. This was followed by t-tests, F-tests, and determination coefficients (R²). The analysis revealed a significant collective impact of e-learning, self-efficacy, and learning motivation on critical thinking. Motivation emerged as the most dominant contributing factor, with self-efficacy and e-learning exhibiting subsequently lesser, yet still significant, influence. Simultaneously, the three variables explained 46.5% of the variation in critical thinking ability, while the remaining factors influenced the remaining variation. These findings underscore the importance of integrating problem-solving-based e-learning, enhancing self-efficacy through constructive feedback, and promoting motivation for relevance-based learning and autonomy. The following study suggested adding other variables, such as learning style, family support, and infrastructure readiness, by using a qualitative or mixed-methods approach, and expanding the sample across different levels and regions to improve generalizability.
The Effectiveness of Using Games Two Truths and a Lie In Increasing Students’ Speaking Ability at SMP Labschool Untad Palu Rismauliani, Fauziah; Suriaman, Aminah; Mashuri, Mashuri; Kamaruddin, Abd
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.738

Abstract

The study aimed to determine the effectiveness of using the "Two Truths and A Lie" game in improving the speaking skills of seventh-grade students at SMP Labschool Untad Palu. This research was motivated by the students' persistent challenges, including low motivation and speaking anxiety, often exacerbated by non-interactive teaching methods. Employing a quasi-experimental design with a pre-test and post-test control group, the study involved a sample of 45 students. Data analysis using SPSS confirmed that the post-test scores of the experimental group followed a normal distribution, justifying the use of parametric tests. The mean scores showed a substantial increase in the experimental group, rising from 9.09 to 15.95, significantly higher than the control group’s increase (from 10.40 to 14.45). This difference was confirmed as statistically significant by the paired sample t-test, supporting the hypothesis. The findings conclusively demonstrate that the "Two Truths and A Lie" game is significantly effective in boosting students' confidence, improving fluency, and developing critical thinking skills, providing empirical insight into the value of incorporating fun and interactive teaching methods.
Effectiveness of Client-Centered Group Counselling in Enhancing Social Skills of Anxious Introverted Students Nurhaliza, Indah; Nasution, Fauziah
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.708

Abstract

This study examines the effectiveness of group counselling services employing the Client-Centred Therapy approach in enhancing the social skills of students with anxious introverted traits. Employing a quantitative method with a One-Group Pretest-Posttest Design, the study involved 11 seventh-grade students of MTs Al-Ulum Medan who were identified as having high levels of anxious introversion. The instrument used was an introversion scale, and the data were analysed using the Wilcoxon Signed-Rank Test. The findings revealed a significant decrease in introversion levels after the intervention, with all participants shifting from the high category (121–134; 76%–84%) to moderate and low categories (113–119; 71%–74%). Statistical analysis indicated Z = -2.950, p = 0.003 (< 0.05), and effect size r = 0.89, which reflects a significant effect. These results demonstrate that Client-Centred Group Counselling is effective in reducing social anxiety and enhancing students’ social skills, particularly in areas such as communication, cooperation, and self-confidence. The study highlights that school counsellors are encouraged to adopt client-centred group counselling as part of their structured psychosocial support. Further research is recommended to expand this model across various school contexts with larger samples, stronger experimental designs, and long-term evaluations.
The Effectiveness of Group Guidance with Shame Attacking Exercise to Improve Students’ Assertive Behavior Amanda HLM, Feby; Irwan S
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.741

Abstract

This study aims to determine the effectiveness of group counseling services using the Shame Attacking Exercise technique in enhancing the assertive behavior of eighth-grade students at UPT SMP Negeri 27 Medan. The study employed a quasi-experimental design with a non-equivalent control group, involving 16 students with low assertive behavior, divided into experimental and control groups. The experimental group received an intervention consisting of six group counseling sessions using the Shame Attacking Exercise technique, while the control group participated in regular group guidance. Data were collected using an assertive behavior scale and analyzed with normality tests, homogeneity tests, and paired sample t-tests. The research results showed a significant increase in assertive behavior in the experimental group (post-test mean = 97, high category), compared to the control group (post-test mean = 89, medium–high category), with a significance value of 0.001 < 0.05. These findings confirm that the Shame Attacking Exercise technique is effective in helping students express themselves assertively, honestly, and confidently. This study has implications for guidance counselors, school counselors, and parents in supporting the development of students' assertive behavior. The study's limitations include a small sample size and a short intervention duration; therefore, further research is recommended with a larger sample and a mixed-methods approach to strengthen the generalizability of the results.

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