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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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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The Effect of Think-Pair-Share on Eleventh Grade Students’ Speaking Performance: A Quasi-Experimental Study Rahman, Fatur; Kamaruddin, Abdul; Hasyim, Zarkiani
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.874

Abstract

Students in EFL classrooms often exhibit low participation in speaking activities, leading to passive interaction and limited oral practice. Therefore, this study aimed to examine the effect of applying the Think-Pair-Share (TPS) technique on improving students’ speaking skills at SMAN 5 Palu. A quasi-experimental design with pre-test and post-test was employed involving two intact classes selected through purposive sampling: class XI M9 as the experimental group and class XI M7 as the control group, each consisting of 35 students. The experimental group received instruction using the TPS technique, while the control group received conventional instruction. Students’ speaking performance was assessed based on accuracy, fluency, and comprehensibility. Data from pre- and post-tests were analyzed using an independent-samples t-test. The results showed a statistically significant improvement in students’ speaking skills after the implementation of the TPS technique. The experimental mean score increased from 30.20 on the pre-test to 67.14 on the post-test, whereas the control group showed only a slight increase from 30.40 to 41.45. The statistical analysis indicated a significant difference between the two groups, t (68) = 12.20, p < .05. These findings indicate that the Think-Pair-Share technique is effective in enhancing students’ speaking performance.
Improving Students’ Speaking Skills Through Describing Picture Strategy at SMP Negeri 7 Palu Haku, Devitriani AR.; Kamaruddin, Abdul; Mashuri, Mashuri; Hastini, Hastini
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.875

Abstract

Descriptive speaking skills remain among the most challenging competencies for junior high school students, particularly in contexts where English is taught as a foreign language. Many students struggle with pronunciation, fluency, vocabulary, and comprehensibility, resulting in limited confidence and difficulty expressing descriptive information. This study aims to determine the effectiveness of the Describing Picture Strategy in developing the descriptive speaking skills of eighth-grade students at SMP Negeri 7 Palu. Using a quasi-experimental design with a pretest–posttest control group, the study involved 57 students selected through simple random sampling. The experimental group received treatment using the Describing Picture Strategy, while the control group received conventional instruction. Data were collected using a speaking performance test and analyzed through descriptive and inferential statistics using SPSS 25. The results show a significant improvement in the experimental group’s mean score from 59.69 to 71.81, compared to the control group’s increase from 58.24 to 61.08. An Independent Samples T-Test yielded a p-value of 0.000 (p < 0.05), indicating a statistically significant difference between the groups. These findings demonstrate that the Describing Picture Strategy effectively enhances students' pronunciation, fluency, and comprehensibility by providing visual stimuli that trigger ideas and reduce speaking anxiety. The study concludes that visual-based, student-centered techniques are beneficial for improving descriptive speaking performance in EFL contexts.
The Relationship Between Secure Attachment Style and Self-Disclosure in Late Adolescents Pertiwi, Syiefa Atharida; Suryadi, Denrich
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.876

Abstract

This study examines the relationship between secure attachment style and self-disclosure among late adolescents in Jakarta, Indonesia (N = 170). The findings indicate a statistically significant yet weak positive correlation between the two variables (r(168) = .151, p = .050). This suggests that higher levels of secure attachment tend to be associated with increased self-disclosure; however, the magnitude of this association is limited and does not consistently reach a high level of openness. Conversely, lower levels of secure attachment do not necessarily correspond to lower self-disclosure, as the observed relationship is correlational rather than causal and may be influenced by other internal and external factors. Overall, secure attachment style is related to adolescents’ self-disclosure, but it should not be regarded as the sole determinant of openness during late adolescence.
The Effect of Using LMS Moodle on Improving Students' Understanding of Algorithms, C++ Programming, and Active Involvement in Informatics Learning at Senior High School X in Bekasi City: A Comparative Study Marciano M, Mathias
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.877

Abstract

This study aims to compare students’ understanding of algorithms, C++ programming skills, and active engagement in Informatics learning between those who use the Moodle Learning Management System (LMS) and those who do not at SMA X Kota Bekasi. The research employs a quantitative method with a causal comparative design, involving two naturally formed groups based on their use of LMS in classroom learning. Research instruments include a learning outcome test (posttest), programming practice assessment, and a student engagement questionnaire. The results indicate that the Moodle user group demonstrated a higher understanding of algorithms, with an N-Gain score of 0.411 (medium category), compared to the non-user group, which had an N-Gain score of 0.238 (low category). In terms of C++ programming skills, the Moodle group showed more stable, higher average performance, although the Mann-Whitney U test revealed no statistically significant difference (Sig. = 0.165 > 0.05). Meanwhile, student engagement questionnaire results showed that the Moodle group had significantly higher engagement levels, as confirmed by an Independent Samples t-test (Sig. = 0.006; p < 0.05). Overall, the study concludes that there are positive differences in algorithmic understanding and student engagement between Moodle users and non-users, as well as a favorable, though not statistically significant, difference in C++ programming skills.
Patterns of Code-Switching in English Speaking Practice: A Descriptive Analysis of University Students Nurina, Syava Aizhawa Putri; Suriaman, Aminah; Zamzam, Fadhilah; Marhum, Mochtar
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.883

Abstract

Many university students experience difficulties in academic English speaking due to limited vocabulary, grammatical problems, nervousness, and the need to convey ideas clearly. To cope with these challenges, students often switch between English and Bahasa Indonesia during speaking activities. This study aims to examine the frequency of code-switching in academic speaking and to identify the main factors influencing its use among EFL university students. This study employed a quantitative descriptive design involving 32 third-semester students in an English for Public Speaking course at Tadulako University. Data were collected through a 20-item questionnaire covering linguistic, psychological, communicative, and social factors, supported by semi-structured interviews. Descriptive statistics were used to analyze the data. The findings reveal that code-switching occurs very frequently, with 96.88% of students reporting frequent use. Linguistic factors were the most dominant, followed by social and communicative factors, while psychological factors had the lowest influence. Interview data confirmed that students use code-switching to maintain fluency, clarify meaning, and support interaction. Overall, code-switching is a common and strategic practice that helps students manage academic speaking challenges in multilingual EFL classrooms.
Regulation of E-Government Development in Manado City Gerungan, Carlo Adrin; Lambonan, Marthin Luther; Gerungan, Mario A.
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.885

Abstract

This study aims to analyze the regulatory framework governing the development of E-Government in Manado City. By combining a normative juridical approach with an empirical approach, the research provides a comprehensive understanding of both the legal basis and practical implementation of digital-based governance. The normative juridical approach examines the regulations that serve as the foundation for E-Government administration, while the empirical approach observes their application in practice. Data were collected in Manado City over two months through interviews, observations, and analysis of secondary sources, including official documents and relevant literature. Qualitative descriptive analysis, involving data reduction, presentation, and conclusion drawing, was used to process the information. The findings indicate that E-Government in Manado City has advanced through the integration of various digital services to enhance public service quality. However, implementation remains suboptimal due to technical limitations in certain applications and gaps in human resource competencies. From a regulatory standpoint, the Manado City Government has established a solid legal foundation through Mayor Regulation Number 10 of 2018 and Mayor Regulation Number 31 of 2022, which guide the development and implementation of the Electronic-Based Government System. The study highlights that the effectiveness of E-Government depends on continuous support, including capacity building for human resources, strengthened digital infrastructure, enhanced cybersecurity, and periodic regulatory updates. Sustained efforts in these areas are essential to achieving modern, efficient, and responsive governance that effectively serves the community’s needs.
Implementing Google Docs Collaboration to Improve Descriptive Writing Skills of Eleventh-Grade Students at SMA Lab School Untad Palu Atmoko, Syafira Naysilla Putri; Usman, Sriati; Budi, Budi; Darmawan, Darmawan
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.886

Abstract

This research aims to investigate the effectiveness of Google Docs collaboration in improving descriptive text writing skills among eleventh-grade students at SMA Lab School Untad Palu. The research was conducted because many students faced challenges in writing descriptive text, particularly in mechanics (capitalization, punctuation, spelling), organization (logical structure and coherence), and content (idea development and relevance). A quantitative approach with a quasi-experimental pre-test and post-test control group design was employed. The sample consisted of two groups: the experimental group (n = 30), which was taught using Google Docs collaboration, and the control group (n = 29), which received conventional writing instruction. Students' writing skills were assessed using an analytic scoring rubric adapted from Oshima and Hogue (2006), focusing on three components: mechanics (5 points), organization (35 points), and content (20 points), totaling 60 points, converted to a 100-point scale. The descriptive statistics showed that the experimental group achieved notable improvement, with the mean score increasing from 43.67 in the pre-test to 83.43 in the post-test, whereas the control group showed minimal change from 28.48 to 79.31. The Mann-Whitney U test confirmed a significant difference between the groups, indicated by an Asymp. Sig. value of 0.000 < 0.05. These findings demonstrate that Google Docs collaboration helps students provide real-time feedback, revise their work collaboratively, and organize ideas more effectively, resulting in improved writing performance in mechanics, organization, and content. Therefore, Google Docs is considered and effective digital tool for enhancing descriptive writing skills and is recommended for use in English writing classrooms aligned with the Merdeka Curriculum.
Improving Reading Comprehension by Using Fable Text of the Nineth Grade Students of SMP Negeri 1 Palu Pertama, Ian Putri; Wahyudin, Wahyudin; Maf’ulah, Maf’ulah; Usman, Sriati
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.889

Abstract

This research aims to determine the effectiveness of using fable texts in improving the reading comprehension skills of ninth-grade students of SMP Negeri 1 Palu. Reading comprehension is an essential skill in English learning; however, many junior high school students still struggle to understand texts due to limited vocabulary and low reading interest. Therefore, engaging narrative texts, such as fables, are considered a potential alternative to address this issue. This type of research is quasi-experimental, with a pre-test and post-test control-group design. The population in this study comprised all ninth-grade students at SMP Negeri 1 Palu in the 2024/2025 academic year, totaling 352 students and divided into 11 classes. The sampling technique used was cluster random sampling, so two classes were selected as the research sample, with one class serving as the experimental group and the other as the control group. The experimental group was taught using fable texts, while the control group was taught using conventional learning methods. Research data were obtained through reading comprehension tests administered before the treatment (pre-test) and after the treatment (post-test). The collected data were analyzed using descriptive statistics and inferential statistical tests to determine the significance of the treatment effect. The results showed a significant increase in students' reading comprehension skills when taught using fable texts compared to those taught using conventional methods. The average post-test score of the experimental group reached 93.55, while the control group obtained 88.39, with a significance value of 0.007 (sig. < 0.05). These findings indicate that the difference between the two groups was statistically significant. This shows that the use of fable texts has a positive, significant effect on students' reading comprehension.
From Playing To Retention: Enhancing Students’ Vocabulary Mastery Through Flashcard-Based Instruction Labanu, Faradilla; Erniwati, Erniwati; Anggreni, Afrillia; Hasyim, Zarkiani
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.897

Abstract

Adequate vocabulary mastery is a fundamental requirement for successful English language learning, as emphasized in the Merdeka Curriculum. However, many junior high school students still exhibit low vocabulary proficiency due to the use of monotonous and teacher-centered conventional teaching methods. Therefore, this study aimed to examine the effectiveness of flashcard-based instruction in enhancing the vocabulary mastery of seventh-grade students at SMP Negeri 1 Palu. This research employed a quasi-experimental design with two groups: an experimental group of 32 students and a control group of 32 students, selected via simple random sampling. The experimental group received vocabulary instruction using flashcards, while the control group was taught using conventional methods. Data were collected through pre-tests and post-tests focusing on students’ mastery of nouns and verbs. The results revealed a significant improvement in vocabulary mastery among students taught with flashcards compared to those taught through conventional instruction. The mean post-test score of the experimental group was 85, which was higher than the control group’s mean score of 68. Statistical analysis using SPSS version 27 showed a significance value (Asymp. Sig. 2-tailed) of 0.000, which was lower than the 0.05 significance level. These findings indicate that flashcard-based instruction has a positive and significant effect on students’ vocabulary mastery. In conclusion, the study suggests that flashcards are an effective instructional medium for improving students’ vocabulary learning, increasing motivation, and supporting retention, particularly within the Merdeka Curriculum’s emphasis on contextual and everyday-life learning. Therefore, English teachers are encouraged to integrate flashcards into vocabulary instruction to create more engaging and effective learning environments.
Effects of Sustained Silent Reading on Eighth-Grade Students' Reading Comprehension: A Quasi-Experimental Study Auliya, Asti Fitra; Kamaruddin, Abdul; Hasyim, Zarkiani; Thamrin, Nur Sehang
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.898

Abstract

This study aims to determine whether the Sustained Silent Reading (SSR) method is effective in improving the reading comprehension of grade VIII students at SMP Negeri 1 Banawa Tengah. This study used a quasi-experimental design with two groups: the experimental group (VIII D) and the control group (VIII A). Both groups were given a pre-test and a post-test of the same type, consisting of multiple-choice, true/false, and detail questions that focused on literal understanding of the narrative text. The experimental group received the SSR method for six sessions, while the control group learned using the conventional method. The results showed a significant improvement in students' reading comprehension after the implementation of SSR. The average pre-test score of the experimental group increased from 44.64 to 74.68 in the post-test, while the control group increased from 42.71 to 63.46. The results of the t-test analysis showed that the t-counted value (3.82) was greater than the t-table value (1.675) at the 0.05 significance level, indicating that the alternative hypothesis is accepted. Thus, the application of the Sustained Silent Reading method has proven effective in improving the reading comprehension of grade VIII students at SMP Negeri 1 Banawa Tengah.

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