cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Arif Muchyidin
Contact Email
journalgehu@gmail.com
Phone
+6281324454525
Journal Mail Official
journalgehu@gmail.com
Editorial Address
Jl. Gagak N0.105 Kel. Sadang Serang, Bandung, West Java, Indonesia 40133
Location
Kota bandung,
Jawa barat
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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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
 31   32   33   34   35 
The Effect of Letter Card Media on the Recognition of Capital Letters in Indonesian Language Lesson for Second Grade Students at SDN 01 Balai Karangan Marlina, Maria; Slow, Lilian
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.v5i1.1003

Abstract

Difficulties in recognizing capital letters persist among second-grade students, hindering early literacy development. This study aims to determine the effect of letter-card media on students’ ability to recognize capital letters at SDN 01 Balai Karangan. The research employed a quantitative approach using a one-group pretest-posttest design. The study subjects were 24 second-grade students. Data were collected through oral tests administered before and after the implementation of the letter-card media. The data analysis techniques included the Chi-square normality test and the Wilcoxon non-parametric test, as the post-test data were not normally distributed. The results indicated a significant improvement in students’ ability to recognize capital letters, as shown by all positive score differences and the Wilcoxon test results (T⁺ = 325, T⁻ = 0, T = 0). These findings demonstrate that letter-card media is effective in improving capital letter recognition among second-grade students.
The Influence of Mother Tongue-Based Learning on Cognitive Learning Outcomes of Fifth Grade Students at SDN 27 Sungai Sepan in IPAS Lesson Wulandari, Aprilia Tresa; Bahri, Samsul
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.v5i1.1004

Abstract

This study aims to determine the effect of mother-tongue-based learning on the learning outcomes of fifth-grade students in the IPAS subject at SDN 27 Sungai Sepan, specifically in the topic of human body anatomy. The research used a quantitative approach with a One-Group Pretest-Posttest design and involved all 11 fifth-grade students as a saturated sample. The research instruments consisted of a cognitive learning-outcome test and a questionnaire to identify students’ responses toward mother-tongue-based learning through the following indicators: (1) Students can connect everyday experiences with IPAS concepts through logical reasoning expressed in their mother tongue. (2) Students can understand more complex IPAS concepts with teacher support when explanations are delivered in their mother tongue. (3) Students actively participate in discussions and ask questions in their mother tongue to clarify IPAS concepts. Data analysis techniques included a normality test and the Wilcoxon test for non-normal data to determine whether the effect on cognitive learning outcomes was significant. The results showed that students’ cognitive learning scores improved from a pre-test average of 3.84 to a post-test average of 3.90. The Wilcoxon test results for pre-test and post-test (T table: 0 < 8) indicated that the null hypothesis (H₀) was rejected. Student responses to mother-tongue-based learning were as follows: Indicator I: 81.8%, Indicator II: 100%, Indicator III: 92.7%. It can be concluded that mother-tongue-based learning has a positive effect; the use of the Iban Sebaruk language helps students better understand IPAS concepts, demonstrating that mother-tongue-based instruction positively influences the cognitive learning outcomes of fifth-grade students at SDN 27 Sungai Sepan.
Implementing the School Literacy Movement in IPAS (Integrated Science) Learning under the Merdeka Curriculum: A Case Study in an Indonesian Elementary School Myrtawati, Myrtawati; Al Masjid, Akbar; Nisa, Ana Fitrotun; Cahyani, Berliana Heni; Djufri, Elyas
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.v5i1.1009

Abstract

A low literacy culture among Indonesian elementary students severely hampers reading comprehension and science learning outcomes in the Integrated Natural and Social Sciences (IPAS) subject under the Merdeka Curriculum. This descriptive qualitative study, using naturalistic inquiry, examines the implementation of the School Literacy Movement (GLS) in fourth-grade IPAS learning at SD Negeri Mutihan, Bantul, Yogyakarta. The main aim was to describe GLS practices, identify supporting/inhibiting factors, and formulate teacher strategies addressing literacy barriers. Purposive sampling included one principal, one fourth-grade teacher, and five students representing diverse reading abilities. Data were collected through classroom observations (3 sessions), semi-structured interviews (60-90 minutes each), and documentation analysis (lesson plans, literacy records). Interactive qualitative analysis followed Miles & Huberman's model: data reduction (coding), display (thematic matrices), and conclusion drawing (pattern verification). Triangulation ensured credibility via source, method, and time comparisons. Key findings revealed: (1) systematic 15-minute reading routines and contextual IPAS texts integration; (2) reading corners utilization despite gadget distractions; (3) low student motivation as the primary barrier countered by teacher-led creative literacy activities; (4) policy-teacher-family synergy essential for sustainability. Schools should prioritize literacy-rich IPAS environments through teacher training, parental engagement programs, and diverse science reading materials to enhance outcomes of the Merdeka Curriculum.
Principal Supervision Management in Enhancing Teachers’ Information and Communication Technology Competence Syarofah, Lailis; Mardiana, Dinny
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.v5i1.1010

Abstract

This study aims to explore how principals’ supervision management contributes to improving teachers’ information and communication technology (ICT) competence in elementary schools. Using a qualitative case study design, the research was conducted in two public elementary schools in Tambora District, Jakarta. Data were collected through in-depth interviews, participant observation, and document analysis involving principals, teachers, and school supervisors. The findings reveal that supervision management, implemented through the functions of planning, organising, actuating, and controlling (POAC), plays a strategic role in strengthening teachers’ ICT competence. Participatory planning based on teachers’ needs, collaborative organisation of supervision teams, practice-oriented implementation through coaching and mentoring, and continuous monitoring and evaluation collectively foster teachers’ confidence, creativity, and ability to integrate digital technologies into classroom instruction. This study highlights that effective supervision management goes beyond administrative control and serves as a systemic approach to professional development. The findings have practical implications for school leaders in designing adaptive, sustainable supervision strategies to support digital transformation in elementary education.
POAC-Based Character Education Strategies for Fostering Student Discipline and Responsibility Aviani, Doris; Mardiana, Dinny
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.v5i1.1011

Abstract

This study aims to analyse character education strategies in improving students’ discipline and responsibility at SMP Al-Falah and SMP Kemah Indonesia 4 in Bandung. Employing a qualitative case study design, the research explores how character education is managed through the functions of planning, organising, actuating, and controlling (POAC). Data were collected through observations, in-depth interviews with principals, teachers, and students, and document analysis. The findings indicate that both schools have implemented character education initiatives oriented toward discipline and responsibility; however, their effectiveness remains limited. Character education planning tends to be general and lacks problem-based strategies; coordination among school actors is inconsistent; implementation relies mainly on routine habituation activities; and supervision emphasises sanctions rather than reinforcement of positive behaviour. These conditions hinder the internalisation of discipline and responsibility as intrinsic values among students. The study highlights the importance of systematic, integrated character education management, emphasising the principal’s role in fostering collaborative practices and balanced supervision to strengthen positive character development in secondary schools.
The Role of Teachers in Addressing the Bullying Phenomenon in the Digital Era for Generation Alpha in Elementary Schools Suherman, Suherman; Handayani, Sri
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.v5i1.1018

Abstract

Bullying, including cyberbullying, has increasingly affected Generation Alpha students in elementary schools, creating challenges for teachers in maintaining a safe and child-friendly learning environment in the digital era. This study aims to analyse the roles of teachers and principals in preventing and addressing bullying through the implementation of G.R. Terry’s management functions: planning, organising, actuating, and controlling at SDN 1 and SDN 2 Pasirjaya. A qualitative approach with a descriptive case study design was employed. Data were collected through in-depth interviews, participatory observation, and documentation analysis involving principals, teachers, and students. The findings reveal that teachers and principals have implemented POAC-based management strategies by integrating bullying prevention into instructional planning, establishing collaborative anti-bullying teams, applying character education and digital literacy approaches in daily learning activities, and conducting continuous supervision through behavioural evaluations and digital reporting systems. These practices indicate that the systematic application of management functions enables educators not only to respond to bullying incidents but also to proactively foster a child-friendly school culture and strengthen students’ ethical behaviour in digital spaces.
A Managerial Leadership Model for Teacher Performance Improvement: Insights from Madrasah Aliyah in Garut Regency Sugandi, Dayum; Sauri, R. Supyan
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.v5i1.1019

Abstract

Madrasah principals' managerial leadership is crucial for enhancing teacher performance, a key factor in the quality of Madrasah Aliyah education. This study examines principals' managerial leadership practices to improve teacher performance, focusing on work discipline, academic supervision, and instructional planning. To address challenges such as inconsistent performance and discipline at Madrasah Aliyah Al Maarif and Al Ulfa in Garut Regency, this study uses a descriptive qualitative case study design. Data from interviews, observations, and documents were analysed using reduction, display, and verification, with triangulation to ensure validity. Findings show principals' leadership boosts performance through structured planning, organisation, implementation, and evaluation. Planning goes beyond administration, with principals as motivators and models. Organisation involves systematic learning management, professional development, democratic styles, and collaborative environments. Implementation leverages motivation, communication, and supportive settings to advance professionalism through guidance, supervision, and training. Evaluation provides direction, communication, and potential nurturing through monitoring and appraisals. Ultimately, effective leadership holistically integrates these functions with discipline, supervision, and planning to elevate teacher professionalism and educational quality.
Effectiveness of the Jigsaw Technique in Improving Students' Reading Comprehension Sumantri, Lilis; Mukrim, Mukrim; Mashuri, Mashuri; Maf’ulah, Maf’ulah
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.v5i1.1020

Abstract

Reading comprehension constitutes a fundamental component of English language learning, as it enables students to construct meaning and understand written texts effectively. Nevertheless, many junior high school students continue to have difficulty comprehending English reading materials, especially when dealing with long descriptive texts and interpreting words with multiple meanings in different contexts. These difficulties often make students feel lazy and less motivated to read. Therefore, the Jigsaw technique was applied to encourage active learning, collaboration, and communication among students by dividing the learning materials into smaller sections, with each student responsible for studying and explaining their section to their peers. This study aimed to investigate whether the Jigsaw technique is effective in improving the reading comprehension of seventh-grade students at SMP Negeri 15 Palu, particularly in learning descriptive texts. This research employed a quasi-experimental design with two classes: VII A as the experimental group and VII C as the control group, totaling 60 students. A reading comprehension test consisting of 15 multiple-choice items and 5 essay questions was used as the research instrument. The data were analyzed using statistical procedures to determine whether the difference between the two groups was significant. The findings revealed that students taught using the Jigsaw technique demonstrated superior reading comprehension achievement compared to those taught through conventional methods. The statistical analysis showed that the obtained t value exceeded the critical value at the 0.05 level of significance, indicating that the alternative hypothesis was accepted. These results indicate that the Jigsaw technique, which promotes peer teaching, active participation, and cooperative learning, is an effective instructional strategy for enhancing students' reading comprehension and creating a more engaging learning environment.
Culturally Responsive Teaching: Improving Middle School Numeracy in Linear Functions Pangestika, Brigita Wanda; Lestari, Nurcholif Diah Sri; Prihandoko, Antonius Cahya; Kurniati, Dian; Suwito, Abi
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.v5i1.1024

Abstract

The low level of numeracy skills among junior high school students in linear function topics indicates the need for more contextual and meaningful mathematics instruction. This study explores the integration of Culturally Responsive Teaching (CRT) through the incorporation of local Banyuwangi culture as an instructional context to enhance students’ numeracy skills. Local cultural elements such as the Petik Laut tradition, Kawah Ijen tourism, Osing traditional house architecture, and Banyuwangi community economic activities were embedded in learning modules, student worksheets, and numeracy assessment tasks related to linear functions. Employing a research and development approach with a modified 4D model, this study involved eighth-grade students from a junior high school in Banyuwangi. The results indicate that the CRT-based learning materials grounded in Banyuwangi culture met the criteria of validity, practicality, and effectiveness. Furthermore, the implementation resulted in significant improvements in students’ numeracy skills, as indicated by complete learning mastery and moderate to high n-gain scores. These results suggest that positioning local culture as a source of mathematical contexts within a CRT framework not only enhances students’ understanding of linear functions but also fosters more relevant, meaningful, and culturally connected mathematics learning.
Loss and Dependency: The Story of the Cinderella Complex in Early Adult Women Who Grew Up Without a Father Nurfatima, Rizki Ayu; Hendriyani, Rulita
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.v5i1.1030

Abstract

The absence of a father figure during childhood may influence women’s psychological development in early adulthood, particularly in the emergence of the Cinderella complex. This study aims to describe the manifestation of the Cinderella complex among early adult women who grew up without a father’s presence or role. The research addresses the problem of how fatherlessness contributes to emotional dependence and the need for protection in adult women. This study employed a qualitative descriptive approach using a case study method. The participants consisted of three early adult women aged 18–25 years who experienced fatherlessness due to divorce, death, or psychological abandonment. Data were collected through in-depth interviews, observations, and documentation, and were analyzed using an interactive analysis model. The results indicate that women who grow up without a father tend to seek a substitute for their “first love,” which is often represented by the father figure. This unmet need fosters a dependence on others, particularly men, for protection and emotional security. Participants with Cinderella complex tendencies demonstrated a strong need for physical and emotional closeness, along with difficulties in achieving independence. The findings suggest that the Cinderella complex does not develop solely in women accustomed to receiving assistance but may also emerge in women lacking a father figure, driven by the motivation to find a replacement for the absent protective role. This study highlights the importance of understanding fatherlessness as a contributing factor to the development of emotional dependence in early adult women.

Page 34 of 35 | Total Record : 347

 31   32   33   34   35 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 1 (2026): February Vol. 4 No. 4 (2025): November Vol. 4 No. 3 (2025): August Vol. 4 No. 2 (2025): May Vol. 4 No. 1 (2025): February Vol. 3 No. 4 (2024): November Vol. 3 No. 3 (2024): August Vol. 3 No. 2 (2024): May Vol. 3 No. 1 (2024): February Vol. 2 No. 4 (2023): November Vol. 2 No. 3 (2023): August Vol. 2 No. 2 (2023): May Vol. 2 No. 1 (2023): February Vol. 1 No. 4 (2022): November Vol. 1 No. 3 (2022): August Vol. 1 No. 2 (2022): May Vol. 1 No. 1 (2022): February More Issue