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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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 465 Documents
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Analysis of Students’ Mathematical Communication Skills in Solving Problems Assisted by the Symbolab Application Elfina, Hetty; Dewi, Izwita; Ahyaningsih, Faiz
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.v5i1.872

Abstract

Mathematical communication skills are essential in enabling students to express mathematical ideas through symbols, models, and visual representations. However, many Indonesian students still experience difficulties, particularly when solving story-based problems. This study aimed to analyse students’ mathematical communication skills in solving linear programming story problems using the Symbolab application. The research employed a descriptive qualitative design involving 32 tenth-grade students at Madrasah Aliyah Swasta Plus Al Ulum Medan. Data were collected through five story problems and follow-up interviews with selected students representing each ability level. The result showed that 37,5% of students were in the low category, 37,5% in the medium category, and 25% in the high category of mathematical communication skills. Most students had difficulty translating story problems into mathematical models, which led to errors in graph construction, shading region determination, and final computations. Although the Symbolab application helped students visualise graphs and follow solution steps, students still had to construct mathematical models from the problems independently. These findings suggest that while the Symbolab application can support visualisation and solution steps, explicit instruction and practice in translating word problems into mathematical models remain crucial for developing students’ mathematical communication skills.
Managing Principal Transfers to Improve Junior High School Performance: Evidence from Siantan District, Anambas Islands Regency Dahrani, Dahrani; Mahnun, Nunu
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.v5i1.908

Abstract

Principal transfers are a common phenomenon in the Indonesian education system and have significant implications for school management and performance. In this study, school performance refers specifically to teacher performance, learning quality, work discipline, and the effectiveness of program implementation. This study aims to analyze the impact of principal transfers on strategic planning, human resource management, and teacher performance at junior high schools in Siantan District, Anambas Islands Regency. This research employed a qualitative case study approach conducted at SMPN 5 Bukit Tambun and SMPN 2 Siantan. Participants consisted of 2 principals, 12 teachers, and 4 administrative staff selected purposively. Data were collected through observation, in-depth interviews, and document analysis, and were analyzed using data reduction, categorization, and thematic analysis techniques. The findings indicate that principal transfers can generate positive changes, including the development of a more adaptive vision and mission, the strengthening of a work-discipline culture, and more systematic teacher performance management. Transfers also enhance teacher motivation through structured supervision, professional development activities, and increased stakeholder participation. These improvements contribute to better instructional quality and more organized program implementation. However, excessively frequent transfers risk disrupting the continuity of long-term school programs. Therefore, principal transfers should be implemented selectively and strategically, with clear planning and minimum tenure policies to ensure leadership stability and protect the sustainability of long-term educational programs while still promoting school improvement
Necessity Analysis of Majalengka Picture-Based Teaching Materials Toward Historical Literacy of Elementary School Rostini, Yeni; Haryanti, Yuyun Dwi; Yonanda, Devi Afriyuni
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.v5i1.915

Abstract

This research examined the need to develop illustrated instructional materials based on Majalengka’s local wisdom for school history instruction. The background of this research was the scarcity of Majalengka-based local history as a teaching resource and the limited and engaging availability of history learning for students. This descriptive qualitative research involved five teachers and ten fifth-grade students from SDN Malongpong 1, Majalengka. The researchers collected the data through interviews and classroom observation. The researchers also ensured the data's credibility through methodological triangulation. Then, the researchers analyzed the data with some steps: data reduction, data display, and data conclusion. The results found that the urgency for illustrated teaching materials based on local wisdom is meaningful and attractive as historical learning resources. This learning resource also demonstrated considerable potential to improve students’ historical literacy.
Listening Anxiety Among EFL Tadulako University Students: Causes And Coping Strategies From Students’ Perspectives Ma'arif, Muhammad Irli; Suriaman, Aminah; Maf’ulah, Maf’ulah; Arid, Muhammad
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.v5i1.927

Abstract

Listening anxiety is a common affective factor that can hinder English as a Foreign Language (EFL) learners’ listening comprehension and academic performance. Therefore, this study aimed to investigate the causes of listening anxiety and the coping strategies employed by EFL students at Tadulako University from students’ perspectives. This research employed a qualitative descriptive approach, with data collected through semi-structured interviews involving EFL students. The findings revealed that the majority of participants (90.51%) experienced low levels of listening anxiety, while a smaller proportion reported moderate (7.66%) and high (1.83%) levels of anxiety, which significantly affected their academic performance. The main sources of listening anxiety included fear of misunderstanding spoken English, fear of negative evaluation by peers and instructors, and limited vocabulary knowledge. To cope with listening anxiety, students employed various strategies, including cognitive strategies (note-taking and inferencing), metacognitive strategies (pre-listening preparation and self-evaluation), and affective strategies (such as deep breathing exercises). The study concludes that listening anxiety among EFL learners is influenced by both cognitive and affective factors, highlighting the importance of incorporating students’ coping strategies into listening instruction. These findings suggest that EFL instructors should integrate anxiety-reduction techniques and strategy-based instruction into the curriculum to create a more supportive learning environment and enhance students’ listening skills and overall language proficiency.
Developing English language material integrated with Duolingo App for young learners in UNU Yogyakarta English Club Program Maratussholihah, Maratussholihah; Lisan, Khusnul Harsul; Hikmah, Harisna
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.v5i1.937

Abstract

English learning materials for young learners in Indonesia are often limited in interactivity and the integration of digital learning resources that are appropriate to the characteristics of student learning, especially in the context of extracurricular learning. This study aims to develop English learning materials by integrating the Duolingo App and to evaluate the suitability of the materials developed for use in the UNU Yogyakarta English Club program. This study applied the Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The need analysis data were taken from pre-test results involving 57 students enrolled in the English program, semi-structured interviews with parents, and expert judgment for material validation. The developed English learning materials were designed and developed into ten learning units integrating the Duolingo App, equipped with printable worksheets and interactive learning activities. Expert validation was conducted by one expert in learning materials and learning models across five aspects: content, design, motivation, and the feasibility of the developed materials. The expert validation yielded a score of 4.18, indicating that this learning material is good and suitable as a supporting medium for English language learning. The implementation stage involves applying the developed materials in actual classes, followed by evaluation through observation and analysis of student performance at the end of each learning session. The study’s findings show that the pedagogically developed material is appropriate for classroom use. Students showed positive responses in terms of engagement, motivation, and participation during the learning process.
A Study on The Implementation of Flashcards in Teaching Vocabulary Fikriani, Fikriani; Manurung, Konder; Patmasari, Andi; 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.v5i1.951

Abstract

The objectives of this research are to describe how flashcards are implemented in vocabulary instruction and how students learn vocabulary through their use. This research applied a qualitative design by using a library research method. The data sources were obtained from libraries and online academic databases. The data were analyzed using content analysis, which involved identifying, categorizing, and describing the information from the selected studies. The six previous studies analyzed in this research were conducted by Yusriadi (2021), Mita Agustina Hediyati (2021), Widya Astuti (2022), Fitri Harianingsih (2023), Lisa Febrianti (2024), and Yudit Ba’dung (2024). The results of the data analysis showed that flashcards were used in various ways depending on students’ levels, classroom conditions, and the research design. Generally, the teaching procedures involved introducing vocabulary using flashcards, explaining word meanings through pictures, practicing pronunciation, and reinforcing learning through drilling and repetition activities. The findings revealed that students learned vocabulary effectively through flashcards. Flashcards helped students understand vocabulary more easily through visual media, improve pronunciation through repetition, and remember vocabulary through continuous practice. In quantitative studies, students showed improvement in vocabulary mastery, as indicated by higher post-test scores than pre-test scores, while in qualitative studies, students demonstrated greater engagement, motivation, and understanding of vocabulary. Overall, this study concludes that flashcards are an effective medium that supports both teaching and learning in vocabulary instruction.
Peer Support and Confidence in English Speaking Proficiency among EFL Students Ayu, Hijrinia Kusumaning; Thamrin, Nur Sehang; Dewi, Anjar Kusuma; Kamaruddin, Abdul
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.v5i1.972

Abstract

This study investigates the influence of peer support systems on students’ self-confidence and English as a Foreign Language (EFL) speaking proficiency. Using a quantitative survey design, data were collected from 150 English Education students from three universities in Palu, Indonesia. The questionnaire measured emotional support, feedback and correction, academic support, self-confidence, and self-perceived English-speaking skill. Data were analyzed using descriptive statistics, Confirmatory Factor Analysis (CFA), and simple linear regression in Jamovi. The findings indicate that peer support has a significant positive effect on students’ self-confidence (R² = 0.217, p < .001) and self-perceived English-speaking ability (R² = 0.283, p < .001). Furthermore, mediation analysis reveals that self-confidence partially mediates the relationship between peer support and speaking ability. Although the measurement model demonstrates marginal fit based on CFI and TLI values, the RMSEA value indicates an acceptable model fit. These results highlight the importance of supportive peer environments in fostering confidence and improving speaking proficiency in EFL contexts, particularly through informal peer interactions outside the classroom.
Using Cue Cards to Improve EFL Students’ Writing Skills Kamil, Syaiban Abdul; Rofiqoh, Rofiqoh; Arid, Muhammad; Budi, Budi
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.v5i1.986

Abstract

Writing remains a significant challenge for EFL students, and the use of instructional media is a recognized strategy to address this issue. This study investigated the efficacy of cue cards in improving the writing skills of tenth-grade students at SMA Negeri 2 Palu. Employing a quasi-experimental design, the study utilized a population of 366 students, with a sample of 63 students selected through purposive sampling: 31 students in class X-I (experimental group) and 32 students in class X-J (control group). The research instrument was a writing test focused on descriptive text. Because the data were not normally distributed, a non-parametric Mann-Whitney U test was applied using SPSS. The results revealed a post-test p-value of 0.001, which is significantly lower than the 0.05 alpha level. This indicates a statistically significant difference between the two groups following the treatment, confirming that cue card media effectively improves EFL students’ writing skills. Consequently, this media is recommended as a valuable tool for enhancing classroom instruction.
The Influence of Leadership Style, Motivation, and Work Environment on Teacher Performance Nurmalasari, Yulia; Hendarman, Hendarman; Wulandari, Farida
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.v5i1.1013

Abstract

Background and Objective: This study addresses critical learning losses in Indonesian early childhood education (PAUD) following the COVID-19 pandemic, exacerbated by a 25% teacher turnover rate in private institutions. The research examines the direct and indirect effects of school principals' transformational leadership style, teacher work motivation, and work environment on overall teacher performance in private kindergartens, with motivation hypothesised as a mediating mechanism. Method: A quantitative correlational survey design was employed across 26 private kindergartens in Cibinong, Bogor Regency, Indonesia. The study population comprised 169 permanent foundation teachers, and the final sample of 119 respondents was determined using Slovin's formula (e = 0.05) and proportional random sampling. Data were collected using validated 5-point Likert-scale questionnaires measuring four constructs: teacher performance (36 items), leadership style (36 items), work motivation based on Maslow's hierarchy (36 items), and work environment—both physical and non-physical aspects (36 items). All instruments demonstrated high reliability (Cronbach's Alpha >0.97). Data analysis employed descriptive statistics, classical assumption testing, multiple regression analysis, path analysis with Sobel testing for indirect effects, and SITOREM (Scientific Iterative Tabulation-Oriented Educational Recommendation Method) for prioritised intervention recommendations. SPSS version 26 was used for all statistical analyses. Results: The path analysis model explained 79.6% of the variance in teacher performance (R²=0.796). Work motivation exhibited the strongest direct effect (βy2=0.392, p<0.001), followed by principal leadership style (βy1=0.284, p<0.001) and work environment (βy3=0.215, p=0.002). Work motivation significantly mediated both the leadership effect (indirect path βy12=0.142, p<0.001) and environmental effect (indirect path βy32=0.117, p<0.001), confirming its central role in performance outcomes. SITOREM analysis identified three priority interventions: a 50% increase in teacher honoraria to address physiological and self-actualisation gaps; transformational leadership training to strengthen team development and communication; and non-physical environmental improvements, including career counselling and organisational culture development, to reduce turnover
Exploring Challenges, Strategies, and Human Impacts of Bilingual Class in Indonesian Secondary School Dalimunte, Muhammad; Kembaren, Farida Repelita Waty BR; Zamzami, Zamzami
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.v5i1.1015

Abstract

Bilingual learning has been increasingly implemented in Indonesian secondary schools to enhance students’ English proficiency and global competitiveness; however, its classroom implementation remains uneven and challenging. This study aims to explore the challenges, instructional strategies, and human impacts of bilingual learning in everyday school practices. Employing a qualitative case study approach, the research was conducted at SMPS Iskandar Muda Aceh Utara through classroom observations and semi-structured interviews with teachers, students, and school administrators. The findings reveal that bilingual learning encounters interconnected challenges at multiple levels, including students’ limited academic English proficiency, teachers’ pedagogical and linguistic constraints, and insufficient institutional and policy support. Although many students demonstrate conceptual understanding, they often struggle to articulate academic ideas in English, while teachers struggle to balance content mastery and language use. To address these challenges, teachers and schools adopt adaptive strategies such as code-switching, scaffolding, flexible language practices, and gradual implementation of bilingual instruction. Beyond instructional outcomes, the study highlights significant human impacts, particularly on students’ motivation, socio-emotional development, and classroom engagement. Initial anxiety and hesitation are commonly observed; however, supportive instructional practices foster increased confidence, resilience, and active participation over time. This study concludes that bilingual learning should be understood not merely as a technical instructional model, but as a human-centered educational practice shaped by linguistic readiness, emotional dynamics, and institutional context.

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