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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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 465 Documents
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Non-Native EFL Teachers’ Beliefs and Classroom Practices in English Teaching for Young Learners: A Narrative Inquiry Yunita, Elsi; Fithriani, Rahmah; Daulay, Ernita
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.v5i1.1029

Abstract

Teaching English to young learners poses challenges for non-native EFL teachers, particularly in balancing curriculum demands with fostering an engaging, supportive classroom environment. This study aims to explore the beliefs and classroom practices of non-native EFL teachers in teaching English to young learners. A narrative inquiry approach was employed to investigate how teachers’ experiences and beliefs influence their instructional strategies. The study was conducted at an international primary school in Medan, Indonesia, involving three experienced non-native English teachers. Data were collected through narrative interviews, classroom observations, and document analysis of lesson plans and teaching materials. Findings indicate that teachers’ beliefs are shaped by their personal teaching experiences, caregiving roles, and ongoing interactions with young learners. They prioritize creating enjoyable, emotionally supportive, and student-centered learning environments, which is reflected in practices such as games, songs, storytelling, movement-based activities, and positive reinforcement. Despite challenges posed by curriculum requirements and full-day school schedules, teachers adapt their strategies while maintaining their core beliefs. The study highlights that teachers’ beliefs are dynamic and enacted through classroom experiences, providing insights into the meaningful connection between beliefs and practices in EFL teaching for young learners.
Bridging the Gap: A Dual-Perspective Analysis of Audio-Visual Material Integration in Indonesian EFL Speaking Classrooms Afdhali, Fikra; Dewi, Utami; Kembaren, Farida Repelita Waty BR
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.v5i1.1033

Abstract

The integration of English audio-visual (AV) materials has been widely promoted as an effective approach for enhancing speaking skills in English as a Foreign Language (EFL) contexts; however, a persistent gap remains between its theoretical potential and classroom implementation in Indonesia. This qualitative case study aims to investigate perceptions and challenges of using AV materials for speaking skill development, examining both student and teacher perspectives. The study employed an applied qualitative research design, collecting data through Google Forms, classroom observations, and document analysis, involving two English teachers and 13 students at a private language institute in Lhokseumawe, Indonesia. Thematic analysis revealed a systemic misalignment between stakeholders. Students perceived AV materials as engaging, anxiety-reducing, and essential for accessing authentic language input, and they expressed a strong preference for interactive and creative speaking activities. In contrast, teachers, despite recognizing the pedagogical value of AV materials, faced significant constraints, including limited preparation time, unstable technological infrastructure, exam-oriented curricular pressures, and insufficient Technological Pedagogical Content Knowledge (TPACK). This TPACK deficiency led to predominantly input-focused and pedagogically simplified use of AV materials, limiting opportunities for meaningful spoken output. The study concludes that the primary barrier to effective AV integration lies not in technological access but in interconnected institutional, professional, and curricular constraints. To address this gap, the study proposes a tripartite framework consisting of institutional support re-engineering, TPACK-oriented professional development, and curricular realignment to legitimize AV-mediated speaking practice. These findings provide context-sensitive recommendations for transforming AV use from passive consumption into active speaking production in Indonesian EFL classrooms.
The Influence of Customer Relationship Management (CRM) and Product Quality on Consumer Loyalty of Roti'O in Cimahi City Dewi, Murti Sari; Rahayu, Muji
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.v5i1.1037

Abstract

This study aims to examine the impact of customer relationship management (CRM) and product quality on customer loyalty at Roti’o in Cimahi City. The research adopts a quantitative approach supported by descriptive and verification analysis. A total of 100 participants were selected using the Lemeshow formula and the purposive sampling technique. Data were collected using a closed-ended Likert-scale questionnaire and analyzed using multiple regression in SPSS version 25. The results indicate that CRM has a positive and significant effect on customer loyalty, whereas product quality does not show a significant influence. However, when tested simultaneously, both independent variables exhibit a significant effect on customer loyalty. These findings suggest that customer relationship management is the primary factor in building customer loyalty, while product quality remains a supporting element that enhances the overall consumption experience.
Dictated by the Screen: Digital Payment Technoculture and the Normalization of a Cashless Lifestyle among University Students Hanafi, Asti; Hermanto, Fredy
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.v5i1.1039

Abstract

This research examines how digital payment technology functions as a technocultural practice normalizing a cashless lifestyle among university students at Semarang State University. This study employed a qualitative descriptive approach using field observation and semi-structured in-depth interviews with 20 purposively selected student participants who regularly use digital payment systems. Thematic analysis guided by Pierre Bourdieu's social practice framework organized data into three analytical dimensions: habitus, capital, and arena. Findings demonstrate that digital payment adoption has transformed from conscious technological accommodation into a reflexive behavioral practice deeply internalized within campus life. Students exhibit diminished spending awareness, increased technological dependence, and reoriented monetary perception from tangible objects to digital representations. The research introduces the analytical concept "Screen Dictates" to illuminate how payment technology interfaces actively regulate consumption patterns through subliminal mechanisms. Conclusions emphasize that cashless payment systems function not as neutral economic innovations but as technocultural constructions fundamentally reshaping young adults' economic subjectivity and consumption practices.
Implementation of Nature-Based Deep Learning to Develop Ecoliteracy Skills in Early Childhood Nurhidayah, Wildan Alim; Bastian, Abda Billah Faza Muhammadkan
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.v5i1.1042

Abstract

This study aims to implement and evaluate the Nature-Based Deep Learning model in developing ecoliteracy skills in early childhood. Using a qualitative descriptive approach and field research design, the study was conducted at BA Aisyiyah Kalilandak involving 18 children aged 5–6 years. Data collection techniques included observation, interviews, and documentation. The model was implemented through three sequential phases: authentic exploration, guided reflection, and conceptual application. The results showed significant improvements in children's cognitive abilities, including observation, classification, and understanding of ecological relationships, as well as the development of empathy, environmental responsibility, and pro-environmental behavior. The structured integration of direct experiences in nature with reflective processes proved effective in fostering deep ecological understanding and agency in children. Pedagogically, this study emphasizes the role of teachers as facilitators of reflection and the importance of a systematic, nature-based learning design to achieve meaningful and sustainable educational outcomes.
The Effect of Principal Transformational Leadership, Work Climate, and Work Commitment on Teacher Performance in Public Elementary Schools in Pulau Petak Sub-District Megawati, Megawati; Suriansyah, Ahmad; Sulistiyana, Sulistiyana
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.v5i1.1051

Abstract

This study aims to describe and analyze the influence of transformational leadership of school principals, work climate, and work commitment on teacher performance in public elementary schools across Pulau Petak District. The research problem focuses on understanding how leadership and organizational factors influence teacher performance both directly and indirectly, with work commitment as a mediating factor, and the objective is to examine both direct and indirect effects among variables, highlighting the role of work commitment in mediating the relationship between leadership, work climate, and teacher performance. The research employed a quantitative approach using path analysis to test the hypotheses. Data were collected through questionnaires and analyzed using regression tests and Sobel tests. The findings reveal that (1) transformational leadership, work climate, work commitment, and teacher performance are all in the good category; (2) transformational leadership, work climate, and work commitment have direct effects on teacher performance; (3) transformational leadership and work climate have direct effects on work commitment; and (4) transformational leadership and work climate indirectly affect teacher performance through work commitment. These results indicate that teacher performance is influenced not only directly by leadership and work climate but also indirectly through work commitment, emphasizing the importance of transformational leadership and a supportive work climate in strengthening teachers’ commitment and enhancing their performance.
The Effect of Principals’ Instructional Leadership, Work Culture, And Teachers’ Work Motivation on The Performance of Public Elementary School Teachers in Pulau Petak District Sahbani, Sahbani; Aslamiah, Aslamiah; Metroyadi, Metroyadi
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.v5i1.1053

Abstract

Teacher performance is a key factor in determining the quality of education and is influenced by individual abilities, principal leadership, work culture, and teachers’ work motivation. Principals’ instructional leadership is crucial in guiding and facilitating teachers to conduct effective learning, while a positive work culture and high work motivation can sustainably improve teacher performance. This study analyzes the influence of principals’ instructional leadership and work culture on teacher performance, both directly and indirectly through work motivation, in public elementary schools in Pulau Petak District, Kapuas Regency. Using a quantitative survey method, the study involved 119 teachers selected from a population of 170 via proportional random sampling. Data were collected through validated and reliable Likert-scale questionnaires and analyzed using path and multiple regression analysis. Results indicate that principals’ instructional leadership, work culture, work motivation, and teacher performance are in the high to very high categories. Principals’ instructional leadership and work culture have significant direct effects on both work motivation and teacher performance, while work motivation also significantly affects teacher performance. Moreover, instructional leadership and work culture indirectly influence teacher performance through work motivation. These findings highlight that enhancing teacher performance requires strong instructional leadership, a supportive work culture, and high teacher motivation. The study suggests that school management should continuously strengthen leadership and cultivate a positive work environment to boost teachers’ motivation and performance, and it encourages further research on additional factors influencing teacher performance.
Development of Dolly Technique Videos (In, Out, Sideways, Chasing, Establishing) and Analysis of Their Application in Cinematography Learning Ningsih, Vivian Febri; Pratama, Jimmy; Deli, Deli
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.v5i1.1054

Abstract

This study addresses the lack of structured, empirically tested learning media for dolly camera movement techniques in formal cinematography education, where students often understand theory but struggle to translate it into practical and emotionally expressive camera work. The research aims to develop an instructional video demonstrating five key dolly movements (Dolly In, Dolly Out, Dolly Sideways, Dolly Chasing, and Dolly Establishing) using the Multimedia Development Life Cycle (MDLC) framework and to evaluate its effectiveness in improving students’ conceptual understanding, functional application, emotional interpretation, and self-efficacy. A quasi-experimental one-group pretest–posttest design was applied to 100 purposively selected cinematography and multimedia students, using a 20-item Likert-scale questionnaire that had been validated (item–total correlations 0.38–0.78) and shown to be reliable (Cronbach’s Alpha 0.81). The instructional video (duration 2 minutes 5 seconds, distributed via YouTube) was designed according to cognitive load and multimedia learning principles, integrating visual demonstrations, narration, and on-screen cues within the MDLC stages of concept, design, material collection, assembly, testing, and distribution. Results show substantial learning gains, with mean scores increasing from 2.80 (pretest) to 3.89 (posttest), representing a 62.7% improvement across all measured competency domains, and both the paired sample t-test and Wilcoxon signed-rank test indicated statistically significant differences between pretest and posttest scores (p < 0.001), confirming that the MDLC-based instructional video significantly enhances students’ conceptual comprehension, practical readiness, and confidence in applying dolly camera movements.
From Informative to Generic: A Systematic Literature Review of Boilerplate KAM (Key Audit Matters) Hanifah, Nahlia; Nugrahanti, Trianandari Prasetya
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.v5i1.1063

Abstract

The implementation of ISA 701 on Key Audit Matters (KAM) aims to increase the transparency and communicative value of auditor reports and reduce audit expectation gaps. However, empirical findings suggest that KAM disclosure is increasingly dominated by boilerplate textual practices in the form of redaction uniformity and narrative repetition, which have the potential to degrade the informative value of KAM and make it merely a form of formal compliance. This study aims to systematically synthesize the latest empirical literature to assess the impact of KAM boilerplate on the communicative value of auditor reports and to identify the factors that encourage its occurrence. The research method used is a Systematic Literature Review (SLR) of 18 reputable journal articles indexed in Scopus and published between 2021 and 2025. The results of the synthesis show that the majority of studies found that KAM boilerplate practices significantly lower communicative value, weaken market reactions, and risk creating pseudo-transparency. However, some studies have shown that KAM remains informative when auditors face high audit and litigation risk and actively apply professional judgment. The determinants of KAM boilerplate were identified at five main levels: auditor characteristics, the routine and organizational structure of KAP, client characteristics, the regulatory and institutional context, and linguistic factors. This study concludes that the main problem with KAM lies in implementation practices rather than the design of the ISA 701 standard.
The Synergy of Islamic Religious Education Learning and Religious Culture in Revitalizing Character Education at MTs Nurul Islam Musuk Boyolali Putri, Ayu Agustina Eka; Jinan, Mutohharun
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.v5i1.1065

Abstract

The central issue examined in this study is the decline in students' character, reflected in the weakening of moral standards, religious values, and social responsibility. This condition demands an educational approach that not only emphasizes cognitive development but also addresses affective and behavioral aspects. This study aims to describe the efforts to internalize the values of Islamic Religious Education (IRE), the implementation of religious culture, and the synergy between the two as a strategy to revitalize character education at MTs Nurul Islam Musuk. This research employed a descriptive qualitative approach, with data collected through in-depth interviews, observations, and documentation. The findings indicate that: (1) the internalization of IRE values is conducted through the integration of values in learning, encompassing moral knowing, moral feeling, and moral action; (2) the implementation of religious culture through activities such as Qur'an recitation, congregational prayers, and teacher role modeling creates a supportive school environment for character formation; and (3) the synergy between IRE learning and religious culture is realized through the integration of theoretical instruction in the classroom with real-life practices in the school environment that are persuasive and humanistic. This synergy has proven effective in revitalizing character education, as Islamic values are not only understood conceptually but are also internalized and practiced in students' daily lives.

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