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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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 442 Documents
 37   38   39   40   41 
Correlation Between English Learning Motivation and Daily Vocabulary Mastery of Grade VIII Students at SMP Negeri 5 Palu Aulia, Shiva; Marhum, Mochtar; Hasyim, Zarkiani; Said, Mawardin M.
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.v5i1.1110

Abstract

Many junior high school students experience difficulty actively using English vocabulary in authentic communication, and their level of learning motivation may contribute to this difficulty. This study aimed to examine the correlation between English learning motivation and daily vocabulary mastery among eighth-grade students at SMP Negeri 5 Palu. A quantitative correlational research design was employed. The population consisted of 131 students, and 50 students were selected through simple random sampling. Data were collected using a 20-item Likert-scale questionnaire measuring intrinsic, extrinsic, integrative, and instrumental motivation, and a 20-item multiple-choice test assessing daily vocabulary mastery. The data were analyzed using descriptive statistics and Spearman’s rho correlation analysis due to non-normal data distribution. The results showed that students’ motivation was generally high (M = 77.04), and their daily vocabulary mastery was at a good level (M = 74.20). A very strong, statistically significant positive correlation was found between the two variables (r = 0.876, p < 0.01). These findings indicate that higher motivation is strongly associated with better daily vocabulary mastery.
Exploring Speaking Anxiety Among Sixth Semester English Education Students at Tadulako University Ain, Nurul; Darmawan, Darmawan; Maf'ulah, Maf'ulah; 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.v5i1.1122

Abstract

This study examines speech anxiety among sixth-semester English Education students at Tadulako University, highlighting the ongoing challenges that hinder students' ability to communicate confidently despite having taken various speaking courses. This study aims to identify the main factors contributing to speaking anxiety and analyze the coping strategies used by students to overcome these psychological barriers in the classroom context. Using a mixed-methods design that sequentially combined qualitative and quantitative methods, this study first collected quantitative data through a questionnaire administered to sixth-semester students to measure anxiety levels and identify contributing factors, followed by semi-structured interviews with selected participants to gain deeper insights into their personal experiences and management strategies. Findings indicate that speaking anxiety primarily stems from two interrelated domains: psychological factors, including fear of negative evaluation, lack of confidence, and perfectionism; and linguistic factors, such as limited vocabulary, grammatical uncertainty, and pronunciation difficulties. Students reported using various coping mechanisms, ranging from thorough preparation and collaboration with peers to relaxation techniques and talking. This study emphasizes that speaking anxiety is not merely temporary nervousness, but rather a complex phenomenon that affects student participation in class, learning motivation, and their perception of themselves as future English language educators. This highlights the need for a more supportive learning environment and targeted interventions to address the emotional and linguistic dimensions of this challenge.
The Effect of the Problem-Based Learning Model on Creativity and Collaboration Skills in Science Learning among Fifth-Grade Students of SD Negeri 4 Palu Kasyanto, Nafis Nurvita; Azizah, Azizah; Asriani, Asriani; Wahyuni, Sry
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.v5i1.1126

Abstract

This study was conducted to address the low levels of creativity and collaboration skills among fifth-grade students at SD Negeri 4 Palu, which were attributed to the use of conventional teaching practices. The objective of this research was to examine the effect of the Problem-Based Learning (PBL) instructional model on students' creativity and collaboration skills in science learning. The study employed a pre-experimental design with a one-group pretest–posttest. The research subjects were 16 fifth-grade students selected through saturated sampling. Data were collected through questionnaires, observations, and documentation, and analyzed using a Paired-Samples T-Test in SPSS version 30. The results revealed a significant increase in students' creativity scores, with the mean rising from 19.38 in the pretest to 28.69 in the posttest. Similarly, the mean collaboration score increased from 21.13 to 31.88. Hypothesis testing showed a significance value of less than 0.001 (Sig. < 0.05), indicating that the Problem-Based Learning model had a statistically significant effect on improving students' creativity and collaboration skills. These findings suggest that implementing PBL effectively enhances essential 21st-century skills in elementary science learning.
The Level Of Job Satisfaction Affects Teacher Performance At UPT SMPN 18 Medan Indriyani, Dewi Sri; Simaremare, Aman
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.v5i1.1133

Abstract

Teacher performance is a key determinant of educational quality, as teachers play a central role in the learning process. However, variations in teacher performance are often linked to differences in job satisfaction, which encompasses aspects such as compensation, leadership, work environment, interpersonal relationships, and opportunities for professional development. This study aimed to examine the effect of job satisfaction on teacher performance at UPT SMPN 18 Medan. The research employed a quantitative approach with a descriptive-correlational design. The population consisted of all teachers at UPT SMPN 18 Medan, and the sample was selected using a non-probability sampling technique. Data were collected through Likert-scale questionnaires measuring job satisfaction and teacher performance. The data were analysed using descriptive statistics and simple linear regression, supported by prerequisite tests for normality, linearity, and heteroscedasticity. Hypothesis testing was conducted using the t-test and the coefficient of determination (R²) at the 0.05 significance level. The results show that job satisfaction has a positive and significant effect on teacher performance. The regression analysis indicates that job satisfaction accounts for 32.8% of teacher performance, while the remaining 67.2% is influenced by other factors not examined in this study. These findings suggest that improving teachers’ job satisfaction can enhance their performance. Therefore, school management is encouraged to prioritise strategies that promote job satisfaction to improve teacher performance and achieve educational goals.
Acculturation of Mandailing Culture and Minangkabau Culture in Paraman Ampalu, West Pasaman: A Study Of Social and Cultural Identity Lubis, Harijul; Saleh, Syarbaini
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.v5i1.1134

Abstract

Cultural acculturation is a prominent phenomenon in multicultural societies, particularly in regions where different ethnic groups coexist over extended periods. In Indonesia, border areas often become spaces of intensive cultural interaction that shape social and cultural identity in complex ways. This study addresses the problem of how acculturation between Mandailing and Minangkabau cultures influences social identity formation in Paraman Ampalu, West Pasaman Regency. Although acculturation is often assumed to promote harmonious integration, differences in kinship systems and cultural dominance may result in asymmetrical adaptation. Therefore, this research aims to analyze the dynamics of Mandailing–Minangkabau acculturation and to examine how social identities are constructed and negotiated in everyday life. This study applies a qualitative research design using ethnographic methods. Data were collected through in-depth interviews, participant observation, and documentation involving community leaders, customary figures, religious leaders, and local residents.  The results indicate that acculturation in Paraman Ampalu is a natural and dynamic process that does not eliminate cultural identity but produces a contextual and flexible social identity. Customary institutions serve as arenas for cultural negotiation, while shared Islamic values strengthen social cohesion and reduce potential conflict. Acculturation is most evident in daily social practices, particularly intermarriage, and the emergence of a shared local identity among younger generations. However, acculturation operates selectively, with minority groups often adapting to dominant cultural norms in public domains. This study contributes to a deeper understanding of cultural acculturation and social identity in multicultural societies and provides insights for inclusive cultural education and community-based policy development.
The Effect of Child-Friendly Joyful Learning on Data Processing Materials on the Mathematical Analysis Skills of Grade VI Students of Madrasah Ibtidaiyah Alwi, Muhammad Fiqri; Wandini, Rora Rizky
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.v5i1.1137

Abstract

Many elementary students struggle to develop mathematical analysis skills, particularly in data processing, due to the dominance of teacher-centered learning approaches that limit student engagement. This study aims to examine the effect of a child-friendly Joyful Learning model on the mathematical analysis skills of sixth-grade students in an elementary madrasah. A quantitative, quasi-experimental design was employed in this study. The participants were 70 sixth-grade students at MIN 4 Medan City, divided into an experimental and a control class. The experimental class was taught using the child-friendly Joyful Learning model, while the control class received conventional instruction. Data were collected through classroom observation and a mathematical analysis ability test in the form of essay questions. The data were analyzed using N-gain analysis and an Independent Samples T-Test. The results showed that students in the experimental class achieved a high N-gain score of 0.84, whereas those in the control class achieved a moderate N-gain score of 0.35. Hypothesis testing revealed that the calculated t value exceeded the critical value at the p < 0.001 significance level, indicating a statistically significant difference between the two groups. These findings demonstrate that the child-friendly Joyful Learning model is effective in enhancing students’ mathematical analysis skills when processing data. Therefore, this learning model can be considered an effective alternative instructional approach for improving mathematics learning outcomes at the elementary school level.
The Effectiveness of Semi-Scripted Role Play in Enhancing Speaking Skills of Students at MAN 1 Palu Sari, Lufita; Arid, Muhammad; Eisenring, Moh. Abraham; 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.v5i1.1140

Abstract

Students’ speaking skills in EFL classrooms are often limited by low confidence, limited practice, and less interactive teaching techniques. Therefore, this study aimed to examine the effectiveness of semi-scripted role play in enhancing the speaking skills of EFL students at MAN 1 Palu. This research employed a quantitative, quasi-experimental design with two groups: an experimental and a control group. The participants were 34 eleventh-grade students, with 17 in each group. The experimental group was taught using semi-scripted role play, while the control group received conventional speaking instruction. Data were collected through speaking pre-tests and post-tests assessing students’ fluency, accuracy, and pronunciation. The data were analysed using descriptive statistics, the Shapiro–Wilk normality test, and the Mann–Whitney U test to assess differences between the two groups. The results revealed that students in the experimental group showed greater improvement in speaking skills than those in the control group, and the Mann–Whitney U test indicated a significant difference in post-test scores between the groups at the 0.05 significance level. These findings demonstrate that semi-scripted role-play is an effective teaching technique for improving students’ speaking skills by providing structured support while encouraging active, meaningful communication.
The Effectiveness of the Elsa Speak Application in Enhancing Students’ Pronunciation Ability at SMK Yadika Palu Revina, Mila; Arid, Muhammad; Zamzam, Fadhilah; Marhum, Mocthar
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.v5i1.1141

Abstract

This study was conducted to address the problem of low pronunciation ability among EFL students, particularly in producing accurate phonemes and applying correct word stress, which is caused by limited practice, low confidence, and lack of motivation. The objective of this study was to investigate the effectiveness of the ELSA Speak application in improving students’ pronunciation ability at SMK Yadika Palu. This study employed an applied quantitative research method using a quasi-experimental design involving an experimental group and a control group. The participants were 40 eleventh-grade students, equally divided into two groups. The experimental group received pronunciation instruction using the ELSA Speak application, while the control group received conventional pronunciation instruction. Data were obtained through pre-test and post-test assessments focusing on phoneme articulation and word stress and were analyzed using descriptive statistics, the Shapiro–Wilk normality test, the Mann–Whitney U test, and effect size calculation. The results showed that both groups had similar pre-test mean scores, indicating comparable initial pronunciation ability. However, the post-test results revealed that the experimental group achieved a significantly higher mean score than the control group. The Mann–Whitney U test indicated a statistically significant difference (p < 0.05) with a very large effect size, demonstrating that the ELSA Speak application had a strong positive effect on students’ pronunciation improvement. Therefore, this study concludes that ELSA Speak is an effective Mobile-Assisted Language Learning (MALL) tool for enhancing pronunciation instruction in vocational high school contexts.
Systematic Literature Review: The Effectiveness of PQ4R-Based E-LKPD on Elementary School Students’ Reading Comprehension Skills Arifah, Dina Noviyanti; Utami, Nidya Chandra Muji; Dulyapit, Apit
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.v5i1.1162

Abstract

Reading comprehension skills are essential in Indonesian language learning at the elementary school level, yet many students still struggle with inferential and evaluative aspects of comprehension. This study aims to analyze the effectiveness of PQ4R (Preview, Question, Read, Reflect, Recite, Review)-based e-LKPD in improving elementary school students’ reading comprehension skills. The research employed a Systematic Literature Review (SLR) method. Articles were collected from Google Scholar and reputable national and international journals published between 2019 and 2025 using relevant keywords. The selection process followed inclusion and exclusion criteria and applied the PRISMA stages, resulting in 15 eligible articles for systematic analysis. The findings indicate that PQ4R-based e-LKPD consistently has a positive impact on students’ reading comprehension skills, particularly in identifying main ideas, understanding textual meaning, making inferences, and enhancing learning engagement. The integration of e-LKPD facilitates the structured implementation of PQ4R stages in a more interactive, systematic manner than conventional printed worksheets. However, several challenges were identified, including limited technological infrastructure, teachers’ readiness in developing digital teaching materials, and variations in students’ digital literacy levels. In conclusion, PQ4R-based e-LKPD is an effective and innovative instructional tool for improving elementary school students’ reading comprehension, provided adequate technological support and teacher training are available.
A Systematic Literature Review of Thematic LKPD Media to Enhance Narrative Text Analysis Skills in Elementary Education Fajrin, Epita Dewi Purnama; Usman, Herlina; Dulyapit, Apit
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.v5i1.1163

Abstract

Reading comprehension, particularly in analyzing narrative texts, remains a challenge for many elementary school students because they use limited structured and engaging instructional media. Conventional teaching practices often fail to guide students in systematically identifying narrative elements such as characters, settings, plots, and main ideas. Therefore, this study aims to examine the role of thematic literacy Student Worksheets (LKPD) as instructional media in improving elementary students’ reading comprehension of narrative texts. This research employed a Systematic Literature Review (SLR) method following PRISMA guidelines. Relevant articles were collected from Google Scholar, Scopus, and ERIC, focusing on publications between 2020 and 2025. The selected studies were screened using predetermined inclusion and exclusion criteria, followed by data extraction and qualitative synthesis to identify patterns of findings across studies. The review results indicate that thematic literacy LKPD effectively supports reading comprehension by providing structured tasks, guided questions, and contextual learning activities. These features help students systematically analyze narrative elements and encourage active participation, collaborative discussion, and critical thinking. The findings also show that LKPD use contributes to more meaningful and interactive literacy learning experiences in elementary classrooms. In conclusion, thematic literacy LKPD serves as an effective instructional medium for enhancing elementary students’ narrative reading comprehension when implemented with appropriate instructional design.

Page 39 of 45 | Total Record : 442

 37   38   39   40   41 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 2 (2026): April 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