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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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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Development of local wisdom-based IPAS teaching modules integrated with the Pancasila student profile in elementary school Rahmatih, Aisa Nikmah; Fauzi, Asri; Ermiana, Ida; Alimuddin, Nurkhaerat
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1207

Abstract

Natural and Social Sciences (IPAS) learning in elementary schools is often delivered in a theoretical manner and remains insufficiently connected to students’ real-life experiences. In contrast, the Merdeka Curriculum emphasizes contextual learning and character development by integrating Pancasila Student Profile values. This highlights the need for teaching materials that support conceptual understanding while reflecting local cultural contexts. This study aimed to develop a local wisdom–based Natural and Social Sciences teaching module integrated with the Pancasila Student Profile for elementary school students. The module was developed using the ADDIE model and implemented with 182 students in Grades 3, 4, and 5. Data were collected through expert validation, teacher response questionnaires, and student learning outcomes. The results indicated that the developed module achieved a high level of validity (76.62) and was considered highly practical by teachers. Statistical analysis also confirmed that the module was significantly effective in improving students’ learning outcomes. The implementation produced average scores of 81.41 in Grade 3, 81.35 in Grade 4, and 80.40 in Grade 5. These findings demonstrate that integrating local wisdom into teaching modules can enhance contextual learning while strengthening students’ cultural identity. Therefore, the module offers a relevant instructional resource to support the effective implementation of the Merdeka Curriculum in elementary education.
The Role of Teachers in Shaping Students’ Discipline and Responsibility Character at State Elementary School Puncu 2, Kediri Regency Anam, Khoirul; Tinus, Agus; Kuncahyono, Kuncahyono
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1215

Abstract

This study examines how teachers contribute to the development of discipline and responsibility among elementary students, focusing on State Elementary School Puncu 2 in Kediri Regency. The research aims to examine the specific roles teachers play in fostering these character traits and to identify supporting and inhibiting factors that Influence their implementation. A qualitative case study design was applied, involving teachers and upper-grade students as participants. Data were gathered through classroom observations, semi-structured in-depth interviews, and document analysis, and examined using an interactive analytical framework comprising data reduction, data presentation, and conclusion drawing. Credibility was strengthened through source and technique triangulation. The findings reveal that teachers function as moral exemplars, facilitators, classroom organizers, and evaluators in cultivating students’ discipline and responsibility. Character formation is implemented through structured habituation, consistent rule enforcement, reflective habit journals, classroom duty systems, daily task checklists, and positive reinforcement strategies. The effectiveness of these efforts is supported by strong teacher commitment, principal leadership, collaborative engagement with parents, and a conducive school culture. Conversely, variations in family background, inconsistent reinforcement at home, and limited student self-awareness present notable challenges. Overall, the study concludes that sustained teacher consistency, school-family partnership, and an enabling educational environment are decisive factors in successfully embedding discipline and responsibility at the elementary level.
A Value-Based Islamic Education Management Model: A Case Study of Love-Based Curriculum Implementation in Developing Humanistic School Culture Susilo, Djoko; Anwar, Khairil; Masuwd, Mowafg Abrahem
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1245

Abstract

This study examines how a love-based curriculum is institutionalized within Islamic education management to develop a humanistic school culture. The research addresses the persistent gap between value-based educational leadership discourse and its practical implementation in institutional management, particularly in faith-based schooling contexts. This research employed a qualitative interpretive case study design conducted at MAN Kotawaringin Timur, Indonesia. Data were collected from 24 participants, including school leaders, teachers, staff members, students, and a school committee representative, through in-depth interviews, participatory observations, and analysis of institutional documents. Data were analyzed using iterative thematic coding to identify patterns of value integration across management practices. The findings reveal that the love-based curriculum functions not only as a pedagogical approach but also as an organizational governance framework embedded in four interconnected managerial dimensions: value-oriented strategic planning, empathetic-participatory leadership, dialogical learning practices, and continuous character-oriented evaluation. These dimensions collectively form an integrative Islamic education management model that transforms ethical values into institutional drivers shaping relational trust, psychological safety, and student social-religious engagement. Theoretically, this study contributes to value-based educational leadership and school culture research by conceptualizing love as an institutional governance mechanism within Islamic educational management.
The Effect of The Talking Stick Cooperative Learning Model on Science Learning Outcomes of Fifth-Grade Students Faradila, Riska; Zulnuraini, Zulnuraini; Asriani, Asriani; Firmansyah, Arif; Wahyuni, Sri
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1269

Abstract

This study aims to determine the effect of the Talking Stick cooperative learning model on students' learning outcomes in science subjects at SDN Tindaki. The background of this research is the relatively low learning outcomes of students in science subjects. Therefore, an appropriate learning model is needed to improve students' understanding and participation during the learning process. This research employed a quantitative, pre-experimental design with a one-group pretest–posttest method. The study subjects were 16 fifth-grade students from SDN Tindaki. Data were collected through learning outcome tests, and analysis was conducted using descriptive and inferential statistics, including a t-test after satisfying normality test requirements. The results showed that the average pretest score was 56.25, while the average posttest score increased to 81.56. The results of the hypothesis test showed that the calculated t-value (13.27) was greater than the t-table value (2.131) at the 0.05 significance level. This indicates that the cooperative learning model of the Talking Stick type significantly improves students' learning outcomes in science subjects for fifth-grade students at SDN Tindaki.
Implementation of an Anti-Bullying Program in a Child-Friendly Elementary School: A Case Study at SD Negeri 2 Dempel Nurkhasan, Moh; Kusumaningsih, Widya; Sulianto, Joko
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1274

Abstract

Bullying in schools remains a serious problem that can negatively affect students’ psychological well-being, learning motivation, and social development. Therefore, effective school management is required to implement preventive programs that create a safe and supportive learning environment. This study aims to analyze the management of the anti-bullying program within the Child-Friendly School program at SD Negeri 2 Dempel, Karangrayung, Grobogan, focusing on four management functions: planning, organizing, actuating, and controlling. This research employs a qualitative, descriptive approach. The research subjects include the principal, teachers, the school committee, and the Child-Friendly School team. Data were collected through observation, interviews, and documentation. The data analysis process involved data reduction, data display, and conclusion drawing to obtain a comprehensive understanding of the program implementation. The results show that the anti-bullying program management at SD Negeri 2 Dempel has been implemented effectively. In the planning stage, the school conducts needs identification through observation, questionnaires, interviews, and analysis of student discipline data. The organizing stage involves establishing a clear organizational structure, allocating school resources, and assigning tasks based on staff competencies. In the actuating stage, the principal provides guidance and motivation to ensure program implementation through activities such as integrating anti-bullying values into learning, developing child-friendly habits, supervising vulnerable areas, providing counseling services, collaborating with parents, and conducting anti-bullying campaigns. In the controlling stage, supervision is carried out through routine evaluations, principal monitoring, and follow-up improvements. Overall, the program contributes to creating a safe, inclusive, and child-friendly school environment.
Improving the Ability to Read Explanatory Texts with the Discovery Learning Model Assisted by Literacy Tree Media in Grade XI Students Sarli, Sarli; Swatikasari, Esti
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1103

Abstract

Low reading comprehension of explanatory texts remains a challenge for high school students in Indonesia, as seen from the results of the 2021 PIRLS. This Classroom Action Research (CAR) using the Kemmis and McTaggart spiral model aims to describe the improvement of the learning process and reading ability of explanatory texts through the Discovery Learning model assisted by the Literacy Tree media in 27 grade XI students of SMA Negeri 1 Nunukan who were selected purposively. Data were collected through comprehension tests, observations, interviews, questionnaires, and documentation, analyzed quantitatively through the average score and percentage of completion (KKM 75), and qualitatively descriptively. The results showed a significant increase from pre-action to Cycle II, with an average score exceeding the KKM, learning completion above 50%, and better ability to identify main ideas, cause-and-effect relationships, process flow, and text conclusions. The conclusion of the study states that Discovery Learning assisted by the Literacy Tree media is effective in improving reading comprehension of explanatory texts and student engagement.
Syekh Hasan Yamani Islamic Boarding School and Its Development (1980-2024) Nebras, Aqeel; Ridha, M. Rasyid; Ahmadin, Ahmadin; Bakhtiar, Bakhtiar
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1132

Abstract

Pesantren is a distinctive Islamic educational institution in Indonesia that functions not only as a center for transmitting religious knowledge but also as a medium for internalizing values, shaping character, and strengthening social life. This study examines the history of Pondok Pesantren Syekh Hasan Yamani and its influence on Islamic education in West Sulawesi, focusing on its establishment, development, and contributions to the region. This research uses a qualitative approach with a historical perspective, applying methods such as heuristics, source criticism, interpretation, and historiography. Data were collected through literature review, field observations, interviews with pesantren leaders, teachers, alumni, and community figures, as well as document analysis. This approach enables a systematic reconstruction of the pesantren’s historical development and its social-religious significance. The findings reveal that Pondok Pesantren Syekh Hasan Yamani was established in 1980 under the leadership of KH. Muh. Said Al-Mahdaly, continuing earlier da‘wah activities through religious gatherings and majelis taklim. Over time, the pesantren has adapted to societal changes while maintaining its traditional Islamic values. Its contributions are reflected in strengthening religious education, fostering students’ moral character, and serving as a center for da‘wah and community empowerment. Thus, the pesantren plays a strategic role in developing Islamic education and reinforcing Islamic identity in West Sulawesi.
Investigating Students’ Views on the Role of Generative AI in Academic Writing Rosalina, Utami; Shahat, Salah Abobaker Almabruk; Sulaeman, Naufal Fidha
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1208

Abstract

The rapid integration of Generative Artificial Intelligence (GenAI) in higher education has raised pedagogical and ethical concerns regarding its role in academic writing. This study investigates students’ views on the anticipated functions, perceived benefits, and challenges of AI-assisted academic writing. A convergent parallel mixed-methods design was employed, involving 89 second-year students with prior experience using GenAI tools. Quantitative data were analyzed using descriptive statistics, and qualitative interview data were analyzed using thematic analysis. The findings indicate that most students perceive GenAI as a writing assistant (85%) and feedback provider (78%). A substantial proportion report increased writing efficiency (82%) and improved writing quality (76%) when using GenAI tools. However, concerns regarding over-dependence (45%) and potential plagiarism risks (32%) were also identified. Overall, students position GenAI as a supportive pedagogical aid that enhances drafting and revision processes while acknowledging important ethical and cognitive challenges. These findings highlight the need for structured instructional guidance and the development of AI literacy to ensure responsible and pedagogically aligned integration of GenAI in academic writing instruction.
The Sining Ritual Tradition in The Gayo Community of Central Aceh as A Form of Revitalization of Educational Values and Local Wisdom Hartati, Tengku; Ramdiana, Ramdiana
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1216

Abstract

This research addresses the fading existence of the Sining ritual tradition among the Gayo community in Central Aceh, driven by modernization and globalization, which have diminished youth interest in this cultural heritage. The objective is to explore the educational values and local wisdom embedded in Sining and to examine its potential for revitalization as a source of character education. This study employs a literature review method with a qualitative approach. Data were gathered from books, scholarly journal articles, and research reports through documentary study. Analysis was conducted using qualitative content analysis, involving data reduction, presentation, and conclusion drawing. The results reveal that the Sining ritual holds deep symbolic and philosophical meanings, reflecting harmony with nature, gratitude, mutual cooperation, respect for ancestors, and a sense of divinity. It serves as a medium for transmitting values of character education, such as discipline, responsibility, teamwork, empathy, and social concern. Revitalizing Sining also plays a crucial role in preserving Gayo local wisdom, including botanical knowledge, traditional farming systems, and vernacular architecture. Furthermore, the tradition embodies social values that strengthen community solidarity and religious values that integrate Islamic teachings with local culture. The study concludes that Sining is a comprehensive cultural entity worthy of revitalization as a source of character education grounded in local wisdom.
An Academic Needs Analysis of Students in Micro Teaching Classes: Insights from Lecturers and Students at UNIQHBA Hasbullah, Hasbullah; Suasta, I Wayan; Suwirye, I Wayan; Irpan, Irpan
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1222

Abstract

Microteaching plays a crucial role in preparing student-teachers to become effective educators by bridging theoretical knowledge and practical classroom skills. However, students often face significant challenges in applying pedagogical theories to real teaching contexts, particularly within faith-based and multilingual settings such as UNIQHBA. This study aims to identify and analyze the academic needs of students in microteaching classes by examining the perspectives of both students and lecturers. A qualitative research method was employed, utilizing semi-structured interviews, focus group discussions, and non-participant classroom observations with final-year education students and microteaching lecturers. The findings reveal key academic needs, including difficulties in lesson planning and time management, challenges in using instructional English, low teaching confidence, inadequate feedback mechanisms, and limited access to teaching resources. These results indicate a persistent gap between pedagogical theory and actual classroom practice. The study concludes that microteaching programs require redesign to incorporate scaffolded practice, structured reflection, and improved resource availability.

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