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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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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Gendered Construction of Religious Authority in Islamic Education Textbooks under Indonesia’s Merdeka Curriculum: A Critical Discourse Analysis Anam, Muhamad Abdul; 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.v5i2.1246

Abstract

This study examines gender bias in elementary school Islamic Religious Education (IRE) textbooks under Indonesia’s Merdeka Curriculum. Although gender representation in textbooks has been widely studied, research integrating Critical Discourse Analysis with Islamic feminist perspectives in the context of religious education remains limited. This study aims to identify forms of gender bias, analyze the discursive strategies that reproduce them, and interpret their implications for the construction of religious authority. The research employed qualitative document analysis using Critical Discourse Analysis (CDA). Data were collected from 214 textual units and 96 visual illustrations in elementary-level IRE textbooks, complemented by semi-structured interviews with four Islamic education teachers in Pulang Pisau Regency, Central Kalimantan. The analysis focused on actor representation, distribution of social roles, grammatical structures, and the construction of religious leadership. The findings reveal a significant gender imbalance. Men appear as 61.7% of the main subjects and dominate 78.8% of religious leadership roles. Male characters are more frequently associated with active grammatical structures (68.2%), while women appear more often in passive constructions and domestic activities (67.8%). These patterns contribute to what this study conceptualizes as the masculinization of religious authority, where religious leadership and moral authority are discursively associated with male figures. Teacher interviews indicate awareness of this imbalance, although textbooks still strongly influence students’ perceptions of gender roles. The findings highlight the need for gender-responsive revisions of religious education materials to promote more inclusive representations.
Improving Speaking Performance in Early Secondary EFL Learners at SMPN 7 Palu Silva Iriannur; Abd. Kamaruddin; Fadhilah Zamzam; Mochtar Marhum
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.v5i2.891

Abstract

Speaking ability remains a challenge for many Grade Seven EFL students, particularly in terms of fluency and comprehensibility, which are essential components of effective oral communication. This study aims to investigate whether implementing structured group discussion can improve students’ speaking fluency and comprehensibility at SMPN 7 Palu. A quasi-experimental research design was employed, involving an experimental class that received five sessions of group discussion treatment and a control class that was taught through conventional instruction. Both groups were administered pre-tests and post-tests focusing on fluency and comprehensibility. The data were analyzed using paired-samples t-test procedures. The results indicate that students in the experimental class demonstrated significantly greater improvement in speaking performance than those in the control class. The findings were further supported by observational data indicating increased student participation, reduced hesitation, and clearer organization of ideas during speaking activities. These results suggest that structured group discussion provides an effective interactive learning environment that supports smoother speech and improved comprehensibility. Therefore, the regular use of group discussion is recommended as an instructional strategy to enhance junior high school students’ oral communicative competence.
Phonemic Error Analysis of a Tajikistan Student in Indonesian as a Foreign Language (BIPA) Learning at UIN Bandung Azizir Rohma Febriyani; Yeti Heryati; Bustomi Bustomi
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.v5i2.1150

Abstract

Phonemic accuracy is a crucial aspect of Indonesian as a Foreign Language (BIPA) learning, yet foreign learners often experience persistent phonemic errors due to differences between their first language and Indonesian phonological systems. This study addresses the problem of phonemic errors produced by a Tajik student during BIPA learning, which may hinder intelligibility and effective communication. The objective of this research is to identify and analyze the types of phonemic errors and their phonological characteristics as manifested in the learner’s spoken Indonesian. This study employs an applied qualitative case study approach focusing on a single Tajik learner enrolled in a BIPA program at UIN Bandung. Data were collected through classroom observation, teaching participation, interviews, and voice-note recordings via WhatsApp, which provided authentic speech data. The data were analyzed using phonemic and phonological analysis to identify systematic error patterns. The results reveal recurring phonemic errors, particularly vowel mispronunciation involving the phoneme /e/ and consonant epenthesis after velar nasals, such as /ŋg/. These errors indicate strong first-language phonological influence and incomplete phonemic acquisition in Indonesian. The findings highlight the importance of targeted phonological instruction in BIPA learning.
Islamic Leadership Management in the Development of a Religious School Culture Topan Iskandar; Muhammad Thalal; Wulan Sari; M. Fadli Al Azhari
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.v5i2.1203

Abstract

Education plays a strategic role in shaping students' religious character, making the development of a religious school culture an essential necessity in addressing the challenges of moral degradation in the era of globalization. This study aims to analyze Islamic leadership management in the development of a religious school culture in several schools in Indonesia. The study uses a qualitative approach with a multisite study design. Data were collected through in-depth interviews, participatory observation, and document studies involving principals, teachers, education staff, and students as informants. Data analysis was conducted thematically using an interactive analysis model that includes data reduction, data presentation, and conclusion drawing, and its validity was tested through triangulation and member checking. The research results indicate that Islamic leadership management is applied systematically and continuously through the functions of planning, organizing, implementing, and evaluating school programs. The principal plays a central role not only as an administrative manager but also as a moral and spiritual exemplar in fostering the internalization of Islamic values. The development of a religious school culture is realized through the habituation of worship, the integration of religious values into the learning process, and the formation of students' and school members' morals and ethics. The research findings confirm that Islamic leadership that is trustworthy, participative, and consistent can build a religious school culture that is tangibly internalized in school life and contributes to the holistic character formation of students.
Multimodal Literacy: A Visual Grammar Analysis of Indonesian EFL Textbooks In Senior High Schools Raihana Sakdiyah; Alemina Perangin-angin; T. Thyrhaya Zein; T. Silvana Sinar; Rahmadsyah Rangkuti
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.v5i2.1223

Abstract

The increasing multimodal design of English as a Foreign Language (EFL) textbooks has not been accompanied by sufficient empirical investigation into how visual elements systematically construct meaning and how students interpret these elements in classroom contexts. This study aims to examine how multimodal literacy is realized through visual grammar in the English Grade X textbook used at MAN 2 Deli Serdang, Indonesia, and to explore how students interpret these multimodal features. This research employed a qualitative descriptive design. Data were collected through multimodal content analysis of selected textbook units using Kress and van Leeuwen’s (2006) visual grammar framework and semi-structured interviews with ten EFL students. The analysis focused on representational, interpersonal, and compositional meanings constructed through visual, linguistic, and spatial modes. The findings reveal that the textbook systematically constructs meaning through narrative and conceptual visual representations, strategic use of gaze and social distance to build interpersonal relations, and compositional arrangements that highlight information value and salience. Students reported that these multimodal elements facilitated comprehension of abstract concepts, increased engagement, and enhanced perceived relevance of the learning materials. However, variations in interpretation indicate that visual meaning-making is influenced by students’ prior knowledge and literacy experience. These results suggest that multimodal design plays a significant pedagogical role in EFL textbook effectiveness and should be purposefully integrated into instructional material development. The study contributes to multimodal literacy research by integrating visual grammar analysis with students’ interpretive perspectives in the Indonesian EFL context.

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