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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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 496 Documents
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Effects of Ecosystem Balance Simulation Games within a Problem-Based Learning Model on High School Students’ Critical Thinking Skills Ramdani, Dani; Kuswarini, Purwati; Badriah, Liah; Asmara, Sukma Jaya
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.v5i2.1370

Abstract

This study aims to evaluate the effectiveness of integrating the Problem-Based Learning (PBL) model with an ecosystem balance simulation game in enhancing senior high school students’ critical thinking skills. A quasi-experimental method with a matching-only posttest-only control group design was employed, involving 90 purposively selected students divided into three groups. The critical thinking instrument consisted of 12 validated essay items. Data analysis included the Kolmogorov–Smirnov normality test, Levene’s homogeneity test, and ANOVA followed by the LSD post hoc test. The results indicate a significant difference among the groups (Sig. = 0.019), with post hoc analysis showing that the experimental group performed significantly better than the conventional group, but did not differ significantly from the PBL-only group. These findings suggest that integrating simulation games into the PBL framework is associated with improved critical thinking outcomes compared to conventional instruction, while yielding results comparable to PBL without simulation support. This indicates that simulation-based PBL may serve as a complementary instructional approach that supports student engagement and conceptual understanding. The study’s implications highlight the importance of integrating interactive digital media in ecology instruction to support the development of students’ 21st-century competencies.
Augmented Reality in the TPACK Framework: A Qualitative Analysis of Environmental Science Learning in Elementary Schools Nurulaeni, Fitria; Suprapmanto, 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.v5i2.1372

Abstract

This study examines the implementation of Augmented Reality (AR) in elementary environmental science learning through the Technological, Pedagogical, and Content Knowledge (TPACK) framework. Using qualitative data from interviews and classroom observations, the research identifies how teachers progressively integrate AR, moving from a technological orientation toward comprehensive pedagogical and conceptual alignment. Findings indicate that AR enhances students’ engagement, conceptual understanding, and ability to connect digital simulations with real environmental phenomena. Teachers demonstrate reflective adaptation by refining instructional strategies, guiding analytical discussions, and integrating ecological values into science instruction. The study further reveals a sustainable integration model characterized by three stages: technological familiarization, conceptual reinforcement, and reflective contextualization. Successful implementation depends not only on technological accessibility but also on teachers’ evaluative competence and institutional support. AR functions as an epistemic tool that facilitates experiential learning rather than merely providing visual enhancement. The TPACK framework is effective for conceptualizing the dynamic interplay among technology, pedagogy, and scientific content in environmental education. The research highlights the strategic importance of professional development and policy support to ensure the long-term sustainability of AR-based science learning innovations.
Validity and Reliability of a Modified Reactive Agility Test for Tennis Volley Performance Nugroho, Wisnu; Mulyadi, Rekyan Woro Mulaksito
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.v5i2.1373

Abstract

Reactive agility is a critical component of tennis performance, particularly in volley situations that require rapid perceptual-motor responses under time constraints. However, existing agility tests often lack specificity for volley movements, limiting their ability to assess performance accurately. This study aims to examine the validity and reliability of a modified two-direction reactive agility test specifically designed for tennis volley performance. The research employed a quantitative approach using expert judgment and performance testing. Content validity was assessed using Aiken’s V, inter-rater reliability was analyzed using the Intraclass Correlation Coefficient (ICC), and descriptive statistics were used to evaluate performance outcomes. The results showed that all test components achieved high validity, with Aiken’s V values ranging from 0.83 to 0.96, indicating strong agreement among experts. Reliability analysis revealed ICC values of 0.68 for single measures and 0.88 for average measures, indicating moderate to high reliability. Descriptive findings indicated consistent and rapid execution times, reflecting the specific demands of volley performance. In conclusion, the modified reactive agility test is a valid and reliable instrument for assessing tennis volley performance and is practical for training and evaluation.
The Discourse Dimensions of Hoax News in Online Media During the COVID-19 Pandemic Zain, Hasbi Sofan; Zamzani, Zamzani
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.v5i2.1379

Abstract

This research aims to explain how hoax news was constructed and disseminated during the COVID-19 pandemic by applying Critical Discourse Analysis (CDA) to three dimensions: (1) textual, (2) discourse practice, and (3) sociocultural practice within online media. The research uses a descriptive qualitative approach, with data sourced from hoax news labeled “Hoax” by Kominfo that had not been deleted. The data were analyzed using Norman Fairclough’s (1989) three-dimensional model of discourse analysis. The results show that: (1) The textual dimension of hoax news during the pandemic is constructed through cohesion and coherence, grammar, and diction. (2) The discourse practice dimension includes the processes of text production, dissemination, and consumption in online media. (3) The sociocultural practice dimension operates at three levels: situational, institutional, and social. At the social level, many netizens expressed disappointment with the government, which was perceived as slow to respond to the COVID-19 threat, while others appreciated the policies implemented and even offered prayers for their success. This study concludes that linguistic features, production contexts, and the broader social dynamics of online communities influence the construction and spread of hoax news.
The Effect of Environment-Based Experiential Learning on Students’ Science Literacy and Ecological Awareness Fatmawati, Fatmawati; Abidin, Yunus; Yus, Anita; Yusrizal, Yusrizal; Wanhar, Fira Astika
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.v5i2.1452

Abstract

Science literacy and ecological awareness are essential competencies in 21st-century education; however, elementary learning often emphasizes conceptual understanding rather than real-life application, resulting in low student engagement and limited environmental awareness. Previous studies have examined experiential learning or inquiry approaches separately, but comparative studies integrating both cognitive and affective outcomes remain limited. This study aims to analyze and compare the effects of an experiential learning approach grounded in the environment and an inquiry approach on students’ science literacy and ecological awareness. This research employed a quantitative posttest-only design involving two experimental groups with a total of 144 elementary students. Data were collected using a science literacy test adapted from the PISA framework, an ecological awareness questionnaire, and a student response questionnaire. Data were analyzed using multiple linear regression. The results show that the experiential learning approach has a significant positive effect on both science literacy and ecological awareness and is more effective than the inquiry approach. In contrast, student responses do not significantly influence learning outcomes. These findings highlight the importance of direct and contextual learning experiences in improving both cognitive and environmental competencies. This study contributes to the development of experiential learning in elementary education and provides practical implications for designing more meaningful and sustainability-oriented learning.
Integration of PjBL-STEM in IPAS Learning: An Effort to Stimulate Creative Thinking and Sustainability Awareness in Elementary Schools Risnawati, Risnawati; Ardianto, Didit; Permanasari, Anna
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.v5i2.1466

Abstract

Twenty-first-century education requires learning that is not only oriented toward conceptual mastery but also able to stimulate students’ creative thinking skills and sustainability awareness. However, previous studies have mostly examined PjBL-STEM separately in relation to learning outcomes or creative thinking, while research integrating PjBL-STEM into IPAS learning to stimulate both creative thinking and sustainability awareness remains limited. This study aims to examine the integration of Project-Based Learning with the Science, Technology, Engineering, and Mathematics approach (PjBL-STEM) in IPAS learning to stimulate elementary school students’ creative thinking skills and sustainability awareness. This study employed a quantitative, quasi-experimental design with a pretest-posttest control group. The research subjects were 45 sixth-grade students from SD Negeri 1 Cisaat, comprising 24 in the experimental class and 21 in the control class. The research instruments included a creative thinking skills test, a sustainability awareness questionnaire, and a learning implementation observation sheet. The data were analyzed using N-Gain and t-test with the assistance of IBM SPSS Statistics 25. The results showed that PjBL-STEM implementation reached 100%, indicating that all learning stages were carried out according to the designed syntax. Students’ creative thinking skills in the experimental class increased from a mean score of 45.04 to 72.79, with an N-Gain of 0.65 in the moderate category, while the control class obtained an N-Gain of 0.29 in the low category. Students’ sustainability awareness reached 96.20%, which was categorized as very strong. Therefore, integrating PjBL-STEM into IPAS learning effectively stimulates elementary school students’ creative thinking skills and sustainability awareness. This study implies that teachers can use PjBL-STEM as a contextual learning strategy to connect IPAS concepts with real environmental problems and sustainability-oriented project activities.

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