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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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 539 Documents
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Contextual Design of Literacy and Numeracy–Based Assessments: A Systematic Literature Review Mursyidah J Parandrengi; Duano Sapta Nusantara; Rohati Rohati; Da Tien Nguyen; Kgaladi Maphutha
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1114

Abstract

The increasing emphasis on literacy and numeracy requires assessment tasks that reflect real-world contexts. However, existing studies indicate that contextual assessment is often implemented at a superficial level, with limited use of second-order contextualization that supports deeper reasoning. This study aims to systematically examine how context is used in the design of literacy and numeracy-based assessments. This research employs a Systematic Literature Review (SLR) of 17 articles published between 2015 and 2025. Bibliometric analysis using VOSviewer and content analysis were conducted to examine context types, context levels (zero, first, and second order), and question design. The findings show that most studies apply context at the zero and first-order levels, while only a few reached second-order contextualization. Context use is dominated by local settings, with contexts such as tourism remaining underexplored. In addition, digital technology is mostly used in non-interactive formats. This study recommends developing PISA-based questions in tourism contexts at the second-order level, as well as integrating interactive digital technology to enhance students’ abilities to formulate, employ, and interpret. This study contributes theoretically by linking context type, context level, and cognitive processes within mathematical literacy frameworks, and practically by guiding the design of more authentic assessment tasks.
Local History and Cultural Heritage in 21st-Century History Education: A Systematic Review of Pedagogy, Skills, and Sustainability Tomy Wijaya; Fatimah Alauwiyah; Muhammad Reza Pahlevi
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1121

Abstract

This study presents a systematic literature review on the integration of local history and cultural heritage in 21st-century history education, focusing on pedagogical models, competency development, and alignment with Sustainable Development Goal (SDG) 11. Guided by the PRISMA 2020 framework, the review synthesizes 17 peer-reviewed and indexed articles published between 2020 and 2025. Thematic analysis was employed to map dominant instructional approaches, learning outcomes, and persistent research gaps. The findings indicate that heritage-based history education is implemented through place-based learning, heritage inquiry, museum and community engagement, and digital pedagogy such as virtual reality and virtual field trips, all of which significantly strengthen historical thinking and broader 21st-century skills, particularly critical thinking, collaboration, and digital literacy. The review further confirms a conceptual linkage between heritage-based history education and SDG 11 in fostering sustainability awareness, cultural preservation, and community participation. Nevertheless, the literature reveals fragmented curricular integration, limited longitudinal evidence on competency development, and insufficient systematic evaluation of the measurable contribution of history education to sustainability outcomes. By integrating pedagogical models, competency frameworks, and sustainability objectives within a unified analytical perspective, this study provides a structured conceptual foundation for advancing heritage-based history education in contemporary formal learning contexts.
Needs Analysis For Developing Problem-Based Learning E-LKPD Integrating Local Wisdom to Improve Mathematical Connection Skills Evih Evih; Yusfita Yusuf; Margaretha Madha Melissa; Muhammad Hafidz Danujati Prayogo Yulianto
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1182

Abstract

Mathematical connection skills constitute a core competency emphasised in the Independent Curriculum and by the National Council of Teachers of Mathematics (NCTM). Nevertheless, empirical classroom evidence reveals that these skills remain at a low level. This condition is paradoxical, given the increasing availability of digital infrastructure in schools, which has not been optimally integrated into mathematics learning practices. This study aims to identify the need to develop Problem-Based Learning (PBL)–based electronic student worksheets (E-LKPD) that integrate local wisdom, with a particular focus on uncovering the gap between technological availability and its pedagogical utilisation. This research adopts a Research and Development framework using the ADDIE model, limited to the needs analysis phase. Data were collected through teacher interviews, student and teacher questionnaires, and a mathematical connection skills test administered to 22 eighth-grade students at one of the junior high schools in Sumedang. The data were analysed using descriptive quantitative and qualitative techniques and validated through technical triangulation. The findings indicate that mathematics instruction continues to rely predominantly on textbooks and printed worksheets, despite the presence of adequate digital infrastructure. Both teachers and students expressed a strong need for interactive digital learning media that incorporate local wisdom within a PBL framework. Furthermore, students’ mathematical connection skills were found to be low, with an average score of 57.5 and only 27.3% achieving the minimum mastery criterion. These results underscore a significant discrepancy between infrastructure readiness and classroom practice, highlighting the urgency of developing PBL-based E-LKPD to foster students’ mathematical connection skills.
Biotic Ecolexicon in the Gotilon Harvest Ceremony: An Ecolinguistic Study of HKBP Congregation Kresna Ningsih Manik
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1199

Abstract

This study addresses how biotic ecolexical items are represented in the Gotilon ceremony discourse of the HKBP Pardomuan Congregation and how these linguistic elements reflect ecological meanings, cultural values, and theological perspectives toward nature. The study aims to: 1) Identify biotic ecolexical items related to living beings in the Gotilon ritual discourse, 2) Interpret their ecological significance from an ecolinguistic perspective, and 3) Explain their functions within the ceremonial and cultural context. This research employs a qualitative descriptive method grounded in Arran Stibbe’s ecolinguistic framework. Data were collected through Participant observation of the Gotilon ceremony, documentation of ritual texts, in-depth interviews with church members and community elders. Data analysis focuses on identifying, classifying, and interpreting ecolexical items within their ecological and cultural contexts. The findings reveal a diverse range of biotic ecolexical items referring to plants, animals, and agricultural products, such as rice, buffalo, chicken, banyan tree, and mango tree. These lexical items function beyond literal meanings and carry deeper ecological and symbolic significance. They represent ecological values and collective memory, reflect theological beliefs about nature as a divine gift, serve as symbols of gratitude and prosperity, act as sacrificial elements in ritual practices, and function as a bridge connecting humans, nature, and God. Overall, the Gotilon ceremonial discourse reflects an integrated ecological worldview combining spirituality, agricultural traditions, and environmental responsibility.
The Absurdity in Waiting for Godot and Endgame by Samuel Beckett: A Comparative Study Alin Ambarwati; Masduki Zakaria; Islam Ragab Abdelhamid Shehata
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1242

Abstract

The phenomenon underlying this study is the increasing crisis of meaning and existential uncertainty in modern human life. This condition is reflected in Samuel Beckett’s Waiting for Godot and Endgame, both of which portray characters trapped in cycles of waiting, repetition, and existential emptiness. Although previous studies have examined these plays individually within the Theatre of the Absurd, there is a lack of comparative research that systematically analyzes how absurdity is differently constructed in both works. This study addresses that gap. This research aims to analyze the forms and representations of absurdity through a comparative approach. Using a descriptive-qualitative method, the study applies textual analysis focusing on dialogue, dramatic structure, characterization, and setting. The findings reveal that Waiting for Godot represents absurdity through endless waiting, repetitive dialogue, and unclear identity and purpose. In contrast, Endgame depicts a static, post-apocalyptic environment shaped by dominance, dependency, and the awareness of an inevitable ending. While both plays convey existential meaninglessness, they differ in the intensity of their conflicts, the dynamics of their relationships, and their symbolic representations of space and time. This study contributes by offering a comparative perspective that deepens understanding of absurdity in Beckett’s works and highlights their critique of post–World War II existential conditions.
Collaborative Writing Models for Enhancing Academic Publication Productivity: A Systematic Literature Review Pance Daniel; Umi Narimawati; Bobi Kurniawan
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1249

Abstract

Increasing publication pressure in academia has prompted universities and research institutions to adopt strategies to improve scholarly productivity and research competitiveness. The demand for measurable research performance, reflected through publication output, citations, and international visibility, has led institutions to explore collaborative approaches to academic writing. This study aims to analyze collaborative writing models that can improve academic publication productivity in higher education institutions. The research employed a systematic literature review (SLR) method to synthesize empirical evidence from previous studies. Data were collected from 25 empirical research articles published between 2015 and 2025 in reputable academic databases. The selected studies were analyzed using thematic synthesis to identify patterns, structures, and outcomes of collaborative writing practices in academic environments. The findings reveal four main collaborative mechanisms that significantly contribute to publication productivity: structured role allocation within writing teams, integration of digital collaboration technologies, mentoring-based writing systems, and interdisciplinary research collaboration. These mechanisms collectively enhance manuscript completion rates, improve publication quality, and increase research visibility. The results indicate that collaborative writing is not merely a shared authorship activity but a strategic organizational approach to strengthening research capacity. The study implies that academic institutions should institutionalize structured collaborative writing programs, provide digital infrastructure, and establish mentoring systems to sustainably improve publication output and global research competitiveness
Reconfiguring Gender and Family in Musical Cinema: A Comparative Analysis of Mamma Mia! (2008) and Contemporary Popular Films M Afifulloh; Azra Khashia Nafisa; Chalisa Azzahra; Naomi Kania Dealova
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1334

Abstract

This study addresses the limited comparative analysis in previous research on musical films, which often focuses on single-text interpretations of gender, identity, and family representations. Accordingly, the objective of this research is to examine how Mamma Mia! constructs these meanings within the broader context of contemporary musical cinema by comparing it with The Sound of Music, Frozen, and Little Women. This study employs a qualitative research method using comparative textual analysis, drawing on representation theory, feminist media theory, and the sociology of family. The findings demonstrate that Mamma Mia! not only reflects evolving gender norms but also actively redefines family structures through post-patriarchal representations, emotional autonomy, and the concept of chosen family. In contrast to earlier cinematic traditions, the film indicates a shift toward postfeminist sensibilities characterized by agency, fluid identity, and affective kinship. This study contributes to media studies by emphasizing that musical films function as ideological spaces where social meanings are negotiated and transformed.
Improving Arabic Speaking Skills through Role Play Based on Al-Arabiyyah Baina Yadaik Dialogues in a Tahfidz Institution Nurul Izzah Mujahidah; Muhammad Ridwan; Haeruddin Haeruddin; Andi Agussalim
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1339

Abstract

This study examines how Arabic-speaking skills in non-formal education, such as tahfidz institutions, can be improved through role-play based on dialogues from the book Al-Arabiyyah Baina Yadaik. The study aims to foster more student-centered, collaborative, and active learning at Rumah Tahfidz Asy-Syifaa Gowa, where the textbook has not yet been used optimally to support speaking practice. A Classroom Action Research (CAR) design using the Kemmis & McTaggart model was employed with 10 students. Data were collected through structured observation using a 1–5 Likert scale of eight speaking aspects (fluency, pronunciation, vocabulary, structure, confidence, interaction, expression, and collaboration), student questionnaires, and documentation. Quantitative descriptive analysis showed that the mean speaking scores increased gradually from 22.6 in the pre-cycle to 31.6 in Cycle I and 35.1 in Cycle II. The percentage of students achieving the “good” category increased from 0% to 100%, with 80% of students scoring ≥32. Student responses were positive, with 90% in the “good” category. These findings suggest that role-play using Al-Arabiyyah Baina Yadaik dialogues was associated with improved Arabic-speaking skills in this classroom context. This approach offers a practical strategy for fostering active speaking practice in similar non-formal Arabic learning settings.
The Effect of Inquiry-Based Learning on Eighth-Grade Students’ Descriptive Writing Skills at SMP Negeri 10 Palu Sitti Nuraeni; Wahyudin Wahyudin; Desrin Lebagi; Budi Budi
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.v5i2.1344

Abstract

This study investigates the effectiveness of Inquiry-Based Learning (IBL) in improving descriptive writing skills of eighth-grade students at SMP Negeri 10 Palu. A quasi-experimental design was employed involving 52 students selected through purposive sampling and divided into an experimental group and a control group. Both groups were given pre-tests and post-tests to measure their writing performance. The results show that the experimental group’s mean score increased from 60.54 to 75.88, while the control group also improved from 62.12 to 72.04. The independent-samples t-test showed no significant difference in pre-test scores between the two groups, indicating that both groups had similar initial writing ability. Although both groups showed improvement after the learning process, the experimental group showed a greater increase in mean score than the control group. The findings suggest that Inquiry-Based Learning contributed positively to students’ development of descriptive writing.
Needs Analysis for Developing an Augmented Reality-Based Picture Storybook Integrating Majalengka’s Local Wisdom to Support Elementary Students’ Creative Thinking Skills Yati Suratiawati; Aji Septiaji; Devi Afriyuni Yonanda
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1381

Abstract

The integration of local wisdom and digital technology in learning is increasingly important to support meaningful and creativity-oriented education. This study examined the need to develop an Augmented Reality (AR)-based picture storybook integrating Majalengka local wisdom for elementary school students. A qualitative descriptive approach was employed involving five teachers and ten fifth-grade students at SDN Cieurih, Majalengka. Data were collected through interviews and classroom observations and analyzed using data reduction, data presentation, and conclusion drawing techniques. The findings revealed that teachers and students expressed the need for interactive learning materials that integrate Majalengka local wisdom, including local folktales, traditions, arts, traditional games, and environmental values. Participants perceived that AR technology could provide engaging visualizations, increase learning interest, and support activities related to idea generation, exploration, storytelling, and problem-solving. The findings also identified several implementation challenges, including limited devices, unstable internet connectivity, and teacher readiness. Overall, the findings suggest that an AR-based picture storybook may be a relevant learning medium to support students’ creative thinking and culturally contextualized learning experiences. As a preliminary needs analysis, this study did not develop or test the proposed AR-based storybook and did not measure its effectiveness in improving students’ creative thinking skills.

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