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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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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Developing a Social Entrepreneurship-Based Nonformal Education Curriculum for the Socioeconomic Reintegration of Divorced Former Migrant Women in Indonesia Rofik Rosyanafi; Gunarti Dwi Lestari; Wiwin Yulianingsih; Rivo Nugroho
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.v5i3.1526

Abstract

This study aimed to develop and validate a nonformal education curriculum for socioeconomic reintegration of divorced former migrant women in Ponorogo, Indonesia. A Design and Development Research approach was applied through three phases: needs analysis (n = 20), curriculum design and development, and expert validation, followed by a limited try-out (n = 12). Data were collected through interviews, focus group discussions, document analysis, competency gap assessment, expert judgment, and field observation. Expert validation showed high feasibility with mean scores for content relevance (M = 4.60), learning outcomes (M = 4.50), gender responsiveness (M = 4.40), and feasibility (M = 4.20). The try-out demonstrated strong implementation outcomes, including participant comprehension (M = 4.25), participation consistency (M = 4.30), and satisfaction (M = 4.35). Findings indicate that economic reintegration and social entrepreneurship competencies are the primary learning needs, with psychosocial strengthening and digital literacy as supporting areas. The study concludes that the developed curriculum is valid, feasible, and practical, and suggests that nonformal education policy should adopt integrated reintegration-oriented curriculum models for vulnerable adult groups.
The Function and Meaning of Mantras in the Ngabungbang Ritual of Rancakalong Usman Supendi; Anggy Giri Prawiyogi; Arga Adha Anwari; Abdul Wahab Junaedi
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.v5i3.1541

Abstract

This study analyzes the functions and meanings of mantras in the Ngabungbang ritual in Rancakalong, Sumedang, as a representation of symbolic Islamization in Sundanese culture. The research addresses the limited studies examining oral ritual texts as media for cultural negotiation and religious transformation. The study aims to identify the ritual functions of the mantras, interpret their symbolic meanings, and explain their role in representing the spread of Islam within local traditions. A qualitative descriptive method with an ethnographic approach was employed. Data were collected through observation, interviews with traditional leaders and ritual practitioners, and documentation of five mantra texts used in the ritual. The analysis applied Paul Ricoeur’s hermeneutic theory and William R. Bascom’s folklore function theory. The findings reveal that the mantras function as media for purification, protection, gratitude, and social regulation. Their meanings reflect harmony between humans, nature, and divine power while demonstrating the integration of Islamic expressions, such as the shahada and prayers to Allah, into older Sundanese cosmological beliefs. The study highlights how Islamic teachings are culturally adapted through oral ritual traditions without entirely eliminating local identity.  
Application Of the Expository Learning Method In Understanding The Perception Of Hijaiyah Letter Forms In 'Mild Mentally Retarded' Students at SLB YPLB-LB Hegar Asih Cipaganti Bandung Zul Andrivat; Aan Hasanah; Badrudin Badrudin; Dewi Sadiah
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.v5i2.1552

Abstract

This study was motivated by students with mild intellectual disabilities' limited ability in recognize and understand the shapes of Hijaiyah letters at SLB YPLB-LB Hegar Asih Cipaganti Bandung. These difficulties were related to limitations in visual perception and the lack of learning methods suited to students’ characteristics and needs. The study aimed to examine the application of the Expository Learning method in improving students’ understanding of Hijaiyah letter forms in Islamic religious education. This research employed a qualitative case study approach involving a small group of students with mild intellectual disabilities. Data were collected through classroom observations, teacher interviews, and documentation of learning activities. The findings showed that the Expository Learning method positively supported students’ ability to recognize, name, and write Hijaiyah letters more accurately than before its implementation. Improvements were observed qualitatively through increased student focus, more active teacher-student interaction, and students’ ability to distinguish letter shapes step by step during learning activities. The use of visual media, structured explanations, and repetition exercises helped students better understand and memorize Hijaiyah letters. Overall, the method created a more organized and meaningful learning process for students with mild intellectual disabilities.
Responses of Eleventh Grade Students to the Gamified ZEP QUIZ in Teaching Reading Comprehension: A Quantitative Inquiry Yudith Septrianto; Suhartono Suhartono; Ahmad Munir
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.v5i3.1559

Abstract

Reading comprehension remains a challenge for many vocational high school students, particularly due to low motivation to learn and limited engagement in digital learning environments. In response to this issue, gamification has emerged as a potential strategy to enhance students’ participation and learning experiences. Therefore, this study aimed to evaluate eleventh-grade students’ responses toward the implementation of the ZEP QUIZ gamification platform in teaching reading comprehension. The research employed a descriptive, quantitative design using a single-point survey. Data were collected through a Likert-scale questionnaire administered to eleventh-grade students at a vocational high school and analyzed descriptively to identify students’ perceptions of the platform. The findings revealed that students demonstrated highly positive responses regarding motivation, engagement, and ease of use. The gamified features of ZEP QUIZ, particularly leaderboards and timers, were perceived as effective in increasing students’ focus, participation, and interest in comprehending argumentative texts. Overall, the results indicate that ZEP QUIZ provides an engaging and supportive learning environment that enhances students’ reading comprehension experiences in English language learning. The study concludes that ZEP QUIZ is an effective gamification-based instructional tool for improving student engagement and fostering positive learning experiences in vocational education.
Improving Students’ Speaking Performance through the KISS Method in EFL Classrooms Agung Purnama; Dzulfikri Dzulfikri
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.v5i3.1579

Abstract

This study employs Classroom Action Research (CAR) to investigate the effectiveness of the KISS (Keep It Short and Simple) method in enhancing students’ speaking performance in English as a Foreign Language (EFL) classrooms. The research was conducted at MA Al-Azhar Grobogan, involving a class of Grade XI students in a formal EFL setting. The participants consisted of approximately 25 students. The study was carried out through two intervention cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through speaking tests, classroom observations, interviews, and questionnaires. The findings indicate a significant improvement in students’ speaking performance across the cycles, particularly in terms of fluency, clarity, and confidence. The implementation of the KISS method helped reduce students’ speaking anxiety, improve idea organization, and increase their motivation to participate actively in classroom activities. Furthermore, students demonstrated greater engagement and confidence in expressing their ideas throughout the learning process. In conclusion, the KISS method proves to be an effective instructional strategy for improving students’ speaking skills within this classroom context. However, the findings are limited to the specific participants and setting of this study. Therefore, further research is recommended to examine the applicability of the KISS method in broader educational contexts and with larger participant groups.
Implementation of Madrasah Policies in Realizing the Digital-Based Transformation of Islamic Religious Education Learning at MAN Tapanuli Tengah Abdusima Nasution; Dimas Indianto S; Shobrun Jamil
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.v5i3.1594

Abstract

This study aims to examine the transformation from conventional learning systems to digitally oriented learning systems in Islamic Religious Education (PAI) at State Islamic Senior High Schools (Madrasah Aliyah Negeri/MAN) in Tapanuli Tengah, Indonesia. The research focuses on the implementation of digital-based learning practices at MAN 1 Tapanuli Tengah and MAN 3 Tapanuli Tengah, highlighting how digital technologies support educational development and improve learning quality in the contemporary era. A qualitative research approach was employed using interviews, observations, and document analysis as data collection techniques. The collected data were analyzed using the interactive model of Miles and Huberman, comprising data reduction, data display, and conclusion drawing. The validity of the findings was ensured through source triangulation. The findings reveal that integrating digital technology into Islamic Religious Education has significantly transformed the learning process. Digital-based learning has enhanced students’ engagement, facilitated access to learning resources, and enabled the contextualization of learning materials into real-life situations. Furthermore, the use of digital platforms and educational technologies has created a more interactive and innovative learning environment, supporting both teachers and students in achieving educational objectives more effectively. The study implies that digital-based learning has become a strategic and sustainable approach for contemporary education. It offers educators opportunities to adapt instructional practices to technological advancements while maintaining educational values and improving learning outcomes. This research contributes to the growing body of knowledge on digital transformation in Islamic education and offers practical insights for policymakers and educators seeking to strengthen the implementation of digital learning in madrasah settings.
Self-Concept and Self-Efficacy Beliefs as Determinants of Success among Equality Non-Formal Education Learners Kamilin Kamilin; Muhadjir Effendy; Rosyid Al Atok; Ach. Rasyad
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.v5i3.1598

Abstract

Background: Successful implementation of non-formal equality education requires learning centers to produce competent and independent learners. Gap: While much attention has been given to external factors and correcting educational weaknesses, there is a critical need to understand how internal self-constructs actively build learner competencies. Method: Therefore, the present study aims to explain the specific determinants of learner success by examining self-concept and self-efficacy beliefs. A qualitative phenomenological design was employed, utilizing in-depth, semi-structured interviews. Participants: Participants included adult learners such as farmers, industrial workers, and previous school dropouts enrolled in the vocational Package C (high school equivalence) program at Community Learning Centers (CLCs) in Malang District. Findings: Thematic content analysis revealed that successful learner development is rooted in distinct self-concept components, including self-image, idealism, and study-orientation. Additionally, self-efficacy manifests concretely through learners' ability to complete tasks, manage time, and respond positively to tutors' verbal persuasion. Implications & Contribution: Rather than merely identifying a broad "positive subjective experience," this study demonstrates how these internal constructs directly translate into tangible academic readiness, enhanced motivation, and the mastery of practical life skills. The primary contribution of this research is providing a targeted framework for CLCs to integrate tailored guidance and counseling services, ultimately leveraging learners' self-constructs to foster economic welfare and long-term social independence.
Elevating Educational Quality: The Synergistic Impact of Principal Supervision, Learning Environment, and Teacher Pedagogy Yesi Elfisa; Diva Apri Mulya; Muhammad Ali Imron; Shobrina Fitri; Zamdani Zamdani
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.v5i3.1618

Abstract

Improving learning quality in Integrated Islamic Elementary Schools (SDIT) in Merangin Regency requires principal academic supervision, a supportive learning environment, and teachers’ pedagogical competence. This quantitative ex post facto survey examined the extent to which these three variables predicted learning quality. Data were collected from 86 teacher respondents through a Likert-type questionnaire using saturated sampling of the accessible SDIT teacher population. The data were analyzed using descriptive statistics, assumption tests, simple linear regression, multiple linear regression, t-tests, an F-test, and coefficients of determination. The results show that principal academic supervision significantly predicted learning quality (R² = 0.232 or 23.2%), the learning environment significantly predicted learning quality (R² = 0.264 or 26.4%), and Teacher Pedagogical Competence was the strongest individual predictor (R² = 0.298 or 29.8%). Simultaneously, the three predictors explained 46.5% of the variance in learning quality. These findings indicate that learning quality is associated with the combined strengthening of instructional leadership, school learning conditions, and teacher pedagogical capacity.
Academic Boredom in Technology-Based Mathematics Learning: A Phenomenological Study from a Didactical Mathematics Perspective Syahrina Anisa Pulungan; Agus Maman Abadi; Endah Retnowati
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.v5i3.1654

Abstract

Recent studies have shown that academic boredom negatively affects students’ engagement, motivation, and achievement; however, little is known about how students experience boredom in technology-based mathematics learning from a didactical perspective. This study aimed to explore students’ lived experiences of academic boredom, identify contributing factors, and interpret these experiences through a mathematics didactical lens. A qualitative design employing Interpretative Phenomenological Analysis (IPA) was used. Thirty-five students aged 13–15 years with experience in technology-supported mathematics learning were purposively selected to capture diverse experiences while maintaining in-depth individual and cross-case analysis. Data were collected through semi-structured interviews, classroom observations, reflective notes, and supporting documents. The findings revealed five interconnected themes: emotional exhaustion, passive engagement, monotonous learning experiences, didactical factors that fuel boredom, and students’ expectations for meaningful learning. Academic boredom emerged not only from individual emotional responses but also from repetitive instructional practices, limited interaction, weak didactical engagement, and ineffective use of educational technology. The study extends current understanding of academic boredom by demonstrating that boredom in technology-based mathematics learning is both an emotional and a didactical phenomenon shaped by instructional design and classroom interactions. These findings provide implications for developing more interactive, emotionally responsive, and meaningful mathematics learning environments.

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