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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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 657 Documents
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Exploring Numeracy Literacy Skills among High Self-Efficacy Elementary Students: A Qualitative Study Indah Etika; Kamid Kamid; Rohati Rohati
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.v5i3.1278

Abstract

This study aims to explore the numeracy literacy skills of students who have high self-efficacy in solving contextual mathematics problems. This research is important because most previous research has focused more on the quantitative relationship between self-efficacy and numeracy skills. In contrast, qualitative studies that explore in depth the numeracy literacy skills of students with high self-efficacy remain limited. The study used a qualitative approach with two students who were categorised as having high self-efficacy based on validated questionnaire results. Data collection techniques include self-efficacy questionnaires, numeracy literacy tests, and in-depth interviews. The analysis focused on three indicators of numeracy literacy, namely the ability to use mathematical numbers and symbols in the context of daily life, the ability to analyse information in various data representations, and the ability to interpret the results of the analysis for decision-making. The results of the study show that students with high self-efficacy can understand problems well, apply mathematical operations appropriately, read and analyse data presented in tables and diagrams, and draw logical conclusions from the analysis. Although there was variation in the presentation of the completion steps, both subjects demonstrated adequate mastery of the concepts and strategies. These findings indicate that self-efficacy plays an important role in supporting students' numeracy literacy skills. Therefore, strengthening self-efficacy in mathematics learning needs to be considered to help students develop optimal numeracy thinking skills.
The Transformation of Humanistic Values in Education in the Digital Age: An Analysis of the Role of Critical Literacy in Shaping Student Character Dewi Mutiah; Fahmi Muhammad Ilham; Restu Banu Aji; Iwan Setiawan; Adlan Khoirul Abdi
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.v5i3.1302

Abstract

The rapid expansion of digital technology has reshaped higher education practices, particularly in how students access, process, and use academic information. However, this transformation also raises concerns regarding the weakening of humanistic values and students’ critical awareness in engaging with digital content. This study aims to examine the transformation of humanistic values in the digital learning environment and to analyze the role of critical literacy in shaping students’ character. This research is empirical in nature and applies a qualitative field research approach. Data were collected from 50 university students through observation, semi-structured interviews, and documentation of academic activities. The findings reveal that digital platforms are widely integrated into students’ learning processes, with Learning Management Systems (LMS) showing the highest usage rate at 80%, followed by academic search engines (72%) and digital journals (68%). Despite this high level of engagement, students’ critical literacy skills, particularly in evaluating source credibility and reflecting on the impact of information, remain underdeveloped. The study also identifies that humanistic values, such as academic integrity, responsibility, and mutual respect, continue to be reflected in students’ academic interactions, although they have not yet been fully internalized. These findings suggest that effective integration of digital technology must be accompanied by strengthening critical literacy and reinforcing humanistic values to foster students who are reflective, ethical, and responsible in navigating digital information.
The Influence of MGMP Activities and Active Participation on Social Studies Teacher Competence in Musi Rawas Regency Cici Srilestari; Anik Widiastuti; Royhan Zahir Al-Muqsith
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.v5i3.1335

Abstract

This study examines the influence of the Inter-School Learning Community (MGMP) Social Studies activities and active teacher participation on improving the competence of social studies teachers in Musi Rawas Regency, amid the challenges of the Industrial Revolution 4.0 era, which demands strengthening teachers' professional competence. The purpose of the study was to test the partial and simultaneous influence of these two variables on teacher competence. Quantitative associative research uses multiple linear regression. The population comprised 120 junior high school social studies teachers who were members of the MGMP IPS Musi Rawas Regency. A sample of 92 respondents was selected through proportional random sampling using the Slovin formula. The instrument was a Likert-scale questionnaire (1-5), tested for validity and reliability, and analyzed using SPSS for prerequisite tests (normality, multicollinearity, heteroscedasticity) and hypothesis testing (t-test, F, R²). The results showed that MGMP activities had a significant effect (Sig. 0.039) and active participation (Sig. 0.001) partially on teacher competence, as well as simultaneously (Sig. F 0.000) with a contribution of 51.8 percent. The conclusion states that the synergy of MGMP activities and active teacher participation significantly improves the competence of social studies teachers, it is recommended to strengthen MGMP management and the culture of participation.
Exploring Students’ Learning Motivation Orientation in the Algorithms and Computer Programming Course (A Case Study of Information Technology Education at UMTAS) Sulidar Fitri; Novi Nurjanah; Dinda Budi Utami; Lutfiah Syifa Nur Kamila; Taufik Nur Wahid Shafari
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.v5i3.1355

Abstract

The Algorithms and Computer Programming course constitutes a fundamental component of information technology education; however, it is often perceived by students as a challenging subject. This condition highlights learning motivation as a crucial factor in successful learning outcomes. This study aims to explore students’ learning motivation orientation in the Algorithms and Computer Programming course. An exploratory quantitative descriptive approach was employed, involving 23 students as respondents. Data were collected using a learning motivation questionnaire and analyzed using descriptive statistics in including frequencies and percentages. The results indicate that 95.7% of students expressed a positive attitude toward the programming course. Students’ learning motivation orientation was predominantly intrinsic (65.2%), while extrinsic motivation also played a notable role (39%). Although 61% of students perceived the course as difficult, overall learning motivation remained high. These findings suggest that students’ learning motivation orientation is adaptive and resilient. The implications of this study emphasize the importance of instructional strategies that strengthen intrinsic motivation while constructively managing extrinsic motivation.
Feasibility of Jambi Batik-Based Number Pattern Worksheets Integrating Problem Posing and Deep Learning Principles Intan Juniarmi; Rohati Rohati; Duano Sapta Nusantara; Ade Kumalasari
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.v5i3.1356

Abstract

Number pattern learning in junior high schools still tends to be procedural, resulting in students being less active and not yet accustomed to posing problems independently. The worksheets commonly used in schools generally contain routine exercises and do not fully support meaningful learning experiences. This study aims to develop and evaluate the feasibility of number pattern student worksheets (LKPD) based on the problem posing model with a deep learning approach integrated with the local cultural context of Jambi batik. The evaluation in this study is limited to validity and practicality aspects. The research employed a development studies type of design research consisting of three stages: preliminary, prototype, and assessment. Data were collected through validation by subject matter and media experts using a Likert-scale instrument, as well as practicality assessments through a limited trial involving one mathematics teacher and six junior high school students. The final validation results showed that the LKPD obtained scores of 64 from the subject matter expert and 61 from the media expert, both categorized as very good. The practicality test results indicated that the LKPD obtained a percentage score of 77.5% from the teacher and 77.29% from students, categorized as very good and good, respectively. These findings indicate that the developed LKPD is valid and practical, making it suitable for use as teaching material in junior high school mathematics learning. In addition, the integration of problem posing, deep learning principles, and Jambi batik context has the potential to support more meaningful learning experiences. This study was limited to validity and practicality testing and did not examine the effectiveness of the worksheets on students’ learning outcomes or analogical reasoning abilities.
Needs Analysis for Developing an Ethno-STEM PjBL Module on Keumamah Processing to Enhance Elementary Students’ Science Literacy Agustina Agustina; Woro Sumarni; Sudarmin Sudarmin; Novi Ratna Dewi
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.v5i3.1376

Abstract

This study aims to examine the need for developing an Ethno-STEM Project-Based Learning (PjBL) teaching module based on Keumamah processing to enhance elementary students’ scientific literacy. The research is motivated by students’ difficulties in understanding abstract science concepts due to decontextualized learning that lacks connection to their sociocultural environment. A quantitative descriptive method with a needs assessment design was employed, involving 120 fifth-grade students and 12 science teachers in coastal areas of Aceh selected through purposive sampling. Data were collected using questionnaires, supported by observation and documentation. The findings indicate that from the teachers’ perspective, there is a high level of urgency to develop the proposed module (89.1%), largely driven by the limited availability of locally contextualized teaching materials (85.6%). From the students’ perspective, most reported difficulties in understanding abstract concepts (78.4%), while a large proportion expressed strong interest in contextual learning (85.0%). Additionally, the availability of scientific literacy assessment instruments remains low (21.5%). This study concludes that there is a critical need to develop an Ethno-STEM-based PjBL module that integrates local wisdom, such as Keumamah processing. This study provides an empirical basis for designing culturally relevant and scientifically meaningful learning tools to support 21st-century literacy skills.
A Game-Based Shooting Practice Model to Improve the Basketball Shooting Accuracy among High School Students Andi Hasriadi Hasyim; Iyan Nurdiyan Haris; Muh. Ali Akbar
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.v5i3.1377

Abstract

This study aimed to determine the effect of a game-based shooting learning model on improving basketball shooting accuracy among high school students. The method used was a quasi-experimental study with a pretest-posttest control group design. The study sample consisted of 60 students divided into two groups: an experimental group (game-based model) and a control group (conventional drill method), each with 30 students. The research instrument was a basketball shooting test to measure shooting accuracy. Data analysis used descriptive statistics and an independent sample t-test. The results showed that both groups improved, but the experimental group showed greater improvement, with an average posttest score of 83.40 compared to 70.80 in the control group. The statistical test results showed a significant difference (p < 0.05), indicating that the game-based learning model was more effective in improving shooting skills. Theoretically, the game-based learning model is grounded in the constructivist approach and Teaching Games for Understanding (TGfU), which emphasize active student involvement, decision-making, and learning within a real-world game context. This approach not only improves technical skills but also students' motivation and tactical understanding. Therefore, the implementation of student-centered, game-based learning is highly recommended in physical education.
The Principal’s Role in Building a Religious and Disciplinary Culture at SD Muhammadiyah Plus Maduran Nine Nujum; Agus Tinus; Kuncahyono
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.v5i3.1378

Abstract

This study aims to: (1) examine in depth the principal’s role in developing religious culture, (2) analyze the principal’s role in fostering discipline culture, and (3) identify supporting and inhibiting factors in its implementation at SD Muhammadiyah Plus Maduran. This research employed a qualitative approach with a case study design. Data were collected through semi-structured interviews, observations, and documentation. The research subjects included the principal, teachers, and sixth-grade students. Data analysis used an interactive model consisting of data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings indicate that the principal’s role in developing religious and discipline culture is carried out through four main mechanisms: policy and program formulation, role modeling and value communication, supervision and reinforcement, as well as provision of facilities and stakeholder involvement. Religious culture is reflected in habitual worship activities, polite behavior, and moral values, while discipline culture is demonstrated through adherence to rules, punctuality, and student responsibility. These two cultures are closely interrelated, where religious values serve as the internal foundation for discipline formation. Supporting factors include teacher competence and commitment, parental support, and adequate facilities, while inhibiting factors include time constraints, student resistance, and limited resources.
Madrasah Principals’ Educational Management Strategies In Improving Graduate Quality Ahmad Mujtahid Latif; Abdus Salam; Iman Subasman; Ade Aspandi; Atik Rosanti
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.v5i3.1382

Abstract

This study examines the strategies employed by madrasah principals in managing educational programs and enhancing the quality of graduates in Madrasah Diniyah Takmiliyah Awaliyah (MDTA). The research addresses the limited scholarly attention given to leadership practices in non-formal Islamic educational institutions, particularly regarding how principals manage educational programs to meet community expectations and improve graduate outcomes. This study aims to analyze the managerial strategies implemented by madrasah principals and to identify leadership characteristics that contribute to educational quality improvement. The study applied a qualitative research approach through observations, in-depth interviews, and documentation conducted at MDTA Uswatun Hasanah Harjamukti and MDTA Darul Fikr Lemahwungkuk from February 5 to 15, 2025. Data were analyzed descriptively to interpret leadership practices and educational management strategies implemented in both institutions. The findings reveal that graduate quality improvement is influenced by several managerial strategies, including curriculum development, student-centered learning activities, the application of appropriate teaching methods, teacher qualification standards, competency development programs, evaluation systems, and institutional collaboration. The study also identifies the IKLAS leadership framework, Innovative, Creative, Evaluative, Accommodative, and Selective, as a contextual leadership model that strengthens the effectiveness of educational program management in MDTA institutions. This study contributes to the development of leadership studies in non-formal Islamic education by offering a practicum.
Preservation Kedidi Dance through Art Education: Social Roles and Strategies for Cultural Sustainability M. Adha Al Kodri; Asyraf Suryadin; Rita Zahara
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.v5i3.1387

Abstract

Kedidi Dance, a cultural heritage of the West Bangka community in the Bangka Belitung Islands, is increasingly challenged by modernization, shifting social functions, and declining youth engagement. This study investigates the role of art education in preserving Kedidi Dance, examines its evolving social functions, and identifies strategies to sustain its continuity amid socio-cultural change. Using a descriptive qualitative design, data were collected through observation, in-depth interviews, and documentation involving the leader and members of the Mawar Putih martial arts school, dancers, and community members in Benteng Kota Village, Tempilang District. The data were analyzed through data reduction, display, and conclusion drawing. The findings reveal that art education functions as a key mechanism for transmitting cultural values, strengthening local identity, and supporting intergenerational continuity. Kedidi Dance has shifted from communal folk entertainment toward a medium of cultural education and public performance while retaining its core values. The novelty of this study lies in positioning art education as an adaptive preservation mechanism that connects cultural transmission, social transformation, and community participation. This study contributes an integrative preservation framework based on institutional strengthening, community involvement, artistic openness, and local government collaboration.  

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