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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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 657 Documents
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Fostering Pupils’ English Learning Motivation through a Local Wisdom-Integrated Problem-Based Learning Model: A Quasi-Experimental Study Kholida Hirziana Rusnaleli Rusnaleli; Indri Yani; Elly Sukmanasa
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.v5i3.1388

Abstract

Integrating local wisdom into English instruction is a crucial step in creating meaningful, relevant learning experiences for pupils in the 21st century. The objective of this study, which uses a quantitative method with a Quasi-Experimental Design, is to determine the significance of the local wisdom-based PBL model in increasing primary school pupils' learning motivation in the English subject. Although the PBL model has been widely studied as an effective learning model that can increase pupils’ motivation to learn, there remains a significant research gap in the number of studies examining the integration of local wisdom values into the PBL model in the context of English learning in primary schools. A 21-item questionnaire, aligned with learning motivation indicators, was used as the primary instrument to collect primary data in this study. The paired sample t-test and the N-Gain test were used in this study as data analysis techniques. The results of this study indicate that the PBL model significantly increases pupils’ motivation to learn in the English subject. The sig illustrates this. value in the experimental class is <0.000, and the N-Gain score of 0.7658 is in the high category. The main contribution of this study is the development of a PBL learning model integrated with Sundanese local wisdom values, which are still relatively new in English subjects in primary schools.
Transformational Leadership Model of School Principals in Ensuring the Sustainability of the GEREM ASEM Program Based on Community Partnerships Rena Komalasari; Ujang Jamaludin; Yuyu Yuhana
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.v5i3.1391

Abstract

Many elementary school innovation programs fail to sustain due to weak resource mobilization and limited social collaboration between schools and communities. This study aims to formulate a transformational leadership model for school principals to ensure the sustainability of the GEREM ASEM (Education Movement with Real Action Together with the Community) Program based on community partnerships at SD Negeri Kaloran Kidul, Serang City. This study employed a qualitative case study design. Research informants were selected purposively, consisting of the principal, teachers, education staff, school committee members, parents, and community representatives directly involved in the program. Data were collected through participant observation, semi-structured in-depth interviews, and document analysis. Data analysis used the Miles and Huberman interactive model encompassing data reduction, data presentation, and conclusion verification, supported by source and technique triangulation to ensure credibility. The results reveal that the principal's transformational leadership model is structured through five strategic stages: (1) situational analysis and vision alignment, (2) formation of a program structure based on action pillars, (3) mobilization of human resources and partnerships, (4) participatory communication and branding strategies, and (5) continuous reflective evaluation. These stages successfully integrate the four dimensions of transformational leadership — idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration — resulting in strengthened student character (responsibility, honesty, and independence) and significantly increased active community participation in educational activities. This model is replicable as a reference for managing social partnership-based educational innovations in elementary schools.
The Relationship Between Knowledge Level and Clean and Healthy Living Behavior Towards Students' Self-Efficacy at Muhammadiyah 1 Vocational School, Kepanjen Muchammad Imam Ma'ruf; Agus Tinus; Kuncahyono 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.v5i3.1398

Abstract

Infectious disease prevention among vocational high school (SMK) students remains suboptimal due to inconsistencies between knowledge and actual health behavior. This study aims to analyze the role of self-efficacy by examining the influence of knowledge and Clean and Healthy Living Behavior (PHBS). A quantitative cross-sectional correlational design was applied, involving 100 students selected by random sampling. Data were collected using structured questionnaires and analyzed using correlation tests. The results show that knowledge has no significant relationship with self-efficacy (r ≈ 0.100; p > 0.05), whereas PHBS demonstrates a strong, significant positive correlation (r = 0.770; p < 0.05). These findings indicate that self-efficacy is more strongly shaped by behavioral practice than by cognitive understanding, supporting social cognitive theory. In conclusion, strengthening practical health behavior is more effective than solely improving knowledge in enhancing students’ self-efficacy for disease prevention.
Analysis of Flood Disaster Mitigation Through Spatial and Environmental Policies for Flood Management in Bekasi City, West Java Suprapti Widiasih; Faizah Julina; Sri Susanti Widyasari
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.v5i3.1402

Abstract

Flood risk in rapidly urbanizing areas such as Bekasi City continues to increase due to land-use change, weak spatial control, and limited policy integration. This study aims to analyze the effectiveness of spatial and environmental policy implementation in flood mitigation and to identify key supporting and inhibiting factors. This research employs a descriptive qualitative approach using in-depth interviews and Focus Group Discussions (FGDs) with government agencies, non-government organizations, and community representatives in flood-prone areas. Data were analyzed using NVivo through coding, thematic categorization, and pattern analysis based on the Mazmanian and Sabatier policy implementation model. The findings reveal that flood mitigation effectiveness is primarily constrained by weak regulatory enforcement, fragmented inter-agency coordination, and limited technical and financial capacity. These issues indicate that policy challenges are structural and governance-related rather than purely technical. The study highlights that ineffective integration between spatial planning and disaster risk management remains a critical barrier to reducing flood risk. This study concludes that improving flood mitigation requires strengthening collaborative governance, integrating risk-based spatial policies, and developing adaptive infrastructure supported by integrated disaster information systems. Compared to previous studies, this research offers a novel contribution by applying NVivo-based thematic analysis to systematically examine policy implementation dynamics, providing a more comprehensive and evidence-based understanding of urban flood governance.
Islamic Values and Local Wisdom in Contemporary Cultural Tourism at the Temple Suheri Harahap; Nurman Achmad; Afwan Syahril Manurung
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.v5i3.1408

Abstract

The existence of non-Islamic cultural heritage sites within predominantly Muslim communities often raises questions regarding the interaction between religious identity and cultural tourism management. This study aims to examine how Islamic values and local wisdom contribute to the development of inclusive cultural tourism at the Bahal Temple in Portibi District, North Padang Lawas, without diminishing the religious identity of each group. This research employs a qualitative method with an anthropological approach to religion. Data were collected through in-depth interviews, participant observation, and documentation involving key informants and local community members around the Bahal Temple area. The findings indicate that the local community can harmonize Islamic values with local wisdom in managing cultural tourism. Values such as tolerance (tasamuh), mutual respect, and social harmony are reflected in practices like somang do mulia (respect) and patik dohot pasu-pasu (deliberation), which function as social guidelines in maintaining interreligious harmony. This integration creates an inclusive and sustainable tourism model in which cultural preservation and community cohesion mutually reinforce one another. This study offers a new perspective on cultural tourism development by exploring the synergy between Islamic values and pre-Islamic heritage, demonstrating that religious consciousness can serve as a foundation for inclusive and sustainable tourism practices.
Strategies for Enhancing Self-Confidence through Public Speaking in Elementary Education Diah Rahayu Ardiani; Dyah Worowirastri Ekowati; Mohammad Syahri
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.v5i3.1417

Abstract

This study addresses the limited optimization of character-based approaches in fostering elementary students’ self-confidence, which often remains overshadowed by cognitive-oriented learning. It aims to analyze how structured Public Speaking extracurricular activities, combined with supportive social environments, contribute to the development of students’ self-confidence at MI Faradissal Jannah. A qualitative case study design was employed, involving interviews with the principal, extracurricular supervisors, and participating students, alongside direct observations and documentation analysis. The findings reveal that self-confidence develops through two key mechanisms: (1) strategic instructional practices, including gradual training, repeated performance, and constructive feedback, and (2) an enabling environment characterized by peer support and teacher facilitation. These factors collectively enhance students’ verbal clarity, public speaking courage, and non-verbal expressiveness. The study contributes to existing literature by highlighting an integrative model that combines experiential learning strategies with the internalization of religious values in a madrasah contextan aspect rarely explored in prior research. This model demonstrates that sustained and value-based Public Speaking programs can systematically strengthen students’ self-confidence.
Implementing Deep Learning-Oriented Academic Supervision in Vocational Schools Vina Barirotur Rochmah; Kuncahyono Kuncahyono; Agus Tinus
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.v5i3.1425

Abstract

The declining quality of learning in Vocational High Schools, reflected in the 2025 Education Report, highlights the need for more effective strategies to strengthen instructional practices. This study aims to examine the implementation of deep learning–based academic supervision and to identify the factors influencing its effectiveness at SMKS Jayanegara Lawang, Malang Regency. A qualitative case study design was applied, involving school leaders and teachers as key informants. Data were collected through interviews, observations, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldana. The findings indicate that academic supervision follows a structured, continuous cycle comprising planning, classroom implementation, evaluation, reflective feedback, and systematic follow-up. This process forms a supervision model that promotes student-centered learning, characterized by meaningful engagement, reflective thinking, and contextual application aligned with workplace demands. Its effectiveness is supported by teacher commitment, collaborative culture, digital readiness, and institutional support, while constraints arise from resistance to pedagogical change, limited infrastructure, time allocation issues, and learner diversity. The study contributes by proposing a practical supervision framework that integrates deep learning principles into professional development processes. It also implies that policymakers and school leaders should strengthen capacity-building programs, improve infrastructure, and institutionalize reflective supervision practices to enhance learning quality in vocational education.
Bibliometric Analysis of Blended Learning Research Trends: Integrating Cognitive Load Theory and Retrieval Practice Perspectives Alfauzan Ramadhanny Simangunsong; Wahyu Setyaningrum; Elly Arliani; Ariyadi Wijaya
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.v5i3.1436

Abstract

Blended learning has been widely implemented in education, particularly in response to the rapid development of digital learning environments. However, existing studies predominantly focus on implementation practices and general learning outcomes, while neglecting the cognitive mechanisms that underlie learning effectiveness. This study addresses this gap by analyzing research trends, conceptual structures, and existing research gaps in blended learning through the integration of Cognitive Load Theory and retrieval practice. The objective of this study is to map the development of blended learning research and identify the extent to which cognitive principles have been incorporated into instructional design studies. A bibliometric approach was employed using data retrieved from Scopus and Google Scholar databases covering the period 2020–2025. The data were analyzed using VOSviewer to examine keyword co-occurrence networks, thematic clusters, temporal trends, and research density. The results indicate that blended learning research remains fragmented and largely focused on implementation issues, student engagement, and pandemic-related educational contexts. Although there is a growing interest in theoretical perspectives, the integration of Cognitive Load Theory and retrieval-based learning strategies remains limited. Furthermore, cognitive constructs such as prior knowledge activation, working memory management, and retrieval processes are underrepresented in high-density research clusters, indicating a significant research gap in cognitively grounded instructional design. This study highlights the need for a more structured instructional framework that integrates cognitive principles, particularly through pre-learning interventions that enhance retrieval practice and optimize cognitive load management. The findings contribute to the development of a more theory-driven blended learning model aligned with human cognitive architecture.
Exploring EFL Teachers’ Self-Efficacy and Readiness for Student-Centered Assessment Approaches Aidah Nur Hafizah; Ira Maisarah
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.v5i3.1441

Abstract

The shift in assessment to a more student-oriented approach means that EFL teachers need not only to learn about the idea but also to feel they can implement it in their everyday practice. This study aims to examine how EFL teachers build their self-efficacy and readiness in using student-oriented assessment, particularly the application of self-assessment in writing classes. A qualitative approach was used in collect data; semi-structured interviews with three teachers across various school levels were conducted. The results indicate that, despite teachers' awareness of the pedagogical advantages of self-assessment, several challenges remain, including students' low competence, inconsistent institutional support, and inadequate training. This study concludes that teacher readiness is greatly influenced by a combination of psychological factors, such as self-confidence and self-perceived competence, and contextual factors that shape their scope of action. For further research, a broader study covering schools with different conditions, or one that combines classroom observations, is needed to obtain a more complete picture of student-centered assessment practices.
The Influence of the Problem-Based Learning (PBL) Model Oriented Towards the Deep Learning Approch in Biology Learning on Cognitive Learning Outcomes and Science Literacy Ermy Amelia; Firdaus Daud; Andi Asmawati Azis; Nurhayati B; Faisal Faisal
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.v5i3.1449

Abstract

The dominance of lecture-based instruction in biology learning limits students’ ability to relate concepts to real-life phenomena, interpret graphical or tabular data, and construct scientific arguments, resulting in low cognitive achievement and inadequate science literacy. This study aims to examine the effect of a Deep Learning-based Problem-Based Learning (PBL) model on students’ cognitive learning outcomes and science literacy. A quantitative, quasi-experimental design was employed, involving an experimental and a control class selected via simple random sampling. Data were collected using pretest-posttest instruments and analyzed using descriptive statistics and the Independent Samples T Test. The results showed that the experimental class achieved higher average posttest scores for cognitive learning outcomes (60.86 vs. 56.33) and science literacy (72.25 vs. 68.67) compared to the control class. Hypothesis testing confirmed that the Deep Learning-oriented PBL model significantly influenced cognitive learning outcomes (t = −7.577; p = 0.000 < 0.05) and science literacy (t = −8.391; p = 0.000 < 0.05). These findings indicate that the Deep Learning-oriented PBL model is more effective than the Deep Learning-oriented Direct Instruction model in developing students’ cognitive learning outcomes and science literacy in 21st-century biology education.

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