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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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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Development of an Economic Sociology E-Module Using the ADDIE Model to Improve Student Learning Outcomes Ade Holisoh; Badrus Sholeh; Rusmaini Rusmaini
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.v5i3.1548

Abstract

The implementation of the Independent Learning Independent Campus (MBKM) policy requires transforming learning in higher education by providing innovative, contextually relevant teaching materials. However, learning in the Economic Sociology course in the Economics Education Study Program still relies on conventional teaching materials that are less interactive and do not optimally facilitate student learning. This study aimed to develop a valid, practical, and effective Economic Sociology e-module. This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants involved one material expert, one media expert, three lecturers, and 33 students of the Economics Education Study Program at Pamulang University. Data were collected through observations, interviews, questionnaires, and learning outcome tests. The results showed that the developed e-module was categorized as very valid based on assessments from media experts (90%) and material experts (91%). The practicality assessment indicated that the e-module was very practical based on lecturer responses (89%) and student responses (86%). Furthermore, the effectiveness test using a paired sample t-test demonstrated a significant improvement in student learning outcomes after using the e-module (p = 0.000 < 0.05). Therefore, the Economic Sociology e-module is considered valid, practical, and effective as a digital teaching material to support learning in higher education.
Characteristics of Islamic Religious Education in Factory Employee Families (Case Study of Children Aged 6-17 Years in Factory Employee Families in Purwakarta District, West Java) Cucu Komariah; Mahmud Mahmud; Hariman Surya Siregar; Dewi Sadiah
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.v5i3.1565

Abstract

The family serves as the primary environment for shaping children’s personality, morality, and religious character. However, in industrial communities, particularly among factory worker families, implementing Islamic Religious Education (IRE) often encounters challenges due to limited parental time, shift work, and economic pressures. This study aims to describe the characteristics of Islamic Religious Education in factory worker families, focusing on parenting patterns, educational implementation, and the religious values instilled in children aged 6–17 years. The study employed a qualitative case study approach. The research participants consisted of factory worker families with children aged 6–17 years in Purwakarta District, West Java. Data were collected through in-depth interviews, observations, and documentation to obtain a comprehensive understanding of Islamic religious education practices within the family setting. The findings reveal that Islamic Religious Education is implemented through the habituation of worship practices, parental role modeling, and simple, contextual religious communication. Despite facing time constraints and demanding work conditions, parents continue to play an active role in fostering children’s religious development by instilling values of faith, morality, discipline, responsibility, and respect. These practices help maintain the continuity of religious education within factory worker families and support the development of children’s Islamic character.
Development of MAKID (Interactive Digital Learning Media for Mathematics) to Enhance the Cognitive Abilities of 5 to 6-Year-Old Children with ADHD in Kindergarten Hana Kuswo Putri; Wagino Wagino; Ainur Rifqi
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.v5i3.1587

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) can affect children's concentration, learning, participation, and cognitive development, particularly in understanding basic mathematical concepts. This study aimed to develop and evaluate MAKID (Math Interactive Kids Digital) as an interactive digital mathematics learning application designed to enhance the cognitive abilities of children with ADHD. The research employed a Research and Development (R&D) approach using the ADDIE model, comprising analysis, design, development, implementation, and evaluation stages. The study was conducted at The Baby School Tuban Kindergarten and involved six children with ADHD aged 5–6 years, as well as special education, mathematics, media, and classroom practitioners. Data were collected through observations, interviews, expert validation sheets, and pre-test and post-test assessments. The developed application contains four mathematics learning modules, namely numbers, shapes, sizes, and patterns, supported by interactive activities and self-regulation features specifically adapted to the characteristics of children with ADHD. The results indicated that the application was valid and feasible for use, based on expert evaluations, and demonstrated effectiveness in improving children's mathematical cognitive performance, as reflected in higher post-test scores than pre-test scores. The novelty of this study lies in the development of an ADHD-centered digital learning application that integrates cognitive stimulation strategies with interactive mathematics instruction. Therefore, MAKID has the potential to serve as an innovative educational medium to support mathematics learning and cognitive development among children with ADHD.
Self-Regulated Learning in Elementary School Students: Trends, Strategies, and Impact on Learning Outcomes Mufarrahatus Syarifah; Putu Eka Suarmika; Nuris Hidayat; Muslihati Muslihati; Siti Faizah
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.v5i3.1608

Abstract

Self-regulated learning (SRL) has become an essential competency for elementary school students in the twenty-first century, particularly in supporting independent learning, academic achievement, and learning adaptability. This study aimed to systematically review research trends, instructional strategies, and the impact of SRL on learning outcomes among elementary school students. The study employed a Systematic Literature Review (SLR) approach using the PRISMA framework. Articles were collected from Scopus-indexed published between 2016 and 2026. Bibliometric mapping was conducted using VOSviewer to analyze research trends. The search process identified 194 articles for trend analysis. Meanwhile, studies discussing instructional strategies and learning outcomes were selected using specific inclusion criteria emphasizing quantitative and experimental research designs. The findings revealed that SRL research in elementary education has developed into a multidimensional field closely associated with self-efficacy, motivation, feedback, online learning, goal setting, and academic achievement. The most commonly implemented strategies for developing SRL included metacognitive instruction, goal-setting activities, reflective learning, collaborative learning, self-assessment, gamification, and technology-assisted learning environments. In addition, the reviewed studies consistently demonstrated that SRL positively contributes to students’ academic achievement, learning motivation, problem-solving skills, and independent learning behaviors. Overall, this review highlights the importance of strengthening SRL through explicit instructional support and technology-enhanced learning environments to foster adaptive and independent learners in elementary education.
Character Education Management in Realizing the Student Profile of Rahmatan Lil Alamin at Ma Al-Azhar Ash-Syarif North Sumatra Andi Suhendra Siregar; Amiruddin Siahaan; Zaini Dahlan
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.v5i3.1611

Abstract

Character education plays an essential role in shaping students' character in line with the Rahmatan Lil' Alamin student profile within Islamic educational institutions, particularly madrasahs that integrate religious values into daily learning practices. However, its implementation still faces challenges related to consistency, value integration, and effectiveness within the boarding school environment, requiring a comprehensive analysis of planning, implementation, and evaluation processes. This study aims to analyze the planning, implementation, evaluation, as well as supporting and inhibiting factors of character education at MA Al-Azhar Ash-Syarif North Sumatra. This study employs a qualitative field research design. Data were collected through interviews, observations, and documentation involving key informants, school activities, and institutional records. Data analysis followed the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings show that character education planning is conducted comprehensively through needs identification and value integration in madrasah programs. Implementation occurs within the boarding school ecosystem through habituation, role modeling, and supervision. Evaluation is carried out using assessment instruments, classroom observations, digital report cards, and feedback from students and parents. Supporting factors include a strong religious culture, adequate infrastructure, and solid institutional management, while challenges include the influence of digital technology and variations in parenting patterns. The study concludes that the implementation of character education at MA Al-Azhar Ash-Syarif North Sumatra is effective in realizing the Rahmatan Lil' Alamin student profile through a structured, sustainable system. The study contributes theoretically to character education in Islamic boarding school contexts, while practically providing insights for strengthening integrated character education systems and highlighting the need for institutional support in managing digital influence and parental involvement.
Non-Formal Education of the Indian Muslim Community in Medan at the Ghaudiyah Mosque and the Jamik Mosque Pipi Darsina Siregar; Hasan Asari; Zaini Dahlan
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.v5i3.1641

Abstract

Mosques serve not only as places of worship but also as centers for community education and development. In multicultural urban areas such as Medan City, mosque-based non-formal education plays an important role in strengthening religious knowledge and social cohesion among minority Muslim communities. However, studies on the management of non-formal education within the Indian Muslim community remain limited, particularly regarding its planning, implementation, and evaluation. This study aims to describe these aspects in educational programs conducted at the Ghaudiyah Mosque and Jamik Mosque in Medan City. This research employed a qualitative approach using a multisite phenomenological design. Data were collected through observations, interviews, and documentation involving mosque administrators, foundation managers, community leaders, educators, and participants. Data were analyzed using the Miles, Huberman, and Saldaña interactive model, while data validity was ensured through source, method, and time triangulation. The findings indicate that educational programs are systematically planned through deliberation among foundation administrators, mosque management, community leaders, and teaching staff based on community needs. Program activities include regular Islamic studies, conversion guidance, Tahfiz House programs, women’s religious gatherings, and monthly recitations. Implementation is carried out through lectures, discussions, worship practices, mentoring, and Qur’anic memorization activities. Evaluation focuses on attendance, Qur’anic literacy and memorization, worship practices, and changes in participants’ religious behavior. The study concludes that mosque-based non-formal education contributes significantly to strengthening religious understanding, Islamic brotherhood, and the educational function of mosques. These findings enrich the literature on non-formal Islamic education and provide practical guidance for community-based educational development.
Accessibility of Nonformal Education: Between Student Participation and Flexibility of Learning Time Mintarsih Arbarini; Amin Yusuf; Decky Avrilianda
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.v5i3.1667

Abstract

Nonformal Education offers distinct levels of accessibility compared to formal Education, heavily relying on student inclusion and flexible schedules to facilitate the learning process. However, the specific combined impact of active student involvement and schedule flexibility on overall educational accessibility remains underexplored. This study aims to examine how student involvement and time flexibility simultaneously influence the accessibility of nonformal Education. Using a quantitative research design, data from respondents were analyzed using a one-way ANOVA (F-test). The findings revealed a statistically significant combined effect of student involvement and time flexibility on nonformal education accessibility, Fcount = 11.023 > Ftable = 1.532, p < 0.05. It is concluded that nonformal Education becomes significantly more accessible when it prioritizes active student participation and flexible scheduling. These results imply that nonformal education providers should foster mutual agreements on the timing and location of learning to maximize student comfort, engagement, and overall educational accessibility.
Integration Augmented Reality-Based Game-Based Learning through the SAMR Model in Elementary Literacy and Problem-Solving Instruction Herisa Hardiyanti Sholeha; Onwardono Rit Riyanto; Anasya Putri Febgiyo; Nonih Nur Syah Lukiyah
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.v5i3.1720

Abstract

This study aims to make learning more engaging and interactive for students by integrating AR-supported game-based learning into the SAMR model. The integration of Augmented Reality (AR)-supported Game-Based Learning (GBL) using the SAMR model in Cirebon Regency. The study employed a quantitative descriptive approach supported by classroom observations, literacy and problem-solving tests, and teacher interviews. The participants were 168 elementary school students from schools implementing GBL–AR–SAMR learning and comparison classes alongside more conventional learning approaches. Data were analyzed using descriptive statistics and independent two-sample t-tests. The results showed that students participating in GBL–AR–SAMR learning achieved higher literacy and problem-solving outcomes than students in comparison classes. The average literacy score increased from 58.3 before implementation to 79.20 after implementation, while the average problem-solving score increased from 52.0 to 77.00. The independent two-sample t-test indicated a statistically significant difference between the two groups (p < 0.05). The integration of the SAMR model allowed teachers to shift from merely replacing media to redefining the learning experience. This article offers a unique perspective by developing AR-based learning practices within the local context of Cirebon, with implications for digital literacy, creativity, and students’ readiness to face the challenges of the digital age.
Improving Elementary Students' Motivation and IPAS Learning Outcomes through a Wordwall-Based Team Games Tournament Model Andika Wahyu Hanusa Bhakti; Sudarmiani Sudarmiani; Ibadullah Malawi
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.v5i3.1725

Abstract

Conventional IPAS learning often yields low motivation and poor outcomes due to passive methods, while integrating digital games with cooperative models remains underexplored. This study aims to describe the implementation of the Wordwall-assisted Team Games Tournament (TGT) model and to determine improvements in motivation and IPAS learning outcomes among fifth-grade students. Employing Classroom Action Research with qualitative and quantitative descriptive data, the study involved 22 students over two cycles. Data were collected through observation, testing, and documentation. The success criteria were set at a minimum 61% class motivation and 80% classical mastery. The results indicate that: (1) the TGT-Wordwall model created active and interactive learning through digital tournaments; (2) learning motivation increased from 40% (pre-cycle) to 49% (Cycle I) and 72% (Cycle II); and (3) average learning outcomes rose from 65.27 to 70.18 and 79.09, with classical mastery reaching 41%, 64%, and 86%, respectively, exceeding the 80% target. The findings indicate that the Wordwall-assisted Team Games Tournament model can support improvements in students' motivation and IPAS learning outcomes. The integration effectively transforms passive classrooms into active, collaborative environments. This provides a practical, technology-enhanced framework for elementary educators to boost both affective and cognitive domains in learning. 
The Influence of Digital Readiness and Learning Styles on Self-Directed Learning and Student Learning Outcomes in Technology-Based Learning Metta Mariam; Ida Rosnidah
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.v5i3.1727

Abstract

Technology-enhanced learning and flipped classroom approaches have become increasingly important in higher education. However, limited research has examined the integrated relationships among digital readiness, learning styles, self-directed learning, and learning outcomes within a single analytical model. This study aims to analyze the relationships among digital readiness, learning styles based on Kolb’s Experiential Learning Theory, self-directed learning, and student learning outcomes in a flipped classroom learning environment. A quantitative approach with an explanatory correlational design was employed. The sample consisted of 90 fifth-semester students in the Informatics Engineering Education program selected through purposive sampling. Data were collected using a five-point Likert-scale questionnaire and academic achievement records and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The results showed that digital readiness significantly influenced self-directed learning (β = 0.45, p < 0.001), while learning styles also positively affected self-directed learning (β = 0.32, p < 0.001). Self-directed learning emerged as the strongest predictor of learning outcomes (β = 0.51, p < 0.001) and significantly mediated the relationships between digital readiness and learning outcomes (β = 0.278, p < 0.001) and between learning styles and learning outcomes (β = 0.164, p = 0.003). The model demonstrated substantial explanatory power (R² = 0.620 for self-directed learning; R² = 0.680 for learning outcomes). The findings suggest that technology integration is most effective when accompanied by strong self-directed learning skills. This study contributes to constructivist learning theory and provides practical implications for technology-enhanced and flipped classroom learning in higher education.

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