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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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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Implementing a Deep Learning Pedagogical Approach in Social Studies to Improve Elementary Students' Social Skills Dian Purnomo; Rohani Rohani; Yasnel Yasnel; Fanny Suci Fadillah; Dessy Syofiyanti
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.v5i3.1743

Abstract

Elementary education requires learning that develops both academic understanding and students' social competence. Social Studies learning in elementary and madrasah settings remains largely teacher-centered and has not optimally developed social skills. Empirical studies integrating Social Studies, Deep Learning pedagogy, and Dikdasmen Graduate Profile are still limited. This study examines the design and implementation of Deep Learning-based Social Studies learning to support students' social competence. A mixed methods exploratory sequential design involved one Grade V teacher and 24 students at MIN 1 Indragiri Hulu. Data were collected through observation, interviews, questionnaires, documentation, and social competence instruments. Quantitative analysis used descriptive statistics and the Wilcoxon test. Results show contextual, collaborative, reflective, and project-based learning with high social competence (M = 83.72). The Wilcoxon test indicated a significant difference from the criterion (p < 0.001) and a strong effect size (r = 0.71). Findings indicate students' scores exceeded the expected standard, suggesting strong outcomes rather than pre–post improvement. The study provides implications for strengthening assessment rubrics, reflective practices, and teacher facilitation in Social Studies.
Teachers' Efforts to Improve English Language Skills in 5-6 Year Old Children Through the Montessori Method at KIDEA Kindergarten, Kelapa Gading District, North Jakarta Marhamah Marhamah; Wening Rahayu; Dini Hidayati; Bayu Andika Prasatyo
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.v5i3.1764

Abstract

Early childhood is a critical period for language development, including English learning. Preliminary observations at KIDEA Kindergarten, Indonesia, showed that children aged 5–6 years were passive, lacked confidence, and had difficulty naming and describing objects in English. Previous studies have not sufficiently explored Montessori-based play materials for English learning in this context. This study aimed to examine the effect of the Montessori method on children's English language skills. This study employed classroom action research consisting of three cycles involving 15 kindergarten children. Data were collected through observation sheets, interviews, and questionnaires, and analyzed using descriptive percentage techniques. The results showed improvement in English language skills from Cycle I (29.0%) to Cycle II (55.0%) and Cycle III (74.8%). Learning participation also reached 77.4% in Cycle III, while student satisfaction increased from 67% to 87%–93%. The findings indicate that the Montessori method supported children's English development through structured play, repeated vocabulary exposure, and teacher scaffolding. In conclusion, Montessori-based learning improved English skills in this context. The study suggests its potential as an alternative approach in early childhood English instruction.
Developing the Speaking Fluency of Tenth-Grade Students Through Cartoon Films at SMAN 1 Bulagi Selatan, Banggai Kepulauan Asmiranda Rajak; Mawardin M Said; Moh Abraham A Eisenring; Mochtar Marhum
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.v5i3.1454

Abstract

Students at SMAN 1 Bulagi Selatan experienced difficulties in speaking English fluently due to limited vocabulary, lack of confidence, and insufficient opportunities to practice speaking. This research aims to examine whether the use of cartoon films can improve students’ English speaking fluency. The research employed a pre-experimental design using a one-group pretest and posttest approach. The sample consisted of 19 tenth-grade students of SMA Negeri 1 Bulagi Selatan. Data were collected through speaking tests administered before and after the treatment. The treatment involved the use of cartoon films in interactive speaking activities such as discussions, role plays, and storytelling. The results showed a significant improvement in students’ speaking fluency, as indicated by the increase in the mean score from 40.79 in the pretest to 69.74 in the posttest. Statistical analysis using the Wilcoxon Signed Ranks Test revealed a significance value of 0.000, indicating a statistically significant difference between the pretest and posttest scores. These findings suggest that cartoon films can be used as an instructional medium to improve students’ speaking fluency. The use of cartoon films may also support students’ confidence and participation during speaking activities.
Improving Grade VIII Students’ Vocabulary Mastery through Flashcards at SMP Negeri 7 Palu Tika Tika; Mawardin M Said; Andi Patmasari
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.v5i3.1455

Abstract

Students’ limited vocabulary mastery remains a challenge in learning English at the junior high school level. This study aims to examine the effectiveness of using flashcards in improving the vocabulary mastery of Grade VIII students at SMP Negeri 7 Palu. This research applied a quasi-experimental design with a non-equivalent control group design. The sample consisted of 58 students, including 29 students in the experimental class (VIII F) and 29 students in the control class (VIII E). Data were collected through pre-test and post-test to measure students’ vocabulary mastery before and after the treatment. The results of descriptive statistics showed that the mean score of the experimental group increased from 76.03 in the pre-test to 84.66 in the post-test, while the control group increased from 71.38 to 76.03. The normality test indicated that the data were not normally distributed. Therefore, the Mann–Whitney U test was used to compare the post-test scores between the experimental and control groups. The result showed that the significance value (Asymp. Sig. 2-tailed) was 0.047, which is lower than 0.05. This indicates that there is a significant difference between the experimental and control groups. Based on these findings, it can be concluded that the use of flashcards is effective in improving students’ vocabulary mastery. The use of flashcards may also support a more engaging learning process.
Analysis of Student Teacher Ratios in Indonesian Public and Private Elementary Schools (2021 2024) Antonius Totok Priyadi; Faisal Kananda; Marinu Waruwu; Siti Halidjah; Venny Karolina
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.v5i3.1564

Abstract

Unequal teacher distribution remains a persistent challenge in Indonesia despite the implementation of national standards for student-teacher ratios. This study aims to analyze the trends and proportions of student-teacher ratios in public and private elementary schools across Indonesia and to examine teacher distribution patterns in Sanggau Regency as a regional context. Employing a quantitative descriptive comparative approach, the study utilizes secondary data from Statistics Indonesia (BPS) and the Basic Education Data System (Dapodik) from 2021 to 2024. The unit of analysis comprises 38 provinces in Indonesia and Sanggau Regency. Student teacher ratios were calculated and analyzed using trend and comparative analyses. The findings reveal that the ratio in public elementary schools steadily declined from 15.35 in 2021/2022 to 14.29 in 2024/2025, indicating improved teacher availability, whereas private schools exhibited fluctuating patterns, ranging from 15.87 to 16.07. Three provinces, DKI Jakarta, West Java, and Banten, consistently exceeded the national ideal standard, suggesting the need for targeted teacher redistribution policies in high-density regions. In Sanggau Regency, overall ratios improved, yet substantial disparities among sub-districts persisted. The novelty of this study lies in integrating national trend analysis with regional contextual analysis to provide a more comprehensive understanding of teacher distribution dynamics. These findings emphasize the importance of data-driven and region-specific policies to achieve equitable teacher allocation and improve the quality of basic education in Indonesia.
Improving Early Qur’an Reading Skills Through the Ummi Method and Structured Learning Management Delsi Susanti; Nenny Mahyuddin; Yaswinda Yaswinda; Dadan Suryana
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.v5i3.1605

Abstract

The low level of Qur’an reading proficiency among early childhood learners highlights the need for effective instructional methods supported by appropriate learning management. This study aims to analyze how the Ummi method, integrated with learning management practices, contributes to the improvement of early childhood Qur’an reading skills at Tahfidz Al-Ihsan Kindergarten. Unlike previous studies that primarily focused on the effectiveness of the Ummi method itself, this research examines the combined role of instructional management, including planning, implementation, learning strategies, media utilization, and evaluation processes. The study employed a mixed-methods approach using a sequential exploratory design, in which qualitative findings were used to explain and strengthen quantitative results. The participants consisted of 15 kindergarten students. Data were collected through observations, interviews, documentation, and pretest-posttest assessments of Qur’an reading ability. Quantitative data were analyzed using a paired sample t-test, while qualitative data were analyzed descriptively through data reduction, presentation, and conclusion drawing. The findings indicate that structured learning procedures, repetition-based practice, direct instruction, affective approaches, and continuous evaluation supported the implementation of the Ummi method. Quantitative results showed an increase in the mean score from 42.87 on the pretest to 89.80 on the posttest. The paired sample t-test revealed a significant difference between pretest and posttest scores (p < 0.001; t = 17.794), with a very large effect size (d = 4.594). These findings suggest that the integration of the Ummi method and systematic learning management has the potential to support the development of early childhood Qur’an reading skills within the studied context.
Decision-Making Effectiveness and Organizational Commitment Among Islamic Boarding School Educators: A Sequential Explanatory Mixed-Methods Study Muhammad Ali Basroh; Ferinaldi Ferinaldi; Egi Agustandi
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.v5i3.1624

Abstract

Organizational commitment among educators is essential for the continuity of instructional and residential services in Islamic boarding schools. However, the mechanisms through which managerial decisions shape commitment remain insufficiently explained in pesantren settings, where leadership authority and communal values intersect. This study examined the association between decision-making effectiveness and organizational commitment among educators at Al Munawaroh Tabir Raya Islamic Boarding School, Merangin Regency, Indonesia. A sequential explanatory mixed-methods design was used. Quantitative data from 20 educators were collected through a Likert-type questionnaire and analyzed using descriptive statistics, normality and linearity tests, Pearson correlation, simple linear regression, and coefficient of determination. Interviews, observation, and document review with key informants were used to explain the statistical pattern. Decision-making effectiveness was strongly and positively associated with organizational commitment (r = 0.897, p < 0.001), accounting for 80.5% of the observed variance (R² = 0.805). Qualitative evidence indicated that transparent goal setting, participation in formulating alternatives, and systematic evaluation and follow-up promoted fairness, role clarity, and a sense of belonging. The findings position decision-making effectiveness as a salient correlate of educator commitment and support the formalization of participatory decision procedures and feedback mechanisms in Islamic boarding schools.
Development of Ethnoscience-Based Digital Student Worksheets to Improve Scientific Literacy and Critical Thinking Skills of Elementary School Students Purnama Indra; Antonius Totok Priyadi; Ricka Tesi Muskania
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.v5i3.1627

Abstract

Science and Social Studies (IPAS) learning in elementary schools still faces challenges in strengthening students’ scientific literacy and critical thinking skills because the learning process tends to be textual, less contextual, and has not optimally integrated local culture and digital technology. This study aims to develop an ethnoscience-based digital student worksheet (LKPD) that is valid, practical, and effective in improving elementary school students’ scientific literacy and critical thinking skills. The research employed a Research and Development (R&D) method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The research subjects involved 28 elementary school students. Data were collected through observation, interviews, questionnaires, tests, and documentation, and then analyzed using descriptive statistics and the N-gain test. The results showed that the ethnoscience-based digital LKPD obtained an average validation score of 91.1%, categorized as highly valid. The implementation of the product demonstrated an improvement in scientific literacy with an N-gain score of 0.71 and critical thinking skills with an N-gain score of 0.69. The integration of local culture, interactive multimedia, and project-based learning proved to enhance students’ engagement, scientific reasoning, and problem-solving abilities. These findings confirm that the ethnoscience-based digital LKPD is effective in supporting contextual IPAS learning and 21st-century learning in elementary schools.
Needs Analysis for Developing Phonic Fun Congklak as a Digital-Traditional Game-Based Medium for English Vocabulary Pronunciation Depi Prihamdani; Nurhaeda Gailea; Syafrizal Syafrizal; Tridays Repelita; Anggy Giri Prawiyogi
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.v5i3.1670

Abstract

English pronunciation remains a challenge in Indonesian elementary schools because instruction is largely teacher-centred, supported by limited interactive media, and provides insufficient opportunities for repeated oral practice. Although previous studies have investigated gamification, multimedia learning, and traditional games, few have integrated these approaches through a comprehensive needs analysis as the basis for developing pronunciation learning media. This study aimed to analyze the instructional needs for developing Phonic Fun Congklak, a culturally responsive digital pronunciation learning medium. A qualitative descriptive needs-analysis design was employed during the Analysis stage of the ADDIE model. The participants were 3 English teachers and 36 Grade IV–V students from three public elementary schools in Karawang Regency, Indonesia. Data were collected through classroom observations, semi-structured interviews, curriculum document analysis, and media requirement analysis, and were analyzed thematically. The findings identified six key needs: linguistic, affective, pedagogical, media, curriculum, and cultural. These findings provide a strong foundation for developing Phonic Fun Congklak, which integrates phonics, authentic pronunciation audio, multimedia learning, gamification, and the traditional congklak game. The study contributes a needs-analysis framework to support the development of culturally responsive technology-enhanced pronunciation learning media for elementary school students.
Developing a Task Analysis-Based E-Book for Barista Vocational Training among Individuals with Intellectual Disabilities Tirza Dian; Asri Wijiastuti; Sujarwanto Sujarwanto
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.v5i3.1678

Abstract

The participation of individuals with intellectual disabilities in the workforce remains relatively low due to limited access to adaptive vocational education and training programs. This study aimed to develop and evaluate a Task Analysis-based E-Book for barista vocational training designed to support vocational skill development among individuals with mild intellectual disabilities. The study employed a mixed-methods approach within the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development framework. Participants were seven individuals with mild intellectual disabilities aged 17–30 years enrolled at Destiny Learning Center Surabaya, selected through purposive sampling. Data were collected through expert validation sheets, practitioner practicality questionnaires, and a one-group pretest–posttest design. The results indicated that the developed E-Book achieved a high level of validity, receiving scores of 100% from the subject-matter expert, 94% from the media expert, and 92% from the special education expert. Practicality evaluation yielded a score of 84%, indicating that the E-Book was practical with minor revisions. Participants demonstrated consistent improvements in barista vocational skills, with an average N-Gain score of 0.622 (moderate category). Paired-samples t-test results showed a significant difference between pretest and posttest scores (p < 0.05). The findings suggest that the Task Analysis-based Barista Vocational E-Book is valid, practical, and has the potential to improve vocational skill performance among individuals with mild intellectual disabilities.

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