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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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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The Pedagogy of Physical Education, Sports, and Health Teachers in Using Google Classroom David Loba; Isak Riwu Rohi; Paltiman Lumban Gaol; Yudith Febrianty Lerrick
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.v5i3.1686

Abstract

In the learning process, educators play a crucial role in motivating, guiding, and facilitating students’ achievement of intended learning outcomes. However, changing educational conditions and limitations on face-to-face instruction have required teachers to adapt to technology-based learning environments. In this context, Physical Education, Sports, and Health (PESH) teachers are expected to demonstrate strong pedagogical competencies, including the ability to design learning activities, implement effective instructional strategies, assess student learning outcomes, and integrate information and communication technology into their teaching. This study aimed to analyze the pedagogical practices of PESH teachers in utilizing Google Classroom as a learning platform. A descriptive research design was employed to provide an overview of teachers’ pedagogical competence in online learning settings. Data were collected using a structured questionnaire comprising 14 items on pedagogical competence. The data analysis process involved data reduction, data presentation, and data verification to ensure the accuracy and consistency of the findings. The results revealed that most PESH teachers strongly agreed with statements reflecting pedagogical competence in using Google Classroom. The overall level of agreement reached 81.20%, indicating a high level of pedagogical competence among PESH teachers in managing online learning. These findings suggest that Google Classroom can serve as an effective platform for supporting pedagogical practices and enhancing the quality of learning in Physical Education, Sports, and Health subjects, particularly in situations where conventional face-to-face instruction is limited.
From Assessment to Intervention: A Model for Utilizing Disability Service Unit Assessment Findings to Strengthen Inclusive Education Services in Primary Schools Ira Rikmasari; Fatimatuzzahro Fatimatuzzahro; Linda Yuliandini; Kokom Komalasari; Prihantini Prihantini
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.v5i3.1699

Abstract

Inclusive education is about making sure that schools can help all students, including those with disabilities. One big problem is making sure that what we learn from assessing students with disabilities actually helps us teach them better. This study looked at how a Disability Service Unit in Bandung City Indonesia uses what they learn from assessments to make education better for students with disabilities. The study talked to 22 people, including the head of the Disability Service Unit, someone who does assessments, 10 teachers and 10 parents of students with disabilities. They also looked at reports and records from assessments. What they found out is that the assessments give us a lot of information about what students need to learn what they're good at how they communicate, how they feel and what kind of support they need. The study also found out that we can use what we learn from assessments to help students by changing the way we teach making plans for each student working together with parents and teachers and using special interventions. So they made a six-stage model that shows how we can use assessments to help students. The model has these stages: assessing students figuring out what they need and what they are good at making recommendations working together with parents and teachers teaching students and checking to see how it is all working. This model helps us make sure that we are using what we learn from assessments to make decisions about how to teach students with disabilities. It also shows how important Disability Service Units are in making sure that schools are inclusive. The study helps us understand more about how assessments can inform the way we teach students with disabilities and how we can make education better for all students. Inclusive education is important and Disability Service Units play a big role, in making it happen. The study of education and Disability Service Units is ongoing and this study is a part of it.
Relevant Pastoral and Teaching Models in Pentecostal Churches in Indonesia Region I Kupang City Robi Adison Kause; Ezra Tari; Fenetson Pairikas
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.v5i3.1702

Abstract

This research analyzes relevant models of pastoring and Bible teaching at the Pentecostal Church in Indonesia (GPdI) Region I, Kupang City. The research problem stems from the phenomenon of congregational spiritual stagnation, characterized by weak prayer lives, limited Bible reading, low service involvement, and teaching that is less contextually relevant amid the challenges of secularization and technology. The research objective is to determine how pastors carry out pastoral duties holistically and to develop teaching strategies that meet the spiritual needs of the congregation. The research method is a qualitative approach grounded in practical theology. Data were collected through observation, interviews, and literature reviews, and analyzed using descriptive-analytical methods. The research results indicate four main dimensions of relevant pastoring: based on divine calling and exemplary leadership; contextual prayer ministry; responsive, relational, and adaptive, integrative within limitations. Furthermore, four relevant teaching points were found: faithfulness to the word as the primary foundation, emphasis on practical application, dependence on the Holy Spirit, and flexibility of methods according to the congregational context. The research concludes that the relevant model is transformative in shaping a Christ-like character within the congregation.
Mobile English in Local Lives: Pre-Service Teachers’ Code-Switching, Polycentric Norms, and Bilingual Self-Monitoring Across Translocal Digital Spaces Yanuarius Yanu Dharmawan; 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.v5i3.1761

Abstract

English use in EFL contexts increasingly extends beyond classrooms into digital communication and online platforms, where learners encounter multiple standards and sources of evaluation regarding what counts as “good English.” While previous studies have examined translanguaging and digital language practices, less is known about how pre-service English teachers negotiate legitimacy, confidence, and self-monitoring in everyday communication. This study explored how Indonesian pre-service English teachers use Indonesian–English repertoires across different contexts. Using a qualitative interpretive design, data were collected from eight sixth-semester English Education students through narrative questionnaires and participant-selected artifacts and analyzed using abductive thematic analysis. The findings identified four themes: audience and platform as drivers of language choice, code-switching as purposeful social action, the influence of multiple evaluative standards on confidence and participation, and bilingual self-monitoring through inhibition, rehearsal, substitution, and digital tool use. The findings suggest that teacher education programs should address not only English accuracy but also confidence, feedback culture, translanguaging practices, and digital communication awareness.
Maintaining Culture-Specific Items in the English Translation of Asal Usul Nama Cirebon: A Comparison Between ChatGPT and Human Translation Fedro Iswandi; Yunita Widiyantari; Libri Rizka Puri Windarta
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.v5i3.1791

Abstract

This study investigates the maintenance of Culture-Specific Items (CSIs), translation strategies, cultural meanings, and contextual nuances in Indonesian folklore Asal Usul Nama Cirebon, by comparing translations generated by ChatGPT and a human translation. Employing a qualitative descriptive approach with comparative translation analysis, the study examined CSIs using Newmark’s (1999) classification and Baker’s (1992) translation strategies. The research data consisted of clauses containing CSIs derived from the literacy e-book of six legends in Cirebon. Data were collected through documentation and analyzed using Miles et al (2014), such as encompassing data reduction, data display, and conclusion drawing/verification. The findings identified 11 CSI categories into material culture, social organization and social culture, with material culture emerging as the dominant category. Both ChatGPT and human translation predominantly employ translation by a more neutral word, a loan word, and a paraphrase unrelated word. Although both translations generally preserved denotative meanings, the human translation more effectively conveyed contextual and cultural nuances. In contrast, ChatGPT occasionally encountered difficulties in rendering culturally loaded expressions. The study concludes that ChatGPT serves as a valuable supplementary tool; however, human intervention remains essential to preserve cultural identity and contextual meaning in literary translation practices across diverse cultural contexts.
Effectiveness of Mental Imagery Training in Improving Breaststroke Start Skills among Swimming Academy Athletes Wendri Maryadi; Acep Rohmat Nurhidayat; Ahmad Rizal; Muhammad Ali Ode
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1194

Abstract

This study aimed to analyze the effectiveness of PETTLEP-based mental imagery training in improving breaststroke start skills among athletes at Dolphins Swimming Academy. Psychological factors play a crucial role in sports performance, particularly in time-sensitive sports such as swimming, where the start phase significantly influences race outcomes. This study employed a quasi-experimental design with a one-group pretest–posttest model involving 12 athletes aged 15–20 years. The intervention was conducted over four weeks and integrated into the regular training program. Performance indicators included reaction time and 15-meter performance as representations of start skills. The results showed significant improvements in both variables. Reaction time decreased from 0.789 seconds to 0.711 seconds, while the 15-meter time improved from 8.324 seconds to 7.744 seconds (p < 0.001). These improvements indicate enhanced anticipatory motor control, push-off efficiency, and underwater transition during the start phase. In conclusion, PETTLEP-based mental imagery training effectively improves breaststroke start skills by enhancing neuromotor readiness and psychological stability. Practically, this approach can be integrated into swimming training programs as a complementary strategy to improve start performance and overall competitive readiness.
Reconstructing Gen-Z Character through Tauhid and Ibn Khaldun's Ashabiyah: Toward Social Cohesion in the Digital Era Taswiyah Taswiyah; Ilzamudin Ilzamudin; Suadi Sa'ad; Ayatullah Humaeni
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1394

Abstract

Generation Z (Gen-Z) faces a character crisis in the digital era, marked by moral decline, dependence on social validation, and weakening social cohesion. This study aims to reconstruct a Gen-Z character by integrating Tauhid as a spiritual foundation and Ibn Khaldun’s concept of Ashabiyah as a social force. Previous studies discussed Tauhid and Ashabiyah separately, but no study has integrated both as a holistic paradigm for character reconstruction in the digital era. This research employs a qualitative method through library research and content analysis. The findings show that the crisis is caused not only by technological disruption but also by weak internalisation of value and declining social solidarity. Tauhid develops responsible, resilient, moral, and independent individuals through Muraqabah and Izzah, while Ashabiyah strengthens social cohesion and collective resilience based on religious values (ad-din). Their integration produces four stages of character formation: Bashar, Qolb, Fana-Baqa, and Malakah. This study also finds that the Tafakur and Tadabur methods are effective in integrating science, technology, and spiritual values. Tafakur encourages reflective thinking based on revelation, while Tadabur emphasises ethical awareness and the purpose of human activities. This study offers a holistic paradigm for Gen-Z character education that integrates spiritual morality, social cohesion, and epistemological reconstruction to address digital challenges.
Policy Literacy and Farmer Capacity as Determinants of Corn Productivity: An Educational Governance Perspective from Gorontalo Merita Ayu Indrianti; Dewa Oka Suparwata; Moh. Muchlis Djibran; Nurlia Ripo
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1435

Abstract

The digitalization of agricultural governance in Indonesia has created new challenges in the implementation of fertilizer subsidy policies, particularly for farmers with limited technological capacity. This study aims to analyze the influence of socio-digital literacy, administrative accessibility, and intergenerational support on corn productivity in the Gorontalo Regional Hub following the implementation of Presidential Regulation No. 6 of 2025. The study also examines the relative contribution of policy literacy compared to conventional governance factors in supporting food sovereignty outcomes. This research employed a Sequential Explanatory Mixed-Methods design involving quantitative and qualitative approaches. Quantitative data were collected from 150 corn farmers in the Limboto and Limboto Barat Districts using structured questionnaires, while qualitative data were collected through interviews with policymakers, extension coordinators, and youth intermediaries. Data analysis included descriptive statistics, thematic analysis, and Prospective Structural Analysis using the MICMAC method to identify key systemic variables. The results indicate that socio-digital literacy (LITE_X4) was one of the most influential variables in the governance system, with an influence score of 264 in the MICMAC analysis. Intergenerational support recorded the highest governance score (4.51), while the spatial-digital synchronization variable (P11) showed the lowest score (3.14), indicating persistent administrative barriers in the digital subsidy system. The findings also revealed a positive association between understanding of digital policy and productivity outcomes (r = 0.397, p < 0.01), although the study does not claim direct causation. Qualitative findings showed that youth intermediaries played an important role in helping senior farmers navigate digital administrative systems. This study concludes that digital literacy and administrative accessibility are important components of contemporary agricultural governance. The findings suggest the need for more adaptive digital governance models, participatory extension services, and inclusive policy mechanisms to reduce administrative exclusion in agricultural subsidy systems.
Transformation of Building and Space Management from an Administrative to a Strategic Approach: A Qualitative Study in Vocational High Schools (SMK) in Tangerang Regency Lili Hastuti; Alifa Syauqi Hatami; Madhakomala Madhakomala
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1463

Abstract

The management of school buildings and learning spaces plays a critical role in supporting the quality of vocational education. However, existing studies largely emphasize administrative compliance, with limited attention to how facility management can strategically support pedagogical objectives, particularly in vocational high schools (SMK). This gap highlights the need to reconceptualize facility management as a strategic function aligned with learning outcomes. This study aims to explore the transformation of building and space management from an administrative approach to a strategic perspective in SMKs in Kabupaten Tangerang. A qualitative research design was employed, using observations, semi-structured interviews with school administrators and teachers, and document analysis. The findings indicate that although formal procedures for facility management are in place, their implementation remains predominantly administrative. Space utilization is often disconnected from instructional needs and technological integration. The study reveals limited adoption of strategic practices that align physical space with vocational learning requirements. The novelty of this research lies in its focus on repositioning educational facility management as a strategic component that directly supports skill-based learning in vocational education. The study underscores the importance of integrating space planning, technology, and pedagogy to enhance learning effectiveness and optimize resource use. These findings have practical implications for policymakers and school leaders in promoting sustainable, strategic management of educational facilities
Implementing a KKNI- and OBE-Based Curriculum in an Islamic Religious Education Study Program: A Case Study at STIT At-Taqwa Ciparay Bandung Nurhayati Nurhayati; Imas Masruroh Imtihanah; Ela Komala; Muhammad Aditya Firdaus
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1467

Abstract

This study aims to analyze the implementation of the KKNI- and Outcome-Based Education (OBE) curriculum development policy in the Islamic Religious Education Study Program at STIT At-Taqwa Ciparay Bandung. A qualitative case study approach was employed. Data were collected through interviews, observations, and document analysis involving the Chairperson of STIT, the Head of the Islamic Religious Education Study Program, lecturers, and students. Data were analyzed using data condensation, data display, conclusion drawing, and verification. The findings show that the curriculum development policy has been implemented through the formulation of graduate profiles, graduate learning outcomes, curriculum structure, course distribution, and outcome-based semester lesson plans. Its implementation is supported by leadership commitment, institutional support, lecturer competence, a conducive academic culture, and the availability of curriculum documents. The main challenges include limited technical capacity in implementing OBE consistently across courses, insufficient learning facilities and resources, and the need to strengthen academic support systems. To address these challenges, the institution has conducted training, workshops, mentoring, curriculum revision, periodic evaluation, and stakeholder involvement. These efforts have strengthened alignment among learning outcomes, curriculum implementation, and quality assurance, demonstrating that curriculum implementation is continually improved through systematic institutional support.

Page 60 of 66 | Total Record : 657

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