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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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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Strategies to Improve Teacher Performance through Transformational Leadership, Personality, Job Satisfaction, and Trust: A Path Analysis and SITOREM Study Ila Nafilah; Rita Retnowati; Widodo Sunaryo
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.v5i4.1469

Abstract

Teacher performance remains a critical issue in improving the quality of education in Indonesia, particularly in private junior high schools. Previous studies have generally examined transformational leadership, personality, job satisfaction, and trust separately, with limited integration of these variables into a comprehensive model of teacher performance improvement. In addition, studies applying the Scientific Identification Theory to Conduct Operation Research in Education Management (SITOREM) approach to determine priority improvement indicators are still limited. Therefore, this study aims to analyze the influence of transformational leadership, personality, job satisfaction, and trust on teacher performance and to formulate strategies for improving teacher performance through SITOREM analysis. This study employed a quantitative survey method using path analysis and SITOREM analysis. The sample consisted of 114 permanent foundation teachers from 32 private junior high schools accredited at the “B” level across seven sub-districts in Bogor Regency, West Java. The results indicate that transformational leadership, personality, job satisfaction, and trust have significant direct effects on teacher performance. Job satisfaction and trust also function as mediating variables in strengthening the influence of transformational leadership and personality on teacher performance. The SITOREM analysis identified several indicators that should be maintained, including work quality, productivity, punctuality, responsibility, supervision, and integrity, while indicators such as work efficiency, promotion opportunities, emotional stability, and environmental trust require priority improvement. The novelty of this study lies in integrating organizational and psychological variables with the SITOREM approach to formulate priority-based strategies to improve teacher performance. The findings are expected to make theoretical contributions to educational management research and to offer practical recommendations for school principals, supervisors, and policymakers to improve teacher performance and educational quality.
The Relevance of John Locke’s Thoughts to the Development of Empiricism-Based History Learning in the Era of Independent Learning Ismaul Fitroh; Muhammad Abror Amanullah; Rendy Wahyu Satriyo Putro; Ika Rahmatika Chalimi
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.v5i4.1515

Abstract

This study examines the relevance of John Locke’s empiricism as a philosophical foundation for developing contextual and reflective history learning in the era of Merdeka Belajar. The research responds to the persistent dominance of memorization-oriented history learning, which limits students’ critical thinking and historical awareness despite contemporary educational demands that emphasize active, student-centered learning. This study aims to analyze how Locke’s concepts of tabula rasa, sensation, and reflection contribute conceptually to the development of inquiry-oriented and meaningful history learning. The study employed a qualitative, philosophical library research approach, using Locke’s major philosophical works as primary sources and contemporary literature on the philosophy of education, history education, inquiry learning, and Merdeka Belajar as secondary sources. Data analysis was conducted through data reduction, conceptual categorization, interpretive analysis, and constructive synthesis. The findings indicate that Locke’s empiricism strengthens the ontological, epistemological, and axiological foundations of history learning by emphasizing evidence-based reasoning, reflective inquiry, and active knowledge construction. The study also finds that empiricism-based learning supports inquiry-based, project-based, and authentic-source analysis, as well as reflective assessment practices relevant to the objectives of Merdeka Belajar. Therefore, Locke’s empiricism provides both a conceptual contribution to the philosophy of history education and practical implications for developing more critical, contextual, and meaningful history learning in contemporary Indonesian education.
Communal Land Conflicts as Contextual Social Studies Learning in West Sumatra Refinaldi Refinaldi; Sumarni Sumarni; Muslim Muslim; Zulvia Trinova; Mahesa Putri Kencana
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.v5i4.1525

Abstract

Customary land conflicts in Indonesia reflect complex interactions among indigenous communities, the state, and economic actors, and offer meaningful learning opportunities for Social Studies Education. This study aims to analyze customary land conflicts as a source of social learning, legal awareness, and local wisdom-based education, and to develop a contextual Social Studies learning model. The research employed a qualitative approach using a single-case study design conducted in Kenagarian Kepala Hilalang, West Sumatra. Data were collected through in-depth interviews, participatory observation, and document analysis involving traditional leaders, local communities, and village officials. The findings reveal that customary land conflicts reflect real social dynamics marked by power imbalances, legal pluralism, and struggles for justice. Conflict experiences encourage reflective legal awareness, collective solidarity, and a deeper understanding of rights among indigenous communities. Minangkabau local wisdom, particularly deliberation, mutual cooperation, and restorative justice, plays a significant role in peaceful conflict resolution and in the transmission of values. Based on these findings, a conflict-based Social Studies learning model was formulated through stages of issue identification, actor analysis, value discussion, reflection, and social attitude formation to enhance students’ critical thinking, legal literacy, and civic responsibility.
Competency Analysis of PPG Alumni for Continuous Professional Development Planning Maria Melani Ika Susanti; Sri Budiyono; Tukiyo Tukiyo; Purwo Haryono; Tasari Tasari; Ratna Sari
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.v5i4.1538

Abstract

This study aims to analyze the initial proficiency of Widya Dharma University’s PPG (Pre-Service Teacher Education) alumni as a basis for planning Continuous Professional Development (CPD). The method used is quantitative descriptive analysis supported by qualitative data collected through an online questionnaire administered to the alumni. The results indicate that the levels of pedagogical, professional, social, and personal competencies fall into the moderate category; however, gaps exist in certain indicators. Major weaknesses were identified in higher-order thinking skills (HOTS)-based learning abilities, reflection through action research (PTK), and scientific practices such as publications and presentations at broader forums. Qualitative data revealed that alumni have a greater need for practice-based PKB activities, such as workshops and learning communities. These findings underscore the importance of designing PKB that is contextual, collaborative, and oriented toward the real needs of novice teachers.
Instilling Honesty through Animated Videos of Prophet Stories in Islamic Religious Education Learning Cindy Aulia Sari; Hindun Hindun
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.v5i4.1596

Abstract

This study aims to analyze the implementation of animated videos of the Prophet’s stories as a learning medium in Islamic Religious Education (PAI) to foster honesty among seventh-grade students at SMP Negeri 12 Tanjung Jabung Barat. The study is based on the need to strengthen character education through innovative, interactive, and contextual learning media in junior high school settings. A qualitative descriptive approach was employed. Data were collected through participatory observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. The findings reveal that the animated videos were systematically integrated into the introduction, core, and closing stages of the learning process. The learning process encouraged students’ active participation through storytelling, group discussions, reflection activities, and the contextual application of moral values. Students demonstrated a better understanding of honesty and responded positively to animated videos, indicating greater engagement and interest during classroom activities. The learning activities also provided students with opportunities to reflect on and apply honesty in their daily lives. Overall, the findings indicate that animated videos of the Prophet’s stories can support students’ engagement and the gradual internalization of values of honesty while enriching the learning experience in Islamic Religious Education. These findings highlight the potential of animated storytelling as a meaningful medium for integrating character education into classroom practice.
Cross-Sector Analysis of Human Resource Recruitment, Selection, and Placement: A Multi-Site Study in Industrial and Higher Education Organizations Rahmi Lubis; Desi Sintyasari; Hendra Yanuar; Mita Sumayyah; Mutiara Syalasy Sumasta; Cindy Rahma Wati; Natasha Ashari; Veronika Putri; Iqbal Maulana; Nauli Ricardo Sitorus
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.v5i3.1625

Abstract

Human resource procurement, encompassing recruitment, selection, and placement, plays a strategic role in ensuring organizational effectiveness. However, these practices vary across organizations due to differences in operational objectives, organizational characteristics, and competency requirements. This study aims to analyze and compare human resource recruitment, selection, and placement practices in three organizations representing the manufacturing, plantation, and higher education sectors. A qualitative multi-site research design was employed involving PT. GA, PT. TS, and the “SD” Higher Education Foundation. Data were collected through observations, semi-structured interviews with 15 informants, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that each organization implements contextual human resource procurement strategies. PT. GA emphasizes technical competence and operational efficiency, PT. TS prioritizes physical readiness, fieldwork experience, and adaptability, while the “SD” Higher Education Foundation focuses on academic competence, professionalism, and educational quality through competency-based recruitment, selection, and placement. The study also identifies challenges related to competency mismatch, recommendation-based recruitment bias, workforce turnover, and the limited utilization of digital human resource management systems. This study contributes to the human resource management literature by providing a cross-sector perspective that demonstrates how organizational context shapes recruitment, selection, and placement practices. The findings also offer practical implications for developing competency-based and adaptive human resource management systems across different organizational settings.
Social Capital and Collective Action in Rural Tourism: Lessons from Award-Winning Village Tourism in West Java Rahmat Darmawan; Jenal Abidin; Revi Agustin Aisyanita
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.v5i4.1632

Abstract

Background/Context: Community-based tourism (CBT) has become a central strategy in Indonesian rural development policy, yet despite substantial government investment, the overwhelming majority of registered tourism villages fail to achieve sustained competitiveness. Understanding what enables some villages to perform exceptionally remains a challenge for both scholars and practitioners. Research Gap / Problem Statement: Existing literature has extensively examined supply-side and infrastructural determinants of village tourism success, but has devoted far less attention to the internal social architecture of high-performing communities, specifically how social capital dimensions and collective action mechanisms interact to produce sustained tourism governance capacity in non-Western, rural contexts. Objective / Purpose: This study investigates how social capital and collective action mechanisms underpin the exceptional performance of Cisaat Tourism Village in Subang Regency, West Java, a nationally recognised winner of the Anugerah Desa Wisata Indonesia (ADWI) competition,  using Putnam’s (2000) tripartite social capital framework and Ostrom’s (1990) collective action theory. Methodology: An explanatory sequential mixed-methods design was employed. A structured survey was administered to 150 community members and analysed using PLS-SEM. Twelve in-depth interviews with key stakeholders were analysed through reflexive thematic analysis. Key Findings / Results: All three dimensions of social capital: bonding, bridging, and linking, all exert significant positive effects on collective action (p < 0.01), which in turn strongly predicts tourism village sustainability (p < 0.001, β = 0.58). Bridging social capital emerged as the strongest predictor of collective action (β = 0.43). Qualitatively, three enabling themes were identified: trust as a foundational resource, external networks as catalysts for collective mobilisation, and shared vision sustained through inclusive leadership. Conclusion: Gotong royong, the indigenous Indonesian practice of mutual cooperation, functions as a culturally specific mechanism for bonding social capital that extends Ostrom’s collective action framework to non-Western contexts. Implications / Contribution: These findings offer a replicable, evidence-based model for village tourism development policy in Indonesia and across the Global South, and provide a validated Social Capital Scale for integration into national tourism village accreditation systems.
Using PhET Simulations and Differentiated Instruction to Improve Ninth-Grade Students’ Understanding of Physics Concepts Nurul Ilmiyah; Kuncahyono Kuncahyono; Agus Tinus
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.v5i4.1638

Abstract

This study aimed to analyze the effectiveness of integrating PhET simulation media with differentiated instruction in improving students' understanding of physics concepts among ninth-grade students at SMP Muhammadiyah 1 Gresik, focusing on dynamic electricity. The study was motivated by students’ limited conceptual understanding resulting from the abstract nature of physics concepts and the lack of adaptive instructional strategies that accommodate diverse learning needs. A mixed-methods approach with a sequential explanatory design and a quasi-experimental one-group pretest–posttest design was employed. The participants consisted of 68 ninth-grade students in the 2025/2026 academic year. Quantitative data were collected through pretest and posttest assessments, whereas qualitative data were obtained from classroom observations and interviews. Quantitative data were analyzed using normalized gain (N-gain) and a paired-samples t-test, while qualitative data were analyzed through data reduction, data display, and conclusion drawing. The findings showed that the intervention effectively improved students’ understanding of physics concepts. The mean score increased from 57.51 on the pretest to 77.18 on the posttest, with an average N-gain of 0.42, indicating moderate improvement. Most students achieved moderate to high learning gains, and qualitative findings revealed that integrating PhET simulations with differentiated instruction enhanced students’ engagement, motivation, exploratory learning, and conceptual retention across different levels of prior ability. These findings suggest that integrating PhET simulations with differentiated instruction offers an adaptive, innovative approach to improving students’ understanding of physics concepts.
Development of Augmented Reality Learning Media Using a Deep Learning Pedagogical Approach to Improve Early Childhood Scientific Literacy Nida'un Nabila; Yaswinda Yaswinda; Nenny Mahyuddin; Nurhafizah Nurhafizah
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.v5i4.1646

Abstract

Scientific literacy is a fundamental competency that should be developed from early childhood, yet many early childhood education institutions continue to rely on conventional instructional media that offer limited opportunities for interactive, meaningful science learning. Although Augmented Reality (AR) has demonstrated potential for enhancing learning engagement, few studies have integrated AR with a deep learning approach to foster early childhood scientific literacy through meaningful, mindful, and joyful learning experiences. Therefore, this study aimed to develop and evaluate Augmented Reality learning media based on a deep learning approach to improve children's scientific literacy at RA Al Qur’an Dina. This Research and Development (R&D) study employed the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Data were collected through interviews, observations, expert validation questionnaires, response questionnaires, and pretest–posttest instruments involving early childhood learners. The findings indicated that the developed media were valid and feasible, as assessed by media, material, and instrument experts. The results of the Focus Group Discussion (FGD), small group trials, and Training of Trainers (TOT) also confirmed that the media were practical, engaging, and easy to implement. Furthermore, large-group testing demonstrated a substantial improvement in children's scientific literacy, reflected in an N-Gain score of 0.98 (high category) and an effectiveness level of 97.93% (highly effective category). In conclusion, the developed Augmented Reality learning media effectively enhanced early childhood scientific literacy through interactive and meaningful learning experiences.
Islamic Value-Based Transformational Leadership, Digital Transformation, and Quality Culture in Pesantren-Based Madrasah Aliyah Jailani Syahputra Siregar; Betti Megawati; Nursalimah Nursalimah; Ruwaidah Ruwaidah
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.v5i4.1676

Abstract

Digital transformation has reshaped educational governance and requires Islamic educational institutions to adapt not only through technological innovation but also through leadership, organizational culture, and quality improvement. In Islamic boarding school-based Madrasah Aliyah, this transformation is more complex because it must preserve Islamic values and institutional identity while responding to rapid technological change. This study aims to synthesize the literature on how Islamic values-based transformational leadership supports digital transformation and quality culture in Islamic educational management. This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. Literature published between 2021 and 2026 was retrieved from Scopus, Web of Science, ERIC, ScienceDirect, and Google Scholar. A total of [N] records were identified, [N] duplicates were removed, [N] articles were screened, [N] were excluded after eligibility assessment, and 10 core studies (2023–2026) were included in the final thematic synthesis. The findings reveal four recurring themes: (1) Islamic values as a source of leadership legitimacy, (2) transformational leadership as the driver of digital transformation, (3) quality culture as the outcome of institutionalized organizational practices, and (4) structural and cultural barriers to change. This review proposes a conceptual model in which Islamic values strengthen transformational leadership, which, in turn, supports digital transformation and the institutionalization of a quality culture. The study contributes theoretically by integrating these four dimensions into a coherent framework and provides practical implications for school leaders, Islamic boarding school administrators, and policymakers seeking to strengthen digital transformation while maintaining the distinctive values of Islamic education.

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