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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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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Prevention and Handling of Gender-Based Violence from an Islamic Feminist Perspective Dewi Masyitoh; M. N Harisuddin; Sofkhatin Khuaidah
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.v5i4.1726

Abstract

This study aims to describe strategies for preventing and addressing gender-based violence from an Islamic feminist perspective by employing the Hermeneutic Theory of the Qur'an and Hadith (Feminist Interpretation) and Gender Equity Theory as analytical frameworks. Gender-based violence remains a significant social and humanitarian issue that requires comprehensive approaches grounded in religious, social, and psychological dimensions. This research adopts a descriptive qualitative approach to explore prevention efforts and victim assistance practices within an Islamic feminist framework. Primary data were collected through in-depth interviews with five informants: two religious leaders (one male and one female), two counselors, and one psychologist affiliated with LKP3A Fatayat NU Bondowoso. Data were analyzed through processes of data reduction, categorization, interpretation, and verification to identify patterns of prevention and intervention strategies. The findings reveal that prevention efforts are undertaken through the reinterpretation of patriarchal and misogynistic understandings of Qur'anic verses and Hadith traditions, replacing them with egalitarian interpretations that emphasize justice, equality, and human dignity. These preventive strategies are implemented through community outreach programs, educational activities, awareness campaigns, and religious guidance to promote gender-sensitive perspectives. Furthermore, victim assistance integrates psychological recovery with spiritual empowerment, grounded in the concepts of human dignity (karamah insaniyah) and human nature (fitrah), within the framework of Islamic counseling. Assistance services also encompass legal advocacy and protection mechanisms to ensure victims receive comprehensive support. This study highlights the importance of Islamic feminist approaches in developing inclusive, transformative, and justice-oriented strategies for preventing and responding to gender-based violence.
The Design of an Ecotheology-Based Christian Religious Education Curriculum: Integrating Environmental Stewardship Values into a Love-Based Curriculum Febrilianti Febrilianti; Misye Waliana; Eurene M Lefta; Willy Thenu; Agusthina Siahaya
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.v5i4.1732

Abstract

The global ecological crisis, reflected in deforestation, pollution, climate change, and environmental degradation, is driven not only by technological and economic factors but also by an anthropocentric worldview that regards nature merely as an object for human exploitation. This study aims to formulate a Christian Religious Education curriculum design based on ecotheology within the framework of the Love-Based Curriculum. A descriptive-analytical literature review method was employed by integrating biblical-theological foundations, educational theories, and findings from previous studies relevant to ecological education and faith formation. The analysis demonstrates that ecotheology challenges anthropocentric interpretations of Scripture and reaffirms humanity’s vocation as faithful stewards entrusted with God’s creation. At the same time, the Love-Based Curriculum broadens the understanding of Christian love by emphasizing responsibility not only toward God and fellow human beings but also toward the natural environment. The integration of these two perspectives produces a holistic curriculum that nurtures ecological faith through the development of theological understanding, environmental awareness, compassionate attitudes, and practical actions for environmental conservation. Consequently, environmental stewardship is understood as an expression of obedience to God, responsible discipleship, and tangible love for others. This curriculum model is expected to strengthen Christian education by fostering learners who demonstrate both spiritual maturity and ecological responsibility in responding to contemporary environmental challenges.
Inclusive Leadership as a Strategy for Promoting Educational Rights and Participation of Students with Disabilities Djedjen Djedjen; Andrian Muhamad; Ika Ismail; Prihantini Prihantini; Juntika Nurihsan
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.v5i4.1737

Abstract

Inclusive education has become a central strategy for ensuring students with disabilities’ educational rights and meaningful participation. Despite significant policy developments and international commitments to disability rights, many students with disabilities continue to encounter barriers that limit their access, participation, and educational success. In this context, educational leadership plays a critical role in promoting inclusive practices and creating equitable learning environments. This study aims to examine inclusive leadership as a strategic approach for advancing educational rights and participation among students with disabilities. The study employed a narrative literature review, analyzing scholarly publications, policy documents, and theoretical works on inclusive education, disability rights, educational leadership, and social justice. The literature was collected from academic databases, including Google Scholar, ERIC, ScienceDirect, and Scopus-indexed journals, and analyzed using thematic analysis. The review identified three major themes: students with disabilities’ educational rights and participation; the theoretical foundations of inclusive leadership; and inclusive leadership as a strategy for promoting educational rights and participation. The findings indicate that inclusive leadership integrates transformational, distributed, and social justice leadership perspectives to foster inclusive school cultures, remove barriers to participation, promote stakeholder collaboration, strengthen teacher capacity, and support equitable educational opportunities. Furthermore, inclusive leadership functions as a bridge between educational rights and meaningful participation by translating policy commitments into inclusive educational practices. The study concludes that inclusive leadership represents a transformative approach to advancing disability rights, educational equity, and social inclusion. Strengthening inclusive leadership is therefore essential for creating educational environments where all students can participate fully and succeed.
Development of an Android-Based E-Module for Basic Culinary Learning at SMK Istiqlal Delitua Rendyka Eliadi; Waskito Waskito; Elida Elida; Riki Mukhaiyar
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.v5i4.1765

Abstract

The rapid advancement of digital technology has encouraged the integration of mobile-based learning media to enhance the quality of vocational education. However, previous studies have predominantly developed e-modules in PDF or web-based formats, which have not fully accommodated the practical learning needs of vocational education that require flexible access and integrated multimedia features. This study aimed to develop an Android Package (APK)-based e-module for the Basic Culinary course, focusing on Food Ingredients and Kitchen Equipment, for tenth-grade students in the Culinary Expertise Program at SMK Istiqlal Delitua. The study employed a Research and Development (R&D) approach using a modified Four-D (4-D) model comprising the define, design, and development stages, with the dissemination stage omitted. The product trial involved 34 tenth-grade culinary students. Data were collected through expert validation questionnaires, student response questionnaires, and learning achievement tests, and were analyzed using descriptive quantitative techniques. The results indicated that the developed e-module achieved media expert validation scores of 85.7% and material expert validation scores of 86.6%, both of which were categorized as very good. The practicality evaluation yielded an average score of 3.56, indicating a very good level of usability. Furthermore, students' mastery of learning improved from 64.7% in the first learning evaluation to 79.4% in the second learning evaluation after using the developed e-module. These findings suggest that the APK-based e-module demonstrates high validity and practicality and has the potential to support improved student learning outcomes within the context of this study. This research contributes to the development of digital learning media tailored to the characteristics of vocational education, particularly in Basic Culinary learning, and offers an alternative instructional resource to support smartphone-assisted independent learning.
Development of Socio-Scientific Issue-Based E-LKPD Flipbook to Improve Elementary School Students' Critical Thinking Skills Suryani Suryani; Dini Rakhmawati; Achmad Buchori
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.v5i4.1779

Abstract

The Merdeka Curriculum promotes contextual learning and the development of 21st-century competencies, particularly critical thinking. This study aimed to develop an electronic student worksheet (E-LKPD) in flipbook format based on socio-scientific issues (SSI) and to examine its validity, practicality, and potential to support fifth-grade students’ critical thinking skills. This Research and Development study used the ADDIE model. Participants included two expert validators, one classroom teacher, and 13 fifth-grade students selected through purposive sampling. Data were collected through expert validation, teacher and student response questionnaires, and a one-group pretest-posttest design. The E-LKPD was rated highly feasible by material and media experts, with validity scores of 88.89% and 90.00%, respectively. Teacher and student responses indicated high practicality, with scores of 88% and 95.38%. Students’ mean critical thinking score increased from 46.54 on the pretest to 77.69 on the posttest. A paired-samples t-test showed a statistically significant difference between the scores (p < .001). These findings suggest that the developed SSI-based E-LKPD in flipbook format is valid, practical, and has the potential to support fifth-grade students’ critical thinking skills in science learning.
Analysis of Obstacles and Supporting Factors in English Learning for Adults Moh. Ansori Dimastiar; Mochlis Ekowijayanto
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.v5i4.1780

Abstract

English learning for adults plays a crucial role in supporting professional needs and self-development amidst the demands of globalization. However, adult learners often face various obstacles that can affect the success of their learning. This study aims to analyze the obstacles and supporting factors in English learning for adults in an integrated manner, taking into account the learners' real-life contexts. This study employed a qualitative approach with a descriptive qualitative design. Data were collected through semi-structured interviews with adult English learners participating in learning in non-formal and informal contexts, then analyzed using thematic analysis. The research findings indicate that the main barriers to English learning for adults include time constraints due to work and family demands, language anxiety impacting self-confidence, and linguistic difficulties related to distance from formal learning. Conversely, supporting factors such as motivation based on practical needs, social support, and the use of independent learning strategies and digital technology have been shown to help learners manage these barriers. This research confirms that barriers and supporting factors interact to shape the adult learning experience. These findings are expected to form the basis for developing English learning programs that are more flexible, contextual, and tailored to the needs of adult learners
AI-Based Feedback Systems for Improving Grammar Accuracy: An Experimental Study in EFL Context Emilia Yusrina; Mochlis Ekowijayanto
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.v5i4.1785

Abstract

This study aims to investigate the effectiveness of Artificial Intelligence (AI)-based feedback in improving the grammatical accuracy of English as a Foreign Language (EFL) learners. The study employed a quantitative quasi-experimental design using a pre-test–post-test control group. The participants consisted of 60 university students, who were divided into an experimental group receiving AI-based feedback and a control group receiving conventional teacher feedback. Data were collected through essay writing tests and analyzed using descriptive statistics, paired-sample t-tests, and independent-sample t-tests. The findings revealed that both groups demonstrated improvement; however, the experimental group showed a significantly greater increase in grammatical accuracy (from 65.4 to 82.6) compared to the control group (from 66.1 to 74.3). The results of the independent-sample t-test indicated a statistically significant difference between the two groups (p < 0.001). These findings suggest that AI-based feedback provides immediate and individualized corrective input that effectively enhances learners’ grammatical performance. Nevertheless, teacher feedback remains essential in providing contextual and pedagogical support. Therefore, the integration of AI and teacher feedback is recommended to achieve optimal learning outcomes in EFL writing.
Social Media-Based Marketing Strategies and Their Impact on SME Sales Growth in Jember Balthasar Watunglawar; Karnadi Karnadi; Amin Silalah; Katarina Leba
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.v5i4.1792

Abstract

This study aims to examine the influence of social media-based marketing strategies on the sales growth of small and medium-sized enterprises (SMEs) in Jember Regency. In the era of digital transformation, social media has emerged as a strategic platform for businesses to reach broader consumer segments, strengthen customer relationships, and improve market competitiveness. This research adopts a quantitative approach using a survey method. Data were collected through questionnaires distributed to 120 SME owners and managers in Jember Regency who actively utilize social media as a marketing channel. The collected data were analyzed using simple linear regression analysis to determine the relationship between social media marketing strategies and sales growth. The findings reveal that social media-based marketing strategies have a positive and statistically significant effect on SME sales growth. The results suggest that effective social media use contributes to increased customer engagement, broader market penetration, and enhanced business performance. SMEs that consistently implement digital marketing practices tend to experience higher sales growth than those with limited social media activity. These findings highlight the strategic importance of optimizing social media platforms as an integral component of business development in the digital economy. The practical implications of this study emphasize the need for SMEs to prioritize high-quality content creation, maintain active customer interaction, and maximize the use of paid advertising features to improve promotional effectiveness and market reach. The study contributes to the growing body of literature on digital marketing by providing empirical evidence regarding the role of social media in supporting sustainable sales growth among SMEs in developing regions.
An Analysis of Teachers’ Perceptions of Artificial Intelligence Integration in Learning in the Corporate Financial Accounting Department of Vocational High Schools Endar Dwi Wardana; Sudarmiani Sudarmiani; Ibadullah Malawi
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.v5i4.1797

Abstract

In the era of digital learning, teachers are required to pioneer innovative education techniques. Teachers are impelled to be competent and capable of utilizing artificial intelligence technology, given the unique challenges educators face in highly structured environments. The objective of this research is to determine teachers' perceptions and willingness to integrate artificial intelligence into the corporate financial accounting department at the vocational high school. The study employed a qualitative descriptive design. Data collection instruments were used to facilitate direct observation, interviews, and documentation. Purposive sampling was applied to select 16 interviewees. The data analysis technique for this study used triangulation, a method comprising several main components. The analytical framework was structured around data collection, data reduction, data presentation, and conclusion drawing. The study aims for three core findings. First, while most educators demonstrate progressive awareness and a positive attitude toward technological adaptation, a digital divide persists, highlighted by a sharp contrast in which some teachers operate at a zero-adoption baseline due to technical anxiety and professional development gaps. Second, AI provides significant advantages by serving as an efficient partner to assist in compiling teaching modules and generating specialized accounting materials. Third, the impacts reveal that AI facilitates personalized learning and time efficiency.
Teachers’ Roles in Developing Third-Grade Students’ Reading Habits Through a Deep Learning Approach Imas Ratna Wulan; Aang Solahudin Anwar; Anggy Giri Prawiyogi; Depi Prihamdani
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.v5i4.1801

Abstract

This study aimed to analyze the role of teachers in fostering reading habits among third-grade elementary school students through the implementation of a deep learning approach. The research was conducted at SDN Tegalsawah II, Karawang Timur, Indonesia, over one academic semester using a descriptive qualitative design. The participants consisted of classroom teacher informants selected through purposive sampling based on their involvement in literacy instruction and at least two years of teaching experience, while third-grade students served as supporting participants through classroom observations. Data were collected through semi-structured interviews, classroom observations, and documentation, and analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing/verification. The findings indicate that teachers play important roles as facilitators, motivators, and learning guides in creating a literacy-supportive classroom environment. Their strategies include establishing daily reading routines before lessons, providing engaging reading materials, utilizing classroom reading corners, and motivating students through encouragement and positive reinforcement. Classroom observations and teacher interviews suggest that implementing the deep learning approach was associated with students demonstrating deeper engagement in reading activities, including efforts to interpret texts, participate in discussions, and relate reading content to everyday experiences. Nevertheless, students' reading habits varied, with some showing independent reading behaviors while others continued to require teacher guidance and motivation. Supporting factors included strong teacher commitment and the availability of reading resources, whereas limited student interest in reading and an insufficient book collection remained major challenges. Overall, the findings suggest that consistent teacher involvement, appropriate literacy strategies, and the sustained implementation of deep learning principles contribute to the development of reading habits in elementary school students. However, further studies involving broader participant groups are needed to strengthen these findings.

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