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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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 Effect of Linearity of Teachers' Educational Background on Learning Motivation at SMAN 1 Ngantang Adelia Adelia; Agus Tinus; Kuncahyono Kuncahyono
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.v5i4.1637

Abstract

This study aims to: (1) Analyze the linear influence of teacher educational background on student learning motivation at SMAN 1 Ngantang. (2) Determine the significant differences in student learning motivation taught by teachers with linear and non-linear educational backgrounds at SMAN 1 Ngantang. This study uses a quantitative approach with a correlational design. This approach was chosen to test the linear influence between teacher educational background on student learning motivation in Senior High School (SMA). This study was conducted at State Senior High School (SMA) 1 Ngantang, located in Ngantang District, Malang Regency, East Java. To measure students' learning motivation and teachers' educational backgrounds, this study will use an existing questionnaire validated in previous similar studies. The use of instruments that have been tested for validity and reliability enables more accurate data collection and reduces the potential for measurement bias. The results of the study show that the regression equation Y = 84.194 + 0.129X indicates that the linearity of teacher educational background has a positive relationship with student learning motivation. Based on the t-test results, a significance value of 0.462 > 0.05 was obtained, thus concluding that the linearity of teacher educational background does not significantly influence student learning motivation. The results of the coefficient of determination (R²) test showed an R-square value of 0.022, which means that the linearity of teacher educational background only contributes 2.2% to student learning motivation, while the remaining 97.8% is influenced by factors outside the research variables.
Habituation of Family Assistance on Early Reading Ability of Grade VI Students at State Elementary School Cijoro Lebak Maslihah Zahroh Agustina; Dase Erwin Juansah; Ikman Nur Rahman
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.v5i4.1788

Abstract

This study investigates the role of family-based habituation in developing early reading skills among Grade VI students at SDN 1 Cijoro Lebak, focusing on how parental involvement contributes to students’ reading courage, self-confidence, reading initiative, and reading fluency. A qualitative case study design was employed, with data collected through interviews, observations, and documentation, and analyzed using NVivo 12 through coding and visualization techniques such as word cloud, project map, matrix coding, and tree map analysis. The findings show that family habituation is implemented through structured study schedules, parental supervision, motivational support, rewards, and restrictions on mobile phone use, which together create a consistent home literacy environment that encourages repeated reading practice. The results indicate significant improvements in students’ early reading skills, particularly in confidence, independence, and fluency, as students gradually shift from dependent readers to more autonomous learners. The study concludes that family involvement plays a crucial role in shaping early literacy development, as supported by Bronfenbrenner’s Ecological Systems Theory, Family Literacy Theory, and Bourdieu’s Theory of Habitus, all of which emphasize that reading development is strongly influenced by continuous interaction within the family environment.
Implementing Differentiated Learning through Nusantara Cultural Coloring Activities in Grade IV Integrated Natural and Social Sciences Myrtawati Myrtawati; Heri Maria Zulfiati; Insanul Qisti Barriyah; Dinar Westri Andini; Akbar Al Masjid
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.v5i4.1796

Abstract

This study aims to describe the implementation of differentiated learning through Nusantara cultural coloring activities in science learning (IPAS) in grade IV of elementary school, and to explore teachers' perceptions of how these activities relate to students' engagement, motivation, conceptual understanding, creativity, concentration, and participation. This study used a qualitative, single-case design, conducted at SD Negeri 01 Gumawang, involving one fourth-grade class of [X] students and one classroom teacher as the primary informant and facilitator of the learning activities. Data were collected over [X weeks/sessions] through [X] non-participatory classroom observations, one in-depth interview with the teacher, and documentation of student coloring work. Data were analyzed using thematic analysis, involving data reduction, categorization, and interpretation of interview and observation findings. The findings indicate that differentiation was applied primarily at the process and product levels, as students were given flexibility to choose colors, coloring techniques, and the level of detail in completing their assignments. At the same time, content and learning objectives remained the same for all students. The teacher reported adjusting support based on observed differences in student readiness, providing additional guidance and color examples for students who needed more assistance, and encouraging more advanced students to add cultural details or ornaments. Based on the teacher's observations and interview accounts, the coloring activities were perceived to contribute to a more enjoyable, concrete, and contextual learning environment, and were associated with increased student engagement, motivation, and interest in the cultural material. The teacher also reported observing improvements in students' attentiveness, participation, and confidence during the activity, along with signs of stronger recall of cultural symbols and concepts; however, these outcomes were not measured through tests, rubrics, or standardized observation instruments, and should be interpreted as the teacher's professional perception rather than objectively verified learning outcomes. As a single-classroom case study, these findings offer contextual insight into one teacher's practice and should not be generalized beyond this setting without further research involving multiple classrooms and more systematic measurement tools.
Implementation of the Kaizen Method in the Qur'an Memorization (Tahfidz) Learning Process at Zhilalul Qur'an Islamic Boarding School in Jepara Ellisa Nailizzulfa; Sukarman Sukarman; Muhammad Khoiruddin
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.v5i4.1808

Abstract

Improving the quality of Qur'an memorization (tahfidz) learning poses a significant challenge in Islamic education management, particularly in Islamic boarding schools (pondok pesantren) oriented toward achieving and maintaining high-quality student memorization. Therefore, a learning management system capable of driving continuous improvement is essential to ensure the quality of both the learning process and its outcomes. This study aims to analyze the implementation of the Kaizen method in the tahfidz learning process at Zhilalul Qur'an Islamic Boarding School in Jepara. The research employs a qualitative approach with a field research design. Data were gathered through in-depth interviews, observation, and documentation, involving the boarding school caretakers, the head of the tahfidz program, and tahfidz students as research informants. Data analysis followed the Miles, Huberman, and Saldaña model, which includes data reduction, data display, and conclusion drawing. The results show that Kaizen principles are applied by grouping students by memorization level, setting measurable memorization targets, conducting lessons using a classical-individual method, conducting daily evaluations of students' memorization progress, and providing special assistance to students who fall behind in their memorization targets. Furthermore, a culture of continuous improvement is reinforced through a post-khatam (completion) program that requires students who have finished their memorization to strengthen their retention before receiving certification (syahadah). The findings indicate that implementing Kaizen through a cycle of planning, implementation, evaluation, and follow-up contributes to sustaining and continuously enhancing the quality of tahfidz learning at Zhilalul Qur'an Islamic Boarding School in Jepara.
Web-Based School Information System: Design and Implementation of the SMPN 2 Mandirancan Digital Portal Pirman Ardyansyah; Metta Mariam
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.v5i4.1823

Abstract

The digital transformation of educational institutions has increased the need for integrated and interactive school information systems. However, many secondary schools still rely on conventional information services and static websites, limiting access to information and user interaction. This study aims to develop and evaluate a web-based digital school portal integrated with an interactive chatbot at SMPN 2 Mandirancan, Indonesia. The study was conducted at a single junior secondary school, using a Research and Development approach with the Prototype model to support interactive system development informed by user feedback. The digital portal was developed using the WordPress Content Management System (CMS) and enhanced with supporting plugins to provide dynamic content management and automated information services. The developed system was evaluated using a user acceptance questionnaire with 30 respondents: 8 teachers, 2 administrative staff members, 15 students, and 5 parents. The collected data were analyzed using descriptive statistics, with the mean score calculated for each evaluation indicator. The results showed that all evaluation indicators achieved mean scores above 4.00, including usability (4.53), information quality (4.40), service efficiency (4.43), user satisfaction (4.60), and chatbot effectiveness (4.47), indicating that the developed system was feasible and well accepted by users. The findings demonstrate the feasibility and positive user acceptance of integrating the WordPress CMS and chatbot technology into a digital school portal to support interactive school information services. This study presents a practical, low-cost framework for integrating the WordPress CMS and chatbot technology into a digital school portal that provides interactive information services in resource-constrained secondary schools.  
Integration of Christian Theology in Character Formation of Students Lenny Helena Sacharissa Chendralisan; Aleksky Bagoes; Daulat Marulitua Tambunan
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.v5i4.1833

Abstract

This study aims to analyze the integration of Christian theology into students' character formation amid the challenges of modern education and the digital era. The main problems in education today are increasing moral degradation, low discipline, a lack of social responsibility, and the weakening of spiritual values among students. These conditions indicate that education must focus not only on academic aspects but also on character formation as a whole. This study uses a qualitative approach with a library research method. Data were obtained from various scientific journals, academic books, and the latest research results relevant to the research topic, especially publications from 2020 to 2025. Data were analyzed through content analysis, involving the review and interpretation of various sources on the integration of Christian theology and character education. The research findings show that integrating Christian theology plays a crucial role in shaping students' character by instilling Christian values such as love, honesty, discipline, responsibility, humility, and forgiveness. These values help students develop better moral behavior, spirituality, and social skills in their daily lives. The study also found that Christian Religious Education teachers play a strategic role as educators, spiritual guides, and role models for students. Furthermore, successful character formation requires collaboration between schools, families, and churches to ensure consistent internalization of values. In the digital era, Christian education must integrate theological values contextually so that students can navigate technological developments and social change without losing their moral and spiritual foundations. Therefore, integrating Christian theology into education is a relevant approach to developing a generation with strong character, moral integrity, and mature spirituality.
Integration of Christian Ethical Values in the Indonesian Education System Based on the Study of the Law of Love Daulat Marulitua Tambunan; Lenny Helena Sacharissa Chendralisan; Jusen Jusen; William Wiguna
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.v5i4.1834

Abstract

This study examines the dynamic interaction between Christian ethical values and the education system in Indonesia, the country with the fourth largest Christian population in the world, which is based on the ideology of Pancasila. The background to this study is the tension and harmony in the process of integrating ethical values derived from the teachings of Jesus Christ and the Bible as the highest authority into the national education system. This study aims to: (1) analyze Christian ethical values as the philosophical foundation of education; (2) examine the form and implications of the codification of the law of love in the context of education; and (3) formulate a conceptual model that explains the relationship between Christian ethics and the Indonesian education system. The approach used is qualitative with a multiple case study design, combining normative analysis, document studies, in-depth interviews with educational actors, and observations at three representative locations, including Rahmat Emmanuel Theological College. The main findings show that the integration of Christian ethical values is not intended as a Christianization of the education system, but rather as the instillation of moral values in line with the National Education System Law No. 20 of 2003. The national education system functions accommodatively, enabling the realization of value pluralism through functional codification. Theoretically, this research contributes by formulating a "Functional Value Integration Model" that enriches the discourse on religious constitutionalism and explains Indonesia's middle ground in balancing community aspirations with the principles of equitable education.
The Contribution of Religiosity and Self-Efficacy toward Academic Cheating Suhartati Wahyu; Dina Sukma
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.v5i4.1861

Abstract

Academic cheating is a phenomenon that can compromise the integrity of education. It does not occur due to a single reason, but rather results from the interaction between academic environmental conditions and individual characteristics, including psychological and spiritual dimensions that serve as an individual's moral defense. These dimensions are self-efficacy and religiosity. This study aims to describe the profiles of academic dishonesty, religiosity, and self-efficacy, as well as to examine the contributions of religiosity and self-efficacy to student academic cheating. This research uses a quantitative approach with a descriptive-correlational method. The population consisted of students from the Faculty of Education, Universitas Negeri Padang (FIP UNP), from the 2024 intake. The sample was selected using a proportional random sampling technique, with the sample size determined by the Slovin formula. Data were collected using Likert scale questionnaires measuring religiosity, self-efficacy, and academic cheating. The data were analyzed using percentage descriptive statistics, while simple and multiple regression analyses were used to test the variables' contributions. The results of the study indicate that: (1) student religiosity is predominantly in the high category, (2) student self-efficacy is mostly in the moderate category, (3) student academic cheating is largely in the low category, (4) religiosity contributes negatively and significantly to academic cheating, (5) self-efficacy contributes negatively and significantly to academic cheating, and (6) religiosity and self-efficacy together contribute negatively and significantly to academic cheating. This means that higher levels of religiosity and self-efficacy correspond to a lower tendency among students to engage in academic cheating. These findings suggest that the combination of religiosity and self-efficacy serves as an effective internal strength to reduce intentions and behaviors of cheating within the academic environment. While religiosity plays a vital role in preventing academic cheating, self-efficacy has not been optimal, highlighting the need for strengthening efforts to ensure self-belief remains strong and unwavering.
Students’ Environmental Decision-Making in Secondary Biology Education: A Bibliometric Analysis and Systematic Literature Review Vyna Rohmatika; Kusnadi Kusnadi; Bambang Supriatno
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.v5i4.1864

Abstract

Decision-making skills on environmental issues are a key 21st-century competency that should be systematically fostered through biology learning. However, research on this topic remains fragmented across educational contexts, learning approaches, and research designs, limiting a comprehensive understanding of publication trends, effective interventions, and research gaps. This study aimed to map research trends, identify learning interventions that enhance students' decision-making skills, and reveal thematic, methodological, and contextual gaps. A mixed review approach combining bibliometric analysis and a systematic literature review (SLR) was employed. The bibliometric analysis examined 414 Scopus-indexed publications from 2005–2025, while the SLR synthesized 11 eligible empirical studies. Bibliometric data were processed using OpenRefine and analyzed with VOSviewer and Biblioshiny, whereas the selected studies were narratively synthesized based on intervention type, research design, outcomes, and thematic coding of reported limitations and future research directions. The findings reveal a steady increase in publications over the past two decades, indicating growing scholarly interest in environmental decision-making. The reviewed studies suggest that socioscientific issues, open inquiry, role-play, and explicit decision-making frameworks, such as OIDDE and the Four Component Model, can improve evidence-based reasoning, value consideration, and environmental responsibility. However, variations in research designs, interventions, assessment instruments, and outcome measures limit comparisons across studies. Key research gaps include the limited development of comprehensive assessment instruments, the scarcity of longitudinal studies, and insufficient investigation of local educational contexts. These findings provide directions for future research and practical implications for developing biology curricula and environmental education that strengthen students' informed and responsible decision-making skills.
The Role of Spiritual Intelligence, Emotional Intelligence, and School Principals’ Leadership in Improving Teacher Performance through Work Motivation: A Systematic Literature Review Dessy Masita; Antoni Tsaputra
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.v5i4.1868

Abstract

This study aims to systematically examine the relationship between spiritual intelligence, emotional intelligence, principal leadership, work motivation, and teacher performance using a Systematic Literature Review (SLR) approach. The SLR method was chosen because it can integrate empirical findings transparently and is replicable. The selection process followed the PRISMA 2016-2026 guidelines, starting with 320 articles identified through the Scopus, ScienceDirect, Emerald, and Google Scholar databases, which were then screened based on inclusion and exclusion criteria, resulting in 32 final articles eligible for analysis. The results of the synthesis indicate that spiritual intelligence contributes to shaping teachers’ intrinsic motivation and professional integrity, while emotional intelligence plays a role in emotion regulation and interpersonal effectiveness, which in turn impact performance. School principal leadership, particularly the transformational style, was found to be the primary external factor driving teachers’ motivation and performance. Work motivation was identified as a key mediating variable bridging the influence of these three factors on teacher performance, as explained within the framework of Self-Determination Theory. The implications of this study emphasize the importance of developing teachers’ spiritual and emotional intelligence, as well as strengthening principals’ leadership capacity, as strategies for the sustainable improvement of educational quality.

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