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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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 709 Documents
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Cultivating Nationalism Through Regional Songs in Early Childhood Education: A Qualitative Exploration and the 4C Pedagogical Model Paulus Widjanarko; Oka Irmade; Eka Titi Andaryani
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.v5i4.1882

Abstract

In early childhood education, cultivating nationalism and cultural identity requires translating abstract civic values into foundational habits by transforming traditional songs into concrete, multimodal learning experiences. However, there is a pressing need to actively mediate cultural meaning to counterbalance the homogenizing impacts of globalized digital media on young learners. Therefore, this qualitative study investigates the micro-pedagogical mechanisms used to cultivate nationalism and cultural identity through the strategic integration of regional folk songs at Insan Cendekia Kindergarten, Surakarta. The research utilizes a reflexive thematic analysis of practitioner experiences. The empirical findings highlight six key operational themes, spanning from developmentally appropriate planning and authentic assessment to navigating the challenges of digital culture. These mechanisms culminate in the proposed 4C Pedagogical Model: Cultural Contextualization, Corporeal and Multisensory Engagement, Connection of Values to Action, and Continuity between School and Home. The study concludes that the didactic power of regional songs extends far beyond musical performance; its success depends heavily on the educator's ability to mediate cultural meaning actively. Ultimately, this study emphasizes the need to foster a strong school-family ecosystem to mitigate the homogenizing effects of global digital media on early childhood character education.
Students’ Self-Reported Use of AI Chatbots in Vocabulary Learning: A Mixed-Methods Study in A Reading Course Zakky Yavani; Putri Dhini Apriliani; Khomarudin Khomarudin
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.v5i4.1546

Abstract

This study examines students’ self-reported integration of AI chatbots into vocabulary learning in the Literacy for Academic Purposes course by reporting on the usage of various vocabulary learning tasks. An explanatory sequential mixed-methods design was adopted. Quantitative data were collected from 82 third-semester English Education students with an 18-item self-reported questionnaire. Descriptive statistics were used for data analysis in IBM SPSS Statistics version 23. The qualitative phase involved semi-structured interviews with six students and one course lecturer, and the interview data were analyzed using the Braun and Clarke thematic analysis. The quantitative data reported that finding meaning in context, generating the meaning of a word, and reading comprehension were the most regularly used AI chatbots, whereas vocabulary consolidation and vocabulary application were reported the least. The qualitative data reported that the study participants mainly used AI chatbots to aid their comprehension of vocabulary while reading and that the study participants used AI chatbots the least to reinforce vocabulary and to engage in the productive use of language. Joint display analysis indicated that AI chatbot use was task-centered, and qualitative data reported the task-specific use of AI chatbots in vocabulary learning tasks. The findings of the study reported that the use of AI chatbots in vocabulary retrieval should be extended to the use of AI chatbots in vocabulary consolidation, the productive use of language, and the critical use of AI chatbots.
The Relationship between Mathematical Reasoning, Mathematical Communication, and Students' Mathematical Problem-Solving Abilities Nurma Izzati; Dinar Rose Yuniar; Aditiya Eka Nugraha
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.v5i4.1684

Abstract

Mathematical problem-solving ability is a fundamental competency in mathematics education that is influenced by various cognitive factors, including mathematical reasoning and communication. However, the individual and simultaneous contributions of these abilities to students' mathematical problem-solving performance remain insufficiently understood. This study aimed to examine the influence of mathematical reasoning and communication abilities on students' problem-solving. A quantitative study employing an ex post facto design was conducted with 23 eighth-grade students from a junior high school in Cirebon, Indonesia. Data were collected using validated essay-based instruments measuring mathematical reasoning, mathematical communication, and mathematical problem-solving abilities. The data were analysed using descriptive statistics, classical assumption tests, and multiple linear regression. The findings revealed that the regression model satisfied the assumptions of normality, multicollinearity, and heteroscedasticity. The regression analysis indicated that both mathematical reasoning and mathematical communication abilities significantly affected students' problem-solving performance (p < 0.001), explaining 85.6% of the variance in problem-solving performance. Partial regression analysis showed that mathematical reasoning ability did not have a statistically significant effect (β = 0.147, p = 0.352), whereas mathematical communication ability had a significant positive effect (β = 1.378, p < 0.001). These findings indicate that mathematical communication ability is a stronger predictor of students' problem-solving than mathematical reasoning. Therefore, mathematics instruction should emphasise learning activities that foster students' mathematical communication and reasoning, thereby enhancing their problem-solving performance.
An Analysis of the Difficulties Faced by FKIP Students in Implementing Field Experience Practice at Partner Schools Mudmainna Mudmainna; Brigita Elisabet KR Uran
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.v5i4.1842

Abstract

Field Experience Practice (Praktik Pengalaman Lapangan/PPL) is an important component of teacher education that provides prospective teachers with direct teaching experience in schools. This study aimed to analyze the difficulties experienced by students of the Faculty of Teacher Training and Education (FKIP) in implementing PPL at partner schools. A descriptive qualitative approach was employed involving ten eighth-semester FKIP students selected through purposive sampling. Data were collected through observations, interviews, and documentation and analyzed using the Miles and Huberman interactive model. The findings revealed that students experienced difficulties in learning preparation and planning, mastery of subject matter, selection of teaching methods and learning media, classroom management, communication and material delivery, assessment and evaluation, as well as psychological and environmental adaptation. These challenges were mainly related to limited teaching experience, lack of confidence, diverse student characteristics, and limited facilities. However, the PPL program contributed positively to the development of students’ pedagogical, professional, social, and personal competencies. Factors supporting the improvement of teaching skills included effective collaboration with mentor teachers and supervisors, continuous guidance, students’ motivation to learn, adequate learning facilities, and opportunities for repeated teaching practice. The study concludes that PPL plays a significant role in developing teaching competencies despite the various challenges encountered by student teachers during its implementation.
Power Relations in The Iron Claw (2023): A Foucauldian Analysis Bela Muharamah; M. Afifulloh
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.v5i4.1886

Abstract

Contemporary cinema has become an important medium for examining power relations within social institutions, particularly the family. The Iron Claw (2023) portrays the tragic story of the Von Erich wrestling dynasty, highlighting how patriarchal authority, masculinity, and bodily discipline shape the lives of family members. Although Foucauldian perspectives have been widely applied in film studies, research specifically examining The Iron Claw through Michel Foucault’s concepts of power remains limited, particularly regarding the interplay of disciplinary power, power/knowledge, biopower, governmentality, and resistance within the family institution. This study aims to analyze how patriarchal power is represented, reproduced, and contested in The Iron Claw using Michel Foucault’s theoretical framework. The study employed a qualitative research design using Foucauldian Discourse Analysis (FDA). The data corpus consisted of the full film, with selected scenes, dialogues, and visual elements, including cinematography, editing, lighting, and sound, purposively selected based on their representation of patriarchal authority, masculinity, bodily discipline, and resistance. The findings suggest that disciplinary power and power/knowledge constitute the dominant mechanisms through which Fritz Von Erich shapes his sons into disciplined subjects who internalize ideals of masculinity, achievement, and family loyalty. The analysis further indicates that bodily commodification represents how the sons’ bodies become resources for preserving family legacy and achieving professional success within the wrestling industry, while governmentality encourages self-discipline and continuous competition. Resistance emerges through Kevin Von Erich’s rejection of inherited patriarchal values and his construction of an alternative understanding of family, masculinity, and personal well-being. Overall, the film suggests that patriarchal power is sustained through discourse, bodily discipline, and self-governance rather than direct domination. This study contributes to Foucauldian film studies by extending the application of Foucault’s theory to sports biopics and enriching scholarly discussions of masculinity and family power relations in contemporary cinema.
The Constitutionality of the Constitutional Court's Role as a Negative Legislator: The Limits of the Constitutional Court's Authority in Judicial Review of Statutes Against the 1945 Constitution Jefrianus Tamo Ama; Muhammad Junaidi; Endah Pujiastuti
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.v5i4.1889

Abstract

The constitutional role of the Constitutional Court of Indonesia as a negative legislator has generated continuing scholarly debate, particularly regarding whether judicial decisions containing conditional interpretations amount to an exercise of positive legislative authority. However, no clear analytical framework has been consistently applied to distinguish constitutionally permissible constitutional interpretation from judicial law-making. This study examines the Constitutional Court's constitutional position as a negative legislator. It analyzes four landmark Constitutional Court Decisions No. 46/PUU-VIII/2010, No. 14/PUU-XI/2013, No. 91/PUU-XVIII/2020, and No. 90/PUU-XXI/2023 to determine the constitutional limits of judicial review under Article 24C of the 1945 Constitution of the Republic of Indonesia. Employing normative legal research with statutory, conceptual, and case approaches, the study analyzes primary, secondary, and tertiary legal materials using descriptive-analytical methods. The decisions are evaluated based on three analytical criteria: whether the Court merely invalidates unconstitutional statutory provisions, whether it formulates new legal norms or regulatory standards, and whether its reasoning substitutes for legislative policy choices. The findings demonstrate that the Constitutional Court constitutionally remains a negative legislator. Nevertheless, the degree of judicial intervention varies across the examined cases. While several decisions contain constitutional interpretations that guide future application of statutory provisions, not every conditional interpretation constitutes an exercise of positive legislative power. Rather, a decision should be regarded as reflecting positive-legislator characteristics only when the Court effectively creates new normative rules or replaces legislative policy choices. This study contributes an analytical framework for distinguishing legitimate constitutional interpretation from judicial law-making and argues that the Court's authority should continue to be exercised within the principles of judicial restraint, respect for open legal policy, and the constitutional limits established by Article 24C of the 1945 Constitution.
Integration of Augmented Reality Based on Cirebon Script Digital Heritage in Grade VIII Junior High School Arts and Culture Learning Abdul Khamid
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.v5i4.1896

Abstract

This study aimed to develop and integrate an Augmented Reality (AR) application based on the digital heritage of the Cirebon script into Grade VIII Arts and Culture learning at a junior high school in Cirebon, Indonesia. The research employed a Research and Development approach using the ADDIE model. The application was developed with Unity and Vuforia Engine using marker-based tracking and included a home page, learning menu, material pages, AR scanning, an information page, markers, and three-dimensional cultural objects. A field trial was conducted with 34 Grade VIII students selected through purposive sampling following the implementation of the application in one learning session. All 34 students completed the evaluation questionnaire; however, 674 of the expected 680 item responses were valid and available for descriptive analysis because six responses were missing, while 30 questionnaires with complete responses were included in the Cronbach’s alpha reliability analysis. The overall mean score of 2.81 out of 4 (70.33%) was calculated using all available valid item responses, indicating that the application was perceived positively. Interactivity and multimedia integration achieved the highest aspect score (74.63%), whereas technical functionality obtained the lowest score (68.05%). The reliability coefficient (Cronbach’s alpha = 0.976) indicates excellent internal consistency. The findings demonstrate that the application is feasible as a supporting learning medium and offers potential for the digital preservation of the Cirebon script. Nevertheless, improvements in scanning stability, device compatibility, and cultural content validation are recommended before broader implementation.
Web-Based Career Simulation Game for Career Path Exploration Among Informatics and Computer Engineering Education Students Muhammad Hamam
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.v5i4.1905

Abstract

This study aims to design and develop a web-based career simulation game as an interactive career exploration medium for students of Informatics Engineering Education. The study was motivated by students' limited understanding of information technology (IT) career pathways in Indonesia and the lack of contextual and engaging career exploration media. A preliminary study involving 51 students from two cohorts revealed that 70.6% had not yet decided on a career path, while 82.4% had never used a career simulation game. The development process adopted the Game Development Life Cycle (GDLC) methodology, which consists of six stages: Initiation, Pre-production, Production, Testing, Beta Release, and Release. The game was developed as a web-based application using a branching narrative system that simulates four career pathways (civil servant teacher, IT entrepreneur, postgraduate academic, and industry practitioner) through 46 interactive scenes and more than 120 decision points. Its main features include a multidimensional assessment system (interests, work–life balance, income, personal values, and job satisfaction), random events, and a career fit algorithm. Comprehensive evaluation demonstrated excellent results, including 100% validity in alpha testing (30 of 30 test cases passed using the Equivalence Partitioning technique), expert validation of 82.9% (highly feasible), career psychologist validation of 91.3% or 3.65 out of 4.00 (highly valid), average career-path content validation of 81.4% (highly feasible), practicality testing of 77.7% with 26 Informatics Engineering Education students (practical) and a Cronbach's Alpha coefficient of 0.924 (very high reliability), as well as an ISO 9126 evaluation with an overall mean score of 4.42 out of 5.00 (excellent), comprising Functionality (5.00), Usability (3.85), Reliability (4.33), and Efficiency (4.50). The findings indicate that the developed game is both feasible and practical as a career exploration tool for students of Informatics Engineering Education.
Development and Preliminary Evaluation of the RAMAH Pedagogical Model for Internalizing Politeness Values in Child-Friendly Elementary Schools Maman Johari; Sofyan Sauri; Sofyan Iskandar; Aceng Kosasih
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.v5i4.1931

Abstract

The internalization of politeness remains a challenge in elementary education because existing character education programs are often implemented as fragmented activities rather than coherent pedagogical processes. This study aimed to develop, validate, and evaluate the RAMAH (Respect, Affection, Moderation, Adab, Humanity) Pedagogical Model, implemented through five instructional stages: Reflection, Actualization, Habituation, Affirmation, and Harmonization. An embedded mixed-methods Research and Development design was conducted in two elementary schools implementing the Child-Friendly School Program in Purwakarta Regency, West Java, Indonesia. Participants included school principals, Islamic Religious Education teachers, Child-Friendly School Working Group teachers, three expert validators with expertise in character education, Islamic Religious Education, and elementary education, and 122 elementary school students. Model effectiveness was evaluated using a one-group pretest-posttest design with a paired-samples t-test and N-Gain analysis. The findings indicate that the model demonstrated satisfactory validity and practicality, and that students' politeness-internalization scores increased significantly following its implementation, providing preliminary evidence of effectiveness despite the absence of a control group. The study contributes an integrated pedagogical framework for strengthening politeness internalization within the Child-Friendly School context and provides a foundation for future controlled, longitudinal studies.
The Relationship between English Learning Experiences on Students' Motivation to Communicate in English Abdullah Kafabih; Rozanah Katrina Herda; Wulan Nugraheni; Sharizan Sharizan; Dalwinder Kaur
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.v5i4.1289

Abstract

This study examined the relationship between English learning experiences and students’ motivation to communicate in English among secondary school students in Yogyakarta, Indonesia. Employing a quantitative correlational design, the study involved 72 eleventh-grade students selected through convenience sampling. Data were collected using two self-report questionnaires that underwent expert validation. Pilot testing indicated marginal internal consistency for the English Learning Experiences scale (α = .612) and acceptable reliability for the Motivation to Communicate scale (α = .863). Descriptive results showed that students generally reported positive English learning experiences and high motivation to communicate. However, opportunities for authentic English use outside the classroom and students’ tendency to initiate communication remained comparatively limited. Simple linear regression analysis revealed a significant positive predictive relationship between English learning experiences and motivation to communicate, F(1,70) = 17.386, p < .001, accounting for 19.9% of the variance in motivation to communicate (R² = .199). The findings suggest that students with more positive learning experiences tend to report higher communicative motivation, although motivation is likely associated with additional psychological, social, and contextual factors. The study highlights the importance of supportive learning environments and meaningful communication opportunities. Future research should employ larger samples, longitudinal designs, and mixed-method approaches.

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