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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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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Academic Rumination, Decreased Working Memory Capacity, and Decisional Procrastination: An Experience Sampling Method (ESM) Approach to Measuring Negative Thought Intrusion Eugenia Dhea Adeline; Akif Khilmiyah; Abd. Madjid
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.v5i4.1418

Abstract

Negative thought intrusion among university students is a psychological condition that can interfere with cognitive performance and emotional well-being, particularly when influenced by maladaptive cognitive processes. This study aims to examine the effect of academic rumination, decreased working memory capacity, and decisional procrastination on negative thought intrusion among university students. This research employed a quantitative approach using the Experience Sampling Method (ESM). The study involved 20 respondents who completed repeated measurements at five time points, yielding 100 observational data points. Data were analyzed using multiple regression to determine the simultaneous and partial effects of the independent variables, and the coefficient of determination was used to assess the magnitude of their contribution to the dependent variable. The results indicate that academic rumination, decreased working memory capacity, and decisional procrastination simultaneously have a significant effect on negative thought intrusion, with a combined contribution of 88.9%. Partially, academic rumination shows the strongest influence, followed by decreased working memory capacity and decisional procrastination. These findings suggest that students with higher levels of rumination, reduced cognitive capacity, and a tendency to delay decision-making are more susceptible to negative thought intrusion. The study provides empirical evidence that can inform the development of cognitive and emotion regulation-based interventions for university students.
A Book Review of Problem-Based Learning in Elementary School: Strategies for What Helps Students Thrive Imellia Imellia; Duano Sapta Nusantara; Da Tien Nguyen; Rohati Rohati
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.v5i4.1438

Abstract

This book review examines Problem-Based Learning in Elementary School: Strategies for What Helps Students Thrive by Samantha S. Reed, Carol A. Mullen, and Emily T. Boyles. The book discusses the implementation of problem-based learning (PBL) as an instructional approach that supports students’ knowledge and skill development through collaborative engagement in solving authentic, real-world problems. This review adopts a descriptive-critical approach, analyzing the book’s content, theoretical foundation, key themes, and findings from teacher interviews, while also evaluating its relevance to classroom practice in elementary education. The book emphasizes the development of 21st-century skills, known as the 5Cs, namely critical thinking, creativity, communication, collaboration, and citizenship, and demonstrates how PBL can enhance student engagement, motivation, and academic achievement. Its main strength lies in bridging PBL theory with classroom practice through teachers’ lived experiences, making it highly relevant for educators and education stakeholders. However, the book has limitations, particularly in its limited discussion of assessment practices, teacher training, scaffolding strategies, and the challenges of implementing PBL across diverse educational contexts, indicating the need for further elaboration to strengthen its practical applicability.
The Effect of Self-Efficacy on Mathematical Critical Thinking of Special Needs Students Danuri Danuri; Kurnia Pawestri Primastuti; Nuryadi Nuryadi
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.v5i4.1657

Abstract

Inclusive education provides equal learning opportunities for students with special needs; however, developing higher-order thinking skills, particularly critical thinking in mathematics, remains a challenge. Self-efficacy is considered an important psychological factor that can influence students' learning outcomes and critical thinking skills. However, previous studies have reported inconsistent findings regarding the relationship between self-efficacy and critical thinking in mathematics, especially among students with special needs in inclusive elementary schools. Therefore, this study aims to analyze the influence of self-efficacy on critical thinking skills in mathematics of fourth-grade students with special needs in inclusive elementary schools in the Pangeran Diponegoro Cluster, Purworejo Regency. This study used a quantitative survey research design. Participants were 22 fourth-grade students with special needs, selected through total sampling. Data were collected using a self-efficacy questionnaire and a critical thinking test in mathematics. The validity and reliability of the instruments were confirmed prior to data collection. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and the Spearman rank correlation test. The findings indicate that most students exhibit moderate levels of self-efficacy (77%), while their critical thinking skills in mathematics tend to be low (32%). Spearman Rank analysis showed a weak positive correlation between self-efficacy and critical thinking skills in mathematics (r = 0.318), but the relationship was not statistically significant (p = 0.149). This study concludes that self-efficacy does not significantly influence students with special needs' critical thinking skills in mathematics. Critical thinking skills in mathematics appear to be influenced by a range of cognitive, motivational, and environmental factors beyond self-efficacy alone. This study contributes to the literature on inclusive education by providing empirical evidence regarding the relationship between self-efficacy and critical thinking skills in mathematics among students with special needs. In practice, the findings suggest that teachers should collaborate to improve students' self-efficacy through instructional strategies that foster critical thinking, such as problem-based learning, differentiated instruction, and metacognitive approaches.
The Contribution of Sense of Purpose to Subjective Wellbeing: A Systematic Literature Review Heni Saidah; Azam Syukur Rahmatullah; Halim Purnomo
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.v5i4.1692

Abstract

This systematic review synthesizes the contribution of sense of purpose to subjective wellbeing (SWB) and validates it through a bibliometric analysis of keyword co-occurrence. Using a Systematic-oriented Literature Review approach based on the PRISMA protocol, searches were conducted on the Scopus database and Google Scholar for publications in 2021–2025, resulting in 16 articles that met the inclusion criteria and were thematically analyzed, while the conceptual structure of the research field was validated through keyword co-occurrence analysis using VOSviewer against the initial recording of Scopus search results. The results of the thematic analysis identified six themes: health and aging; spirituality and existential wellbeing; sense of purpose as post-adversity psychological capital; socio-structural determinants; meaningful activities in work and social participation; and family and interpersonal relationships. In most themes, sense of purpose appears to act as a psychological mechanism linking external determinants to SWB. However, relationship patterns and directions vary across contexts and should be interpreted with caution given the dominance of cross-sectional design. Bibliometric analysis confirms the structural distinction between predictor and outcome keywords, but reveals minimal direct link strength between the two constructs—indicating terminological fragmentation, not weak substantive linkage. These findings confirm the need to consolidate terminology and adopt a longitudinal design in future studies, and provide an initial basis for interventions to strengthen the sense of purpose during life transitions.
Lecturers' Communication Strategies for Developing Pancasila-Based Student Character at STAI Tebing Tinggi Deli Muhammad Idris; Fauji Wikanda; Dedi Sahputra
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.v5i4.1853

Abstract

This study aims to analyze the effect of lecturers' communication strategies on the development of students' character based on Pancasila at STAI Tebing Tinggi Deli and to explain how these communication strategies are implemented in the learning process. The study uses a mixed methods approach with an explanatory sequential design. Quantitative data were collected through questionnaires distributed to students and analyzed using descriptive statistics and simple linear regression. Qualitative data were collected through in-depth interviews, observations, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The results show that lecturers' communication strategies have a positive and significant effect on the development of students' character based on Pancasila (β = 0.718; p < 0.001) with a contribution of 51.6%. Role modeling is the most dominant communication strategy, while digital communication hasn't been used optimally yet. The qualitative findings show that humanistic interpersonal communication, contextual persuasive communication, dialogic and participatory learning, providing constructive feedback, and lecturers' role modeling can strengthen students' religiosity, integrity, responsibility, tolerance, cooperation, and appreciation of diversity. The success of these strategies is supported by a religious academic culture, harmonious interpersonal relationships, institutional commitment, as well as academic and student activities, even though there are still challenges like low student participation, the influence of digital media, limited learning time, and students' different backgrounds. This study concludes that lecturers' communication strategies are an important factor in developing students' character based on Pancasila.
The Correlation Between Exposure to English-Language Content on Instagram and Listening Comprehension among EFL Students at UIN Datokarama Palu Miftahul Inayah; Ruslin Ruslin; Hijrah Syam; Nur Asmawati; Zulaini rengur
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.v5i4.1936

Abstract

Listening comprehension is a foundational receptive skill in English as a Foreign Language (EFL) learning, yet learners often face challenges due to limited access to authentic spoken English. With the widespread use of social media, platforms like Instagram provide abundant daily exposure to authentic audio-visual English content. Although previous studies have explored Instagram in language learning, most have focused on qualitative perceptions or formal classroom-based interventions, leaving the correlation between informal, self-initiated exposure to spoken Instagram content and objective listening comprehension underexplored in higher education contexts. This study examines the correlation between exposure to Instagram English content and listening comprehension among university-level EFL students at UIN Datokarama Palu. Employing a quantitative correlational design, the study involved 38 EFL students selected through total sampling. Data were gathered using a 20-item Instagram English Content Exposure questionnaire and a 10-item listening comprehension test, and analyzed using descriptive statistics and Pearson Product-Moment correlation after confirming normality and linearity assumptions. Based on standard categorization, participants demonstrated a high level of exposure to Instagram English content ($M = 79.32$, $SD = 9.927$) and a moderately high level of listening comprehension ($M = 74.21$, $SD = 17.802$). Pearson correlation revealed a strong, statistically significant positive relationship between the two variables ($r = 0.977$, $p < 0.001$). The findings indicate that higher informal exposure to spoken English content on Instagram is strongly associated with better listening comprehension performance. While the study does not establish causality or test a pedagogical intervention, it offers practical and empirical contributions by highlighting Instagram’s potential as an effective supplementary resource for expanding authentic input and supporting autonomous listening practice in EFL higher education.
Analysis of the Geometric Thinking Level of Primary School Students with Moderate Academic Ability in Mataram City: Evidence from a Plane Geometry Task Radiusman Radiusman; Syarifuddin Syarifuddin; Lalu Sirajul Hadi; Prayogi Dwina Angga; Lalu Rafta Patech; Desinta Desinta
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.v5i4.1948

Abstract

Geometric thinking is a crucial skill for solving geometry problems and navigating everyday life. This descriptive qualitative study aims to analyze the levels of geometric thinking regarding plane figures among primary school students with moderate academic ability. The study also describes the errors students make when solving problems involving plane geometry. Data were collected through interviews and an analysis of students’ written answers to five open-ended questions designed to assess specific indicators of geometric thinking: 1) visual skills; 2) verbal skills; 3) drawing skills; 4) logical skills; and 5) applied skills. This study involved 531 fifth-grade students from 12 public primary schools in Mataram City; however, the analysis focused on 450 students classified as having moderate academic ability based on their obtained score intervals. The researchers interviewed five students who provided the most common answers for each question. The collected data were analyzed using thematic analysis, including familiarization, coding, searching for initial themes, reviewing and developing themes, defining and naming themes, and report writing. The results indicate that students with moderate academic ability demonstrated proficiency primarily in visual, drawing, and verbal skills, yet still frequently made errors regarding applied skills. The results also indicate that students with moderate mathematical ability have not yet fully grasped geometric concepts. These findings enable teachers to identify the capabilities and errors of students with moderate academic ability during geometry instruction, thereby improving their understanding of plane geometry.

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