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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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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Implementing Poetry as an Integrative Pedagogical Medium for Language and Literary Development: Evidence from Indonesian Elementary Classrooms Diplan Diplan; Ernawatie Ernawatie; Rini Rini
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.v5i4.1610

Abstract

This study examines the use of poetry as an integrative pedagogical medium for language and literary development in elementary classrooms, responding to the dominance of technical literacy practices that often limit students’ creative and interpretive engagement. Previous studies have primarily focused on poetry as a tool for vocabulary enrichment or literary appreciation separately, while limited research has explored its integrated role in supporting both language and literary development in Indonesian elementary contexts. The study aimed to analyse how poetry-based instruction facilitates students’ language expression, literary appreciation, and classroom participation. This research employed a qualitative descriptive design conducted in six elementary schools in Palangka Raya, Indonesia. Participants included six Indonesian language teachers and twelve students from grades four to six, selected purposively. Data were collected through classroom observations, semi-structured interviews, and analysis of students’ poetry works and instructional documents. Numerical data presented in the findings functioned only as descriptive indicators to support qualitative interpretation. Data were analysed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that poetry-based activities encouraged richer vocabulary use, figurative expression, active participation, and greater confidence in oral performance among most students. Students’ poems also reflected imaginative themes, emotional awareness, and personal interpretation related to social experiences. The study suggests that poetry can support more meaningful and participatory literacy practices in elementary language learning.
Students’ Learning Interest in Citizenship Education Courses in the Food Nanotechnology Study Program at AKA Bogor Polytechnic Heru Subakti Dwiko Laksono; Nunung Widijantie; Ahmad Syarkini; Nur Indah Riswati
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.v5i4.1668

Abstract

Education is a deliberate activity designed to foster positive attitudes and personalities among students, enabling them to utilize their potential to play a role in society. Education is a conscious and planned effort to create a learning environment and process that allows students to actively develop their potential, fostering spiritual and religious strength, self-control, personality, intelligence, noble character, and the skills needed for themselves, society, the nation, and the state. This study aims to determine students’ interest in civics courses. The results are expected to broaden their knowledge and understanding of matters related to interest in civics courses. Based on the results and discussion, it can be concluded that students’ learning interest in the citizenship course in the Food Nanotechnology Study Program at AKA Bogor Polytechnic is low. This can be seen from the percentage results using simple calculations and interpretation guidelines according to Suharsimi Arikunto, which results in the obtained value being in the interval of 41-60%
University Students’ Mastery of Standard Indonesian Language Conventions: A Descriptive Study at IAIN Takengon Putri Wulan Dhari
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.v5i4.1815

Abstract

Writing proficiency is an essential competency in higher education because students are expected to produce academic texts that comply with the rules of Standard Indonesian. However, previous studies have primarily focused on general language proficiency, while evidence regarding students’ mastery of fundamental linguistic rules across orthographic, morphological, and syntactic domains remains limited, particularly in teacher education programs. This study aimed to examine students' mastery of basic Standard Indonesian language rules in the Primary School Teacher Education (PGMI) Program at IAIN Takengon and to identify the linguistic domain in which students experienced the greatest difficulty. This study employed a descriptive mixed-methods design, combining a questionnaire with follow-up interviews to explain the quantitative findings. The participants were 44 PGMI students at IAIN Takengon selected through purposive sampling. Data were collected using a structured questionnaire assessing students’ knowledge of Standard Indonesian language rules and semi-structured interviews to obtain participants’ explanations of the observed learning difficulties. Quantitative data were analyzed descriptively, while qualitative data were analyzed using thematic analysis to support the interpretation of questionnaire results. The findings indicate that syntax-related items produced the lowest proportion of correct responses compared with orthographic and morphological items. The most frequent difficulties involved identifying sentence ambiguity, recognizing appropriate sentence structures, and avoiding redundancy. Interview responses suggested that these difficulties were associated with limited understanding of grammatical rules, the influence of non-standard language use in daily communication, and insufficient opportunities to practice academic writing. The study concludes that syntactic competence represents the most challenging aspect of Standard Indonesian among the participants.
Reframing Qur’anic Discussions of Nifāq for Character Education: Toward a Value-Contrast Pedagogical Model Irwan S; Syamsu Nahar; Zulheddi
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.v5i4.1858

Abstract

Studies of nifāq (hypocrisy) in the Qur’an have largely remained within theological and descriptive discussions, with limited attention to translating Qur’anic insights into contemporary character-education theory. This study addresses that gap by examining how Qur’anic portrayals of hypocrisy can inform an educational framework for character formation. Using a qualitative library-based thematic exegesis (tafsīr mawḍūʿī) approach, the study analyzes a selected thematic corpus of nifāq-related verses, identified through lexical and thematic searches using Qur’anic concordances, classical thematic indices, and exegetical judgment. The corpus focuses primarily on passages in Sūrah al-Baqarah, al-Nisā’, al-Tawbah, and al-Munāfiqūn. The selected verses are interpreted through comparative analysis of classical and modern tafsīr (al-Ṭabarī, Ibn Kathīr, al-Qurṭubī, Sayyid Quṭb, and M. Quraish Shihab) and recent scholarship (2020–2025). The analysis identifies a coherent taxonomy of hypocritical characteristics, including falsehood, arrogance, duplicity, mockery, corruption, and false oaths, as well as behaviors that obstruct obedience, encourage disbelief, and distort amr maʿrūf nahy munkar. These traits are associated with moral, social, spiritual, and religious consequences, reinforced by graduated Qur’anic warnings (waʿīd). Based on these findings, the study proposes a value-contrast model of character education in which the Qur’an’s juxtaposition of believers and hypocrites functions as a pedagogical strategy for cultivating honesty (ṣidq), trustworthiness (amānah), sincerity (ikhlāṣ), consistency (istiqāmah), and social responsibility. The study is limited to a selected thematic corpus and does not examine every Qur’anic passage related to hypocrisy, leaving broader corpus-based analysis for future research.
Readiness Profile of Islamic Religious Education Teachers in Integrating Artificial Intelligence: A Four-Dimensional Descriptive Study Muhammad Ruslan; Abd 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.v5i4.1860

Abstract

The rapid development of artificial intelligence (AI) requires teachers to integrate it meaningfully into their instructional practice, including in Islamic Religious Education (Pendidikan Agama Islam, PAI), a subject whose knowledge content is inseparable from religious values. Research on AI readiness among PAI teachers in Indonesia remains dominated by literature reviews and small-scale qualitative studies, leaving a gap in quantitative mapping that systematically decomposes readiness into empirically measurable dimensions. This study aims to describe the self-reported readiness profile of PAI teachers who are currently enrolled as students in the Master of Islamic Religious Education (MPAI) program at the Faculty of Islamic Studies, Universitas Muhammadiyah Sumatera Utara (UMSU), for integrating AI into PAI instruction, across four dimensions: (1) basic AI literacy and skills, (2) pedagogical competence in AI–PAI integration, (3) attitudes and perceptions toward AI, and (4) institutional and facility support. This quantitative descriptive study used a 15-item, five-point Likert questionnaire distributed openly to the entire eligible population of MPAI students at the UMSU Faculty of Islamic Studies (eligible population ≈300) via WhatsApp groups, direct distribution, and assistance from the MPAI study program. Seventy-four responses were received (response rate ≈24.7%). All four dimensions fell into the High category. Attitudes/perceptions toward AI recorded the highest mean score (M = 4.19; SD = 0.96), followed by basic AI literacy (M = 4.01; SD = 1.05), institutional support (M = 3.87; SD = 1.00), and pedagogical competence in AI–PAI integration recorded the lowest score (M = 3.86; SD = 1.07). Instrument reliability was excellent across all dimensions (Cronbach's alpha 0.871–0.973). A descriptive gap was found between teachers' highly positive affective attitudes toward AI and their applied pedagogical competence in designing AI-based PAI instruction, without accompanying inferential statistical testing of the significance of this difference. This study offers a baseline readiness map that contextually applies a technology-readiness framework to the domain of PAI, and may serve as an initial reference for MPAI curriculum development and for AI training policies more specifically targeted at strengthening pedagogical competence, rather than attitude alone.
Ritual and Resistance: A Critical Analysis of GMIT Women’s Spirituality through the Practice of Naketi, Nazar, and Fasting Talita Tlonanen; Zainur Wula; Ezra Tari; Oscar Lumban Tobing
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.v5i4.1869

Abstract

This study aims to develop the concept of ritual resilience theory to address the gap in understanding how local Christian rituals function as a mechanism for shaping the spiritual resilience of GMIT women in East Amanuban Classis, who face social issues such as premarital pregnancy, domestic violence, verbal abuse, and patriarchal cultural pressures that trigger trauma, identity crises, and spiritual vulnerability. The research used a qualitative, phenomenological approach, integrated with anthropological theology, sociology, and psychology. Data were collected through observation, in-depth interviews, and documentation involving ten informants (GMIT women, pastors, and community leaders). The findings indicate that the rituals of naketi, vow (nazar), and fasting play a significant role in shaping women’s spiritual resilience. Naketi provides space for reflection and emotional reconciliation; vows strengthen commitment and hope in life; and fasting cultivates self-control and mental endurance. These three rituals also enhance social solidarity, foster community acceptance, and build transcendent relationships with God through forgiveness, repentance, and surrender. However, the rituals exhibit ambivalence: within a patriarchal context, they can become an additional burden for women while simultaneously serving as a space for spiritual agency that enables them to rise from suffering. The study’s main contribution is the development of ritual resilience theory as a synthesis of local culture, Christian spirituality, and resilience theory, which can serve as a foundation for contextual theology, pastoral care, and women’s empowerment strategies in addressing social injustice.
Psychological Well-Being, Organizational Climate, and Teacher Organizational Commitment in Boarding Schools: The Mediating Role of Work Motivation Linda Umamah; Suhendra Suhendra; Lina Novita
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.v5i4.1870

Abstract

This study examined the effects of psychological well-being and organizational climate on organizational commitment among boarding school teachers, with work motivation as an intervening variable, in Gunung Putri and Cileungsi, Bogor Regency, Indonesia. Using a quantitative causal survey design, the study collected data via Likert-scale questionnaires from 112 teachers across six boarding schools, selected through total sampling (census). Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS. Results showed that psychological well-being and organizational climate jointly explained 80.0% of the variance in work motivation, while psychological well-being, organizational climate, and work motivation together explained 61.2% of the variance in organizational commitment. All five direct effects were significant: psychological well-being and organizational climate positively predicted work motivation, and psychological well-being, organizational climate, and work motivation positively predicted organizational commitment, with organizational climate showing the strongest direct effect. Work motivation significantly mediated the relationship between psychological well-being and organizational commitment, but did not significantly mediate the relationship between organizational climate and organizational commitment. These findings suggest that strengthening organizational climate and supporting teachers’ psychological well-being are both critical, though partly distinct, pathways for building sustained teacher commitment in high-demand boarding school settings.
Reading Comprehension Across Prior-Exposure Groups in Interactive Flat Panel-Based Gamified Vocabulary Learning: A Non-Experimental Comparative Study Sri Agustina; Ahmad Munir; Muhaimin Abdullah
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.v5i4.1877

Abstract

This quantitative non-experimental comparative study examined the reading comprehension performance of 112 eleventh-grade students at an Indonesian public senior high school based on their prior exposure to Interactive Flat Panel-based gamified vocabulary learning. Before data collection, students in XI P8 and XI P9 had participated in six instructional sessions conducted over three weeks, in which gamified vocabulary activities were integrated with analytical exposition, hortatory exposition, and discussion texts (n = 56). In contrast, students in XI P6 and XI P7 had not received the same instructional exposure (n = 56). During data collection, all participants completed the same researcher-developed 30-item reading comprehension test under comparable assessment conditions. Descriptive statistics and a two-tailed Mann–Whitney U test were employed. Students with prior exposure obtained higher scores (M = 87.13, SD = 9.92; Mdn = 88.00) than those without prior exposure (M = 61.25, SD = 17.10; Mdn = 55.50). The score distributions differed significantly, U = 361.50, z = −7.03, p < .001, with a large rank-biserial correlation, |rᵣᵦ| = .769. Because exposure was not randomized and was associated with intact class membership, the findings indicate a substantial group difference related to prior exposure rather than a causal effect of Interactive Flat Panel use.
Lecturers' Perspectives on Islamic Feminism at an Islamic University in Indonesia Humaidah Br. Hasibuan; Nurmawati Nurmawati; Indah Dian Nurani Siregar; Yenti Arsini
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.v5i4.1880

Abstract

The discourse on Islamic feminism continues to generate debate within Muslim societies, particularly in Islamic higher education contexts where discussions of gender equality intersect with religious interpretation and scholarly traditions. Although Islamic feminism has received increasing academic attention, empirical research has yet to examine how lecturers in Indonesian Islamic universities understand and negotiate this discourse. This study employed a qualitative phenomenological approach to examine the perspectives of five lecturers from one Indonesian Islamic university on Islamic feminism. Data were collected through preliminary written responses and semi-structured interviews and analysed using qualitative content analysis to identify emerging themes. The findings suggest that participants viewed Islamic feminism as a contemporary discourse that seeks to reinterpret and strengthen Islamic concerns regarding women's rights rather than as an entirely separate movement from Islamic intellectual traditions. Participants also emphasised that Islamic feminism remains a sensitive topic due to differences in theological interpretation, ideological concerns, and debates regarding religious authority and gender equality. The Qur'an and Islamic scholarly traditions were identified as important foundations for discussing women's rights and gender relations. The study indicates that the interaction between religious commitments, academic responsibilities, and socio-cultural contexts shapes lecturers' perspectives. These findings provide a contextual understanding of Islamic feminism within one Indonesian Islamic university and highlight the importance of balanced academic dialogue between Islamic principles and contemporary discussions of gender justice.
The Influence of Self-Efficacy and Peer Support on the Learning Independence of Buddhist Junior High School Students in Sungai Pinyuh Subdistrict Pramudita Mei Nata; Budi Utomo; Partono Partono
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.v5i4.1888

Abstract

Learning independence is an individual's ability to organize, control, and carry out learning activities without intervention from other parties. However, observations indicate low learning independence among Buddhist students in Sungai Pinyuh Subdistrict, a religious community within the local education system. This study aims to determine the partial and simultaneous influence of self-efficacy and peer support on the learning independence of Buddhist students in this subdistrict. This quantitative study used the ex post facto method and involved a sample of 233 students selected through purposive sampling. Data were collected using a Likert-scale questionnaire validated through expert judgment and analyzed using multiple regression. The results show a strong relationship between self-efficacy and peer support, taken together, and learning independence (R = 0.724). Self-efficacy and peer support jointly explain 52.4% of the variance in learning independence, with self-efficacy having a stronger influence than peer support. These findings suggest that strengthening students' self-efficacy, supported by structured peer interaction, can effectively improve the learning independence of Buddhist students in underrepresented educational settings.

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