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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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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Ethnocounseling as an Emerging Framework for Culturally Grounded Guidance and Counselling in Indonesia Helmi Ghoffar; Sri Wahyuni; Yenti Arsini; Purbatua Manurung
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.v5i4.1892

Abstract

Guidance and counselling (GC) services in Indonesia have historically been influenced by counselling theories developed in Western sociocultural contexts, which may not fully align with Indonesia’s collectivistic, religious, and culturally diverse society. This conceptual article employs an integrative literature review and qualitative content analysis to examine ethnocounseling as an emerging, culturally grounded orientation for GC services in Indonesia. Relevant literature was identified from academic databases, including Scopus, Web of Science, Google Scholar, and nationally indexed databases, covering publications from 2000–2025. The reviewed sources comprised theoretical works on multicultural counselling, ethnopedagogy, community counselling, indigenous psychology, and Indonesian local wisdom. Data were analysed using qualitative content analysis to identify conceptual patterns related to theoretical foundations, model development, and implications for counsellor practice. The analysis discusses: (1) limitations of Western-oriented counselling models in Indonesian contexts; (2) multicultural counselling as a theoretical foundation for culturally responsive practice; (3) the contribution of ethnopedagogy and community-based approaches to ethnocounselling development; (4) the illustrative application of the Mangupa Dalihan Na Tolu tradition of the Batak Mandailing community as a potential cultural foundation for counselling practice; and (5) implications for counsellor professional development. The study proposes three competency domains for ethnocounseling-oriented counsellors: cultural understanding competence, culturally responsive counselling skills, and the ethical integration of local wisdom into counselling practice. The findings suggest that ethnocounseling may represent a paradigmatic reorientation of GC by encouraging greater alignment between counselling practice, local cultural values, and community realities. However, the Mangupa Dalihan Na Tolu-based model remains illustrative and requires further empirical validation through field-based research.
Development of Adaptive Augmented Reality-Based Learning Media to Improve Students’ Visual-Spatial Ability Amanda Mahabbah Najwa Shakila; Nurhadiansyah Nurhadiansyah
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.v5i4.1907

Abstract

The rapid advancement of digital technology has created significant opportunities for the development of more interactive and innovative learning media. One of the technologies with considerable potential to support the learning process is Augmented Reality (AR). However, the use of conventional learning media in teaching computer hardware remains challenging, particularly in visualizing abstract and complex components. This study aims to develop an adaptive Augmented Reality-based learning media that is feasible for classroom use and to investigate its potential in improving students’ visual-spatial ability and learning outcomes. The study employs a Research and Development (R&D) approach using the ADDIE development model, which consists of the Analysis, Design, Development, Implementation, and Evaluation phases. The developed product is an adaptive AR application capable of displaying three-dimensional computer hardware objects while adjusting the complexity of the presented content according to students’ abilities. The research instruments include expert validation sheets, student response questionnaires, and visual-spatial ability tests. The collected data are analyzed using descriptive quantitative analysis and the N-Gain method. The expected outcome of this study is a valid, practical, and effective learning media that supports Informatics education, particularly in computer hardware learning. Furthermore, the adaptive AR-based learning media is expected to enhance students’ visual-spatial ability and learning outcomes through interactive visualization and more meaningful learning experiences.
Evaluation of the Implementation of Work-Based Learning in the Automotive Engineering Specialisation Programme at Mandiri Private Vocational School Muhammad Maulana Syahputra; Wakhinuddin Wakhinuddin; Hasan Maksum; Ambiyar Ambiyar
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.v5i4.1920

Abstract

Field Work Practice (FWP) is essential in vocational education for connecting school-based learning with workplace experience, yet comprehensive evaluations of FWP in Automotive Engineering remain limited. This study evaluated FWP implementation in the Automotive Engineering Program at SMK Swasta Mandiri using the CIPPO (Context, Input, Process, Product, and Outcome) model. A mixed-methods sequential explanatory design was employed. The quantitative phase involved 155 Grade XII students who had completed FWP, while the qualitative phase involved 10 informants comprising one principal, one FWP Working Group head, and eight supervising teachers. Data were collected through questionnaires, interviews, observations, and documentation, and analyzed using descriptive statistics and the Miles, Huberman, and Saldaña model. Overall FWP implementation reached 82.01%, indicating a good to very good category. Context scored 85.60% (very good), input 80.66% (good), process 79.08% (good), product 80.77% (good), and outcome 83.93% (very good). Qualitative findings indicated that variations in preparation, work activities, and industry operating conditions resulted in unequal learning experiences among students. FWP was implemented well overall but requires greater standardization of learning experiences and monitoring. The findings support CIPPO as a comprehensive evaluation framework and provide practical guidance for strengthening school–industry orientation, monitoring, competency assessment, FWP site evaluation, and graduate tracer studies.
FoMO Style and Users’ Responses to Viral Culinary Content on TikTok: A Netnographic Study in Medan City Akbar Aldi Kautsar; Anang Anas Azhar; Elfi Yanti Ritonga
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.v5i4.1928

Abstract

This study aims to examine how TikTok users interpret viral culinary tourism information and how FoMO Style shapes participation in culinary tourism experiences in Medan City, Indonesia. Employing a qualitative netnographic approach, this study explores digital interactions, meaning construction, and behavioral patterns within the TikTok ecosystem. Data were collected from June to November 2026 through digital observation of viral culinary content, semi-structured interviews with 10 purposively selected TikTok users, and supporting interviews with culinary content creators and business owners as contextual informants. The digital corpus consisted of four viral culinary TikTok videos from two creator accounts, including comments, captions, hashtags, audience interactions, and archived digital documentation. Data were analyzed using Braun and Clarke’s thematic analysis framework and interpreted through Media System Dependency Theory and FoMO Style perspectives. The findings reveal that TikTok functions as a digital information environment where culinary tourism meanings are constructed through algorithmic exposure, social validation, creator credibility, and personal evaluation. Repeated FYP exposure increases users’ awareness and curiosity, while comments, likes, shares, and creator recommendations influence credibility assessment. However, viral popularity does not automatically determine culinary value, as users continue to consider taste, price, accessibility, service quality, and actual experiences. FoMO Style emerges as a social mechanism encouraging participation through trend awareness, digital belonging, identity expression, and engagement with shared online experiences. Nevertheless, users also demonstrate skepticism, avoid overcrowded destinations, prioritize quality, or visit without producing digital content. This study extends Media System Dependency Theory by showing that TikTok-mediated culinary tourism is shaped by the interaction of algorithmic visibility, social validation, personal interpretation, and offline experiences.
An Analysis of Online Learning Communication Patterns Between Teachers and Parents in Stimulating Early Childhood Development from an Islamic Perspective (A Study of Working Mothers Who Are Members of the 'Ibu Profesional Karawang' Community) Rini Novianti Yusuf
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.v5i4.1929

Abstract

This study is motivated by the challenges working mothers face when they spend much of their time outside the home, limiting their ability to provide optimal care and education for their children. The Ibu Profesional Community offers online learning programs to enhance mothers' parenting and educational competencies. This study analyzes online learning communication patterns between teachers and parents in stimulating early childhood development from an Islamic perspective among working mothers who are members of the Ibu Profesional Community in Karawang. The study used a qualitative case study approach, collecting data through in-depth interviews, observations, and documentation. The findings reveal that the communication patterns are grounded in Islamic values, including honesty, compassion, mutual respect, and responsibility, which serve as the foundation for online interactions between teachers and parents. These communication practices play a significant role in optimizing children's developmental stimulation while strengthening social and spiritual relationships within the family and educational contexts. The findings underscore the importance of applying Islamic communication principles in online learning to ensure efforts to support children's growth and development are effective and aligned with Islamic teachings. This study contributes to developing an Islamic values-based communication model to support early childhood education in the digital era, particularly for working mothers within professional communities.
Testing the Effect of the Smart Counseling System AI Support Vector Machine Intervention on Reducing Teen Misbehavior Risydah Fadilah; Sari Atika Parinduri; Nuraini Kemalasari Istiqomah
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.v5i4.1933

Abstract

The study aimed to evaluate the Artificial Intelligence-assisted Smart Counseling System in supporting the detection and classification of adolescent behavioral difficulties and to identify changes in students' behavioral conditions following the intervention. The study used a quantitative pretest–posttest control group design with 666 junior high school students in Medan City: 333 in the experimental group and 333 in the control group. Data were collected using the Strengths and Difficulties Questionnaire and analyzed by comparing pretest and posttest scores, as well as classifying them using the Support Vector Machine method. The results showed that the experimental group's mean Strengths and Difficulties Questionnaire score decreased from 21.00 (standard deviation = 12.469) at the pretest to 18.05 (standard deviation = 8.975) at the posttest. However, the analysis indicated that the difference between the groups at the posttest was not statistically significant, F(2,663) = 1.578, p = 0.207. Therefore, the evidence was insufficient to conclude that the Smart Counseling System was significantly more effective than the control condition. In contrast, the Support Vector Machine analysis showed strong classification performance, with accuracy increasing from 98.50% using the original features to 99.25% after feature engineering for classifying students into the Normal, Borderline, and Abnormal categories. These findings indicate that the Smart Counseling System has potential as a supporting system for the early detection and classification of adolescent behavioral difficulties; however, its effectiveness as an intervention requires further investigation through analyses of time-by-group interactions, effect sizes, and more comprehensive model validation. Therefore, the Smart Counseling System is better positioned as a decision-support tool for counselors rather than a replacement for counselors or a diagnostic instrument.
Professional Competence of Indonesian Language Lecturers in Technology-Integrated Teaching: A Study at Universitas Buana Perjuangan Karawang Tridays Repelita; Depi Prihamdani; Anggy Giri Prawiyogi; Erwin Susanto; Aris Riswandi
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.v5i4.1937

Abstract

Digital technology has transformed higher education practices, but how it strengthens lecturers' professional competence in Indonesian Language learning remains underexplored. Previous studies have mainly focused on technology adoption and digital competence rather than on how lecturers demonstrate disciplinary mastery, develop materials, and integrate research through technology-based learning. This study aimed to analyze lecturers' professional competence in technology-based Indonesian Language learning at Universitas Buana Perjuangan Karawang. A multimethod qualitative-descriptive design with supplementary survey data was employed. Participants consisted of five lecturers selected purposively and 40 students selected based on their learning experience. Data were collected through observations, interviews, documentation, and questionnaires, then analyzed descriptively and qualitatively. The findings indicated positive practices in content mastery, resource updating, contextualization, and the development of digital materials. Questionnaire results showed positive student perceptions of mastery of the material (92.5%), current issue presentation (92.5%), and material relevance (92.5%), with students selecting "always" or "often." Qualitative evidence showed that technology use supported learning delivery but varied in depth of integration. The findings are limited to one institutional context and are not statistically generalizable. This study contributes insights for developing discipline-oriented technology integration in lecturer professional development.
Implementation of Student Character Development Through the Functions of Educational Management Ibnu Agung Handoyo; Hasan Asari; Fatkhur Rohman
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.v5i4.1949

Abstract

This study analyzes how Rumah Ngaji Ummi Kalsum in Sidorejo, Medan, implements character development for students through its educational management functions. The research used a qualitative approach with a case study design involving 26 participants, including founders, managers, teachers, parents, and students. The researchers collected data through observation, interviews, and documentation, then analyzed them using the Miles, Huberman, and Saldaña model, with validity tested through triangulation and other validation techniques. The results showed that character development has been implemented through planning, organizing, implementation, and evaluation functions. Planning is carried out by setting visions and character values and integrating them into Qur'an learning. Organization is supported by task division, teacher coordination, and parental involvement. Implementation is carried out through habituation, role modeling, congregational prayers, educational sanctions, and social activities, while evaluation is done through observation, memorization assessments, documentation, and communication with parents. This implementation positively impacts students' character development, especially politeness, responsibility, and discipline. However, the character evaluation system still needs to be strengthened through more measurable instruments and indicators so that guidance can be provided more objectively and sustainably. This study contributes to the development of Islamic education management, particularly character building in non-formal Islamic education institutions.
Discursive Chaos in Indonesian Facebook Responses to the Iran–Israel Conflict: Media Framing, Affective Polarization, and Epistemic Distrust Zulfikri Betyar Rasuan; Widyasari Widyasari; M Afifulloh; Basri Basri
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.v5i4.1955

Abstract

This article examines how Indonesian Facebook users responded to media posts about the Iran–Israel conflict and how these responses contributed to the emergence of discursive chaos in digital public space. Existing studies on digital political communication have often examined misinformation, polarization, and platform dynamics separately. Less attention has been given to how media framing, emotional antagonism, and distrust toward information interact simultaneously in comment sections, especially in non-Western contexts. To address this gap, this study employed a qualitative digital discourse approach based on publicly accessible Facebook posts and user comments circulated in Indonesian online spaces. The analysis combined thematic reading and discourse-oriented interpretation to examine how users received, contested, redirected, and emotionally amplified media narratives. The findings show that Facebook comment sections did not function merely as spaces for responding to news, but as arenas of discursive struggle. Users reinterpreted conflict updates through ridicule, moralization, symbolic alignment, and contests of credibility. In several cases, the Iran–Israel conflict was also localized into broader political and ideological grievances, including distrust of mainstream media, anti-Western sentiment, and criticism of international power relations. These patterns indicate that discursive chaos emerged not only from false information, but also from the interaction among media framing, affective polarization, epistemic distrust, and antagonistic participation within the platform environment. This study contributes to digital political communication scholarship by showing that Indonesian responses to international conflict are shaped not only by issue salience, but also by emotionally charged reinterpretation and the weakening of shared epistemic ground
Malay Local Wisdom-Based Ethnopedagogy Integrated with the Seven Habits of Great Indonesian Children: Associations with Civic Character and Social Literacy among Elementary Students Yusrizal Yusrizal; Samsidar Tanjung; Yunus Abidin; Fatmawati Fatmawati; Fira Astika Wanhar
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.v5i4.1958

Abstract

Culturally grounded instruction may strengthen civic character and social literacy by connecting learning with students’ cultural experiences. However, limited evidence has examined Deli Malay local wisdom integrated with the Seven Habits of Great Indonesian Children Movement (G7KAIH) compared with an active value-based approach. This study examined differences in civic character and social literacy between Ethnopedagogy-G7KAIH and Value Clarification Technique (VCT) conditions. A quantitative pretest-posttest control-group design with intact-class random assignment was conducted in two elementary schools in Medan, Indonesia. The sample included 73 fifth-grade students: 38 in the Ethnopedagogy-G7KAIH group and 35 in the VCT group. Data were collected using a civic character questionnaire and social literacy test and analyzed using MANCOVA with pretest scores as covariates. A significant multivariate difference was observed, Pillai’s Trace = .301, F(2, 68) = 14.658, p < .001, partial η² = .301. Adjusted mean differences favored Ethnopedagogy-G7KAIH by 15.94 points for civic character and 12.78 points for social literacy. Because students were nested within only two intact classes, the findings represent sample-specific differences between instructional conditions rather than definitive causal effects. Replication with multiple classes and schools is needed to establish broader effectiveness.

Page 68 of 71 | Total Record : 709

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