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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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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Reconstructing Adaptive Kiai Leadership in Modern Islamic Boarding School Governance: Synergy of Salaf Tradition, Quality Management, and Sharia Marketing Moh Ahsan; Ade Aspandi
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.1974

Abstract

Islamic boarding schools (pesantren) face the challenge of maintaining their Salaf educational identity while responding to institutional modernization, demands for educational quality, and increasing expectations for public trust. Although previous studies have examined kiai leadership, quality management, and Sharia marketing, these dimensions have largely been discussed separately, leaving limited understanding of how adaptive kiai leadership integrates them into a coherent governance model. This study aims to reconstruct an adaptive kiai leadership model in modern Islamic boarding school governance through the synergy of Salaf tradition, quality management, and Sharia marketing, with Pondok Pesantren Cadangpinggan, Indramayu, Indonesia, as the case study. A qualitative case study design was employed involving 15 informants selected through purposive sampling, comprising the kiai, pesantren administrators, school principals, teachers, administrative staff, students, alumni, and community representatives. Data were collected through semi-structured interviews, participant observation, and document analysis, and analyzed using data condensation, data display, and conclusion drawing/verification. The findings reveal three interconnected dimensions of the reconstructed model: the preservation and adaptive development of Salaf educational values, the institutionalization of continuous quality management, and the implementation of ethical Sharia marketing through institutional credibility and community engagement. These dimensions do not operate independently; adaptive kiai leadership functions as the strategic mechanism that connects internal educational quality improvement with external ethical communication, thereby strengthening institutional reputation, public trust, and organizational sustainability. The theoretical novelty of the study lies in positioning adaptive kiai leadership as an integrative mechanism that reconciles religious authority with managerial and strategic institutional development. Practically, the model provides a governance framework for pesantren to pursue modernization and competitiveness without compromising their religious identity.
The Problems of Post-Divorce Parenting Patterns On The Success of Adolescents Muhammad Husni; Intan Nur DIaz
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.2002

Abstract

This study aims to analyze the dynamics and problems of post-divorce parenting patterns and their implications for the internalization of Islamic Religious Education (PAI) values among adolescents. This research employed a qualitative multiple-case study involving four post-divorce families, consisting of four parents and four adolescents in Sumberpucung Hamlet, RT 16 RW 03, Tirtomoyo Village, Ampelgading District, Malang Regency. Data were collected through in-depth interviews, participatory observation, and document analysis. The internalization of PAI values was examined through three dimensions: cognitive, referring to adolescents’ knowledge and understanding of Islamic teachings; affective, referring to appreciation, commitment, and attitudes toward Islamic values; and psychomotor/behavioral, referring to religious practices and observable religious behavior. The findings show that post-divorce parenting patterns tend to be unstable, shifting toward permissive or authoritarian patterns due to psychological and economic pressures. Such inconsistency is associated with emotional instability, identity confusion, and behavioral problems among some adolescents. In the cognitive dimension, adolescents generally retain religious knowledge through formal education, whereas the affective and psychomotor dimensions tend to be weaker due to limited emotional communication, parental role modeling, and supervision. The main inhibiting factors are family conflict, economic pressure, limited parental attention, and weak communication. Supporting factors include consistent religious role modeling by one parent, extended-family involvement, and support from schools and religious communities. The findings indicate that divorce does not uniformly determine the failure of PAI internalization. Consistent, communicative, and religious-value-based parenting, supported by family, school, and community resources, can help adolescents adapt to post-divorce family conditions and maintain their religious development.
Between Blessings and Acceleration: The Perceptions of Female Students at Raudlatul Ulum 1 Putri Islamic Boarding School Regarding the Implementation of the Al-Miftah Lil Ulum Method Luluk Hurin Ain; Muhammad Husni
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.2003

Abstract

This study aims to describe the implementation of the Al-Miftah Lil Ulum method and analyze students’ perceptions of its application in relation to the perceived acceleration of ilmu alat (Arabic grammatical sciences) learning and the value of barokah at Raudlatul Ulum 1 Putri Islamic Boarding School. The study employed a descriptive qualitative approach. Data were collected through interviews, observations, and documentation involving four Ula-level students and three ustadzah as informants. Data validity was established through triangulation, while the data were analyzed using thematic analysis. The findings show that Al-Miftah Lil Ulum is implemented systematically through the gradual delivery of learning materials, provision of examples, memorization of grammatical rules, exercises, and oral and written evaluations. Students perceived the method as making nahwu and sharaf easier and more structured to understand. Students perceived accelerated learning through their increased ability to understand learning materials, recall grammatical rules, respond to questions, and begin applying these rules when reading kitab kuning (classical Islamic texts). Al-Miftah was not perceived as a replacement for the study of classical Islamic texts but as a foundation for strengthening students’ mastery of ilmu alat. The findings further indicate that students did not perceive learning efficiency and barokah as mutually exclusive. Rather, students understood greater ease in learning as compatible with the usefulness of knowledge, sincerity, proper conduct, respect for teachers, and the practical application of knowledge. These findings suggest that students negotiate pedagogical efficiency with traditional pesantren values, positioning Al-Miftah as a complementary learning method within the existing educational tradition. In the context of Raudlatul Ulum 1 Putri Islamic Boarding School, the findings suggest that such pedagogical innovation can be accepted without displacing the values and traditions embedded in pesantren education.
Evaluation of the Implementation of the Merdeka Curriculum in Vocational High Schools (SMKs) in West Sumatra: A Systematic Literature Review Nismar Amini; Anni Farida; Elida Elida; M Giatman
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.2004

Abstract

Implementation of the Merdeka Curriculum in Vocational High Schools (SMKs) in West Sumatra faces various challenges influenced by geographical conditions, human resource readiness, and the characteristics of the business and industrial sectors (DUDI). This study aims to analyze the implementation of the Merdeka Curriculum in SMKs through a Systematic Literature Review (SLR) approach to identify patterns of success, challenges, and strategic recommendations for the development of vocational education. The study employed an SLR method referring to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The selection process was conducted on articles published between 2023 and 2026 through Google Scholar, Garuda, and university repositories in West Sumatra. Of the 115 articles identified, 20 articles met the inclusion criteria and were analyzed thematically. The results of the review revealed four main findings, namely: (1) the successful implementation of the Merdeka Curriculum is strongly influenced by school principal leadership, teacher competence, and learning communities; (2) partnerships with the business and industrial sectors (DUDI) through Teaching Factory (TEFA) and Field Work Practice (PKL) improve students’ work readiness, but remain uneven due to limitations in local industries; (3) the implementation of the Pancasila Student Profile Strengthening Project (P5) based on Minangkabau local wisdom can strengthen character development, although its assessment remains subjective; and (4) disparities in infrastructure, technology access, and implementation quality between urban areas and remote regions persist. This study concludes that the successful implementation of the Merdeka Curriculum in SMKs is determined not only by the internal readiness of schools but is also influenced by infrastructure support, industry partnerships, and government policies that are adaptive to regional characteristics. Therefore, more targeted policies are needed to reduce implementation disparities and improve the quality of vocational education in West Sumatra.
Developing Laras Degung Vocal Etudes as ICT-Based Learning Media for Sundanese Kawih Wina Lerina; Uus Karwati; Yudi Sukmayadi; Rita Milyartini
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.2033

Abstract

Learning Sundanese kawih requires accurate pitch reproduction, yet beginners often have limited access to consistent laras degung pitch references for independent practice. Existing digital learning resources for Sundanese music remain limited, particularly those that provide structured, repeatable pitch practice. This study aimed to develop and initially validate an ICT-based laras degung vocal etude as a digital learning resource for Sundanese kawih practice. This study used a Research and Development approach based on the ADDIE model. The implementation involved 30 senior high school students who were beginners in Sundanese karawitan. Data were collected through interviews, observations, documentation, student-response questionnaires, and expert validation. Qualitative data from interviews and observations were analyzed descriptively, while expert and student questionnaire data were analyzed quantitatively using feasibility and response percentages. Expert validation indicated high feasibility, with an overall score of 89.4%, comprising tuning accuracy (93.8%), audio quality (86.1%), and pedagogical feasibility (87.5%). The student-response score was 88.7%, categorized as very positive. The developed medium demonstrated high feasibility and positive initial usability for laras degung pitch practice, but its learning effectiveness was not experimentally established. The resource offers an accessible digital complement to teacher-guided practice and supports the digital preservation of Sundanese musical heritage.
E-Dakwah and Digital Literacy in Reclaiming Eco-Theology: A Semiotic and Narrative Analysis of Gen Z's Eco-Islamic Movement on Social Media Isman Iskandar
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.2034

Abstract

Amid the escalating global climate crisis, the digital Islamic movement is undergoing a paradigm shift from ritual fiqh toward ecological activism (eco-jihad). However, the integration of e-dakwah strategies and digital literacy in fostering eco-theological awareness among Generation Z remains underexplored. This study aims to analyze how eco-theological discourse is constructed through e-dakwah and how the level of digital literacy among Gen Z influences the articulation of eco-Islamic movements on social media. Using a qualitative approach with a mixed analytical design, this study combines Roland Barthes’ Semiotics to deconstruct visual and textual signification in e-dakwah content on Instagram and TikTok, with Narrative Analysis to map the meanings and responses underlying Gen Z’s ecological actions. The data corpus comprises environmentally themed posts from three major youth-oriented Islamic da’wah accounts during 2024–2025. The findings indicate that e-dakwah successfully legitimizes environmental issues as a religious obligation through transformative religious textual signification and interactive visual narratives. Critical digital literacy enables Gen Z to reconceptualize the doctrine of khalifah fil ardh into concrete actions, such as promoting low-waste lifestyles and protecting ecosystems. This study contributes to the discourse on Islamic broadcasting communication by demonstrating that digital literacy-based e-dakwah can effectively mobilize contemporary socio-religious activism.
Is Teaching Still a Choice? Perceived Career Prospects, Social Factors, and Interest in Teaching among Senior High School Students in Bangka Belitung Mahfudz Reza Fahlevi; Hilhamsyah Hilhamsyah; Alise de Fatima Noronha
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.2037

Abstract

Teacher regeneration is critical for sustaining national education quality, yet youth interest in this profession is reportedly declining. Limited empirical evidence exists regarding how career perceptions and social factors shape this interest among final-year secondary students, particularly in archipelagic regions with strong extractive industrial pulls such as Bangka Belitung. This study aims to examine the associations between perceived career prospects, social factors, and interest in becoming a teacher among 12th-grade senior high school students in Bangka Belitung Province. A quantitative cross-sectional survey was employed. A total of 753 twelfth-grade students were involved, with 100 participating in instrument testing and 653 completing the main survey. Data were collected using a Likert-scale questionnaire and analyzed using multiple linear regression with robust standard errors via Python (Google Colab platform). The regression model explained 45.8% of the variance in interest in becoming a teacher (R² = .458; F = 244.1, p < .001). Perceived career prospects emerged as a significant unique statistical predictor (β = 0.492, p < .001), whereas social factors did not show a significant independent association (β = -0.043, p = .338). These findings indicate that student interest in the Bangka Belitung archipelago is primarily associated with pragmatic career considerations, whereas traditional social values alone do not meaningfully drive career choice in this context. The results can inform regional policy reforms, particularly those aimed at improving tangible job prospects and professional conditions to prevent a potential talent gap in the education sector. Future research should further explore the roles of self-efficacy and digital information exposure using qualitative or mixed-methods approaches.
Development of an SPOK Sentence-Structure Learning Module for Third-Grade Students at MI Cemorokandang Nur Hidayatus Sholihah; Nurista Kurnia Nisfin; Dzakiyah Ali Kusuma Pradani; Mohamad Zaubad Nurul Yaqin
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.2043

Abstract

Mastery of basic language skills, particularly understanding Subject–Predicate–Object–Adverbial (SPOK) sentence structures, provides an important foundation for elementary students’ reading, writing, and speaking abilities. However, observations in a Grade III class at MI Cemorokandang, Malang City, indicated that students experienced difficulties in identifying and constructing SPOK sentences, while the available learning activities provided limited support for systematic and independent practice. This study aimed to develop an SPOK sentence-structure learning module for Grade III students and to examine its validity, practicality, and preliminary learning outcomes. The study employed a Research and Development (R&D) design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The limited implementation involved 25 Grade III students aged 9–10 years. The developed module was assessed by one subject-matter expert and one media expert. Data were collected through expert-validation questionnaires, teacher and student practicality responses, and pre-test and post-test assessments. The results showed that the module obtained a mean validation score of 4.17 from the subject-matter expert and 4.20 from the media expert, indicating that the module was highly valid. The teacher practicality score was 4.33, categorized as highly practical. Students’ mean learning outcome scores increased from 56.4 on the pre-test to 83.2 on the post-test, while mastery increased from 32% to 88%. The mean individual N-Gain score was 0.72, which falls into the high category. These findings indicate that the developed module was associated with improved student learning outcomes during the limited two-meeting trial. However, because the implementation used a one-group pre-test–post-test design without a control group and involved a limited number of students over a short period, the findings should not be interpreted as conclusive evidence of causal effectiveness. The developed module can therefore be considered a valid and practical supplementary learning resource for supporting Grade III students’ understanding of SPOK sentence structures.
Testing the Contextual Transferability of Jilin’s Local-Culture Aesthetic Curriculum Model to Indonesian Early-Childhood Teacher Education Yu Yang; Mochamad Nursalim; Amrozi Khamidi
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.2045

Abstract

Local-culture aesthetic curriculum models are promoted as a route to culturally grounded teacher preparation. However, little is known about whether such models are judged workable once moved across national borders, and few studies ask whether curriculum, learning, practice and evaluation are appraised as separable considerations or as one orientation. This exploratory study examined how Indonesian preservice early-childhood teachers perceive the contextual transferability of a model developed for vocational preschool-teacher education in Jilin, China, on the explicit condition that its cultural content is re-authored with Indonesian material. Forty preservice teachers completed a twenty-item reflective instrument covering four antecedents—local-cultural enculturation, education–practice integration, curriculum compatibility, and learning compatibility—and one outcome, perceived contextual transferability; four open-ended prompts provided interpretive context, and the data were analyzed using partial least squares structural equation modeling with 5,000 bootstrap subsamples. Reliability and convergent validity were satisfactory (α = 0.875–0.912; CR = 0.915–0.938; AVE = 0.730–0.791), although two pairs of near-identical indicators mean these values are partly attributable to item redundancy. Discriminant validity was not established: heterotrait–monotrait ratios of 0.968–1.030 and inner variance inflation factors of 6.128–8.613 indicate that respondents separated neither the four dimensions from one another nor the outcome from its antecedents. Education–practice integration was the only path with a 95% bootstrap confidence interval excluding zero (β = 0.427; CI [0.082, 0.793]) and is reported as a conditional association rather than an effect. The study therefore documents perceived acceptability rather than implemented curriculum outcomes, and supports a holistic reading in which cultural content, language, resources and institutional partnership are redesigned together. Instrument redesign with non-redundant indicators and larger multisite validation are required before making any dimension-specific claim.

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