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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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 736 Documents
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The Illusion of Analytical Depth: AI-Mediated Responses and Contextual Reasoning Challenges in Early Childhood Teacher Education Ratna Pangastuti; Mukhoiyaroh; Rina Insani Setyowati; Dedy Setyawan
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.v5i5.1606

Abstract

Artificial intelligence (AI) is increasingly used in case-based learning, yet its implications for students’ analytical reasoning remain insufficiently examined. Previous studies have emphasized learning efficiency, user perception, and general performance outcomes, while less attention has been given to whether AI-mediated responses reflect independent analytical development or textual alignment with assessment structures. This study examined differences in students’ pedagogical analysis across unmediated and AI-mediated response conditions in early childhood teacher education. A one-group pretest-posttest design was employed involving 60 second-semester students in an Early Childhood Islamic Education Study Program. Data were collected through case-based essay tasks on child language development and assessed using an analytical rubric covering problem identification, theoretical use, language development analysis, impact analysis, and pedagogical recommendation. The posttest condition involved AI support and a mandatory prompt closely aligned with the rubric dimensions. Descriptive statistics and the Wilcoxon Signed-Rank Test were used to analyze score differences, while selected responses from cases of non-improvement or decline were examined to interpret possible changes in contextual reasoning. The mean score increased from 14.25 to 16.50 (Z = -6.280; p < .001; r = .81). Although 49 students improved, 7 showed no change, and 4 experienced score declines. These findings indicate that AI-mediated and prompt-structured conditions may support more organized written responses, but they do not necessarily demonstrate independently internalized analytical capacity. Selected response comparisons suggest that technical coherence may coexist with weakened contextual caution. The study highlights the limitation of product-based written assessment and the need for process-oriented assessment.
The Impact of Hungarian Anti-Immigrant Policies on the Decline of Refugee Inflows 2015–2020 Eka Nurdiansyah; Ali Maksum; Mohammad Reevany Bustami; Dina Suhaimi
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.v5i5.1740

Abstract

The 2015 European refugee crisis created significant political, economic, and social challenges for European Union member states, prompting Hungary to adopt restrictive anti-immigrant policies to control refugee inflows. While previous studies have examined Hungary’s anti-immigrant discourse and the broader refugee crisis, limited attention has been given to the effectiveness of these policies in reducing refugee arrivals through an integrated perspective of securitization, populism, and public policy. Therefore, this study aims to analyze the impact of Hungary’s anti-immigrant policies on the reduction of the refugee crisis between 2015 and 2020. This research employed a qualitative descriptive design using a library research approach. Secondary data were collected from books, peer-reviewed journal articles, official reports, and relevant online publications and analyzed through qualitative descriptive analysis. The findings indicate that stricter asylum regulations, reinforced border security, and anti-immigrant political campaigns significantly reduced refugee inflows while strengthening public support for the government’s security-oriented migration policies. The study concludes that Hungary’s anti-immigrant policies effectively reduced refugee arrivals by combining restrictive migration governance with securitization strategies. These findings contribute to migration governance literature by demonstrating how security narratives and populist politics shape immigration policy outcomes and provide practical insights for policymakers facing large-scale migration crises.
Students' Perceptions of ChatGPT Utilization in Educational Economics Learning: A Descriptive Study in Higher Education Aminah Ramalia; Ahmad Rifki; Florante P Ibarra
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.v5i5.1906

Abstract

The growing use of generative artificial intelligence, particularly ChatGPT, has created new opportunities and challenges for higher education. This study examines students' perceptions of ChatGPT utilization in Educational Economics learning at Universitas Jambi, Indonesia. A descriptive cross-sectional survey was conducted among 78 students in the Economic Education Study Program who took the Educational Economics course during the 2025/2026 academic year. Using total sampling, data were collected through a 16-item, four-point Likert-scale questionnaire covering five dimensions: ease of use, knowledge, satisfaction, motivation, and activity. Data were analyzed using descriptive statistics based on mean scores and predetermined categories. The findings indicate generally positive student perceptions across all five dimensions. Ease of use received the highest mean score (M = 3.12), followed by knowledge (M = 3.02), satisfaction (M = 2.94), motivation (M = 2.83), and activity (M = 2.81). Students perceived ChatGPT as accessible and helpful for understanding course materials and obtaining rapid responses. However, perceptions were comparatively lower regarding response accuracy, critical thinking, and motivation for academic writing. These findings suggest that students perceive ChatGPT as a potentially valuable complementary learning resource, while recognizing its limitations for higher-order learning activities. Appropriate pedagogical guidance is therefore needed to encourage critical evaluation of AI-generated information, independent learning, and responsible use of ChatGPT in Educational Economics learning.
Movement and Song as a Gross Motor Stimulation Strategy for Children Aged 5–6 Years: An Experimental Study in Kindergarten Fitriani Fitriani; Riza Oktariana; Vinny Aryesha; Tengku Hartati
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.v5i5.1924

Abstract

Gross motor development is an essential aspect of early childhood growth that needs to be stimulated through active, enjoyable, and developmentally appropriate learning activities. However, early childhood education practices still face challenges related to children's low participation in motor activities, limited learning variation, and difficulties in performing coordinated body movements. This study aimed to analyze the effectiveness of movement and song activities in improving the gross motor development of children aged 5–6 years. A quantitative approach with a one-group pretest-posttest design was employed. The participants were 16 children from Group B3 at TK Negeri 5 Tibang, Banda Aceh, selected through purposive sampling. Data were collected using structured observations of children's gross motor abilities before and after the intervention. The observed indicators included body coordination, flexibility, balance, agility, eye-foot and hand-head coordination, participation in physical games, and the ability to use both hands. The data were analyzed using normality testing, paired-sample t-test, and improvement analysis. The findings demonstrated an increase in children's gross motor abilities following the implementation of movement and song activities. The total score increased from 680 at the pretest stage to 1,040 at the posttest stage, representing an increase of 360 points. Hypothesis testing indicated that movement and song activities were effective in improving the gross motor development of children aged 5–6 years. These findings suggest that integrating music, singing, and movement can serve as a contextual, enjoyable, and developmentally appropriate learning strategy for young children. Movement and song activities not only stimulate physical-motor abilities but also encourage active participation, motivation, self-expression, and meaningful learning experiences.
Rewards and Recognition, Work-Life Balance, and Work Engagement among Indonesian Middle School Teachers: A Mediation Analysis Yeni Asmara; Firman Firman; Urip Sulistiyo; Endarman Saputra
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.v5i5.1940

Abstract

Although attention to teacher welfare has grown significantly, empirical literature presents persistent inconsistencies regarding whether work-life balance effectively mediates the link between organisational rewards and work engagement, particularly within collectivist educational settings. This study aims to evaluate the direct impact of rewards and recognition on work engagement whilst reevaluating the mediating role of work-life balance among middle school teachers in Lubuklinggau City, Indonesia. Utilising a quantitative causal-associative design, data were collected from 709 active middle school teachers using proportionate stratified random sampling and analysed via Partial Least Squares Structural Equation Modelling (PLS-SEM) combined with Importance-Performance Map Analysis (IPMA). The findings indicate that rewards and recognition exert a robust, direct positive influence on work engagement (ꞵ = 0.295, p < 0.001). However, work-life balance fails to mediate this relationship due to an insignificant path from rewards and recognition to work-life balance (β = -0.046, p = 0.100). IPMA findings further reveal that rewards and recognition represent a high-importance construct for driving work engagement, despite showing moderate performance. These results may be interpreted through Self-Determination Theory and Conservation of Resources perspectives, suggesting that recognition directly satisfies professional identities even when it does not enhance work-life harmony. Education authorities are urged to design balanced appreciation schemes that foster teacher motivation alongside structural support.
STEM-Based Fikih Learning Through Solar Shadow Prayer Time Schedule Project Ahmad Syaifulloh
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.v5i5.1969

Abstract

This study investigates the effectiveness of STEM-based Fikih learning through a solar shadow prayer time schedule project at MTs Khozinatul Ulum Blora. A true experimental design with posttest-only control group was employed, involving 60 eighth-grade students randomly assigned to experimental (STEM-based Project-Based Learning) and control (traditional demonstration) groups. Students in the experimental group engaged in a four-week sundial construction project involving astronomical observation, mathematical calculation, and jurisprudential integration for determining prayer times. Data were collected using a validated Prayer Times Calculation Achievement Test and analyzed using an independent-samples t-test in JAMOVI 2.3.28. Results revealed that the experimental group achieved significantly higher learning outcomes (M = 82.7, SD = 7.09) compared to the control group (M = 73.5, SD = 9.05), with t(58) = 4.37, p < .001, and a very large effect size (Cohen’s d = 1.13). The findings demonstrate that integrating STEM methodologies with Islamic jurisprudence through authentic, culturally relevant projects substantially enhances student achievement while honoring Islamic intellectual heritage. This research provides empirical evidence for curriculum reforms integrating STEM pedagogies with traditional Islamic subjects in madrasah contexts.
Emotional Distress and Psychological Entrapment in Toxic Relationships: An Interpretative Phenomenological Analysis Rijal Abdillah; Ditta Febrieta; Fathana Gina
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.v5i5.2005

Abstract

This study explored emotional distress and psychological entrapment among individuals who had experienced a toxic romantic relationship, using an interpretative phenomenological analysis (IPA) approach. Two young adults who met the inclusion criteria of having experienced and exited a toxic relationship, and of reporting ongoing emotional distress, served as the primary participants; they were selected through purposive sampling and their accounts were further contextualized through corroborating interviews with two close informants, who were not analyzed as primary IPA cases. Data were collected through in-depth interviews, non-participant observation, and documentation, and analyzed using IPA. Findings indicate that toxic relationships developed through a gradual escalation of harmful behavior, produced an erosion of both participants’ self-concept that extended beyond momentary distress, and centered on a mechanism of psychological entrapment in which awareness of harm did not translate into the capacity to leave; for one participant this awareness only crystallized after the relationship ended, while for the other it coexisted with continued entrapment. These patterns tentatively suggest, based on these two idiographic cases, that toxic relationships may be more usefully understood as a dynamic, multi-stage psychological process—spanning escalation, self-erosion, entrapment, and post-relationship identity reconstruction—rather than as a static condition. This study contributes an in-depth, culturally situated account of how psychological entrapment and post-breakup identity reconstruction are subjectively experienced, offering a foundation for more contextually grounded prevention and counseling approaches for young adults in Indonesia.
Exploring the Ngejot Tradition in Lombok as a Sasak Cultural Identity through Ritual Communication: A Socio-Cultural Perspective Dian Lestari Miharja; Ida Ayu Sutarini; Novita Maulida; Eka Putri Paramita
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.v5i5.2024

Abstract

The study aims to explore the Ngejot tradition in Lombok as a form of Sasak cultural identity through the perspective of ritual communication, focusing on the forms of communication, symbols, and socio-cultural values embedded within the tradition. This study employs a qualitative approach using a descriptive-analytical method. Data were collected through observation, semi-structured in-depth interviews, literature review, and documentation involving four key informants purposively selected from religious leaders, customary leaders, community leaders, and youth leaders in Lenek Village, East Lombok. Data were analyzed using the Miles and Huberman interactive model through the stages of data collection, data condensation, data display, and conclusion drawing and verification. The findings reveal that the Ngejot tradition functions as a mechanism of ritual communication that reproduces Sasak cultural identity through both domestic and public rituals. Symbols such as sampak/dulang, traditional food, anjeng sanak, local expressions, and the practices of giving and receiving represent the values of social connectedness, respect, sharing, reciprocity, solidarity, and togetherness, integrating Islamic values with Sasak socio-cultural norms. Ngejot thus serves as a space for the transmission of values, the strengthening of social cohesion, and the adaptation of cultural identity through the active involvement of younger generations.
Reconstruction of Religious Authority in the Digital Era: Knowledge Criteria, Sanad, Muru'ah, and Da'wah Ethics in the Perspective of Bahtsul Masail LBM PCNU Temanggung Muhammad Khaidarul Umam; Moh. Sakir; Muhtar Sofwan Hidayat
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.v5i5.2028

Abstract

The transformation of the religious public sphere through digital media has altered how religious authority is constructed, recognized, and consumed. Popularity, follower counts, rhetorical skills, and algorithmic visibility increasingly shape how religious figures are recognized, while depth of knowledge, scholarly transmission, moral integrity, and exemplary conduct risk being marginalized. This article aims to reconstruct the concept of religious authority based on classical Islamic scholarship and contemporary studies of digital religion. It employs a qualitative library-research approach with normative-interpretive analysis of the decision issued by the Bahtsul Masail forum of LBM PCNU Temanggung on 11 July 2026. Classical primary sources include Bulghat al-Ṭullāb, al-Taḥrīr wa al-Tanwīr, Iḥyā' 'Ulūm al-Dīn, Tafsir Ibn Kathīr, al-Majmū' Sharḥ al-Muhadhdhab, Tafsir al-Baghawī, Tafsir al-Qurṭubī, al-Tafsīr al-Munīr, 'Awārif al-Ma'ārif, and Adab al-Dunyā wa al-Dīn. Contemporary sources consist of scholarly studies published between 2022 and 2026 on digital religion and religious authority in Indonesia. The findings show that religious authority in the pesantren tradition rests on at least four dimensions: epistemic competence, scholarly transmission, moral integrity, and pedagogical-da'wah capacity. Digital media need not be seen as a threat to ulama authority, but as a new arena that requires adaptation without abandoning its epistemic foundations. This article proposes an Integrative Religious Authority (IRA) model connecting 'ilm, sanad, muru'ah, ḥikmah, and digital adaptation — a framework NU can use for religious literacy, preacher curation, pesantren strengthening, and the development of a digital da'wah ecosystem
The Effect of Work Motivation and Work Discipline on the Performance of Senior High School Teachers in Sekadau Hulu District, Sekadau Regency Bernadus Apeng; Masriani Masriani; Rody Putra Sartika; Husni Syahrudin; Imran Imran
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.v5i5.2030

Abstract

Teacher performance serves as a critical indicator of educational quality, particularly in regions with geographical constraints. This study aimed to analyze the effect of work motivation and work discipline on the performance of senior high school teachers in Sekadau Hulu District, Sekadau Regency. Using a quantitative approach with explanatory research design, data were collected from 61 teachers through Likert-scale questionnaires and analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS). Results demonstrated that work motivation significantly and positively affects teacher performance (β = 0.380, p = 0.008), work discipline significantly and positively affects teacher performance (β = 0.489, p = 0.000), and work motivation significantly affects work discipline (β = 0.672, p = 0.000). Furthermore, work discipline partially mediates the relationship between work motivation and teacher performance, with a Variance Accounted For (VAF) value of 46.4%, indicating that nearly half of motivation's influence on performance operates through discipline mechanisms. These findings suggest that integrated interventions simultaneously strengthening both motivation and discipline are essential for optimizing teacher performance in geographically challenged educational contexts.

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