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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU.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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Development of an Integrated Monitoring and Evaluation Management Model (Simone) for Vocational Industrial Internships at Karmel Vocational High School Novianti Hutasoit; Bambang Ismanto
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.v5i5.2088

Abstract

This study aims to develop and evaluate the feasibility and practicality of the Management Information System for Monitoring and Evaluation (SIMONE) model in managing vocational internships at SMK Karmel. The primary issue addressed in this research is the manual management of internship monitoring, which leads to disorganized attendance data and delays in grade recapitulation. This research uses a Research and Development (R&D) method based on the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). Research subjects included material experts, media experts, and end-users, including students, supervising teachers, and industrial mentors. The results indicate that the SIMONE model is highly feasible theoretically, achieving an expert validation score of 88.89%. In the field trial stage, the model was categorized as highly practical, with a user response score of 92.9%. Implementing SIMONE has increased administrative efficiency, improved student attendance accountability, and strengthened academic supervision. This research is novel in developing a digital instrument (SIMONE) that transforms manual vocational internship administration into an integrated web-based system.
Enhancing Vocational Education Teachers’ Ability to Create Augmented Reality Instructional Media Through Participatory Training Samsul Huda; Yari Dwikurnaningsih; Sophia Tri Satyawati
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.v5i5.2089

Abstract

The transformation of learning in the digital age requires vocational high school (SMK) teachers to possess the competence to integrate Augmented Reality (AR) technology into their teaching. However, most teachers still face challenges in developing and implementing AR technology. This study aims to determine teachers’ initial competence level, assess improvements in SMK teachers’ competence following the intervention, and identify the constraints and supporting factors involved. This school-based action research, modeled after Ernest T. Stringer’s “look, think, act” framework, uses a mixed-methods approach. The study collected data from 15 SMK teachers through interviews, tests, product assessments, observations, and questionnaires. Data analysis utilized data triangulation, descriptive statistics, t-tests, and NGain Scores. The results showed that most respondents were unfamiliar with AR-based learning media and could not create it. Participatory training improved the cognitive domain, raising the average score from 38.13 to 89.73; increased the affective domain by 100%; and improved the psychomotor domain, with the percentage of participants able to create AR-based learning media rising from 27% to 100%. Challenges included varying levels of teachers’ initial abilities, self-confidence issues, and the perceived lack of time for photogrammetry practice and 3D model editing. Facilitator support, project-based learning, discussions, collaboration, and a guidebook helped address these challenges and improved teachers’ ability to integrate AR into instruction.
Kitab Kuning-Based Islamic Religious Education (PAI) Teaching Methods at Madrasah Diniyah Takmiliyah Awwaliyah Outside Pesantren Rofiq Ainur
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.v5i5.2110

Abstract

The study of kitab kuning (classical Islamic texts) in madrasah diniyah is an integral part of the Islamic boarding school curriculum implemented in almost all pesantren in Indonesia as one of their distinctive characteristics. This is largely due to the fact that many founders or heads of madrasah diniyah are graduates of Islamic boarding schools. Consequently, the methods employed in teaching kitab kuning may have distinctive characteristics that vary from one institution to another. This study aims to analyze the methods used in teaching kitab kuning at a madrasah diniyah located outside a traditional Islamic boarding school. Specifically, this study seeks to identify the methods used to implement Islamic Religious Education (PAI) based on kitab kuning, examine the implementation of the learning process, and identify the supporting and inhibiting factors affecting its implementation. Data were collected through observations, structured interviews, and an analysis of the madrasah diniyah curriculum documents. The findings indicate that PAI learning based on kitab kuning is not limited to theoretical instruction but is also realized through direct practical activities, allowing students to gain a more comprehensive and meaningful learning experience. This learning process is supported by a combination of classical, traditional, and contextual learning methods, integrated with practical activities relevant to the materials being studied. Supporting factors include the ustadz’s competence, the availability of kitab kuning, parental support, and facilities for practical learning activities. Meanwhile, inhibiting factors include limited learning time, differences in students’ abilities to read kitab kuning, and the lack of interest among some students. Thus, using varied or mixed learning methods in PAI based on kitab kuning at madrasah diniyah outside traditional Islamic boarding schools plays an important role in improving students’ understanding and religious experiences while also contributing to character development.
Talk It Out!: Developing a Design-Thinking-Based Boardgame for EFL Speaking Fluency Izza Alfina Cahyani; Aprilia Ghifari Faizatun Ni’mah; Lisda Hilya Aeni; Mirra Fatharani
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.v5i5.2135

Abstract

Speaking fluency remains a challenge for many Indonesian EFL students. Based on a preliminary study, 65% of students were reluctant to speak English despite possessing sufficient vocabulary knowledge. One way to address this issue is by providing engaging learning activities that actively involve students in speaking practice. Educational board games can serve as an alternative learning medium capable of creating an enjoyable and interactive learning environment for speaking activities. However, studies focusing on the development of physical board games specifically designed to facilitate speaking fluency remain limited. Therefore, this study aimed to develop an educational board game called Talk It Out! to support speaking-fluency practice among tenth-grade students. This study employed Design and Development Research (DDR). The development process adopted the ADDIE model integrated with Design Thinking principles, including the empathize, define, ideate, prototype, and test stages. Data were collected through expert validation, a speaking-fluency assessment instrument, and a student-response questionnaire. The needs-analysis stage involved interviews with nine students, while the product was implemented through a limited trial involving 14 students. The results showed that the developed board game was highly feasible, receiving validation scores of 88% and 94% from a gamification expert and an English-language expert, respectively. Students achieved an overall speaking-fluency score of 72.1%, categorized as good, while student responses toward the board game reached 87.5%, categorized as very good. These findings indicate that Talk It Out! is a feasible and well-received learning medium that provides opportunities for speaking practice in EFL classrooms. Future studies are recommended to employ larger samples and more rigorous research designs further to examine the effectiveness of the developed board game.
Changes in Learning Outcomes Following the Use of Simple Electrical Circuit Teaching Aids Among Fifth-Grade Elementary Students Bintang; Sinta Maria Dewi; Aang Solahudin Anwar; Anggy Giri Prawiyogi
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.v5i5.2144

Abstract

Simple electrical circuits can be difficult for elementary students because abstract concepts may not be readily connected to observable components. However, limited evidence addresses learning outcomes associated with simple, tangible circuit teaching aids in elementary classrooms. This study examined changes in fifth-grade students’ learning outcomes following instruction with a simple electrical circuit teaching aid. A quantitative, pre-experimental one-group pretest-posttest design involved 21 fifth-grade students. An achievement test on simple electrical circuits was administered before and after instruction. Descriptive statistics, the Shapiro-Wilk test, and a paired-samples t-test were used. Mean achievement increased from 39.29 (SD = 17.12) to 70.24 (SD = 11.72). The difference was statistically significant, t(20) = −10.594, p < .001, with a large standardized within-group change (Cohen’s dz = 2.31). The findings indicate substantial within-group improvement following the instructional experience. Because no control group was included, the improvement cannot be attributed exclusively to the teaching aid. The study provides preliminary classroom-level evidence for using simple, tangible circuit activities in elementary science learning. Future research should include larger samples, comparison groups, validated instruments, and stronger experimental designs.
The Use of TikTok to Improve Eighth-Grade Students’ Speaking Skills in a Digital Class at MTsN 1 Kota Palu Moh. Haikal; Ruslin Ruslin; Hijrah Syam; Ana Kuliahana
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.v5i5.2215

Abstract

This study aims to examine the effectiveness of using TikTok as an interactive learning medium to improve the English speaking skills of eighth-grade students in the digital class at MTsN 1 Kota Palu. A quantitative approach with a quasi-experimental pre-test and post-test control group design was applied. The population consisted of all eighth-grade students at MTsN 1 Kota Palu in the 2025/2026 academic year, with a sample of 63 students selected via purposive sampling. Class VIII D (31 students) was selected as the experimental group and Class VIII E (32 students) as the control group. The experimental group received short-form video learning treatment using TikTok across four meetings, while the control group received conventional digital classroom instruction. Data were collected through oral speaking tests and evaluated using an analytical rubric assessing four core components: fluency, pronunciation, vocabulary, and grammar. The Independent Samples T-test results revealed a statistically significant difference between the two groups ( ), with the experimental group’s post-test mean score ( ) being significantly higher than that of the control group ( ). These findings indicate that short TikTok videos provide authentic phonetic models and foster active communicative speaking practice aligned with Communicative Language Teaching (CLT) principles. Consequently, integrating short-form video media offers a practical and effective strategy for educators and schools looking to optimize digital classroom infrastructure for enhanced oral proficiency.

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