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Gumarpi Rahis Pasaribu
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INDONESIA
Journal of Education, Language, Social and Management
Published by Rahis Cendekia Indonesia
ISSN : -     EISSN : 30478413     DOI : -
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Languange, Linguistic, Communication & Media
Journal of Education, Language, Social and Management is a research journal published since 2023 by Cendekia Indonesia. This journal aims to disseminate research results to academics, practitioners, students and other parties interested in the fields of Education Management and Social sciences, which include Curriculum Management, English Literature, Language, Graduate Management, Learning Process Management, Facilities and Infrastructure Management, Education Management, Financing Management, Assessment Management, Management of Educators and Education Personnel, Leadership Education, Educational Policy and Planning, Educational Economics, Educational Politics, Law, Management, Economics, Psychology, etc. The editor accepts manuscripts that have never been published by other media. The research published is the personal opinion of the researcher and is not the opinion of the editor or Dynasty Review. A journal that is published regularly two (2) times a year, with a publication frequency in December and June. The determination of articles published in Journal of Education, Language, Social and Management has gone through a review process by the editorial team, considering the following: fulfillment of standard requirements for journal publication, research methods used, significance, and contribution of research results to the scientific development of Educational, Language, Social Sciences and Management.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 4 No. 1 (2026): May" : 5 Documents clear
The Role of General Education in Developing Students’ Critical Thinking Skills Dicki Hartanto
JELIM : Journal of Education, Language, Social and Management Vol. 4 No. 1 (2026): May
Publisher : CENDEKIA INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelim.v4i1.657

Abstract

This study aims to examine the role of general education in developing students’ critical thinking skills in secondary schools. The research employed a qualitative descriptive design to gain an in-depth understanding of how general education contributes to the development of higher-order thinking skills. The participants of this study included teachers and students selected through purposive sampling based on their involvement in general education learning. Data were collected through classroom observations, semi-structured interviews, and documentation. The data were analyzed using qualitative techniques, including data reduction, data display, and conclusion drawing. The findings reveal that general education plays a significant role in fostering students’ critical thinking skills. Instructional strategies such as discussion-based learning, problem-solving activities, collaborative learning, and effective questioning techniques were found to enhance students’ ability to analyze, evaluate, and apply knowledge. Additionally, the integration of real-life contexts and interdisciplinary learning made the learning process more meaningful and supported the development of critical thinking. However, several challenges were identified, including limited instructional time, large class sizes, and varying student abilities, which may affect the effectiveness of these strategies. In conclusion, general education has strong potential to develop students’ critical thinking skills when implemented through interactive and student-centered approaches. The study suggests that teachers should adopt diverse and innovative teaching strategies to create meaningful learning experiences and improve students’ critical thinking abilities.
Enhancing Critical Thinking Through General Education: A Study of Student Development Dimas Setiyawan
JELIM : Journal of Education, Language, Social and Management Vol. 4 No. 1 (2026): May
Publisher : CENDEKIA INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelim.v4i1.658

Abstract

This study examines the role of general education in enhancing students’ critical thinking skills and supporting their overall intellectual development. In the context of modern education, critical thinking has become an essential competency that enables students to analyze information, evaluate arguments, and make informed decisions. General education, with its interdisciplinary and broad-based approach, provides a strong foundation for fostering these higher-order thinking skills. This research employed a qualitative design to explore students’ and lecturers’ experiences in general education courses. The participants consisted of undergraduate students and lecturers selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis, including course syllabi and students’ assignments. The data were analyzed using thematic analysis to identify patterns and key themes related to the development of critical thinking skills. The findings reveal that student-centered teaching strategies, such as discussions, debates, and problem-based learning, significantly contribute to the enhancement of critical thinking. Active student engagement and collaborative learning environments were also found to play a crucial role in promoting analytical and reflective thinking. In addition, interdisciplinary learning experiences in general education enable students to connect knowledge across different fields and approach complex problems from multiple perspectives. However, several challenges were identified, including students’ lack of confidence, limited participation, and constraints related to time and class size. In conclusion, general education serves as an effective platform for developing students’ critical thinking skills when supported by appropriate teaching methods, active engagement, and well-designed curricula. The study suggests that educators and institutions should prioritize interactive and student-centered approaches to maximize the potential of general education in fostering critical thinking.
Strategic Management in Education: Enhancing Institutional Performance Marlina Widiyanti
JELIM : Journal of Education, Language, Social and Management Vol. 4 No. 1 (2026): May
Publisher : CENDEKIA INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelim.v4i1.659

Abstract

This study examines the role of strategic management in enhancing institutional performance in educational settings. In the face of increasing demands for quality, accountability, and competitiveness, educational institutions are required to adopt effective management strategies to achieve their goals. Strategic management provides a systematic approach that integrates planning, implementation, and evaluation processes to improve organizational effectiveness and sustainability. This research employed a qualitative design to explore how strategic management practices are implemented and how they influence institutional performance. The participants consisted of school leaders and teachers selected through purposive sampling. Data were collected through observations, semi-structured interviews, and document analysis, including strategic plans and institutional reports. The data were analyzed using thematic analysis to identify key patterns and themes related to strategic management and performance outcomes. The findings reveal that strategic planning, effective leadership, and efficient resource management significantly contribute to improved institutional performance. Institutions that clearly define their vision, mission, and goals are better able to align their activities and achieve desired outcomes. Leadership plays a critical role in ensuring the successful implementation of strategies by motivating stakeholders and fostering collaboration. In addition, proper management of human, financial, and technological resources supports the execution of strategic initiatives. The study also found that strategic management leads to improvements in teaching quality, student achievement, administrative efficiency, and stakeholder satisfaction. However, several challenges were identified, including limited resources, resistance to change, and a lack of understanding of strategic management concepts among staff. These challenges highlight the need for continuous evaluation, capacity building, and strong organizational commitment.
Integrating Social Education with Digital Literacy in Schools Mustafa Habib
JELIM : Journal of Education, Language, Social and Management Vol. 4 No. 1 (2026): May
Publisher : CENDEKIA INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelim.v4i1.660

Abstract

This study aims to explore the integration of social education with digital literacy in school settings and examine its impact on students’ social and digital competencies. In the context of rapid technological advancement, students are required not only to master digital skills but also to demonstrate responsible and ethical behavior in online environments. Therefore, integrating social education with digital literacy becomes essential in preparing students for the challenges of the 21st century. This research employed a qualitative approach, involving teachers and students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis. The data were analyzed using thematic analysis to identify patterns related to instructional strategies, student engagement, skill development, and implementation challenges. The findings reveal that the integration of social education with digital literacy enhances student engagement, promotes critical thinking, and fosters responsible digital behavior. Students demonstrated improved collaboration, communication, and ethical awareness when engaging in digitally supported social learning activities. In addition, teachers played a crucial role in facilitating meaningful learning experiences and guiding students in applying social values within digital contexts. However, challenges such as limited technological resources, unequal access to digital tools, and lack of teacher training were identified as barriers to effective implementation. In conclusion, integrating social education with digital literacy is a relevant and effective approach to developing students’ competencies in the digital era. It is recommended that educational institutions provide adequate support, training, and resources to ensure the successful implementation of this integrated learning approach.
Innovative Approaches in Social Education for Student Engagement Atin Priatin Munawaroh
JELIM : Journal of Education, Language, Social and Management Vol. 4 No. 1 (2026): May
Publisher : CENDEKIA INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelim.v4i1.661

Abstract

This study aims to examine the use of innovative approaches in social education and their impact on student engagement in the learning process. In response to the demands of 21st-century education, traditional teaching methods are no longer sufficient to actively involve students. Therefore, innovative, student-centered strategies are needed to create more meaningful and interactive learning experiences. This research employed a qualitative approach involving teachers and students in secondary schools. Participants were selected through purposive sampling based on their involvement in social education learning. Data were collected through classroom observations, semi-structured interviews, and document analysis. The data were analyzed using thematic analysis to identify patterns related to teaching strategies, student engagement, and implementation challenges. The findings reveal that innovative approaches such as project-based learning, collaborative learning, role-playing, and the use of digital media significantly enhance student engagement. Students demonstrated higher levels of participation, motivation, and interaction during the learning process. In addition, these approaches contributed to the development of critical thinking, communication, and collaboration skills. Teachers played a key role in facilitating active learning and creating a supportive classroom environment. However, challenges such as limited resources, lack of training, and time constraints were identified as barriers to effective implementation. In conclusion, innovative approaches in social education are effective in promoting student engagement and improving learning outcomes. It is recommended that educational institutions support teachers through training and provide adequate resources to ensure the successful implementation of these approaches.

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