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All Journal AL-USWAH: Jurnal Riset dan Kajian Pendidikan Agama Islam JURNAL PENDIDIKAN TAMBUSAI Delta: Jurnal Ilmiah Pendidikan Matematika Global Education Journal Journal of Islamic Education El Madani Hidayah : Cendekia Pendidikan Islam dan Hukum Syariah Jurnal Pendidikan Islam Al Ikhlas
Zaman, Nurul
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Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Global Education Journal

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Developing Emotional Intelligence as a Key to Academic Success among High School Students Afriani, Gusma; Zaman, Nurul
Global Education Journal Vol. 3 No. 3 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1197

Abstract

This study explores the development of emotional intelligence as a key factor influencing academic success among high school students. The research was driven by the growing concern that Indonesia’s education system remains heavily focused on cognitive achievement while overlooking emotional and social competencies essential for holistic learning. The study aimed to examine how emotional intelligence contributes to academic success and to identify effective strategies for fostering it within school environments. Employing a qualitative descriptive design, the research was conducted at a public high school in West Java, Indonesia, using semi-structured interviews, classroom observations, and document analysis. The findings reveal that students with high levels of self-awareness, self-regulation, motivation, empathy, and social skills demonstrate greater learning persistence, intrinsic motivation, and collaboration, leading to improved academic outcomes. Moreover, emotionally supportive teachers and positive school culture significantly enhance students’ emotional growth and engagement. The study concludes that emotional intelligence is not a peripheral attribute but a central determinant of academic success and personal development. It recommends integrating socio-emotional learning into high school curricula to build resilient, empathetic, and self-motivated learners. The contribution of this research lies in its contextual insight into emotional intelligence development within the Indonesian educational framework.
A Comprehensive Review of Collaborative Learning Approaches in General Education Gusma Afriani; Zaman, Nurul
Global Education Journal Vol. 4 No. 1 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1202

Abstract

Collaborative learning has become an essential pedagogical approach in modern education, emphasizing active participation, shared responsibility, and social interaction among learners. However, despite its theoretical promise, its application in general education remains inconsistent and often limited to superficial group work. This study aims to provide a comprehensive understanding of collaborative learning approaches in general education by systematically reviewing empirical and conceptual studies published between 2010 and 2025. Using a systematic literature review method, data were collected from reputable databases such as Scopus, ERIC, and ScienceDirect, and analyzed through thematic content analysis. The results reveal that collaborative learning effectively enhances students’ cognitive, social, and emotional development when guided by well-structured pedagogy, teacher facilitation, and supportive classroom culture. The findings also highlight challenges in assessment, teacher readiness, and cultural adaptation, particularly in non-Western educational contexts. It concludes that collaborative learning, when grounded in constructivist and socio-cultural theories, holds significant potential to transform general education into an inclusive and student-centered learning environment. This study contributes by offering theoretical integration, practical insights, and recommendations for developing context-sensitive and equitable collaborative learning models.
Co-Authors Afriani, Gusma Azwa, Nurul Gusma Afriani Indriany, Hafizah Ivanda, Salsa Bila Lestari, Rini Eka Maulana, Ikhwan Muhammad Ikbal Mulhim Hidayat, Indra Nur Aini Nur Annisa Nurimani Rangkuty, Panigoran Selviani, Rini Sopiandi Harahap, Mulia Syafitri, Ruhul Zikraini Wardan, Khusnul Warti , Erlis Wulandari, Safira Laila