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All Journal Jurnal Cakrawala Ilmiah Global Education Journal The Journal of Artificial Intelligence and Development EDUJAVARE: International Journal of Educational Research
Gusma Afriani
Universitas Islam Negeri Sultan Syarif Kasim Riau, Indonesia
Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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NILAI TAUHID DALAM DASA DARMA PRAMUKA MENURUT PERSPEKTIF AL-QUR’AN Nelvawita Nelvawita; Gusma Afriani; Khairunnas Jamal; Mochammad Novendri S
Jurnal Cakrawala Ilmiah Vol. 1 No. 12: Agustus 2022
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53625/jcijurnalcakrawalailmiah.v1i12.3418

Abstract

Abstract: Gerakan pramuka bukan semata mendatangkan keseruan dalam bercanda, atau seperti tuduhan sebagai orang di atas, namun gerakan ini bisa menjadi sebab-sebab seseorang mengenal kedewasaan, mandiri dan arti hidup. Pramuka tidak hanya membawahi aspek-aspek kemanusiaan dan pengembangan individu, namun juga membawahi nilai dan esensi tauhid. Maka penelitian ini akan mengkaji tentang bagaimana nilai-nilai tauhid yang terkandung dalam Dasa Darma Pramuka menurut persepktif al-Qur’an. Penelitian ini akan memaparkan mengenai nilai tauhid dalam Dasa Darma yang tertuang dalam ayat dan penafsiran al-Qur’an. Penelitian ini merupakan penelitian pustaka dengan pendekatan kualitatif, dengan merujuk ke sumber data primer dan sekunder, kemudian dianalisis dengan metode tahlili secara analisis konten. Maka diperoleh hasil dalam penelitian ini bahwa nilai tauhid dalam dasa darma pramuka menurut perspektif al-Qur’an ialah dapat dikelompokkan menjadi tiga garis besar yaitu pertama dengan tunduk dan patuh Tuhan yang maha esa, yang merupakan cerminan dalam surah al-Ikhlas ayat 1 dan surah Taha Ayat 14. Kedua adalah bersikap loyalitas seperti dalam surah al-Mumtahanah ayat 1 yang merupakan aktualisasi dari Dasa Darma kedua, ketiga dan kedelapan. Ketiga adalah bersikap berlepas diri seperti dalam surah al-Mumtahanah ayat 4 sebagai implementasi dari dasa darma kelima, dan kesembilan.
NILAI TAUHID DALAM DASA DARMA PRAMUKA MENURUT PERSPEKTIF AL-QUR’AN Nelvawita Nelvawita; Gusma Afriani; Khairunnas Jamal; Mochammad Novendri S
Jurnal Cakrawala Ilmiah Vol. 2 No. 1: September 2022
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53625/jcijurnalcakrawalailmiah.v2i1.3516

Abstract

Gerakan pramuka bukan semata mendatangkan keseruan dalam bercanda, atau seperti tuduhan sebagai orang di atas, namun gerakan ini bisa menjadi sebab-sebab seseorang mengenal kedewasaan, mandiri dan arti hidup. Pramuka tidak hanya membawahi aspek-aspek kemanusiaan dan pengembangan individu, namun juga membawahi nilai dan esensi tauhid. Maka penelitian ini akan mengkaji tentang bagaimana nilai-nilai tauhid yang terkandung dalam Dasa Darma Pramuka menurut persepktif al-Qur’an. Penelitian ini akan memaparkan mengenai nilai tauhid dalam Dasa Darma yang tertuang dalam ayat dan penafsiran al-Qur’an. Penelitian ini merupakan penelitian pustaka dengan pendekatan kualitatif, dengan merujuk ke sumber data primer dan sekunder, kemudian dianalisis dengan metode tahlili secara analisis konten. Maka diperoleh hasil dalam penelitian ini bahwa nilai tauhid dalam dasa darma pramuka menurut perspektif al-Qur’an ialah dapat dikelompokkan menjadi tiga garis besar yaitu pertama dengan tunduk dan patuh Tuhan yang maha esa, yang merupakan cerminan dalam surah al-Ikhlas ayat 1 dan surah Taha Ayat 14. Kedua adalah bersikap loyalitas seperti dalam surah al-Mumtahanah ayat 1 yang merupakan aktualisasi dari Dasa Darma kedua, ketiga dan kedelapan. Ketiga adalah bersikap berlepas diri seperti dalam surah al-Mumtahanah ayat 4 sebagai implementasi dari dasa darma kelima, dan kesembilan
A Comprehensive Review of Collaborative Learning Approaches in General Education Gusma Afriani; Nurul Zaman
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.
Education as a Tool for Empowering Women and Achieving Gender Equity Gusma Afriani; Nurul Zaman
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.1534

Abstract

Education is widely regarded as a strategic instrument for empowering women and advancing gender equity; however, persistent disparities indicate that its transformative potential remains uneven and context-dependent. This study aims to critically examine the extent to which education contributes to women’s empowerment and gender equity by identifying the structural and socio-cultural factors that mediate this relationship. Employing a mixed-methods explanatory sequential design, the research integrates quantitative analysis using structural equation modeling (SEM) with qualitative thematic analysis derived from in-depth interviews. The findings reveal that education has a significant positive effect on women’s agency, economic participation, and decision-making capacity, yet its impact on broader gender equity outcomes is limited by structural barriers such as labor market inequalities and entrenched patriarchal norms. Furthermore, the study highlights that the quality and transformative orientation of education play a more decisive role than mere access or attainment. These results suggest that education functions as a necessary but insufficient condition for achieving gender equity, requiring complementary institutional and socio-cultural reforms. The study contributes theoretically by advancing a non-linear and integrative framework of empowerment, and practically by informing more context-sensitive policy interventions.
Developing Emotional Intelligence as a Key to Academic Success among High School Students Gusma Afriani; Nurul Zaman
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.
Enhancing Critical Thinking Skills Through Project Based Learning Among High School Learners Gusma Afriani; Zuhri Zuhri
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.v3i3.1205

Abstract

In today’s rapidly changing world, developing critical thinking skills has become a vital educational goal, yet traditional teacher-centered methods often fail to nurture students’ analytical and reflective abilities. This study aims to explore how Project Based Learning (PBL) enhances critical thinking among high school learners through authentic inquiry, collaboration, and reflection. Employing a qualitative approach, the research was conducted over three months at a public high school in Indonesia, involving one teacher and twenty-four students. Data were collected through classroom observations, semi-structured interviews, document analysis, and student reflections, and analyzed using the Miles and Huberman interactive model. The findings reveal that PBL effectively fosters students’ reasoning, problem-solving, and metacognitive awareness by engaging them in real-world projects that demand evaluation, justification, and evidence-based decision-making. Collaborative learning and teacher facilitation were found to play a crucial role in stimulating dialogue, curiosity, and reflective judgment. The study concludes that PBL provides a meaningful alternative to conventional instruction by transforming students from passive learners into active thinkers. Its contribution lies in offering empirical and pedagogical insights into how inquiry-driven learning environments can cultivate critical and independent minds, preparing students for lifelong learning and responsible citizenship.
Integration of Ethical and Emotional Values in Curriculum Development at Madrasah Aliyah Gusma Afriani
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1388

Abstract

Madrasah Aliyah education increasingly requires curriculum development that integrates intellectual competence with ethical maturity and emotional competence. However, ethical values are often explicitly stated in curriculum documents, while emotional development remains implicit in classroom interactions and institutional culture. This study aims to analyze how ethical and emotional values are integrated into Madrasah Aliyah curriculum development, including their forms, implementation mechanisms, supporting conditions, and challenges. The study employed a qualitative approach with an exploratory case study design. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving school leaders, curriculum personnel, teachers, and selected students. Data were analyzed thematically through deductive and inductive coding, supported by source and method triangulation. The findings show that ethical values are more formally institutionalized, whereas emotional competencies are predominantly developed through teacher modeling, collaborative learning, reflection, and the hidden curriculum. Meaningful integration occurs when normative, pedagogical, and cultural dimensions are aligned. The study concludes that ethical values provide normative direction, while emotional competencies enable students to enact those values through self-regulation, empathy, and responsible decision-making. Its contribution is an integrative curriculum perspective positioning ethical and emotional development as mutually reinforcing dimensions of curriculum architecture rather than separate character-building programs across diverse contemporary Islamic secondary education contexts.
Ethical Considerations in the Development and Application of Artificial Intelligence for Social and Economic Progress Loso Judijanto; Jackson Yumame; Tanwir Tanwir; Gusma Afriani; Arnes Yuli Vandika
Journal of Artificial Intelligence and Development Vol. 1 No. 1 (2022): AI Development
Publisher : Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jaid.v1i1.335

Abstract

This study investigates the ethical considerations surrounding the development and application of artificial intelligence (AI) for social and economic progress. This research aims to analyze the impact of AI on fairness, transparency, accountability, privacy, and social outcomes. The research method uses a systematic literature review (SLR) to collect and synthesize relevant findings from previous research and theoretical frameworks. The data is collected, and the data analysis technique used in the SLR method is to carry out stages such as study selection, evaluation of study quality, extraction of relevant data, and synthesis of findings from the selected studies. This research results in the importance of mitigating bias, increasing transparency and accountability, protecting privacy and data, and evaluating the social impact of AI. In conclusion, this research underscores the critical need for ethical frameworks and regulations to guide AI's responsible development and deployment to drive equitable and beneficial social and economic progress.
Co-Authors Arnes Yuli Vandika Jackson Yumame Khairunnas Jamal Loso Judijanto Mochammad Novendri S Nelvawita Nelvawita Nurul Zaman Tanwir Tanwir Zuhri Zuhri