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All Journal Milenial: Journal for Teachers and Learning Global Education Journal The Journal of Artificial Intelligence and Development
Gusma Afriani
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Computer Science & IT Education Environmental Science Mathematics Social Sciences Other

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Journal : Global Education Journal

 1 
Teachers’ Attitudes, Competencies, and Challenges in Inclusive Education Implementation Practices Gusma Afriani; Aisyah, Siti
Global Education Journal Vol. 3 No. 1 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i1.1198

Abstract

The concept of inclusive education has gained global attention as a means to provide equitable educational opportunities for children with special needs (CWSN) within general school environments. However, the effective implementation of inclusive education remains a challenge, especially in contexts with limited resources and support structures. This study aims to explore the role of teachers in implementing inclusive education and identify the factors that influence their effectiveness in inclusive classrooms. A qualitative research design, employing semi-structured interviews, classroom observations, and document analysis, was used to gather data from twelve teachers across three public elementary schools in [City/Region Name], Indonesia. The findings reveal that teachers' attitudes, professional training, and institutional support play critical roles in shaping the inclusivity of classrooms. Positive teacher attitudes and adaptive teaching strategies were associated with successful inclusion, whereas lack of training and support resulted in minimal inclusion. The study concludes that empowering teachers with adequate training, emotional support, and institutional resources is essential for achieving true inclusion in schools. This research contributes to the growing body of literature on inclusive education by providing insights into the everyday experiences of teachers and the systemic challenges they face. It highlights the need for a more holistic approach to teacher development and school-wide support to bridge the gap between policy and practice. 
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.
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.
Co-Authors Arnes Yuli Vandika Jackson Yumame Loso Judijanto Nuraini Raden Mohamad Herdian Bhakti Siti Aisyah Zaman, Nurul Zuhri , Zuhri