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All Journal Jurnal Pendidikan dan Ilmu Sosial Global Education : International Journal of Educational Sciences and Languages
Desmaliza Desmaliza
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Arts Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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Academic Motivation and Self Regulated Learning Strategies in Online Language Education across Culturally Diverse Student Populations Desmaliza Desmaliza; Sri Suharti; Dina Destari
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 2 (2024): May: Global Education : International Journal of Educational Sciences and Langu
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i2.310

Abstract

This study examines the relationship between self regulated learning (SRL) strategies and academic motivation among students engaged in online language education, with a particular focus on how cultural diversity influences these factors. SRL strategies, such as goal setting, self monitoring, and time management, are crucial for maintaining motivation and improving learning outcomes, especially in online settings that require high levels of student autonomy. The study found a strong positive correlation between intrinsic motivation and the use of SRL strategies. Students who were intrinsically motivated to learn demonstrated better use of SRL strategies, leading to improved academic performance. Furthermore, the study explored how cultural diversity impacted the application of SRL strategies, revealing that students from collectivist cultures often emphasized collaboration and effort, while students from individualistic cultures focused more on autonomy and personal achievement. These cultural differences influenced how students engaged with SRL strategies and maintained their motivation throughout their online language courses. The findings underscore the importance of considering cultural diversity when designing online language education programs. Culturally responsive teaching practices that acknowledge students' cultural backgrounds can enhance motivation, foster better use of SRL strategies, and improve learning outcomes in diverse online classrooms. The study highlights the need for further research that explores the interaction between different cultural groups, expands sample sizes, and investigates other motivational factors, such as self efficacy and achievement goals, to develop more effective and inclusive online language education strategies.  
Integrating Global Citizenship Education into Language Learning to Foster Intercultural Awareness among Secondary School Students Arjulayana Arjulayana; Desmaliza Desmaliza; Rachmi Rachmi
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 2 (2024): May: Global Education : International Journal of Educational Sciences and Langu
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i2.314

Abstract

This study examines the integration of Global Citizenship Education (GCE) into language learning and its effects on secondary school students' intercultural sensitivity, global perspectives, and critical thinking. As globalization expands, education systems must not only develop linguistic skills but also prepare students to engage with global challenges and diverse cultures. A mixed methods approach was used, incorporating surveys, reflective journals, and classroom observations to assess how GCE influences students' understanding of global issues and cultural diversity. Results show that GCE integration significantly enhances students' intercultural sensitivity and global awareness, equipping them to navigate cross-cultural interactions. Students also demonstrated improved critical thinking skills, especially in analyzing global issues and engaging with intercultural viewpoints. The study emphasizes the importance of collaborative learning, such as Collaborative Online International Learning (COIL), in fostering intercultural empathy and global citizenship skills. It suggests that language educators should integrate GCE themes to develop globally conscious and interculturally aware students. Further research is needed to explore the long-term effects of GCE on language learners and its application in various educational settings. By providing students with the tools to tackle global challenges, GCE can play a crucial role in shaping responsible, globally aware citizens.
Pendekatan STEM dalam Metode Pengajaran dengan Topik Gravitasi pada Santri di Pondok Pesantren Muhammad Syafiq Ashfa Hubbi; Desmaliza Desmaliza; Dewi Indrawati; M. Mualif; Eva Nurfaidah; Muhammad Kafnun Kafi
JURNAL PENDIDIKAN DAN ILMU SOSIAL (JUPENDIS) Vol. 4 No. 2 (2026): APRIL : JURNAL PENDIDIKAN DAN ILMU SOSIAL
Publisher : Institut Teknologi dan Bisnis (ITB) Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54066/jupendis.v4i2.3942

Abstract

This study discusses the implementation of the STEM (Science, Technology, Engineering, and Mathematics) approach in teaching the topic of gravity to students in Islamic boarding schools (pesantren). In addition to mastering religious knowledge, 21st-century learners are expected to develop critical thinking skills, problem-solving abilities, technological literacy, creativity, and adaptability to scientific and technological advancements. The integration of STEM into science learning in pesantren is expected not only to strengthen students’ conceptual understanding of gravity but also to connect scientific phenomena with Islamic values and perspectives. This article highlights the role of STEM in improving the quality of learning, strategies for integrating Islamic values into science education, and the relevance of STEM implementation within the pesantren context. The findings indicate that the STEM approach is capable of creating contextual, applicative, and meaningful learning experiences by encouraging students to actively explore concepts through observation, analysis, and problem-solving activities. Furthermore, STEM-based learning supports the development of scientific understanding while reinforcing religious values. Therefore, the implementation of STEM in pesantren contributes to fostering students who are intelligent, adaptive, technologically literate, and firmly grounded in Islamic values in facing contemporary educational challenges.
Co-Authors Arjulayana Arjulayana Dewi Indrawati Dina Destari Eva Nurfaidah M Mualif Muhammad Kafnun Kafi Muhammad Syafiq Ashfa Hubbi Rachmi Rachmi Suharti, Sri