Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal Global Education Journal
Nurul Zaman
Universitas Islam Negeri Sultan Syarif Kasim Riau, Indonesia
Education Social Sciences Other

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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.
Co-Authors Gusma Afriani