cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Asfahani Asfahani
Contact Email
asfahani@insuriponorogo.ac.id
Phone
+6285292551864
Journal Mail Official
globaleducationj@gmail.com
Editorial Address
Focus and Scope Global Education Journal are: Pendidikan Ilmu Pendidikan Islam Pendidikan agama Islam Pendidikan Guru Pendidikan Guru Pendidikan Anak Usia Dini Pendidikan Guru Sekolah Dasar Pendidikan Luar Biasa Pendidikan Matematika Pendidikan Pancasila dan Kewarganegaraan Pendidikan Sosiologi Antropologi Pendidikan pada Anak SD/MI Bimbingan dan Konseling Pendidikan Psikologi Psikologi Islam Psikologi Pendidikan Psikologi Perkembangan Pertumbuhan Perkembangan Agama Perkembangan Moral Perkembangan Fisik Motorik Perkembangan Sosial-Emosional Perkembangan Kognitif Perkembangan Bahasa pendidikan Sosial pendidikan Jarak Jauh Pendidikan Komunikasi Pendidikan Komunikasi Lintas Budaya Pendidikan Bilingual Pendidikan Bahasa pendidikan Bahasa Indonesia Pendidikan Bahasa Inggris Pendidikan Bahasa Jawa Pendidikan Internasional Pendidikan Bahasa Asing Pembelajaran dan Pengajaran Bahasa Asing Pendidikan IPS Pendidikan Ekonomi Pendidikan Akuntansi Pendidikan geografi Pendidikan Sejarah Pendidikan Sains Pendidikan IPA Pendidikan kimia Pendidikan fisika Pendidikan biologi Pendidikan teknik Pendidikan Teknik Bangunan Pendidikan Teknik Mesin Pendidikan Teknik elektro Pendidikan Teknik Informatika dan Komputer Pendidikan Seni Pendidikan Adminidtrasi Perkantoran Pendidikan Bisnis dan Manajemen Pendidikan Jasmani Pendidikan Multikulturalisme Pendidikan Kristen Pendidikan Hindu Pendidikan Pada Umumnya Pendidikan untuk pembangunan berkelanjutan Pengelolaan Pendidikan Pendidikan Inklusif Inovasi Pendidikan Pembelajaran kooperatif Pengembangan Kurikulum Kebijakan Pendidikan Teknologi Pendidikan Inovasi Pembelajaran Perkembangan Pendidikan Pendidikan Sosial Manajemen pendidikan Filsafat Pendidikan Pembelajaran Metode Pembelajaran Pengembangan dan Desain Pembelajaran Strategi Pembelajaran Desain Pembelajaran Media Pembelajaran Evaluasi pembelajaran
Location
Unknown,
Unknown
INDONESIA
Global Education Journal
Published by Civiliza Publishing
ISSN : 29875218     EISSN : 29866529     DOI : https://doi.org/10.xxx/xxxx
Core Subject : Education, Social,
Education Social Sciences Other
Global Education Journal (GEJ) (P-ISSN 2987-5218|& E- ISSN 2986-6529) is a blind peer-reviewed journal published by Civiliza Publishing, Indonesia. This journal publishes research articles, conceptual articles, field study reports and book reviews on all scopes of education (See Focus and Scope). This journal article is published Thrice a Year; 3 issues per year (March, July, and October).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 96 Documents
 6   7   8   9   10 
Search results for , issue "Vol. 3 No. 2 (2025): Global Education Journal (GEJ)" : 96 Documents clear
Role of the Head School in Management of Foundation Funds in Increase Quality learning at MtsN 5 Cirebon H. Soro , Suharyanto; Azmalia, Faiz Ramdhan; Hidayatullah, Raihan Nur
Global Education Journal Vol. 3 No. 2 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i2.846

Abstract

Study This aim For find and analyze role head school in management of Foundation funds in increase quality learning at MtsN 5 Cirebon. Using approach studies case with paradigm qualitative research​ This involving informant key consisting of from head school, deputy principal school, treasurer schools, senior teachers, and representatives committee school. Research results show that head school own a very comprehensive role in management of foundation funds, including function as planners, implementers, managers and evaluators in all over cycle management finance. Policy foundation that allocates 30% of the total budget For sector education supported by the system supervision involving foundation organs and mechanisms​ strict reporting​ For ensure accountability and transparency . Impact foundation fund management to Quality very significant learning, shown through style leadership head transparent, accountable, effective and efficient schools. The programs implemented succeed increase quality learning, reducing burden financing parents, and preventing student separated school. Response positive student towards the improvement program quality and increase facility comprehensive education​ show effectiveness foundation fund management in reach objective improvement Quality learning. Research conclusions This contribute theoretical and practical in development management financing education in madrasas, especially in optimization impactful management of foundation funds positive to improvement Quality learning in a way sustainable.
Implementation of the Numbered Heads Together Cooperative Learning Model in Mathematics Learning for Fourth Grade Students Sari, Dwi; Egok, Asep Sukenda; Yuneti, Armi
Global Education Journal Vol. 3 No. 2 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i2.850

Abstract

Education plays an important role in developing character, improving critical thinking skills, and preparing oneself to face future challenges. This study aims to determine the completeness of mathematics learning outcomes of fourth-grade students of SD Negeri 21 Lubuklinggau. The research method used is quantitative, in the form of one group retest-posttest design. The population is all fourth-grade students of SD Negeri 21 Lubuklinggau and also the research sample of 22 students, data collection is carried out using a test technique consisting of 10 questions. The collected data are analyzed using the z-test, the average learning outcomes of the pre-test (44.98) and post-test (82.74). Based on the results of the z-test analysis, the average (x) value of the overall final test results based on the calculation is 82.74, the table is 11.070 and the count is 7.3005. Because count = 7.3005 < table = 11.070 then the data can be concluded to be normally distributed, the magnitude of z count = 4.86 and z table = 1.64 with a significance level of 5% and dk = n-1 because count = 4.86 > z table = 1.64 Ha is accepted and H0 is rejected, so it can be concluded that using the cooperative model of the Numbered Head Together type is significantly complete.
Strategies to Improve School Readiness to Accept Students with Special Needs through Inclusive Education Afriani, Gusma; Fransiska, Fini Widya; Krisnawati, Nova
Global Education Journal Vol. 3 No. 2 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i2.803

Abstract

Inclusive education is increasingly recognized as a vital approach to ensuring equal access to quality education for all students, including those with special needs. However, many schools remain unprepared to implement inclusive practices effectively due to limited resources, lack of training, and insufficient systemic support. This research aims to explore strategies that can increase school readiness in accepting students with special needs through inclusive education. Using a qualitative research design, the study was conducted in three inclusive elementary schools in Indonesia over a three-month period. Data were collected through in-depth interviews, participant observation, and document analysis, involving teachers, principals, special education coordinators, and parents. The findings reveal that teacher professional development, inclusive school leadership, adaptive learning environments, and strong parent-community engagement are key strategies that enhance readiness. Furthermore, the study highlights a positive shift in teacher attitudes through experience and reflection, promoting a more inclusive school culture. The conclusion emphasizes that readiness is not only a structural issue but also a cultural and attitudinal transformation process. This research contributes to the development of practical models for inclusive education in resource-constrained settings and provides valuable insights for policymakers, educators, and advocates aiming to foster more equitable and supportive learning environments.
Implementation of the Picture and Picture Learning Model in Science Learning for Grade V Students Agustina, Triya; Hamdan, Hamdan; Egok, Asep Sukenda
Global Education Journal Vol. 3 No. 2 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i2.848

Abstract

Learning activities are the process of interaction between students, educators, and learning resources in the learning environment. This study aims to determine the completeness of the learning outcomes of Natural and Social Sciences (IPAS) of fifth-grade students of SD Negeri 1 Sumber Harta after being given the Picture and Picture learning model. The background of this study is the low learning outcomes of students in the subject of IPAS caused by the use of monotonous learning methods and less involvement of student activity. This study uses a quantitative approach with a quasi-experimental method and a one-group pre-test and post-test design. The subjects of the study were all 18 fifth-grade students. The data collection technique used a written test in the form of essay questions. The results showed that the average pre-test score of 37.35 increased to 78.38 in the post-test, with the learning completeness level increasing from 11.11% to 88.89%. Statistical tests using the z-test show that the calculated z value is 4.97, which is greater than the z (table) of 1.64 at a significance level of 0.05, which means the alternative hypothesis is accepted. Thus, it can be concluded that the application of the picture and picture learning model can significantly improve students' science learning outcomes.
The Effect of the Snowball Throwing Learning Model on the Learning Outcomes of Grade X Students Yani, Amiya Linda; Sarkowi, Sarkowi; Irwansyah, Yadri
Global Education Journal Vol. 3 No. 2 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i2.853

Abstract

Education is the main foundation in forming quality and competitive human resources. In the context of learning in schools, the success of the educational process can be measured through the achievement of student learning outcomes. This study aims to examine the effect of the Snowball Throwing learning model on the learning outcomes of class X students at SMAN 5 Lubuklinggau City on the Dongson Culture material. This research method uses a quantitative approach with a pre-test post-test control group design with samples of the experimental class (XE8) and the control class (XE4). Data were collected through multiple choice tests and analyzed using the t-test after first being tested for normality and homogeneity. The results showed a significant effect of the Snowball Throwing learning model on improving student learning outcomes (t-count = 80.09; t-table = 2.021; α = 0.05). The experimental class using the Snowball Throwing model experienced a more significant increase in learning outcomes than the control class using conventional methods. Therefore, the Snowball Throwing learning model is recommended as an alternative effective learning model to improve student learning outcomes in the History subject.
Evaluation of Blasting Geometry and Flyrock to Determine Safe Distance in Overburden Stripping Activities Permana, Irfan Satria; Setiawan, M. Wahyudha; Oswara, Randy M.
Global Education Journal Vol. 3 No. 2 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i2.856

Abstract

Blasting activities in open-pit mining are the main method for breaking up hard rocks, but they also have significant potential hazards, one of which is Flyrock. This study evaluates the blasting geometry towards Flyrock to determine the safe distance in overburden blasting activities at PT. Kuansing Inti Makmur, Bungo Regency, Jambi Province. This study uses a quantitative approach with field observation and regression analysis methods to evaluate the sensitivity of each parameter to the Flyrock distance that occurs by assessing the relationship between blasting geometry parameters, such as burden, spacing, stemming, blast hole depth, and powder factor, to the Flyrock throw distance. The analysis used a predictive model from Ebrahim Ghasemi (2012). The results of the study indicate that Flyrock is significantly influenced by the powder factor and other geometric variables, and indicate that the minimum safe distance for heavy equipment and humans is 300 meters and 500 meters, respectively, according to the provisions of the Minister of Energy and Mineral Resources Decree No. 1827 K / 30 / MEM / 2018. These findings are expected to be a reference in designing safer blasting in mining areas.
Analysis of the Implementation of the Independent Curriculum at SMPK Yapenthom II Maumere Riong, Maria Bernadetha Dua; Mole, Paulina Nelce; Yeyen, Yustina Yesisanita; Elizabeth, Agustina; Wea, Kristiana Nathalia; Mele, Lusitania Floribunda
Global Education Journal Vol. 3 No. 2 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i2.858

Abstract

Learning within the new paradigm focuses on strengthening competencies and character development aligned with the values of the Pancasila Student Profile. This study aims to examine the implementation of differentiated physics science learning and the strengthening of the Pancasila Student Profile within the Independent Curriculum at SMPK Yapenthom II Maumere. The research method used was a descriptive qualitative approach, with data collection techniques consisting of teacher interviews and student questionnaires. The results indicate that teachers have systematically implemented differentiated learning through diagnostic assessments and the use of varied and contextual learning strategies and media. The strengthening of the Pancasila Student Profile values is carried out through integration into learning and the Pancasila Student Profile strengthening project (P5). Student responses to differentiated learning and the strengthening of the Pancasila Student Profile were very positive, with percentages of 86.81% and 90.94%, respectively. This study concludes that the practice of differentiated learning and the strengthening of the Pancasila Student Profile at this school have been adaptive, contextual, and student-centered.
English Language Education in Indonesia: A Literature Review of Teaching Methods, Curriculum, and Challenges Khalisa, Lia
Global Education Journal Vol. 3 No. 2 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i2.877

Abstract

English language education in Indonesia has developed rapidly, in line with globalization and the increasing need to communicate in an international language. This article aims to examine the various English language teaching methods used in Indonesia, identify the implemented curriculum, and review the challenges faced in teaching English at the formal education level. This article uses a literature review approach to analyze relevant literature on methods, curriculum, and the challenges faced by teachers and students in English language education. The review results indicate that despite the implementation of modern teaching methods, significant challenges related to curriculum implementation and the use of technology remain, affecting the quality of English language teaching in Indonesia. Therefore, this article recommends the need for improved teacher training and strengthening technical support and resources throughout Indonesia.
The Influence of Baamboozle Learning Media on Social Studies Learning Outcomes of Grade IV Students Pratiwi, Afifah Agustin Putri; Valen, Andri; Yuneti, Armi
Global Education Journal Vol. 3 No. 2 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i2.886

Abstract

Learning process activities are formed in a planned manner, this activity can facilitate effective learning that leads to the main determinants of adequate educational success for students so that learning outcomes are carried out well. This study aims to determine the influence of baamboozle learning media on the learning outcomes of fourth-grade students of SD Negeri 60 Lubuklinggau. The research method used is a quantitative approach with experiments. The population in this study was all fourth-grade students of SD Negeri 60 Lubuklinggau and the sample was class IV.B as an experimental class taken randomly. The data collection technique was carried out using a multiple-choice test technique of 20 questions. The data analysis technique used the t-test at a significance level of α = 0.05. The results of the study showed that there was an influence of baamboozle learning media on the learning outcomes of fourth-grade students of SD Negeri 60 Lubuklinggau. The average learning outcomes of students in the experimental class were 82.91 and the control class was 69.96, analyzed using the formula for the equality test of two means (t-test) with a value (t (count)> t (table) (4.76> 1.67), that Ho was rejected and Ha was accepted. So, this study has the Effect of Baamboozle Learning Media on the Social Studies Learning Outcomes of Grade IV Students of SD Negeri 60 Lubuklinggau.
Implementation of the Contextual Teaching and Learning (CTL) Learning Model Assisted by Audio Visual Media in Science Learning for Grade IV Students Cahyani, Devi; Sofiarini, Andriana; Abadi, Candres
Global Education Journal Vol. 3 No. 2 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i2.887

Abstract

Learning is a process of conveying thoughts that occurs between educators and students. This study aims to determine the completeness of the science learning outcomes of fourth-grade students of SD Negeri 1 Tugu Sempurna after the application of the Contextual Teaching and Learning learning model assisted by Audio Visual media. This research method uses a quantitative approach with experiments. The research design used in this study is a pre-experimental design with one group pre-test and post-test categories. The subjects of this study were 25 fourth-grade students of SD Negeri 1 Tugu Sempurna consisting of 9 boys and 16 girls. Data collection techniques were carried out by observation, interviews, tests to students and documentation. The results of the study showed that there was completeness of student learning outcomes after the application of the Contextual Teaching and Learning learning model assisted by Audio Visual media. Based on the data analysis that has been done, the average pre-test test score is 51.60 and the average post-test test score is 78.76 after the application of the Contextual Teaching and Learning learning model assisted by Audio Visual media. Based on the z-test analysis, the z-count value ≥ z-table, which is 4.829 ≥ 1.65, is obtained. This means that Ho is rejected and Ha is accepted, so it can be concluded that the learning outcomes of fourth-grade students of SD Negeri 1 Tugu Sempurna are complete after the implementation of the Contextual Teaching and Learning learning model assisted by Audio Visual Media.

Page 8 of 10 | Total Record : 96

 6   7   8   9   10 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 3 No. 3 (2025): Global Education Journal (GEJ) Vol. 3 No. 2 (2025): Global Education Journal (GEJ) Vol. 3 No. 1 (2025): Global Education Journal (GEJ) Vol. 2 No. 3 (2024): Global Education Journal (GEJ) Vol. 2 No. 2 (2024): Global Education Journal (GEJ) Vol. 2 No. 1 (2024): Global Education Journal (GEJ) Vol. 1 No. 3 (2023): Global Education Journal (GEJ) Vol. 1 No. 2 (2023): Global Education Journal (GEJ) Vol. 1 No. 1 (2023): Global Education Journal (GEJ)