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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
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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 412 Documents
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The Existence of the Implementation of Academic Supervision of Principals in Improving the Personality Competencies of Early Childhood Teachers: A Case Study in the Context of Deep Learning Sari, Elistiana Wulan; Robi’ah, Eneng; Soro, Suharyanto; Mardiana, Dinny
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.v3i3.1187

Abstract

The improvement of the quality of early childhood education is not only determined by the pedagogical and professional abilities of teachers, but also by personality competencies that play an important role in creating a safe, comfortable, and meaningful learning environment for children. Early childhood education teachers are required to have emotional stability, patience, integrity, exemplary attitude, and the ability to build positive relationships with students. However, conditions in the field show that the implementation of academic supervision in many PAUD units is still administrative. Supervision is more focused on the implementation of school programs and learning assessments, while the personal needs and personality development of teachers are often not the main concerns. This study aims to describe and analyze the implementation of academic supervision by school principals in improving the personality competence of PAUD teachers through a deep learning approach. This research uses a qualitative descriptive method with a constructivist paradigm and was conducted as a case study at Ceria Children's Family Planning, Bandung. Data were collected through classroom observations, in-depth interviews, and documentation studies. Data analysis was carried out using the Miles and Huberman interactive model which included data reduction, data presentation, and conclusion drawn. The results of the study show that (1) Academic supervision that is carried out in a planned, humanistic, and sustainable manner can strengthen teachers' personality competencies; (2) The application of deep learning principles in supervision encourages teachers to reflect on themselves, manage emotions, increase a sense of responsibility, and develop a professional attitude in learning. This approach is in line with humanistic theory that emphasizes the development of individual potential through support, empathy, and positive appreciation for teachers. The conclusion of the study is that the implementation of academic supervision of school principals can improve the personality competence of PAUD teachers in the context of deep learning. Therefore, academic supervision needs to be carried out consistently with a more humanist approach in order to support the development of the personality of PAUD teachers in a sustainable manner.
The Role of Education in Building Student Character Fahmi, Farizan
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.v3i1.1192

Abstract

Education has a strategic role in shaping the character of students as the nation's future generation (Ministry of Education and Culture of the Republic of Indonesia, 2017). This article aims to analyze the role of education in building student character and identify effective implementation strategies. The method used is library research by analyzing various literature related to character education. The results show that character education not only focuses on cognitive aspects but also instills moral, ethical, and social values that become the foundation of personality. The main components in character formation include the role of teachers as role models, conducive school environment, curriculum integration, and involvement of parents and community. Characters such as honesty, responsibility, discipline, tolerance, and social care must be instilled from an early age through integrated learning. Character education provides significant benefits in forming positive personality, improving learning quality, preparing social life, fostering responsibility and independence, preventing negative behavior, and forming a generation of integrity. Effective implementation strategies include integration in learning, exemplary and habituation, school culture development, stakeholder involvement, and continuous evaluation. In conclusion, education functions as the main foundation in creating a generation with character, integrity, and ready to face life challenges in the global era.
Implementation of Aqidah and Akhlak Learning in Forming the Character of Students at MTs Al-Islami Bujuk Agung in the 2024/2025 Academic Year Jannah, Miftahul; Subiantoro, Subiantoro; Tamyiz, Ahmad
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.v3i3.1193

Abstract

Aqidah Akhlak learning is a strategic instrument to instill the belief in monotheism while shaping the noble behavior of students to answer the challenges of moral degradation in the digital era. This study aims to describe and analyze in depth the implementation of Akidah Akhlak learning in shaping the character of students at MTs Al-Islami Bujuk Agung in the 2024/2025 academic year, as well as to identify supporting and inhibiting factors. This study uses a descriptive qualitative approach. Data were collected through participant observation techniques, in-depth interviews with madrasah principals, teachers, and students, as well as documentation studies. Data analysis was carried out systematically through data reduction, data presentation, and drawing conclusions, while the validity of the data was tested using source and technique triangulation techniques. The results of the study showed that the implementation of Akidah Akhlak learning was carried out through three main integrated stages. First, planning is carried out by compiling a lesson plan that maps character values to each basic competency. Second, the implementation emphasizes varied methods, teacher role models through the 5S culture, and religious habits such as congregational Dhuha prayers and wirid. Third, the evaluation is carried out authentically, covering cognitive, affective, and psychomotor aspects through behavioral observation journals and assessments of worship practices. This implementation is effective in forming religious, honest, disciplined and polite characters. However, the aspects of hard work and creativity still require further strengthening. The main supporting factors include consistent teacher role models and a religious school environment. On the other hand, inhibiting factors include the negative influence of gadgets (social media), lack of parental supervision at home, and limited infrastructure such as the capacity of places of worship and interactive media. This study concludes that optimal character formation requires ongoing synergy between schools, families, and strengthening of a digital literacy culture.
Developing Emotional Intelligence as a Key to Academic Success among High School Students Afriani, Gusma; Zaman, Nurul
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.v3i1.1197

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.
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. 
Development of AI-Assisted Animated Video Learning Media to Improve the Critical Thinking Skills of Grade IV Students in Elementary Schools Sari, Maya; Sari, Mawar; Sri Anum, Dani; Afkar, Alysa Humairah; Niha, Sarah Atun; Nadia, Sherly; Rahayu, Sri; Sundari, Aisyah; Zahro, Naila maulani
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.v3i3.1200

Abstract

The advancement of digital technology today requires innovation in learning media, especially those that can help develop children's critical thinking skills at the elementary school level. Animated videos that utilize artificial intelligence or AI technology are one of the media alternatives that are quite promising. The purpose of this study is to create learning media in the form of AI-based animation videos that are indeed suitable for use in improving critical thinking skills in grade IV elementary school students. This research uses the R&D (Research and Development) method by conducting a literature review as the foundation. The data used came from journal articles both national and international in the last five years that discussed digital learning media, animated videos, AI technology, and critical thinking skills. From the results of the literature review conducted, it can be seen that animated video media can indeed improve students' critical thinking skills because the material is presented visually, contextually, and there are interactive elements. The use of AI in the creation of animated videos also makes the development process more efficient and the quality of the material presentation increases. From the results of this study, it can be concluded that AI-based animation video learning media has great potential to be applied in grade IV elementary school learning in order to support the development of students' critical thinking skills.
A Comprehensive Review of Collaborative Learning Approaches in General Education Gusma Afriani; Zaman, Nurul
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.v3i2.1202

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.
Evaluation Earned Value Management for Teaching Time and Cost Performance in Civil Engineering Education al Qordhowi, Andrian Firdaus Yusuf
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.v3i1.1203

Abstract

The alignment between civil engineering education and industry demands requires learning models that effectively integrate theoretical knowledge with real project-based analytical skills. In construction management courses, students are expected to master not only conceptual frameworks but also practical tools for evaluating project performance. This study aims to examine the effectiveness of integrating construction management techniques particularly Earned Value Management (EVM) into civil engineering education by using river embankment development projects as authentic learning case studies. The research adopts a quantitative evaluative approach with an explanatory design, involving undergraduate civil engineering students enrolled in construction management courses. Learning outcomes were assessed through students’ ability to analyze time and cost performance using key EVM indicators, including Schedule Performance Index (SPI), Cost Performance Index (CPI), and Estimate at Completion (EAC). The results indicate that the use of real infrastructure project cases significantly enhanced students’ analytical competence in identifying schedule delays, cost inefficiencies, and their interdependencies. However, the findings also reveal limitations in students’ capacity to propose adaptive corrective strategies, reflecting gaps between analytical understanding and decision-making skills. The study concludes that integrating construction management techniques through project-based learning strengthens cognitive and applied learning outcomes but requires complementary pedagogical strategies to foster higher-order problem-solving abilities.
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.
Teacher Professionalism in the National Education System: Analysis of Position, Duties, Rights, Obligations, and Competencies Budihartono, Budihartono; Rosdiana, Rosdiana; Yuspiani, Yuspiani; Subhan, Alwan
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.v3i1.1207

Abstract

Teacher professionalism is a key factor in improving the quality of national education. Teachers play a role not only as implementers of learning but also as strategic actors in character formation, student potential development, and the achievement of national education goals. This article aims to comprehensively analyze teacher professionalism in the national education system, emphasizing the position of teachers, their duties and responsibilities, their rights and obligations, and their competencies as professional educators. This research method uses a qualitative approach with a library research approach. Data analysis was conducted using content analysis techniques by critically examining the substance of regulations and literature to identify the relationship between the normative framework and the practice of teacher professionalism in the context of national education. The results of the study indicate that teachers have been normatively recognized as professionals with a strategic position in the national education system. Teacher professionalism is reflected in the implementation of pedagogical duties, moral and social responsibilities, the proportional fulfillment of rights and obligations, and the mastery of four main competencies: pedagogical, professional, personality, and social. However, the implementation of teacher professionalism still faces various challenges, such as unequal working conditions, high administrative burdens, limited ongoing professional development, and educational policy dynamics that do not fully support strengthening the role of teachers. This article concludes that teacher professionalism is not only determined by the quality of individual teachers but is also greatly influenced by support from the education system as a whole.

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