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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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Reframing Strategic Marketing Management for Islamic Educational Institutions in the Digital Era Bahri, A. Saeful; Napsin, Napsin; Maryati, Nenden; Kasetyaningsih, Sufia Widi; Nashrulloh, Yusuf; Jaelani, Mahpud
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.v3i1.1232

Abstract

Declining student enrollment has become a critical challenge for Islamic educational institutions in maintaining institutional continuity and educational quality, including SMP Qur'an As-Salam. The purpose of this study is to examine the implementation of marketing management through the Planning, Organizing, Actuating, and Controlling (POAC) framework to enhance institutional attractiveness and public image. This study used a descriptive qualitative methodology, with data collected through in-depth interviews, direct observation, and document analysis. Participants included school leaders, administrative staff, teachers, and parents directly involved in marketing-related activities. Data were analyzed using data reduction, data presentation, and conclusion formulation, while data validity was ensured through source and methodological triangulation. The findings of this study indicate that SMP Qur'an As-Salam's marketing planning aligns with its Qur'anic vision and mission, emphasizing Islamic character development, a Qur'an memorization program, and academic excellence. Promotional practices integrate direct outreach activities such as community engagement, brochures, banners, and social events with digital platforms, including social media, websites, and educational content. Therefore, continuous innovation, digital marketing capacity building, and collaborative partnerships are recommended to strengthen sustainability in the digital era.
Gamification - A New Superpower to Enhance the Effectiveness of Educational Supervision in the Digital Age Zaenuri, Zaenuri; Yansyah, Dedi
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.v3i3.1234

Abstract

Educational supervision in the digital era faces challenges related to teacher motivation, active engagement, and feedback effectiveness in professional development processes. This research aims to identify effective gamification models, describe their implementation, and analyze their impact on motivation, engagement, and effectiveness of educational supervision in the digital era. The study employed a qualitative approach with a case study design conducted at SDIT Insantama Rangkasbitung. Research participants consisted of school supervisors, principals, and teachers selected through purposive sampling. Data collection was carried out through in-depth interviews, participatory observation, and document analysis. Data analysis utilized thematic analysis techniques with NVivo software assistance. The findings reveal that an effective gamification model integrates a hierarchy of elements including progress bars, point systems, badges, and leaderboards with priority on feedback and follow-up aspects. Implementation was conducted through four systematic stages: Quest log in planning, Live feedback in observation, Debriefing challenge in feedback, and Action Points with a leveling system in follow-up. Significant impacts were identified in increasing teacher motivation through achievement visualization, enhancing active engagement with accelerated response and task completion, and improving supervision effectiveness measured from process dimensions, teaching quality output, to student learning outcomes. This research provides practical contributions in the form of an adaptive gamification supervision model that accommodates technological infrastructure limitations and can be replicated by schools with similar conditions.
Generation Z’s Perception of Political Memes in the Context of Digital Media Literacy Education Khaz, Fitra Hadi; Putri, Gessya Aprilia Syahrika; Maharani, Nabilla; Rahmayanti, Salsabila; Utomo, Riski Hariadi
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.1235

Abstract

Rapid technological developments have made human life much more practical and easier. One such technology is social media. Political memes are increasingly dominant on social media and have become a tool for the rapid and easily accepted dissemination of political messages. The purpose of this study is to examine how Generation Z views political memes as a propaganda instrument in the 2024 General Election. This study used a literature review method with both a literature review and content analysis. Data analysis was conducted descriptively and interpretively by integrating Robert M. Entman's framing theory and Chong and Druckman's framing theory. The findings indicate that Gen Z views political memes as an engaging and creative communication medium but are also aware of the risks of information manipulation within them. Political memes are considered effective in increasing political attention and engagement, but their impact depends on an individual's level of digital literacy.
Implementation of Deep Learning in Improving Critical Thinking Skills (Case Study of SDN Pasawahan Kidul and SDN 3 Selaawi Purwakarta Regency) Yuniar, Isny; Maylani, Fitriyah; Soro, Suharyanto H
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.v3i3.1239

Abstract

This study aims to explore the implementation of deep learning in improving the critical thinking skills of elementary school students. The research was carried out at SDN Pasawahan Kidul and SDN 3 Selaawi Purwakarta Regency using a case study approach The research subjects included principals, teachers, and students. Data collection techniques were carried out through observation, in-depth interviews, and documentation studies. Data analysis is carried out interactively through the stages of data reduction, data presentation, and conclusion drawn. The results of the study show that (a) the implementation of deep learning has been carried out through learning planning oriented to active student involvement; (b) Implementation of discussion-based, problem-solving, and simple project learning, as well as learning evaluation through formative assessments and authentic assessments; (c) Deep learning encourages students to express opinions, give reasons, analyze problems, and draw conclusions, thus contributing to the improvement of students' critical thinking skills. This study concludes that deep learning can improve the critical thinking skills of elementary school students supported by structured planning, consistent implementation, and evaluation oriented to critical thinking indicators.
Evaluation of Transformational Leadership of Principals in Improving Teacher Performance at SDN 1 Bojong Timur Purwakarta Regency Umara, Rohmat; Nurmilah, Irma; Mardiana, Dinny; Soro, Suharyanto H
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.v3i3.1240

Abstract

Teachers are an important factor in the success of the learning process; therefore, teacher performance directly influences the quality of education. The principal's leadership also plays an important role in enhancing teacher motivation and performance. While previous studies have indicated that transformational school leadership has a positive impact on teacher performance, it remains unclear how the evaluation process within transformational leadership specifically improves performance. This study aims to analyze the controlling stage, based on Henry Fayol’s theory, of transformational school leadership in an effort to enhance teacher performance. This research employs a qualitative method with a case study approach. Data were collected through observation, in-depth interviews, and documentation studies. Samples were selected via purposive sampling, involving the school principal as a manager and teachers meeting specific criteria. Overall, the results indicate that the transformational leadership practices of the principal align with Henry Fayol’s POCCC theory, particularly in the controlling stage. In practice, the principal exercises control through supervision and collective reflection with teachers, which is documented in a supervision book. This book contains records of planned activities adjusted to the school’s vision and mission. The study concludes that transformational leadership at SDN 1 Bojong Timur, Purwakarta Regency, has proven successful in increasing teachers' morale, motivation, and responsibility, thereby contributing positively to the improvement of teacher performance.
The Essentiality of Teacher Supervision as a Positive Cultural Driver in Creating Effective Schools at SDN Ciwangi, Purwakarta Regency Cahyono, Rendra Bagus; Haryati, Elis; Mardiana, Dinny; Soro, Suharyanto H
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.v3i3.1241

Abstract

Effective schools play an important role in the implementation of quality education that supports a conducive, characterful, participatory and sustainable school climate. One of the strategic factors in realizing an effective school is the supervision carried out by teachers as agents of change in schools. Although many effective schools are found in Indonesia, the realization is that there are still shortcomings in the supervision process, namely administrative, fragmentary, lack of collaboration, and low motivation for teachers to become positive cultural drivers. This research uses a qualitative approach with case studies. The selection of case studies aims to gain a deep and comprehensive understanding of the essentiality of teacher supervision as a positive cultural driver in creating effective schools. The research was carried out at SDN Ciwangi, Purwakarta Regency. Data collection techniques through observation, interviews and document studies. The subjects of the study were determined through purposive sampling , namely 1 principal as the key informant, 5 teachers as the main informant, and 12 students as supporting informants from the impact of supervision. Structured and participatory supervision planning with the preparation of integrated supervision guidelines in school programs. The implementation of supervision is carried out in a collaborative and structured manner by directly observing student behavior in both intracurricular, cocurricular, extracurricular, and school culture processes. The evaluation process is carried out in a participatory and continuous manner through regular school meetings, the school's internal learning community, and parental feedback through google forms. Follow-up activities by selecting and sorting out indicators that have been achieved well and those that have not been used to improve teacher supervision strategies so that effective schools are created. Conclusion: Teacher supervision that drives positive culture is proven to support the creation of effective schools through planned, structured, participatory and sustainable supervision management
The Influence of Hoaxes on Voter Participation from a Civic Education Perspective in Indonesia Khaz, Fitra Hadi; Arsyika, Nadhra; Habibi, Jefri Nur; Sari, Indah Jelita; Effendi, Frya Destra
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.v3i3.1242

Abstract

The development of information technology and the dominance of social media in public life have changed the patterns of dissemination and consumption of political information, while simultaneously increasing the intensity of the spread of hoaxes. This phenomenon has the potential to influence public perceptions, attitudes, and political participation in elections. This study aims to examine the influence of the spread of hoaxes on voter participation in elections in Indonesia, both in terms of turnout and the quality of political participation. The research method used is qualitative with a descriptive analytical approach through a library study of relevant literature, institutional reports, and scientific journals. The research analysis utilizes Agenda Setting Theory to explain the role of the media, particularly social media, in shaping issues deemed important by the public. The results show that social media, particularly Facebook and WhatsApp, have become primary loci for the spread of political hoaxes due to their gatekeeper-free nature, virality-based nature, and the support of algorithms that amplify polarization and echo chambers. Therefore, strengthening digital literacy, political education, and fact-checking practices are essential prerequisites for maintaining the quality of voter participation and the sustainability of democracy in Indonesia.
Implementation of Student Programs in The Context of Deep Learning in Building Positive Character at SMP Negeri Satu Atap Rimbakarya Salinan, Salinan; Noviyanti, Noviyanti; Mardiana, Dinny; Soro, Suharyanto H
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.v3i3.1243

Abstract

Education in the era of transformation focuses not only on academic achievement, but also on building individuals who are moral, independent, and ready to face the challenges of the 21st century. Student programs have a strategic role in this situation because they are a place to build values and character through various activities outside of formal learning. Student programs are still faced with several challenges in many schools, among them undisciplined students and poor collaboration. In order for the formation of student character to be more significant and sustainable, the student program management model must be integrated with a deep learning approach. In the context of in-depth education at SMP Negeri Satu Atap Rimbakarya, this study aims to explain and analyze the implementation of student programs to build positive character. The method used is qualitative and uses descriptive analysis. Data was collected through observation, in-depth interviews, and documentation studies, then analyzed using the Miles and Huberman model through the stages of reduction, presentation, and conclusion drawn. The validity of the data is carried out by conducting a test of the validity of triangulation of techniques and sources. The results of the study show that the implementation of student programs is carried out systematically through four management functions: structured planning based on the Pancasila Student Profile, collaborative organization, implementation of project-based activities and reflection, and continuous evaluation at the pre, process, and post-stage stages. In conclusion, the student program at SMP Negeri Satu Atap Rimbakarya effectively integrates the management function and philosophy of deep learning in shaping students' positive character holistically and continuously.
The Existence of The Implementation of The Academic Ability Test in Increasing The Learning Motivation of Package C Students at PKBM Bina Bangsa Purwakarta Hidayah, Deni; Rosmuliawati, Ade Siti; Soro, Suharyanto H; 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.v3i3.1244

Abstract

This research is based on the phenomenon of low student attendance before the implementation of TKA, which then increases after TKA is implemented. This study aims to describe the existence of the implementation of the Academic Ability Test (TKA) and analyze its influence on the learning motivation of Package C students at PKBM Bina Bangsa Purwakarta. This research method uses a qualitative descriptive approach with data collection techniques in the form of observation, semi-structured interviews, and documentation. The research population consisted of all Package C students at PKBM Bina Bangsa, with a purposive sample that focused on students with low attendance rates before TKA. The results of the study show that the implementation of TKA at PKBM Bina Bangsa Purwakarta is carried out in a planned manner, and integrated with the learning process. TKA not only functions as an academic evaluation instrument, but is also used as a means of reflection on learning by tutors and a tool to strengthen learning motivation for students. The contribution of foreign workers to learning motivation can be seen from changes in students' learning behavior, especially increased attendance, discipline, and active involvement in learning activities. Based on these results, it can be concluded that the Academic Ability Test has a real and significant existence in increasing students' motivation to learn, especially through increased attendance and active involvement in the classroom. This study provides recommendations for PKBM to maintain the implementation of TKA regularly, provide constructive feedback, and integrate TKA with other motivational strategies to maximize student learning outcomes.
Optimizing the Use of School Libraries in Improving Students' Literacy Skills at SDN 1 Citamiang Latifah, Aida; Gumelar, Dede Ipan; Mardiana, Dinny; Soro, Suharyanto H
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.v3i3.1248

Abstract

This study aims to describe the optimization of the use of school libraries in improving the literacy skills of elementary school students through the implementation of management functions. This study uses a qualitative approach with data collection techniques in the form of observation, interviews, and documentation involving principals, teachers, and library managers at SDN 1 Citamiang. The results of the study show that the optimization of the use of school libraries is carried out through the stages of planning, organizing, directing, coordinating, and controlling which refer to Henry Fayol's management theory. Planning is carried out by analyzing students' literacy needs and designing literacy programs in a structured manner, such as 15-minute reading, reading corners, and regular visits to the library. Organizing is carried out through a clear division of duties and responsibilities between school principals, teachers, and library managers. Briefings are given on an ongoing basis to build reading habits and improve students' reading comprehension. The coordination established between school elements allows literacy programs to run more regularly and integrated with classroom learning. Control is carried out through periodic monitoring and evaluation of the implementation of programs and the use of library facilities. Overall, optimizing the use of school libraries has a positive impact on improving the literacy skills of elementary school students, especially in fostering interest in reading, reading comprehension, and independent learning habits.

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