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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 450 Documents
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Representation of Sufi Educational Values in the Dialogue "Feeling Smart, Even Being Stupid Doesn't Have It" by Rusdi Mathari Mukhtar , M Zainul; Mutholingah , Siti; Rosidin , Rosidin
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.1369

Abstract

In the 21st century, the flow of globalization and technological advances have shaped people's lifestyles that tend to be hedonistic and materialistic. Relationships between people have become fragile and often detached from the foundation of religious values. This article aims to explain how Sufi values ​​are represented in the dialogue Feeling Smart, Stupid Even Though I Don't Have It by Rusdi Mathari to readers. This research uses a qualitative method with a library research approach. The data are in the form of sentences from the conversation between the character Cak Dlahom and his friends sourced from the book Feeling Smart, Stupid Even Though I Don't Have It. The results of the study show that the book contains Sufi values ​​presented through the daily life dialogues of Cak Dlahom and other characters, which include levels of remembrance of Allah, repentance, contentment, guarding oneself from arrogance, caring attitudes, solitude and silence, trust in God, sincerity, fighting lust, cleansing the heart, and piety. It can be concluded that the Sufi values ​​presented in the dialogue book Feeling Smart, Stupid, Not Having Any Benefits provide benefits, provide food for reflection, and enrich religious insight in everyday life, both at the individual and societal levels.
Teacher Professional Development in the Digital Era: Challenges and Strategies for Educational Management Harimurti , Eka Rista
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.1375

Abstract

Teacher professional development has long been recognized as a crucial component in improving the quality of education and enhancing student learning outcomes. This study aims to analyze teacher professional development in the digital era by identifying the key challenges faced by educators and examining effective strategies for educational management in supporting sustainable professional growth. The research employs a library research method by reviewing and analyzing relevant scholarly literature, including academic journal articles, books, and policy documents related to digital transformation in education and teacher professional learning. The collected data were analyzed using a descriptive–analytical approach to synthesize concepts, compare perspectives, and draw comprehensive insights. The results indicate that teacher professional development in the digital era is constrained by challenges such as limited digital competence, unequal access to technology, and insufficient institutional support; however, these challenges can be addressed through strong educational leadership, the integration of digital tools with pedagogical innovation, collaborative professional learning communities, continuous evaluation, and the cultivation of a culture of lifelong learning.
MICE Tourism Development from a Local Economic Education Perspective Junnurain, Junnurain; Yuniati, Nining
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.1315

Abstract

With the development of the modern tourism industry, various forms of tourism have emerged that are not only oriented towards recreation but also towards business activities, one of which is MICE (Meetings, Incentives, Conferences, and Exhibitions) tourism. This study aims to identify the potential of Bima City for MICE tourism development, analyze the impact of MICE activities on local economic growth and improving community welfare, and identify internal and external factors that constitute the strengths, weaknesses, opportunities, and threats in the development of this sector. This study used a descriptive qualitative approach. The results indicate that the development of MICE (Meetings, Incentives, Conferences, and Exhibitions) tourism in Bima City has significant potential to become a strategic sector in driving local economic growth. Bima City already has several supporting factors, such as the availability of hotel facilities and meeting halls, regular seminars and cultural events, and support from the local government through the Bima City Tourism Office in developing the tourism sector. MICE activities have been proven to have significant economic impacts, both directly and indirectly, such as increased hotel occupancy rates, increased sales of MSME products, increased business opportunities, and increased economic turnover. This demonstrates that MICE tourism has a multiplier effect that can stimulate various local economic sectors.
Assessing the Impact of Classroom Enviroment on Learning Outcomes: A Survey of Students and Teacher Perspective Swanda Tupamahu, Marissa; Rivai, Vanessa
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

Abstract

This study investigates the impact of classroom environments on student learning outcomes from both student and teacher perspectives. Using a descriptive quantitative approach, data were collected from 150 participants, consisting of 100 students and 50 teachers in Sorong City. The questionnaire covered four main categories: physical classroom environment, social classroom environment, psychological classroom environment, and learning outcomes. Reliability testing using Cronbach’s Alpha confirmed that most categories were consistent, although the physical environment required improvement. The results revealed that while the physical environment was moderately supportive, the social and psychological aspects had stronger positive influences on student motivation, engagement, and achievement. These findings underscore the importance of enhancing classroom conditions beyond physical resources, by also fostering supportive interactions and psychological well-being. The study contributes practical insights for educators and policymakers in designing classroom environments that holistically promote academic success.
Perception of Science Teachers in Malacca on Science Learning That Integrates Local Wisdom Tabun, Yohana Febriana; Tampani, Yohanis Kristianus; Seran, Yanuarius Bria; Klau, Reni Imelda
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.1382

Abstract

Science Education in Indonesia faces challenges regarding contextual relevance. This study aimed to describe and analyze the perceptions of Science teachers in Malaka Regency, East Nusa Tenggara, towards the integration of local wisdom (LW) into the learning process. This approach is believed to bridge universal scientific concepts with students' cultural reality. The research employed a quantitative descriptive method with a survey design. The study population was all junior and senior high school Science teachers in Malaka, with a sample of 45 teachers selected using purposive sampling. Data were collected via a validated and reliable Likert-scale questionnaire and analyzed using descriptive statistics (mean scores and percentages). The results indicate that the overall perception of Science teachers in Malaka falls into the Very Positive category (composite mean score 4.25), signaling strong support for this approach. Although teachers hold very positive understanding and attitudes regarding the benefits of integration, they face significant challenges in implementation, mainly related to the scarcity of teaching modules specifically based on Malaka's local wisdom and time constraints for developing their own contextual materials. Teachers explicitly expressed an urgent need for training on ethnoscience integration methodology and the facilitation of contextual teaching materials. The study concludes that teachers' willingness to innovate is high, but the success of the implementation requires strategic institutional support.
The The Challenges of Islamic Education in the Digital Age: Moral Crisis, Digital Literacy, and Religious Authority Amalia, Milda; Hasanah, Ruqoyah Arifatul
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.1387

Abstract

The development of the digital era has brought significant changes in Islamic educational practices. On the one hand, the digital era opens up vast opportunities for access to knowledge and learning innovation, but on the other hand it also presents a variety of serious challenges. This article aims to analyze the challenges of Islamic education in the digital era which include student moral crises, low digital literacy, and shifts in religious authority. The method used in writing this article is a literature review with a qualitative-descriptive approach through the analysis of relevant literature, such as books, journal articles, and credible digital sources. The results show that exposure to unfiltered information, instant culture, and the dominance of social media contribute to the weakening of the internalization of moral values, the low ability to think critically, and the emergence of new religious authorities that do not always have scientific legitimacy. Therefore, Islamic education is needed to revitalize the curriculum, strengthen digital literacy, and rebuild scientific authority based on Islamic values. This effort is expected to be able to make Islamic education relevant and competitive in the midst of digitalization flows.
Digital Financial Literacy Learning in Shaping Non-Cash Transaction Behavior of Upper Secondary School Students Herianto , Asfin; Jumaenia, Jumaenia
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.1389

Abstract

The development of information and communication technology has encouraged the increasing use of digital money as a means of transaction, especially among the younger generation. This study aims to analyze the behavior of digital money usage among students of SMAN 1 Wangi-Wangi, Wakatobi Regency and identify the factors that influence it and its impact on students' financial behavior. This research method uses a quantitative approach with a survey method of 42 grade XII students as respondents. Data were collected through a Likert-scale questionnaire and analyzed using validity tests, reliability tests, descriptive statistics, normality tests, and simple linear regression analysis. The results showed that 64.3% of students had used digital money, with the Dana application as the most widely used service. Validity and reliability tests showed that the research instrument was valid and reliable with a Cronbach's Alpha value of 0.866. Regression analysis showed that the use of digital money has a positive and significant effect on students' digital money usage behavior (t = 5.418; sig. = 0.000). The use of digital currency has positive impacts such as ease of transactions, increased financial technology literacy, and ease of financial management. However, it also has the potential for negative impacts such as consumer behavior, technological dependency, and reduced spending control. Therefore, improving financial literacy and monitoring the use of digital currency are essential to ensure students utilize this technology wisely and responsibly.
Integrating Presentation and Roleplay Activities in Teaching Business English Class in Boosting Students’ English-Speaking Fluency at a Private University in Pontianak, Indonesia Pakpahan, Marnangkok
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.1390

Abstract

This study aims to describe the effectiveness of integrating presentation and roleplay activities in boosting undergraduate students’ English-speaking fluency in Business English class at tertiary level. The study is grounded in the problem that the awareness of English language instructors is often narrowly defined as declarative knowledge, without having sufficient attention to how such knowledge is enacted as procedural knowledge pedagogically. The study employs a qualitative case study design using observation and interview as the data collection method to assess data on the practice of declarative knowledge and procedural knowledge applied systematically. The findings reveal that presentation and roleplay activities significantly enhance students’ communication skills, particularly in terms of fluency, improved comprehension, contextual understanding, and interactive skills. Additionally, presentation and roleplay activities increase students’ confidence in speaking in English and encourage more frequent use of English in the classroom. Hence, the study results would benefit academicians in incorporating presentation and roleplay activities as effective tools in enhancing students’ communication skills in classroom activities. This study further elaborates on how presentation and roleplay activities, when used in a systematic and well-organized way, could optimize students’ participation in a Business English class, exploring more on their
Arabic Vocabulary Learning through Podcast-Based Stimulation in Informal Pesantren Settings Fauzah, 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.1395

Abstract

Arabic vocabulary mastery is a crucial foundation for language proficiency in Islamic educational contexts, particularly in pesantren where Arabic functions as both a subject of study and a medium of daily communication. However, vocabulary learning among non-native Arabic learners is often constrained by classroom-centered instruction and limited exposure in informal environments. This study aims to examine how podcast-based audio stimulation implemented in informal pesantren settings supports Arabic vocabulary learning and to explore learners’ affective and behavioral responses to such stimulation. Adopting a qualitative research design with a naturalistic inquiry orientation, the study was conducted over a 12-week period at Pondok Pesantren Darullughah Wadda’wah. Data were collected through non-participant observations, learner reflections, and semi-structured interviews, and were analyzed thematically. The findings indicate that sustained exposure to Arabic podcasts in dormitory environments facilitates vocabulary development through gradual lexical noticing, increased familiarity with recurring lexical items, and emerging incidental use in peer interaction. In addition, learners demonstrated positive affective responses, characterized by reduced anxiety, sustained engagement, and tolerance of partial understanding. The study concludes that podcast-based stimulation functions effectively as incidental auditory input that enriches learners’ lexical environment beyond formal instruction. By embedding Arabic exposure into daily routines, podcasts offer a complementary and low-pressure approach to vocabulary learning in pesantren contexts. The findings contribute to discussions on informal language learning and provide pedagogical insights for integrating digital audio media into Arabic language education without increasing instructional burden.
Civic Deficit Among High School Students: A Qualitative Study of Constitutional Political Education in Public Schools Santoso, Rengga Yudha; Mariyani, Yohana Rosita Dewi; Prastiwi, Anisa; Kartini, Ragil Putri Hari
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.1400

Abstract

The shifting dynamics of global democracy have positioned civic education as a crucial pillar in shaping the civic engagement of the younger generation. This research aims to investigate the forms and causes of civic deficit among high school students in the context of constitutional political education. Using a qualitative approach with a case study design at SMA Negeri 1 Rejoso, Nganjuk, data was collected thru in-depth interviews with 4 Civics teachers and 30 students from class X, as well as document analysis of syllabi, lesson plans, and textbooks. Thematic analysis techniques were used to identify patterns in learning experiences, perceptions, and practices. The findings indicate that the civic deficit is not only rooted in students' lack of interest in political issues, but is also fueled by structural conditions within the education system, including pedagogical stagnation due to administrative pressure and inadequate welfare for contract teachers. Civics education tends to be monological, normative, and lacks local contextualization, leading to political alienation among students. Teaching materials that are merely an administrative formality reinforce this alienation. A curriculum unsupported by a well-being ecosystem and fair teacher distribution fails to create deliberative space in the classroom.

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