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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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Navigating Digital Disruption: Professional Competence of Lower Primary Teachers in the Merdeka Curriculum for Alpha Generation Learners Hidayah, Nisrina Ajrina Nur
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.1401

Abstract

The rapid acceleration of digital disruption has significantly transformed elementary education, particularly in relation to the learning characteristics of Generation Alpha and the implementation of Indonesia’s Merdeka Curriculum. In this context, lower primary teachers are required to possess adaptive professional competencies that integrate pedagogical expertise, digital literacy, and ethical awareness. This study aims to explore the professional competence of lower-grade elementary teachers in responding to digital disruption during the implementation of the Merdeka Curriculum for Generation Alpha learners, as well as to identify supporting and constraining factors influencing this competence. Employing an exploratory qualitative approach, the study involved nine lower-grade teachers from an Islamic elementary school in Yogyakarta selected through purposive sampling. Data were collected using open-ended online questionnaires and analyzed through thematic analysis. The findings reveal that teachers strongly recognize Generation Alpha as digital native learners and acknowledge digital competence as a core component of professionalism. This study concludes that strengthening teachers’ digital pedagogical competence through continuous, context-based professional development is essential for effective curriculum implementation. The study contributes to the literature by providing empirical insights into lower primary teacher professionalism within digital transformation and curriculum reform contexts.
Smart Learning in Elementary School: Professional Ethics of Teachers in the Era of Artificial Intelligence Nugroho , Heru Siddik
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.1402

Abstract

Indonesia has gradually experienced growth in recent years, as reported by Katadata.co.id, where device usage reached 5.63 hours per day in 2020 and increased to 6.05 hours per day in 2023. His study aimed to examine the relationship between self-control and Cyberbullying behavior among university students in Aceh. A quantitative correlational design was employed. The participants consisted of 136 active university students aged 17–25 years. Data were collected using the Self-Control Scale and the Cyberbullying Scale, which had been adapted into Indonesian. Data analysis was conducted using Pearson Product Moment correlation after normality and linearity assumptions were met. The results indicated that there was no significant relationship between self-control and Cyberbullying behavior among students (r = −0.107; p = 0.214; p > 0.05). Most participants demonstrated moderate levels of self-control and low levels of Cyberbullying involvement. These findings suggest that self-control is not a predictor of Cyberbullying behavior among university students in Aceh. The results imply that Cyberbullying behavior in emerging adulthood may be more strongly influenced by other factors, such as social context, group norms, and cultural values. This study provides important implications for future research to explore broader psychosocial variables related to Cyberbullying in higher education settings.
Self-Control and Cyberbullying Behavior Dynamics Among University Students: A Correlational Study within Aceh’s Academic Context Sari , Putri Puspita; Ibrahim, Muhammad Buchori; Riady, Muhamad Antos; Mirza, Mirza
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.1410

Abstract

Cyberbullying has increasingly emerged as a significant psychological issue among university students, particularly as digital communication becomes deeply embedded in higher education settings. While self-control is commonly conceptualized as a protective mechanism against aggressive conduct, empirical findings have produced mixed evidence regarding its effectiveness in predicting cyberbullying involvement among emerging adults. The present study sought to investigate the association between self-control and cyberbullying behavior among university students in Aceh. A quantitative approach with a correlational framework was applied, involving 136 active students aged 17–25 years who were recruited using a convenience sampling technique. Data were gathered through Indonesian-adapted forms of the Self-Control Scale and the Cyberbullying Scale. Prior to hypothesis testing, assumptions of normality and linearity were examined, after which Pearson’s Product Moment correlation analysis was performed. The findings revealed no statistically significant association between self-control and cyberbullying behavior (r = −0.107; p = 0.214; p > 0.05). The majority of participants exhibited moderate levels of self-control and minimal engagement in cyberbullying activities. These results suggest that self-control may not serve as a direct determinant of cyberbullying among university students in Aceh. Instead, cyberbullying behavior during emerging adulthood may be more strongly shaped by external psychosocial influences, including peer norms, situational dynamics, and culturally embedded values that operate within digital interaction contexts.
Eksplorasi Self-Assessment Guru dalam Penguatan Nilai Integritas: Implikasinya Terhadap Kejujuran Akademik dan Resiliensi Psikososial Siswa Husairi, Husairi; Kuswanto , Welly
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.1414

Abstract

This study explores teachers' self-assessment practices in enhancing integrity values and their impact on students' academic honesty and psychosocial resilience at TK Restu 1, Malang City. Academic honesty has become a critical issue to examine, given the frequent trend of dishonesty emerging from an early age. This research employed a descriptive qualitative approach. Data were obtained through semi-structured interviews with 10 teachers, classroom observations, and questionnaires distributed to 20 kindergarten students. The collected data were validated through reduction, display, and conclusion-drawing stages. The results indicate that teachers' self-assessment practices significantly impact the effectiveness of character education, with an average score of 4.5. Empirical inspection shows that 90% of students are encouraged to practice honesty, while 88% understand the importance of integrity in learning. These outcomes result from teachers' self-reflection, which fosters positive behavioural frameworks that strengthen students' academic honesty and psychosocial resilience in responding to moral issues. Consequently, this study suggests that educators' self-evaluation is a key instrument in internalizing character within early childhood education. As a practical recommendation, educational institutions should develop teacher self-reflection training programs to further enhance the quality of character education.
Islamic Boarding School Education and the Relevance of Jihad Fiqh in the Book Fathul Mu'in an Effort to Promote Moderate Islamic Teachings Kurniawan, Deny; Rohmatin, Yuani
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.1415

Abstract

Islamic boarding schools and Islamic books are inseparable in contributing to Islamic education in Indonesia, fostering a human civilization that upholds humanitarian values, thus safeguarding life, reason, religion, lineage, and property. Islamic books are sources of knowledge that can maintain diversity in a pluralistic society. One such book that discusses the jurisprudence of jihad isFathul Mu'in, a book written by Shaykh Zainuddin Abdul Aziz Al Malibari Al Fanani and narrated by Sayyid Abi Bakr Syatho with his essay I'anatu At Tholibinreviews one chapter that is worthy of academic scrutiny, namely the Jihad chapter which reviews the meaningAl QitaalIn the perspective of jihad, which is still relevant today, namely the law of jihad and the forms of jihad. Moreover, this book provides the meaning of the purposeAl QitalisAl Hidayahnot war, and able to implement jihad methods that are not extreme and maintain the five main principles of religion. This research islibrary researchwith the main bookFathul Muin and the explanation is the book Ianatu Attholibinespecially in the chapter on jihad as the main reference in searching for data, then reducing the data and analyzing and concluding it using the analysis methodtext interpretationThis research indicates that the yellow books taught in Islamic boarding schools are capable of addressing religious issues to this day. This provides a source of confidence that Islamic boarding schools and their yellow books are capable of addressing the challenges of the times and the problems of life in the archipelago
Learning Empirical Legal Research Methods in Understanding Living Law in Society Krisnamurti, Hana; Mustika, Erika Srie; Nelawati, Nelawati; Muliamarta, Rezky; Limbong, Mikael Irfan; Yuliandy, Muhammad Dwi
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.1416

Abstract

In essence, law cannot be separated from social life, as it emerges, develops, and functions to regulate patterns of relationships between individuals within a social order. The concept of living law emerged, namely law that lives and develops through customs, traditions, and behavioral patterns recognized as guidelines for action. This study aims to analyze the role of empirical legal research methods in identifying and understanding living law in society. This research method uses a juridical-empirical approach by observing legal practices, social behavior, and the interaction between written legal norms and prevailing social norms. The results show that the empirical legal method enables an understanding of law as a dynamic social reality, while simultaneously revealing the gap between normative law and actual legal practice. This approach is also capable of identifying social, cultural, economic factors, and public legal awareness that influence the effectiveness of law. Thus, the empirical legal research method is a crucial instrument for the development of legal science, particularly in formulating legal policies that are responsive to societal needs and realities. Understanding living law through an empirical approach can encourage the creation of a legal system that is not only formally valid but also effective, relevant, and socially just.
Ethics and Professional Discipline Education in Specialist Medical Education Kurniati, Yeti; Nelawati, Nelawati; Mustika, Erika Srie; Muliamarta, Rezky; Limbong, Mikael Irfan; Yuliandy, Muhammad Dwi
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.1417

Abstract

Healthcare services are inherently fraught with potential ethical dilemmas and violations of professional discipline, particularly in medical practice involving resident physicians. Resident physicians, while still in their education, perform medical procedures and have ethical and professional responsibilities to patients, colleagues, and institutions. This study aims to examine the regulation of professional ethics for resident physicians based on the Indonesian Code of Medical Ethics (KODEKI) and Minister of Health Regulation Number 3 of 2025, and to analyze the mechanisms for resolving violations of the code of ethics for resident physicians based on these two instruments. The research method used is normative legal research with a statutory and conceptual approach, through a deductive analysis of primary and secondary legal materials. The results indicate that KODEKI functions as an ethical norm that emphasizes the moral values, professionalism, and integrity of physicians, with an enforcement mechanism through the Medical Ethics Honorary Council (MKEK). Meanwhile, Minister of Health Regulation Number 3 of 2025 is an administrative norm that regulates the enforcement of professional discipline through the Professional Discipline Council (MDP) with structured administrative sanctions. Therefore, a comprehensive understanding and consistent implementation are necessary to ensure that the enforcement of professional ethics and discipline for resident physicians is fair, proportional, and in line with the principles of medical education and patient safety.
A Bibliometric Mapping of Outcome-Based Education and Its Epistemological Reconstruction from the Perspective of Ikhwan al-Ṣafā Suryanto, Deni
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.1426

Abstract

The transformation of global higher education has adopted Outcome-Based Education (OBE) as the dominant paradigm that emphasizes competency measurability. However, the implementation of OBE in Islamic higher education faces serious challenges because the integration of character values is still formalistic and less transformative. This research aims to map the OBE discourse in global literature for the period 2020–2026 and reconstruct its epistemological foundations through the perspective of the Ikhwan al-Ṣafā to overcome the dichotomy between measurability and character transformation. Using a qualitative approach with a combination of bibliometric analysis of 200 Scopus indexed publications and conceptual reconstruction of Rasā'il Ikhwan al-Ṣafā, this study identifies the structure of discourse and formulates an integrative model. The findings show that the OBE literature is dominated by pedagogical-operational approaches (critical thinking, problem-based learning, project-based learning) with significant epistemological gaps—the absence of any connection with the terms epistemology or integration of knowledge. Meanwhile, the thought of the Brotherhood al-Ṣafā has very low academic visibility (only two publications), reflecting the epistemological disconnection between the classical Islamic intellectual tradition and modern curriculum theory. In response, this study formulated an Integrative Transformative Outcome-Based Education Model that synthesizes the principles of constructive alignment of OBE with the epistemology of the Brotherhood of al-Ṣafā through three innovations: Tripartite Constructive Alignment (instrumental, integrative, transformative), Authentic Spiritual Assessment Framework with calibrated rubrics, and curriculum sequencing based on progressive science hierarchy. This model offers concrete solutions to implement the Learning Outcomes of Graduates in a transformative manner, while enriching OBE into a humanistic accountability framework without sacrificing the principle of measurability, towards the formation of insān kāmil (perfect human beings) in Islamic higher education.
The Effectiveness of the Arabic Language Program at Ma'had Al-Jamiah at State Islamic Religious Universities in Aceh Sofia, Ana
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.1427

Abstract

Language is the intellectual bloodstream of Islamic higher education. When an Arabic program underperforms, access to classical and contemporary Islamic scholarship is inevitably constrained. This study aims to evaluate the effectiveness of the Arabic language program at Ma’had Al-Jamiah within three Islamic Religious State Universities (PTKIN) in Aceh: UIN Ar-Raniry Banda Aceh, IAIN Lhokseumawe, and IAIN Langsa. This research employs an evaluation design using the Logic Model to examine program components, including inputs, management processes, and results (outputs and outcomes). Data were collected through in-depth interviews, observations, and Focus Group Discussions (FGDs), and were analyzed comprehensively to identify alignment between program planning and implementation. The findings indicate that the Arabic language program has not yet achieved full effectiveness. Significant variations were found among the three Ma’had in terms of resources, managerial practices, and student learning outcomes. These disparities contribute to inconsistencies in both program outputs and long-term outcomes. The study underscores the need for stronger standardization, improved management, and enhanced institutional support to ensure sustainable development of students’ Arabic proficiency and academic competence.
Internalization of Students' Ecological Intelligence Through Contextual Teaching and Learning In Akidah Akhlak Subjects at Madrasah Tsanawiyah Kuswanto, Welly; Rahmatullah, Asep; Chamid, Abdul; Kholiq, Ahmad Nur
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.1430

Abstract

The irregularity of seasons and the impact of climate change in Indonesia demand a transformation in religious education that is not only based on theoretical knowledge but also responsive to environmental crises. This study aims to deeply analyze the mechanism of internalizing ecological values in the Akidah Akhlak subject through the Contextual Teaching and Learning (CTL) strategy at MTs Anwarus Salaf. Using a descriptive-analytical qualitative approach, this study involved an Akidah Akhlak teacher and 210 students as research subjects. Data were collected through participant observation, in-depth interviews, and documentation studies, which were then analyzed using the Miles, Huberman, and Saldaña model with the assistance of Atlas.ti software. The results show that the internalization of ecological intelligence occurs through a systematic CTL cycle, where constructivism and inquiry components successfully shift the student paradigm from textual understanding to contextual awareness of the fasad (earthly destruction) phenomenon. Teacher exemplary behavior through modeling (uswatun hasanah) and measured habituation through the Moral Control Book (Buku Kendali Akhlak) proved effective in transforming student motivation from extrinsic to intrinsic-transcendental. The main finding of this study constructs the Khalifah fi al-Ardh paradigm as a new identity for students, which gives birth to eco-spirituality where nature conservation is understood as a manifestation of tawhid and moral accountability before Allah SWT. This study recommends a reorientation of integrative religious education curricula to form a generation that is intellectually brilliant and has ethical responsibility for the sustainability of the universe.

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