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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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The Concept of Islamic Worldview According to Hamid Fahmy Zarkasyi Haryono S, Irwan; Sebayang, Abdul Aziz
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.1450

Abstract

The concept of Islamic Worldview is an important discourse in the study of contemporary Islamic philosophy because it functions as an epistemological and ontological framework in understanding the reality of life. In the midst of globalization and the dominance of the secularism paradigm that tends to separate religion from social, economic, and political life, understanding the Islamic worldview is becoming increasingly relevant. The Islamic Worldview offers an integrative perspective that places revelation as the primary source of knowledge and makes monotheism a fundamental principle in all aspects of human life. This research aims to analyze the concept of Islamic Worldview according to Hamid Fahmy Zarkasyi and explain its relevance in facing the challenges of the contemporary world, especially in the aspects of ontology, epistemology, and axiology. This study uses a qualitative method with a library research approach. Data were obtained from the works of Hamid Fahmy Zarkasyi and Syed Muhammad Naquib al-Attas as well as relevant academic journal literature. The analysis was carried out through a content analysis method with a historical and sociological approach to understand the development of the concept of Islamic Worldview in the Islamic intellectual tradition. The results of the study show that the Islamic Worldview, according to Zarkasyi, is a holistic paradigm of life based on monotheism. This paradigm rejects the dichotomy between religion and world life and emphasizes the integration of revelation, reason, and social reality in the Islamic knowledge system. This concept is relevant as the basis for the development of a paradigm of science, education, and social life based on the values of monotheism in facing the challenges of modernity and globalization.
History of Islamic Educational Institutions and Their Contribution to the Development of Science Hasibuan, Tarikh Al Hafizh; Sebayang, Abdul Aziz; Haryono S, Irwan
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.1452

Abstract

Islamic educational institutions have an important role in the process of transmission, development, and preservation of science throughout the history of Islamic civilization. This article aims to examine the development of Islamic educational institutions and their contribution to the advancement of science from classical to modern times. This research uses a qualitative approach with the library research method, by analyzing various relevant literature sources related to the history of Islamic education. The results of the study show that Islamic educational institutions such as kuttab, halaqah, madrasah, and pesantren have a strategic role in forming a systematic scientific tradition, both in the fields of religious science and rational science. In classical times, these institutions became centers for the development of various disciplines, such as philosophy, medicine, mathematics, and astronomy. Along with the times, Islamic educational institutions have undergone transformations in systems, curricula, and learning methods to adapt to the needs of society and the development of science. Thus, the history of Islamic educational institutions shows that these educational institutions not only function as a means of religious education, but also contribute significantly to the development of science and human civilization.
Implementation of the Habit of Reciting the Qur'an Before Learning in Forming Students' Religious Character Agustin, Anisa Nur; Andhini, Desti Tri; Panjaitan, Hanna Theresia; Apriyani, Linda; Maidila, Nia; Hujimaki, Salsabila Kaila; Rinjani, Novinda; Indriyani , Hanna Putri; Dewi, Ratna
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.1455

Abstract

The strengthening of students’ religious character has become an important concern in elementary education as schools are expected not only to develop cognitive competence but also moral and spiritual values. This study aims to analyze the implementation of the habit of reciting the Qur’an before learning activities in forming students’ religious character at SDN Kedaleman IV. The research employed a qualitative descriptive approach to explore the implementation process and its influence on students’ behavior and learning readiness. The research subjects consisted of Islamic Religious Education teachers and students who participate in the recitation activity, while the object of the study focused on the implementation of Qur’anic recitation as a habituation program in the school environment. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings indicate that the recitation activity, conducted routinely from Tuesday to Friday before learning begins, contributes positively to the development of students’ religious character, including improved discipline, emotional readiness for learning, confidence in reading the Qur’an, and a more conducive classroom atmosphere. However, challenges remain, particularly differences in students’ reading abilities and limitations of supporting learning facilities. Overall, the study concludes that the habituation of Qur’anic recitation serves as an effective strategy for integrating religious values into daily school culture.
Strengthening Teacher Competence in Building Motivation and Discipline for Learning Outcomes in MI Darmawan, Didit; Alam, Muchammad Bachrul
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.1459

Abstract

This study aims to analyze the model of teacher competence strengthening in building learning motivation and discipline to achieve meaningful learning outcomes in Madrasah Ibtidaiyah. Employing a qualitative literature review method with content analysis, this research synthesizes academic literature to develop a conceptual understanding of comprehensive teacher development models. The findings reveal that the model for strengthening teacher competence in building student motivation consists of needs-based training, intensive mentoring, structured reflection, professional learning communities, technology utilization, principal involvement, and impact evaluation. Teachers need to master motivation strategies including creating curiosity, providing appropriate challenges, positive reinforcement, connecting material to real life, creating enjoyable atmospheres, providing autonomy, and building positive relationships. The model for strengthening teacher competence in building learning discipline includes proactive classroom management training, positive reinforcement mentoring, effective communication skills, behavior function understanding, structured reflection, learning communities, parental involvement, logical consequences, positive classroom culture, role modeling, consistency, individual approaches, impact evaluation, and spiritual values ​​reinforcement. Both models together build the foundation for teachers to create motivating and disciplined learning environments that lead to meaningful learning outcomes. The study implies that teacher development programs must be designed as integrated models with intensive mentoring and sustainability.
Implementation of Educational Quality Assurance and Control at MTs As'adiyah, Female Section, Sengkang, Wajo Regency Pateha, Usman; Hasibuddin, Muhammad
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.1460

Abstract

In the Indonesian context, the quality of education is a primary focus of national development, as stipulated in Law Number 20 of 2003 concerning the National Education System, which affirms that education functions to develop abilities and shape the character and civilization of a dignified nation. This research aims to deeply analyze the process of educational quality assurance and quality control at MTs As’adiyah for Girls, focusing on the implementation of the Internal Quality Assurance System (SPMI) and the mechanisms of academic and non-academic quality control. This study employs a descriptive qualitative approach, collecting data through in-depth interviews, participatory observations, and document analysis. The main informants include the principal, vice principal for curriculum affairs, teachers, administrative staff, and education supervisors from the Ministry of Religious Affairs of Wajo Regency. The findings reveal that the quality assurance process at MTs As’adiyah is systematically carried out through the PPEPP cycle (Determination, Implementation, Evaluation, Control, and Improvement) as mandated by the Indonesian Ministry of Education Regulation No. 28/2016. In the context of quality control, the school applies a continuous improvement model inspired by Total Quality Management (TQM) and the Deming Cycle (Plan–Do–Check–Act) but adapted to the pesantren culture emphasizing spirituality and moral integrity.
Chaos in Freedom: Understanding Positive and Negative Freedom through Classroom Disorder and Montessori Education Nasution, Kalea Humayraa; Mastika, Putu Ega Yudia
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.1461

Abstract

Freedom is commonly associated with choice, agency, and personal growth, yet everyday classroom experience shows that freedom without structure can quickly become disorder. This study examines how freedom can be used responsibly in educational settings by interpreting a classroom incident of disruption through Isaiah Berlin’s distinction between positive and negative liberty and Maria Montessori’s principle of freedom within order. The study asks three questions: why freedom sometimes leads to disorder in group settings, how rules and guidance make freedom meaningful, and what educational insight can be drawn from Berlin and Montessori for managing freedom productively. Using a qualitative design, the study draws on classroom observation, a focused literature review, and Socratic interviews with five classmates. The findings indicate that unstructured freedom initially produced excitement but rapidly evolved into noise, confusion, and reduced mutual consideration. Interpreted through Berlin, the classroom displayed “freedom to” act without sufficient “freedom from” disruption. Interpreted through Montessori, the episode illustrates that choice becomes educationally valuable only within a prepared environment shaped by norms, routines, and responsibility. The study contributes a child-centered and theoretically grounded account of why rules do not necessarily limit freedom, but can instead make meaningful freedom possible in classroom life.
The Application of Islamic Educational Philosophy in Congregational Dhuha Prayer Activities at MIN 5 Ngawi Muhammad Rofiiqul Umam; Ari Abi Aufa
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

In shaping an education, it is also recommended to be able to create an optimal achievement that not only transfers knowledge but also forms the character and noble personality of students. This study aims to discuss the application of Islamic educational philosophy carried out at MIN 5 Ngawi in the form of congregational dhuha prayer activities. Using descriptive qualitative field research methods, the results of the study indicate that the form of dhuha prayer activities carried out at MIN 5 Ngawi is carried out every morning before the learning process begins and is attended by all students from grades 1-6. This activity is accompanied by Islamic Religious Education teachers to monitor and provide direction to students. After the dhuha prayer activity is completed, a short surah memorization is carried out. This series of activities has character education value where, in the view of educational philosophy, it is interpreted as a form of integration between religious and societal values ​​and norms that are expected to later become provisions for students to grow and develop in the future
Analysis of the Implementation of the Teacher Learning Day Program (PHBG) in Improving Teacher Competence Siregar, Lanniari; Aryani, Nini; Wilyanita, Nopa
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.1464

Abstract

This study aims to analyze the implementation of the Teacher Learning Day Program (PHBG) in improving the pedagogical competence of early childhood education (ECE) teachers in the Drupadi Cluster, Dayun District. This study employed a qualitative approach with a descriptive method. The research subjects consisted of 14 ECE teachers who are members of the Drupadi Cluster. Data were collected through interviews, observations, and documentation. The results of the study indicate that the implementation of PHBG has a positive impact on improving teachers’ pedagogical competence. Teachers have become more capable of creating a safe and comfortable learning environment, designing and implementing student-centered learning, conducting assessments of children's development, utilizing simple technology in learning, as well as engaging in reflection and professional collaboration. In addition, PHBG activities also help teachers in developing students' potential according to the characteristics of early childhood. Based on these findings, it can be concluded that the Teacher Learning Day Program (PHBG) plays an important role in improving the pedagogical competence of ECE teachers in the Drupadi Cluster, Dayun District, and can serve as an effective strategy for continuous teacher professional development.
Social Media and the Formation of Political Knowledge of Generation Z Students Sianturi, Wina Tricahyani; Simbolon, Monalisa; Sipayung, Ninda Theresia; Siburian, Mastyana; Nababan, Sthephany; Siregar, Dian Rahmat
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.1467

Abstract

The development of social media has changed the consumption patterns of political information among the younger generation, especially Generation Z students. This study aims to analyze how social media is utilized as a source of political information and how this utilization shapes the political knowledge of students at HKBP Nommensen University, Pematangsiantar. This study used a descriptive qualitative approach with data collection techniques in the form of semi-structured interviews with nine Generation Z students from several study programs. Interviews were conducted in January-February 2026 with a duration of 5–10 minutes for each informant. Data were analyzed using thematic analysis through the stages of transcription, open coding, grouping themes, and data interpretation. The results show that TikTok, Instagram, YouTube, Facebook, and X/Twitter are the main platforms for accessing political information because they are considered fast, practical, and easy to access. Social media is perceived not only as a source of information, but also as a digital communication space that shapes students' political knowledge, opinions, and critical attitudes. However, the depth of political knowledge formed is still influenced by digital literacy, academic environment, peers, and social experiences. This study confirms that social media plays a role as an informal political learning space for Generation Z students.
Raising Awareness and Creating a Safer School Environment Through Understanding Tween Bullying Van Hasselt , Tygo; Prihatina, Ni Putu Indah Cahya
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.1470

Abstract

Bullying among tweens remains a significant educational and social concern because it affects emotional well-being, peer relationships, and academic engagement during a critical stage of child development. This study examines why bullying occurs among tweens and how safer school environments can be created by interpreting bullying through Michel Foucault’s concept of power. The research uses an exploratory descriptive design that combines Socratic questioning, literature review, and a small classroom survey involving eight students. The analysis shows that participants most frequently associated bullying with physical and cyber forms, while jealousy, insecurity, stress, social conflict, and the perception that bullying is enjoyable emerged as recurring explanations for why students bully others. Interpreted through a Foucauldian lens, these findings suggest that bullying is not only an individual behavioral problem but also a relational and institutional issue shaped by unequal power, peer hierarchies, and limited opportunities for students to exercise voice. The study argues that prevention requires more than punishment. Schools need to strengthen supervision, cultivate fairness and empathy, decentralize opportunities for student participation, and create supportive structures that reduce the rewards of domination. The article contributes to bullying scholarship by showing how a Foucauldian perspective can deepen understanding of tween bullying while remaining closely connected to practical school-based prevention.

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