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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 464 Documents
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Education as a Tool for Empowering Women and Achieving Gender Equity Afriani, Gusma; Zaman, Nurul
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.1534

Abstract

Education is widely regarded as a strategic instrument for empowering women and advancing gender equity; however, persistent disparities indicate that its transformative potential remains uneven and context-dependent. This study aims to critically examine the extent to which education contributes to women’s empowerment and gender equity by identifying the structural and socio-cultural factors that mediate this relationship. Employing a mixed-methods explanatory sequential design, the research integrates quantitative analysis using structural equation modeling (SEM) with qualitative thematic analysis derived from in-depth interviews. The findings reveal that education has a significant positive effect on women’s agency, economic participation, and decision-making capacity, yet its impact on broader gender equity outcomes is limited by structural barriers such as labor market inequalities and entrenched patriarchal norms. Furthermore, the study highlights that the quality and transformative orientation of education play a more decisive role than mere access or attainment. These results suggest that education functions as a necessary but insufficient condition for achieving gender equity, requiring complementary institutional and socio-cultural reforms. The study contributes theoretically by advancing a non-linear and integrative framework of empowerment, and practically by informing more context-sensitive policy interventions.
Implementation of Education on Fire Service Policy at the Cianjur District Fire Service Harisyanto, Harisyanto; Rohayati, Yeti; Indah, Diani; Kamil, Indriyati
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.1535

Abstract

Firefighting services are a strategic form of public service that plays a crucial role in protecting public safety and property from fire risks. This study aims to analyze the implementation of firefighting service policies at the Cianjur Regency Fire Department, identify the inhibiting factors affecting their implementation, and formulate strategic efforts to improve service quality. This research employs a qualitative descriptive approach. Data were collected through in-depth interviews, field observations, and document analysis involving key informants, including structural officials, operational officers, and public service staff. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, while data validity was ensured through triangulation techniques. The findings indicate that the implementation of firefighting service policies in Cianjur Regency has been carried out but has not yet reached optimal performance. Policy communication and understanding of standard operating procedures are relatively adequate; however, limitations remain in terms of human resources, facilities and infrastructure, and budgetary support. In addition, inter-agency coordination has not been fully effective, which affects the response time in handling fire incidents. The disposition of policy implementers reflects a high level of commitment and professionalism, although it is constrained by workload and limited facilities. This study concludes that improving the quality of firefighting services in Cianjur Regency requires strengthening resources, enhancing cross-sectoral coordination, optimizing facilities and infrastructure, and continuously developing the capacity of firefighting personnel.
The Impact of the Implementation of the Independent Learning Policy on the Governance Performance of SMP Negeri 1 Karangtengah, Cianjur Regency Setiawan, Agus; Rohayati, Yeti; Indah, Diani
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.1536

Abstract

Education has a strategic position in national development because it is the main instrument in shaping the quality of human resources. This study examines the effect of Merdeka Belajar policy implementation on school governance performance at SMP Negeri 1 Karangtengah, Cianjur Regency. The study was motivated by the importance of school capacity in translating educational policy into effective institutional governance. This research used a quantitative approach with an explanatory design. The population consisted of all educators and education personnel at SMP Negeri 1 Karangtengah, totaling 55 respondents, and the sampling technique used was total sampling. Data were collected through questionnaires using a five-point Likert scale. The data were analyzed using descriptive analysis, simple linear regression, correlation coefficient, determination coefficient, and t-test. The results showed that both Merdeka Belajar policy implementation and school governance performance were in the moderate category. The regression analysis showed that Merdeka Belajar policy implementation had a positive and significant effect on school governance performance, with a regression coefficient of 0.725, a correlation coefficient of 0.872, and a coefficient of determination of 0.760. These findings indicate that 76.0% of school governance performance is explained by Merdeka Belajar policy implementation.
Gamified Learning: Comparative Analysis of Quizizz vs. Manual Methods on Enhancing Students' Long-Term Memory Retention Fuady, Ahmad Silmul; Rizky, Faid Widyawan Ainur; Yonan, Patra; Rokib, Muhammad; Yusup, 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.1548

Abstract

Rapid expansion of digital pedagogy has intensified scholarly concern regarding the persistence of long-term memory retention within increasingly technology-mediated learning environments, particularly as conventional paper-based assessments continue to demonstrate vulnerability to accelerated cognitive decay associated with the forgetting curve. This investigation explores the comparative effectiveness of Quizizz and manual assessment methods in strengthening longitudinal mnemonic retention among secondary-level learners. Employing a quasi-experimental nonequivalent control group design, the study involved 64 participants divided into experimental and control cohorts across a four-week instructional intervention, followed by a 14-day delayed post-test interval to measure sustained recall stability. Empirical data reveal statistically significant differences between groups during both immediate and delayed retention assessments, with the experimental cohort demonstrating superior delayed recall performance (t(62) = 8.14, p < 0.001) and achieving a 93.38% retention rate compared to 84.13% within the manual cohort. The findings elucidate how interactive retrieval cycles, immediate feedback systems, and competitive engagement structures facilitate stronger cognitive consolidation and mitigate memory deterioration over time. The study ultimately underscores the necessity of reconfiguring assessment practices from static measurement procedures into digitally responsive reinforcement mechanisms capable of sustaining durable intellectual retention within contemporary instructional design frameworks.

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