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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 654 Documents
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Trends and Characteristics of Arabic Language Teaching Material Development by Pre-Service Teachers in Higher Education: A Systematic Literature Review Abdul Basid; Fikry Firmansyah
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1780

Abstract

The development of Arabic teaching materials by prospective teachers in universities is an important issue in line with the increasing demands of 21st century competence and the integration of technology in education. However, a comprehensive study of the trends and characteristics of the development of Arabic teaching materials by prospective teachers is still limited. This research aims to synthesize trends, approaches, and challenges that arise in the development of Arabic teaching materials in the higher education environment. This study uses the Systematic Literature Review (SLR) method by following the PRISMA guidelines. Literature searches were conducted on Semantic Scholar, PubMed, OpenAlex, arXiv, and ClinicalTrials databases. Of the 123 documents identified, 37 studies met the inclusion criteria and were analyzed. Risk of bias was evaluated based on the relevant domain, while the level of certainty of the evidence was assessed using the GRADE framework. The results of the study show five main themes, namely: (1) the competence of prospective teachers in learning design, (2) the effectiveness of teaching materials and curriculum innovation, (3) the implementation of 21st century skills through the 4C framework, (4) the integration of technology and artificial intelligence in Arabic language learning, and (5) the quality of the teacher candidate education program. The dominant trends include the use of digital technology, the application of constructivistic approaches, and the strengthening of 21st century skills. However, various challenges are still found, such as curriculum incompatibility, limited digital resources, and lack of pedagogic training. This study shows that the development of Arabic teaching materials is moving towards a more digital, collaborative, and competency-based approach. However, the low to very low certainty of the evidence indicates the need for more rigorous experimental research to support the development of Arabic teacher education policies and practices.
Strategi Guru bahasa Arab dalam Meningkatkan Kemampuan Berbicara Bahasa Arab siswa Kelas VII di SMPIT Daarussalaam Sangatta Utara Lailatul Aisyah; Rusmiati Indrayani; Farida Catur Wahyu Anggriyani
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1792

Abstract

This study aims to determine the Arabic speaking skills of seventh-grade students at SMPIT Daarussalaam and the strategies used by Arabic teachers to improve their Arabic speaking skills. This is a descriptive qualitative study with a phenomenological approach. This research is motivated by the difficulties junior high school students face in speaking Arabic due to limited vocabulary, limited practice, and low motivation, despite Arabic's importance as the language of the Quran and Islamic teachings. The study was conducted at SMPIT Daarussalaam in North Sangatta, East Kutai, from August 18 to October 15, 2025, with data sourced from the Arabic teacher, two students, and school documents. Data collection was conducted through observation, in-depth interviews, and document review, then analyzed using the Miles and Huberman model. The results indicate that students' speaking skills were initially low, but improved significantly through the integrated strategies implemented by the teachers. The main strategy includes the Mustaqilli method, which integrates structured grammar and morphology, daily recitation, dictation practice, group discussions, oral feedback, and the use of Smart TV. This approach has proven effective in encouraging active practice and building motivation based on Islamic values, aligning with communicative theory, behaviorism, and constructivism, and providing practical guidance for teachers and schools in holistic Arabic language learning.
Nilai Edukatif Permainan Tradisional Congklak dalam Mengembangkan Kemampuan Berhitung Siswa Kelas II Sekolah Dasar Negeri 04 Bengalon Fitri Handayani Sepe; Anjani Putri Belawati Pandianga; Aham Mutasyarifin
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1798

Abstract

This study aimed to analyze the implementation of the educational values of the traditional game congklak in developing students’ counting ability and to identify its advantages and disadvantages at Sekolah Dasar Negeri 04 Bengalon, Bengalon District, East Kutai Regency. A qualitative field research approach was employed. Data were collected through observation, in-depth interviews with one second-grade teacher and three second-grade students, and documentation. The data were analyzed using Miles and Huberman’s interactive model and validated through triangulation techniques. The findings revealed that the traditional game congklak contained significant educational values in developing students’ counting ability, particularly in the cognitive aspect, such as recognizing numbers, counting seeds, and performing simple addition and subtraction. In addition, the game also fostered affective values, including honesty and patience, as well as social values such as cooperation and positive interaction among students. The advantages of using congklak included making learning more enjoyable, improving concentration and learning interest, and preserving local culture. However, several disadvantages were also identified, such as the limited number of players, the need for specific equipment, relatively long playing time, and the requirement for intensive teacher guidance. The study concluded that integrating the traditional game congklak into classroom instruction can serve as an effective and contextual alternative medium for developing both counting skills and character among lower-grade elementary school students
Pengaruh Media Matching Word Game Terhadap Keaktifan Belajar Bahasa Indonesia Di Kelas V SD Muhammadiyah Sangatta Utara A. Dia Mandasari; Tri Velyna; Muhammad Imam Syafi’i
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1799

Abstract

This study was conducted in response to the low level of student engagement in Indonesian language learning. It aimed to examine the difference in student engagement before and after the implementation of the Matching Word Game learning media in the experimental group, the difference in student engagement before and after instruction without the Matching Word Game learning media in the control group, and the difference in student engagement between the experimental group, which received instruction using the Matching Word Game learning media, and the control group, which received conventional instruction without the media. This study employed a quantitative approach using an experimental method with a Non-Equivalent Control Group Design. The participants consisted of 25 fifth-grade students from Class VC as the experimental group and 24 fifth-grade students from Class VB as the control group. Data were collected through observation, questionnaires, and documentation, and analyzed using descriptive and inferential statistics. Since the data were not normally distributed, the hypotheses were tested using the Wilcoxon Signed-Rank Test and the Mann–Whitney U Test with the assistance of SPSS version 27. The findings revealed a significant improvement in student engagement in Indonesian language learning among students in the experimental group after the implementation of the Matching Word Game learning media, whereas no significant difference was found in the control group. Furthermore, a significant difference in student engagement was observed between the experimental and control groups. These findings indicate that the Matching Word Game learning media is effective in enhancing student engagement in Indonesian language learning among fifth-grade elementary school students.
Pemanfaatan Media Pembelajaran Canva Pada Pelajaran IPAS di Kelas III SDI Mutiara Islam Al Ittiba Nurwanaliyanti Nurwanaliyanti; Anggra Prima; Jumrianah Jumrianah
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1803

Abstract

This study aimed to describe the utilization of Canva as a learning medium in IPAS instruction and to identify the supporting and inhibiting factors in its implementation among third-grade students at SDI Mutiara Islam Al Ittiba’ Sangatta Utara. A qualitative descriptive field research design was employed, with data collected through classroom observation, semi-structured interviews with the vice principal for curriculum, two homeroom teachers, and selected students, as well as documentation of learning materials. Data were analyzed using the interactive model of Miles and Huberman, involving data reduction, data display, and conclusion drawing, while data trustworthiness was ensured through source, technique, and time triangulation. The findings revealed that Canva was utilized across three main stages: planning, where teachers designed slides, student worksheets (LKPD), and happy notes tailored to students’ characteristics; implementation, where it served as a visual and interactive tool to present material and facilitate discussion; and evaluation, where it supported feedback through attractive notes. Supporting factors included adequate technological facilities, the user-friendly nature of Canva, school policy support, and students’ enthusiasm. In contrast, inhibiting factors comprised limited access to Canva Edu, unstable internet connections, insufficient supporting devices, time constraints in media preparation, and the tendency to use templates without sufficient pedagogical adaptation. Teachers addressed these challenges through adaptive strategies such as preparing backup media, downloading designs in advance, simplifying visual layouts. The study concludes that Canva effectively enhanced the concreteness and engagement of IPAS learning, although its optimal utilization requires stronger institutional support in infrastructure and continuous teacher professional development.
Multimodal SEL Interventions in Preschool Settings: A Review of Methodologies and Measured Outcomes Hikmah Munawaroh; Asep Supena; Sri Indah Pujiastuti
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1805

Abstract

Social-Emotional Learning (SEL) interventions in preschool settings are increasingly recognized as foundational for children's holistic development, fostering crucial skills in emotional regulation, social interaction, and school readiness. This systematic literature review aimed to examine methodologies, measured outcomes, and implementation strategies of multimodal SEL interventions globally between 2016 and 2025. Utilizing Scopus as the primary database, the review applied rigorous inclusion and exclusion criteria, resulting in the analysis of empirical studies evaluating diverse SEL modalities, teacher professional development (PD), and cultural adaptations. Results revealed significant positive impacts from multimodal SEL interventions, including mindfulness practices, play-based learning, digital approaches, and parent involvement, across various developmental domains such as emotional competencies, social skills, and academic performance. Notably, structured and ongoing teacher PD emerged as essential for ensuring high program fidelity and effective SEL delivery. Culturally responsive adaptations were identified as critical factors enhancing program relevance and acceptance, especially in multilingual and multicultural contexts. Despite these promising findings, methodological variability and inconsistencies in measuring long-term impacts indicate a pressing need for standardized approaches and more rigorous longitudinal research. The study provides compelling evidence supporting integrative theoretical frameworks by CASEL, Vygotsky, and Bronfenbrenner, advocating holistic and contextually responsive SEL implementation. Key implications include prioritizing comprehensive teacher training, community and family engagement, and culturally adaptive curricula. Future research directions emphasize the importance of longitudinal studies, consistent fidelity assessments, and broader representation of diverse global contexts to enrich the SEL literature and practice.
Hubungan antara Organisasi Kemahasiswaan dan Indeks Prestasi yang Dimoderasi oleh Manajemen Waktu. Wanwan Jamaludin; Pasha Azqyansyah; Adi Gunawan; Fakhru Husaeni
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1813

Abstract

This study aims to analyze the relationship between student organizations and students' Grade Point Average (GPA) with time management as a moderating variable. The research is motivated by the differences in previous research results regarding the influence of organizational activity on academic achievement and the limited research that examines the moderating role of time management. The study used a quantitative approach with a purposive sampling technique on 93 active students of the Wastukancana Purwakarta College of Technology who had participated in student organizations for at least one semester. Data were collected through a Likert scale questionnaire and analyzed using PROCESS Macro Hayes Model 1. The research hypotheses include the influence of student organizations on GPA, the influence of time management on GPA, and the moderating role of time management. The results showed that neither student organizations nor time management had a direct effect on GPA. However, the interaction between student organizations and time management proved to have a significant effect, so that time management acted as a moderating variable that changed the direction and strength of the relationship between student organizations and GPA. These findings contribute to the development of student behavior studies by demonstrating the importance of time management skills in maintaining a balance between organizational activities and academic achievement.
Deuteronomy 31:9-13 and the Mandate of Torah Reading: Reconstructing Community-Based Faith Education in the Postmodern Era Hartono Sinaga
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1815

Abstract

The postmodern epistemological landscape, characterized by radical relativism, institutional skepticism, and the fragmentation of communal identity, has precipitated a profound crisis in Christian faith transmission. Traditional pedagogical models, overly reliant on didactic propositionalism or individualistic experientialism, prove increasingly inadequate in forming resilient, covenant-keeping disciples. This article turns to the Old Testament, specifically the pericope of Deuteronomy 31:9-13, as a forgotten but normative blueprint for reconstructing community-based faith education. Through a rigorous exegetical analysis of the Hebrew text—focusing on the triadic imperative to "hear" (shema), "learn" (lamad), and "fear" (yare)—this study argues that the septennial mandate of public Torah reading offers a robust theological counter-narrative to postmodern disintegration. The article reconstructs three structural pillars from the text: (1) the objective authority of the canonical corpus against relativism, (2) the inclusive, intergenerational assembly (qahal) against hyper-individualism, and (3) the cyclical liturgical rhythm against ephemeral consumerism. Conclusively, the paper proposes a practical ecclesial model that recovers the public reading of Scripture, re-engineers multi-generational spaces, and reintegrates the Christian calendar as a pedagogical tool for holistic faith formation. This reconstruction positions the Deuteronomic mandate not as an archaic relic, but as a prophetic, counter-cultural pedagogy for the contemporary church.
A Participatory Truth Pedagogical Model Based on John 18:37 for Christian Religious Education in the Post-Truth Era Fazar Yeshekiel Sinaga; Afrina Jeliyanti Sirait
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1816

Abstract

This study aims to develop a Participatory Truth Pedagogical Model based on Jesus' testimony in John 18:37 as a pedagogical response to the Post-Truth phenomenon in Christian Religious Education (CRE). The main problem addressed is the crisis of truth literacy among young Christians, where emotions and subjective opinions often override objective facts and biblical truth, rendering one-way doctrinal teaching models inadequate. This research employs a qualitative approach using comparative study and content analysis methods, comparing the concept of truth in the exegesis of John 18:37 with the characteristics of the Post-Truth phenomenon, then synthesizing them into an applicable pedagogical framework. The findings formulate the 4P-Participatory Model, consisting of four pillars: (1) Encounter through dialogical relationships with truth; (2) Deepening through critical thinking and digital literacy training; (3) Practice through actualizing truth in concrete actions; and (4) Mentoring within a reflective faith community. This model offers a holistic approach integrating the cognitive, affective, and psychomotor aspects of learners. The conclusion affirms that CRE in the Post-Truth era requires a paradigm shift from instructional-passive teaching toward participatory-dialogical pedagogy. This research recommends implementing this model in church and Sunday school curricula, as well as facilitator training to guide contextual and sustainable truth learning processes.
Penerapan Metode Tutor Sebaya dalam Meningkatkan Kemampuan Literasi dan Numerasi Siswa SDN 6 Nagrikaler Nurmia Suhartini; Herti Herti; Suharyanto H. Soro; Ida Tejawiani
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1818

Abstract

Literacy and numeracy skills are fundamental competencies that students must possess as a provision in facing the challenges of the global era21. The results of national and international assessments show that the literacy and numeracy skills of Indonesian students are still low. One of the learning strategies that is seen as able to overcome this problem is the application of the peer tutoring method. This study aims to describe the application of peer tutoring methods in improving students' literacy and numeracy skills. The researcher uses a case study approach. The respondents in this study were the principal, class teachers, and students. The data collection method was carried out through observation, interviews, and documentation. Data analysis uses the interactive model of Miles, Huberman, and Saldana which includes data reduction, data presentation, and conclusion drawn. The validity of the data is obtained through triangulation of sources, techniques, and time. The results of the study show that (1) The application of peer tutors is able to create active, collaborative, fun, and student-centered learning; (2) Interaction between students increases the courage to ask questions, the ability to understand reading, numeracy problem solving skills, and learning motivation; (3) Supporting factors include teacher readiness, tutor ability, and collaborative culture in schools; (4) Inhibiting factors include differences in tutors' academic abilities, limited learning time, and the need for intensive teacher assistance. The conclusion of this study is that the peer tutor method is an effective and fun learning strategy in supporting the strengthening of literacy and numeracy in elementary schools.

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