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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 654 Documents
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The Influence of 3D Interactive Animation Media with a Project-Based Learning Approach on IPAS Learning Outcomes Yeyen Sunarli; Erma Yulaini; Budi Utomo
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.1837

Abstract

Natural and Social Sciences (IPAS) is one of the important subjects in elementary schools that aims to form students to have an understanding of natural and social phenomena, and to be able to think critically about the surrounding environment. This study aims to determine the effect of the use of 3D interactive animation media with a Project Based Learning approach on student learning outcomes in learning Natural and Social Sciences (IPAS) animal life cycle material in grade V of SD Negeri 143 Palembang. This study uses a quantitative research method with a Pre-Experimental Design type One Group Pretest-Posttest Design. The population in this study is all grade V students of SD Negeri 143 Palembang. The research sample was 36 students in class V.A with purposive sampling technique. Data collection techniques are carried out through tests (pretest and posttest) and documentation. Data analysis included normality tests and hypothesis tests using paired sample t-tests. The results of the study show that there is an influence of the use of 3D interactive animation media with the Project Based Learning approach on student learning outcomes. This is evidenced by an increase in the average score of student learning outcomes after being given treatment and the results of a hypothesis test that showed a significance value of less than 0.05 so that H₀ was rejected andHₐ was accepted. Thus, the use of 3D interactive animation media with the Project Based Learning approach is effective in improving student learning outcomes in learning social science of animal life cycle materials in grade V of SD Negeri 143 Palembang.
Reconstructing Moral Internalization in Islamic Religious Education for Generation Z in the Digital Era Mohammad Hafid Ardiasyah; Muhammad Ubaydillah; Ansori
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.1840

Abstract

The rapid advancement of digital technology has significantly transformed the processes of learning, communication, and moral development among Generation Z, creating new challenges for Islamic Religious Education (IRE). Conventional approaches to moral internalization, which primarily emphasize knowledge transmission, role modeling, and habituation, require conceptual reconstruction to remain relevant in digitally mediated educational environments. This study aims to reconstruct the concept of moral internalization in Islamic Religious Education for Generation Z in the digital era through an integrative literature review. The study systematically synthesized scholarly publications on Islamic education, moral education, character development, digital pedagogy, and Generation Z to develop a comprehensive conceptual framework. The findings indicate that effective moral internalization should no longer be understood as a linear pedagogical process but as a multidimensional and transformative educational process integrating cognitive understanding, spiritual awareness, emotional engagement, digital ethical literacy, social participation, and reflective practice. The proposed framework also emphasizes the collaborative roles of teachers, families, educational institutions, and digital environments in fostering sustainable moral development. Theoretically, this study contributes by expanding existing perspectives on Islamic Religious Education through a contextually responsive conceptual model suitable for contemporary digital societies. Practically, the reconstructed framework provides valuable guidance for curriculum development, instructional innovation, teacher professional development, and educational policy aimed at strengthening moral education for Generation Z while preserving the fundamental ethical principles of Islamic education amid ongoing digital transformation.
The Principal's Performance as a Supervisor in Improving the Professionalism of Teachers Nina Mardiana; Fatiah Khairani; Lis Khotimah; Riri Raudhotul Jannah; Irnie Victorynie
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.1842

Abstract

The principal holds a strategic role as a supervisor who is responsible for guiding and developing teacher professionalism so that the quality of the learning process continuously improves. This study aims to describe the principal's role as a supervisor in fostering teacher professionalism, to identify the stages of academic supervision, and to reveal the obstacles faced by the principal in carrying out the supervisory function at TK Islam Terpadu Adam School. This study employed a descriptive qualitative approach with a case study design. Data were collected through semi-structured interviews with one principal and two teachers as informants, then analyzed through data reduction, data display, and conclusion drawing. The results show that the principal performs the supervisory role through strengthening teachers' academic competence, building teacher learning communities, conducting in-house training, modeling exemplary practice, and technology-based monitoring through closed circuit television (CCTV) and daily digital reporting. Supervision is carried out periodically through planning, classroom observation, joint evaluation and reflection, and follow-up in the form of feedback and teacher development programs. The obstacles found include the principal's limited time due to concurrent duties and weak completeness of teachers' instructional administration. These obstacles are addressed through delegation, strengthened communication via online groups, and cultivating a culture of joint reflection. This study recommends strengthening a technology-based supervision system combined with a humanistic approach so that the coaching of teacher professionalism can run sustainably.
Implementasi Kurikulum Merdeka dalam Pembentukan Karakter di SD 060870 Medan Sebagai Sekolah Penggerak Hotma Tiolina Siregar; Septia Dwinanda Girsang; Mei Shelya Delloya Br Sembiring; Lidia Loviga Br Barus; Chelsy Simanungkalit
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.1844

Abstract

Character education is an important part of developing students who are moral, independent, responsible, and able to face the challenges of modern development. The implementation of the Independent Curriculum at SD Negeri 060870 Medan as a Driving School is not only carried out through classroom learning activities, but is also integrated into various extracurricular activities and school development programs that support the strengthening of student character. This study aims to describe the implementation of the Independent Curriculum in character formation at SD Negeri 060870 Medan. The internship program begins with an orientation activity that provides students with an understanding of the school environment, organizational structure, work culture, and programs implemented at the school. During the internship, students participate in learning activities and various school programs, thus gaining real-life experience in developing competencies as future educators. The results of the study indicate that the implementation of the internship program provides benefits for both students and the school, and supports the implementation of the Independent Curriculum through various innovative programs, such as literacy visits, reforestation, arts and creative activities, and anti-bullying programs. These programs are able to create a more conducive learning environment, increase student participation, and strengthen character values ​​that are in line with the dimensions of the Pancasila Student Profile.
Eksplorasi Pengalaman Guru Sekolah Dasar dalam Mengimplementasikan Pembelajaran Berdiferensiasi pada Kurikulum Merdeka Gemala Widiyarti; Rini Aspita Br Bangun; S. Dameria Pandiangan; Novalia Paragaye; Della Agnesia Damanik
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.1847

Abstract

The implementation of the Independent Curriculum (Kurikulum Merdeka) promotes differentiated learning as a key strategy for student-centered education. However, elementary school teachers still face challenges in addressing students’ diverse learning needs. This study aimed to explore elementary school teachers’ experiences in implementing differentiated learning in Deli Serdang Regency. A qualitative phenomenological approach was employed. Participants were selected using purposive sampling. Data were collected through in-depth interviews, observations, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing. Data trustworthiness was ensured through triangulation and member checking. The findings revealed that teachers generally understood and implemented differentiated learning by adapting content, learning processes, and learning products to students’ needs. This approach increased students’ engagement, motivation, participation, and self-confidence during learning. Nevertheless, teachers encountered several challenges, including limited instructional time, large class sizes, difficulties in conducting diagnostic assessments, developing differentiated teaching materials, and limited learning facilities. To address these challenges, teachers collaborated through Teacher Working Groups (KKG), participated in professional development programs, and utilized the Merdeka Mengajar Platform. The study concludes that differentiated learning has been implemented reasonably well in elementary schools in Deli Serdang Regency. However, strengthening teacher competency, school leadership support, and adequate educational resources remains essential to optimize the implementation of the Independent Curriculum and student-centered learning.
Peran Media Digital Berbasis AI dalam Pembelajaran Menulis Kreatif pada Siswa Kelas V UPT SD Negeri 005 Bonani Onan Vera Ironita Christiani Sihombing; Gemala Widiyarti; Arina Situmorang; Grace Natalia; Nasrida Br Karo
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.1850

Abstract

This study aimed to describe the role of Artificial Intelligence (AI)-based digital media in creative writing instruction for fifth-grade students at UPT SD Negeri 005 Bonani Onan. The study employed a qualitative approach using a descriptive research design. The research participants consisted of the fifth-grade teacher and fifth-grade students. Data were collected through observations, interviews, and documentation. The findings indicate that Artificial Intelligence (AI)-based digital media play an important role in supporting creative writing instruction at the elementary school level. The use of this media enhances the quality of the learning process, fosters students' creativity, and creates a more active, innovative, and meaningful learning experience. Therefore, AI-based digital media can be used as an alternative instructional medium to improve elementary school students' creative writing skills.
Development of Refusion Learning Media on Function Material for Class XI MA Students Nur Fadilah; Arini Hidayati
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.1852

Abstract

Mathematics is one of the subjects that has an important role in the development of logical, systematic, critical, and creative thinking skills of students. This research aims to develop valid, practical, and effective REFUSI (Relations and Functions) learning media for grade XI MA Lubbul Labib students. This research is motivated by low learning motivation and students' understanding of the concept of function, especially in determining domains, codomains, and ranges. The research method used is Research and Development (R&D) with the Plomp development model which consists of three stages, namely preliminary research, prototyping phase, and assessment phase. The subjects of the study were 26 students of class XI A MA Lubbul Labib. The research instruments include validation sheets, student response questionnaires, and learning outcome tests. The results of the study showed that the REFUSI media obtained a validity score of 3.42 with the valid category, a practicality score of 3.4 with the practical category, and a student learning completeness level of 96% which indicates the effective category. Based on these results, the REFUSI learning media meets the criteria of valid, practical, and effective so that it is suitable for use in learning mathematics in functional materials
Efektivitas Artificial Intelligence (AI) Berbasis Project-Based Learning untuk Meningkatkan Keterampilan Mengembangkan Media Pembelajaran Berbasis Teknologi Mahasiswa Program Studi Pendidikan Guru Sekolah Dasar Rita Herlina Br PA; Hendrik Pantas; Nurabdullah Gimnastiar; Dina Gracela Surbakti; Andre Sitorus
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

Abstract

This study aimed to determine the effectiveness of Artificial Intelligence (AI)-based Project-Based Learning in improving the skills of developing technology-based learning media among students of the Primary School Teacher Education Study Program. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The participants consisted of 60 undergraduate students, divided into an experimental class and a control class, with 30 students in each group. The experimental class was taught using AI-based Project-Based Learning, while the control class received conventional Project-Based Learning. Data were collected through pretests, posttests, product assessment rubrics, and observation sheets. The collected data were analyzed using descriptive statistics, normality and homogeneity tests, N-Gain analysis, and an Independent Samples t-test. The findings indicated that the experimental class achieved a higher mean posttest score (87.43) than the control class (78.27). The N-Gain score of the experimental class (0.66) was also higher than that of the control class (0.40). Furthermore, the Independent Samples t-test revealed a significance value of 0.000 (p < 0.05), indicating a statistically significant difference between the two groups. The results demonstrate that integrating Artificial Intelligence into Project-Based Learning effectively enhances students' skills in developing technology-based learning media. This learning approach also promotes creativity, collaboration, digital literacy, and the production of more innovative instructional media, preparing prospective primary school teachers to meet the demands of technology-enhanced education.
The Moral Value of Ibu Prani's Character in Building Character Education in the Film Budi Pekerti by Wregas Bhanuteja Jesika Elviana Sambokarua; Gazali Gazali; Ade Nurul Izatti G. Yotolembah; Pratama Bayu Santosa; Nirmayanti Nirmayanti
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.1854

Abstract

This research aims to describe the form of moral values possessed by the character of Mrs. Prani in  the film Budi Pekerti. This study uses a qualitative descriptive method with data sources in the form of dialogue in the film Budi Pekerti by Wregas Bhanuteja. Data collection techniques are carried out through observation, recording, and documentation. Data analysis uses Nurgiyantoro's theory of moral values which divides moral embodiment into three aspects, namely the relationship between humans and themselves, the relationship between humans and other humans, and the relationship between humans and God. The results of the study show that the character of Mrs. Prani has three forms of moral values. First, the moral value of human relationships with oneself which includes standing firm, honest, firm, courageous, and patient. Second, the moral value of human relationships with other human beings which includes caring for others, appreciation, gratitude, and love. Third, the moral value of human relationship with God which is manifested through gratitude. These moral values are reflected in the attitudes, actions, and dialogues of Ibu Prani's characters who are able to defend the truth, respect others, and show social and spiritual concern. The findings of this study show that the figure of Mrs. Prani can be used as an example in building character education, especially in instilling the values of honesty, responsibility, and care for students.
Manajemen Pembelajaran Mendalam Terintergrasi Kurikulum Merdeka dalam Meningkatkan Kompetensi Lulusan Selvy Indah Kartikasari; Inda Eliana Novia; 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.1860

Abstract

This study aims to find and analyze the management of integrated in-depth learning with the Independent Curriculum in improving graduate competencies and identifying supporting factors and obstacles faced in its implementation. The researcher used qualitative research with a case study approach. Data collection methods were carried out through observation, structured interviews, and documentation with informants consisting of principals and teachers. Data analysis techniques were carried out through the stages of data reduction, data presentation, and drawing conclusions and verification using triangulation techniques. The results of the study indicate that (1) In-depth learning management has been implemented centered on students with the application of Project Based Learning, Problem Based Learning, contextual learning, differentiation, as well as diagnostic, formative, and summative assessments in improving graduate competencies; (2) The success of management is supported by teacher collaboration, principal leadership, academic supervision, and a culture of continuous reflection, although there are still obstacles in the form of variations in teacher understanding, limited time, learning media, and the development of authentic assessments. This study concludes that in-depth learning management integrated with the Independent Curriculum can improve the quality of graduates.

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