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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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Pendidikan Islam di Era Disrupsi Abad ke-21 Fitri Ekawati Mamonto; M. Nurul Humaidi
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

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Abstract

The acceleration of technology in the 21st-century era of disruption and the transition toward the BANI (Brittle, Anxious, Non-Linear, Incomprehensible) framework confront Islamic Education with complex existential challenges, impacting both student morality and institutional readiness. This study aims to map the primary challenges of Islamic Education, identify emerging trends in curriculum innovation and learning methodologies, and formulate contemporary educator competency standards relevant to modern demands. Employing a systematic literature review approach, this study analyzed 20 empirical journal articles on Islamic Education published between 2019 and 2026. The findings reveal that the core challenges center on digital moral disorientation among students and limited technological infrastructure. In response, a strategic shift has emerged toward reconstructing holistic-integralistic curricula that merge science and religion, optimizing instructional digital ecosystems such as AI and online platforms, and establishing tripartite collaborations with families. Furthermore, a new consensus demands that Islamic Education teachers transform into agents of religious moderation by mastering techno-pedagogical skills and employing an interdisciplinary approach that integrates Sufism values with digital literacy. Ultimately, this study concludes that navigating the era of disruption requires a dynamic harmonization between cyber-technological acceleration and moral-spiritual resilience to foster a globally competitive generation of insan kāmil (the perfect human)
Sintesis Wahyu dan Akal: Dialektika Filsafat Ibnu Rusyd sebagai Model Pembelajaran Pendidikan Islam Modern Priska Nurullah Sa’ada; Restu Fauzi; Nabila Khairunnisa; Syamsul Arifin
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.1906

Abstract

Modern Islamic education faces increasingly complex challenges amid the developments of globalization, the digital revolution, and rapid social change. One of the fundamental issues that still persists is the dichotomy between religious knowledge and rational knowledge, which results in a learning process that tends to be normative and textual, and fails to foster the development of students’ critical thinking. This situation leads to weak reflective and dialogical abilities in understanding the realities of modern life. In this context, Ibn Rushd’s thought offers an integrative paradigm through the synthesis of revelation and reason as the epistemological foundation for a more humanistic and rational Islamic education. This article aims to analyze the dialectics of Ibn Rushd’s philosophy as a model for modern Islamic education that is relevant to the educational needs of the 21st century. This study employs a qualitative approach using library research methods through the analysis of various scholarly works related to the philosophy of Islamic education, the integration of knowledge, and the thought of Ibn Rushd. The results indicate that the concepts of burhani, jadali, and khitabi developed by Ibn Rushd have strong relevance to modern learning approaches such as critical thinking, problem-based learning, and collaborative learning. Furthermore, the synthesis of revelation and reason in Ibn Rushd’s thought can serve as an epistemological solution to the problem of the dichotomy of knowledge and religious radicalism.
Aktualisasi Nilai-Nilai Akhlak Karimah Dalam Perspektif Al-Qur’an Moh. Akmalis Sholihin; Hasan Afandi; Hendra Setiawan; M. Nasrul Danil Hikam; Musyaffa' Rafiqie
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.1908

Abstract

This study analyzes the concept of Actualization of Noble Moral Values ​​from the Perspective of the Qur'an and its comparison with morality and character education. Akhlaq is understood as a reflection of personality that determines human dignity both as individuals and as members of society. Etymologically, akhlaq (khuluq) is closely related to Khaliq (the Creator) and makhluq (the created), emphasizing the existence of both vertical and horizontal dimensions of relationships. This paper highlights the phenomenon of moral decline in modern behavior that deviates from Qur’anic values, such as backbiting (ghibah), negative suspicion, and conflicts on social media. Through a terminological approach proposed by scholars such as Al-Ghazali, akhlaq is defined as a disposition firmly rooted in the soul from which actions arise spontaneously without requiring deliberate thought. The analysis reveals a fundamental difference in sources of values: akhlaq is grounded in divine revelation that is universal and eternal, whereas morality is based on social consensus and character (budi pekerti) relies on human reason. The internalization of these values is emphasized as the key to achieving both spiritual and worldly well-being.
Transformasi Pembelajaran Pendidikan Agama Islam di Era Digital: Tantangan, Peluang, dan Strategi Implementasi Shoimul ‘Arofah As-Syadzili; Sheif Agil Choir; Rahmad Krize; Nur Khoirul Mubin
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.1909

Abstract

The rapid advancement of digital technology, driven by the Industrial Revolution 4.0, Society 5.0, and the development of Artificial Intelligence (AI), has transformed educational practices, including Islamic Religious Education (Pendidikan Agama Islam/PAI). This transformation requires innovative learning approaches that integrate digital technology while maintaining Islamic values and character development. This study aims to analyze the transformation of PAI learning in the digital era by identifying its challenges, opportunities, and implementation strategies. The research employed a qualitative library research approach using relevant scientific literature, including journal articles, books, and policy documents published between 2021 and 2026. Data were analyzed through content analysis involving data reduction, categorization, interpretation, and synthesis. The findings indicate that digital transformation enhances learning through AI, Learning Management Systems, blended learning, and adaptive learning. However, significant challenges remain, including limited digital competence among teachers, ethical concerns regarding AI, information overload, cyber risks, and declining critical thinking skills among students. Therefore, successful implementation requires strengthening digital pedagogy, AI literacy, curriculum innovation, institutional support, and the integration of Islamic values into technology-based learning. This study concludes that digital transformation in PAI should prioritize technological innovation while preserving the moral, spiritual, and educational objectives of Islamic education to create adaptive, ethical, and meaningful learning experiences.
Implementasi Pendidikan Agama Islam dalam Membangun Kepekaan Sosial Peserta Didik di SMA Negeri 1 Sangatta Utara Gilang Tresna Sanubari; Anggra Prima; Satriah
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.1912

Abstract

This study aims to describe the condition of students' social sensitivity, analyze the implementation of Islamic Religious Education (PAI), and identify PAI teachers' strategies in building social sensitivity in SMA Negeri 1 Sangatta Utara. The research uses a descriptive qualitative approach with the type of field research. Data were obtained through non-participant observations, structured interviews with two PAI teachers and two students, and school program documentation. Data analysis follows the stages of data condensation, data presentation, and conclusion drawn; The validity of the data is strengthened through triangulation of sources and methods. The results of the study showed that the social sensitivity of students was generally classified as good and reflected in social awareness, empathy, care, social response, and participation in religious and social activities. The implementation of PAI is carried out through Qur'anic tadarus, joint prayer, group learning, discussions, infaq, fundraising, visits to sick school residents, social services, and sharing activities. Teachers' strategies include examples, habituation, advice, strengthening positive behaviors, and involving students in real social experiences. The obstacles found are the use of gadgets and social media which can reduce direct interaction and differences in the level of participation between students. Research confirms that PAI that is integrated with school culture and social practices is able to connect religious knowledge with students' prosocial actions.
The principle of Moderation in the Qur'an, Surah al-Baqarah, Verse 143 Nurul Istianah Ruddin; Hasyim Haddade; Muhammad Yahya
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.1913

Abstract

Socio-religious polarization, intolerance, and the rejection of religious moderation resulting from the weak theological grounding of the faithful at the grassroots level have triggered serious national tensions. This study aims to extract the principle of moderation in Surah Al-Baqarah, verse 143, through a comparison of classical and contemporary interpretations from the Indonesian archipelago. The research method employs a qualitative literature review using a thematic (maudhu’i) exegetical approach to the interpretations of Al-Tabari, Hamka, and Quraish Shihab. The findings reveal a hermeneutical evolution from Al-Tabari’s classical theological-eschatological framework toward the practical, community-oriented approach of Hamka and Quraish Shihab in the Nusantara region. Specifically, Al-Tabari focuses on justice as a witness to the afterlife; Hamka emphasizes the resilience of the nationalist-religious struggle; while Quraish Shihab highlights the dialogical aspect of social inclusiveness. From this dialectic, a blueprint for the three operational pillars of wasathiyah is formulated: the epistemological pillar (the harmonization of reason and revelation), the practical-ethical pillar (the balance of social rights and obligations), and the socio-cultural pillar (active tolerance based on local wisdom). As a concrete recommendation, the Indonesian Ministry of Religious Affairs, interfaith leaders, and educators must organically integrate this three-pillar operational blueprint into the national curriculum and community outreach modules.
Disrupsi AI terhadap Pembelajaran Agama Islam Tinjaun Filsafat Islam Fitri Ekawati Mamonto; Selamat Rama Dani; Saiful Amri; Syamsul Arifin
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.1916

Abstract

The development of Artificial Intelligence (AI) has brought major changes in the world of education, including in the learning of Islamic Religious Education (PAI). This study aims to examine the opportunities, challenges, and impacts of using AI in PAI learning based on the perspective of Islamic philosophy. The research uses the library research method by examining various books, scientific articles, and journals related to the research topic. The results of the study show that AI provides many benefits in learning, such as helping to tailor materials to the needs of students, providing chatbot-based learning assistants, monitoring learning progress, presenting more interesting learning simulations, and facilitating access to various sources of Islamic knowledge. Nonetheless, AI also has limitations because it only works based on data and algorithms. AI cannot replace the role of revelation, reason, spiritual values, or the process of forming students' morals. In the view of Islamic philosophy, teachers remain the main figures as murabbi, mu'allim, and mu'addib who guide, educate, and provide examples to students. Therefore, AI should be used as a learning tool that supports the application of Deep Learning through Meaningful Learning, Mindful Learning, and Joyful Learning, without ignoring Islamic values. Thus, the use of AI can improve the quality of learning while maintaining the main goal of Islamic education, which is to form knowledgeable, noble, and pious human beings.
Konsep Adab dalam Pendidikan Karakter: Implementasi Pemikiran Syed Naquib Al-attas di Lembaga Pendidikan Islam Kalam Mahardika; Indah Cendikia Nasution; Mutimmatuz Zahro; Syamsul Arifin
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

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Abstract

The moral crisis and character deterioration in the world of education today are rooted in the loss of the value of manners in the learning process. This research aims to explore the urgency of adab as the main foundation of character education through the view of Syed Muhammad Naquib Al-Attas. Al-Attas emphasized that the main problem of modern Muslims is not in science and technology but in the loss of adab, which has implications for the chaos of knowledge and the birth of unworthy leaders. This research method uses a qualitative approach with the type of library research. The data were analyzed descriptive-analytically on the main works of Al-Attas on the concept of ta'dib. The results of the study show that in Al-Attas's perspective, education is not just a transfer of knowledge, but the cultivation of adab which includes recognition and acknowledgement as well as awareness of one's abilities and potential, intellect and spirituality towards existing forms and knowledge. The implementation of Al-Attas' thought in Islamic educational institutions demands the integration of intellectual intelligence and spiritual integrity. The findings of the study emphasize that effective character education can only be achieved if educational institutions are able to reactualize the concept of ta'dib, where educators become a mirror of civilization and the curriculum is arranged based on the correct hierarchy of knowledge. Thus, adab is not just a courtesy and complement to the curriculum, but the spirit of the entire process of Islamic education.
Etnomatematika Geometri Piramida pada Kuliner Tradisional: Kue Lepek, Binti, Lupis, dan Lepat Singkong Masayu Iddha Zahrani; Andre Andre; Rani Widya; Adi Asmara
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.1919

Abstract

Ethnomathematics is a field of study that connects mathematical concepts with the cultural activities of a community. Traditional cuisine is one form of culture that contains many mathematical concepts. This study aims to identify the mathematical concepts found in three traditional foods, namely Lepek Binti cake, Lupis cake, and Lepat Singkong. The study used a descriptive qualitative method with a literature-based approach combined with ethnomathematical analysis of the making process, form, and presentation of the three foods. The results show that all three traditional foods contain various mathematical concepts, such as plane and solid geometry, measurement, comparison, ratio, algorithm, pattern, symmetry, and estimation. In addition, the wrapping form of several types of food shows a representation of solid shapes resembling a pyramid, which can be used as a contextual learning medium for geometry. These findings indicate that traditional cuisine can be utilized as a contextual source of mathematics learning while also serving as an effort to preserve local culture
Reducing Students' Speaking Anxiety through Video Self-Recording in Speaking Class at UIN Sayyid Ali Rahmatullah Tulungagung Anindita Badianti
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.1920

Abstract

Speaking anxiety is one of the major challenges faced by English as a Foreign Language (EFL) students, often affecting their confidence, participation, and speaking performance. This study aimed to investigate the effectiveness of Video Self-Recording (VSR) in reducing students’ speaking anxiety in speaking classes at UIN Sayyid Ali Rahmatullah Tulungagung. Employing a Classroom Action Research (CAR) design, the study involved undergraduate students enrolled in a speaking course and was conducted through two cycles of planning, acting, observing, and reflecting. Data were collected through speaking anxiety questionnaires, classroom observations, interviews, reflective journals, and speaking performance assessments. The findings indicated that Video Self-Recording significantly reduced students’ anxiety levels, enhanced their self-confidence, increased their willingness to communicate, and improved their speaking performance. Students benefited from the opportunity to practice repeatedly, evaluate their own performances, and reflect on areas for improvement in a less stressful environment. The study concludes that Video Self-Recording is an effective technology-assisted learning strategy that promotes learner autonomy, self-reflection, and confidence while helping students overcome speaking anxiety in EFL speaking classrooms.

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