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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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Development of Rotating Wheel Teaching Aids for Volume and Surface Area of ​​Flat-Sided Solid Geometry for Grade IX MTs Tarbiyatul Islamiyah Raifatul Maghfiroh; 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.1964

Abstract

Mathematics learning, particularly on the topic of volume and surface area of polyhedrons, remains challenging due to students' limited conceptual understanding and the lack of concrete instructional media. This study aimed to develop a rotating wheel teaching aid that meets the criteria of validity, practicality, Universitas Nurul Jadid, Indonesia and effectiveness for Grade IX students at MTs Tarbiyatul Islamiyah. The study employed a Research and Development (R&D) approach using the Four-D (4D) model, consisting of the Define, Design, Develop, and Disseminate stages. The product was tested on 10 ninth-grade students. Data were collected through validation sheets, student response questionnaires, and learning achievement tests, and were analyzed using descriptive quantitative and qualitative methods. The results showed that the developed teaching aid achieved a validation score of 4.02 (very valid), while the student response questionnaire and achievement test obtained validation scores of 3.05 and 3.02, respectively (valid). The practicality of the media was indicated by an average student response score of 3.56 (high), whereas its effectiveness was demonstrated by an average learning achievement score of 9 4 with a classical learning mastery of 80% (8 out of 10 students). Therefore, the rotating wheel teaching aid is considered valid, practical, and effective for teaching the volume and surface area of polyhedrons.
Analysis Capabilities Understanding Mathematics Students MTsN 1 Probolinggo on Algebraic Shape Calculation Operation Material Lilik Nur Susilowati; Shofia Hidayah
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.1965

Abstract

This research is motivated by the low ability of students' mathematical understanding of algebraic form calculation operations. Students tend to have difficulty understanding concepts, identifying elements of algebraic forms, and applying these concepts in problem solving. This study aims to describe the mathematical comprehension ability of grade VII MTsN 1 Probolinggo students in algebraic form calculation operation material. This study uses a qualitative approach with a descriptive type of research. The subjects of this study were 21 students in grade VII MTsN 1 Probolinggo, of which 6 students were selected as in-depth interview subjects based on the categories of cognitive ability (high, medium, and low). Data collection was carried out through a description test consisting of seven questions based on seven indicators of mathematical comprehension ability and strengthened by semi-structured interviews. The results of the study show that the mathematical comprehension ability of grade VII MTsN 1 Probolinggo students in the operation material calculating algebraic forms is quite good, but it is not evenly distributed in all indicators. High-category students were able to master almost all indicators well, although they were slightly constrained in explaining conceptual meaning in a contextual manner. Middle-category students have mastered basic concepts and identification of like-minded syllables, but encounter obstacles when constructing complex mathematical models and simplifying algebraic fractions. Meanwhile, the complex. Meanwhile, students in the lower group still experience fundamental obstacles in mastering concepts, differentiating same-sex tribes, and working on procedures.
Redefining the Architecture of Educational Leadership to Strengthen the Organizational Capabilities of Educational Institutions Mohamad Hisyam Syafa'at; Nur Annisa Almaidah; Ainur Rofiq
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.1966

Abstract

The increasingly rapid changes in the educational environment have shifted the leadership paradigm from merely performing administrative functions to the ability to build organizational capabilities that are adaptive, innovative, and sustainable. This study aims to reconstruct the educational leadership architecture in strengthening the organizational capabilities of Darussyafah Genteng Junior High School in Banyuwangi. This study employs a qualitative approach using a case study design to examine the reconstruction of the educational leadership architecture in strengthening organizational capabilities at Darussyafah Genteng Junior High School in Banyuwangi. Data were collected through observation, in-depth interviews, and documentation from four informants selected using purposive sampling. Data analysis followed the model proposed by Miles, Huberman, and Saldaña through data condensation, data presentation, and conclusion drawing, utilizing the processes of open coding, axial coding, and selective coding. Data validity was ensured through source triangulation, methodological triangulation, and member checking. The results of this study indicate that the reconstruction of educational leadership architecture strengthens organizational capabilities through three main dimensions: strategic vision-based leadership, the distribution of leadership through the empowerment of organizational actors, and organizational governance that integrates coordination and decision-making. These findings indicate that organizational capabilities are built through a leadership system that integrates vision, organizational structure, collaborative culture, and governance. This study contributes to expanding the study of educational leadership from the approaches of Strategic Leadership, Instructional Leadership, and Distributed Leadership toward the perspective of Leadership Architecture as a configuration of organizational systems that supports adaptive, collaborative, and sustainable organizations and serves as a reference for leadership development in educational institutions.
Transformational Leadership of the Madrasah Principal in Improving the Quality of Education Mahmud Abdul Ghofur; Fahmi Hasbi Arrosyad; Wafi Bahrul Ilmi; Ainur Rafiq
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.1967

Abstract

The madrasah principal serves not only as an administrator but also as a leader capable of mobilizing all components of the madrasah to achieve educational goals effectively and sustainably. This study aims to conduct an in-depth analysis of how the transformational leadership of the principal at MTs Roudlotul Muta’allimin Simbar Tampo Cluring, Banyuwangi, is implemented in efforts to improve the quality of education through the development of an institutional vision, teacher empowerment, the fostering of a culture of quality, and the strengthening of educational organizational performance. This study employs a qualitative approach with a case study design to examine the principal’s transformational leadership in improving the quality of education at MTs Roudlotul Muta’allimin Simbar Tampo Cluring, Banyuwangi. Research informants were selected through purposive sampling and consisted of the principal, the vice principal, two teachers, and one educational staff member. Data were collected through in-depth interviews, observations, and documentation. Data analysis utilized the Miles and Huberman interactive model, which includes data reduction, data presentation, and drawing conclusions. Data validity was ensured through source triangulation, methodological triangulation, and member checking to obtain credible and in-depth findings. The research results indicate that the madrasah principal’s transformational leadership plays a significant role in improving the quality of education through the development of an institutional vision, teacher empowerment, and educational program innovation. These findings confirm that transformational leadership is capable of driving institutional transformation, enhancing human resource capacity, and creating madrasahs that are adaptive, effective, and competitive.
The Transformation from Spiritual to Managerial Leadership: A Study of Changes in Organizational Governance at Traditional Educational Institutions Toward ISO Standards Abdul Rohman; M. Ilham Ainun Najib; Ainur Rofiq
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.1968

Abstract

The transformation of leadership from spiritual to managerial is not merely a change in organizational structure. This study aims to analyze the process of transformation from spiritual leadership to managerial leadership in the organizational governance reform of a traditional educational institution toward the implementation of ISO standards at MTs Darussalam Blokagung, Banyuwangi. This study employs a qualitative approach using a case study design to analyze the transformation from spiritual leadership to managerial leadership in the shift in organizational governance toward the implementation of ISO standards at MTs Darussalam Blokagung in Banyuwangi. Data were collected through non-participant observation, semi-structured interviews with four purposively selected informants, and document analysis. Data analysis utilized the interactive model by Miles, Huberman, and Saldaña, which includes data condensation, data presentation, and drawing conclusions. Data validity was ensured through source triangulation, methodological triangulation, member checking, and peer debriefing. The research results indicate that the leadership transformation at MTs Darussalam Blokagung Banyuwangi toward the implementation of ISO standards occurred through the integration of spiritual values into a modern organizational governance system.
Strategi Asesmen Autentik Guru PAI dalam Meningkatkan Prestasi Belajar Siswa di SMP Al Munawwir Sangatta Selatan Muhammad Nabil; Anggra Prima; Abdul Kadir
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 examined the authentic assessment strategies used by Islamic Religious Education (PAI) teachers to improve student learning achievement at SMP Al Munawwir Sangatta Selatan. The research employed a descriptive qualitative field-study design. Data were collected through classroom observation, semi-structured interviews with PAI teachers, the principal, and selected students, as well as documentation of assessment instruments and student work. Data analysis followed the stages of data condensation, data display, and conclusion drawing, while trustworthiness was strengthened through source, technique, and time triangulation. The findings showed that authentic assessment was implemented systematically from planning to follow-up by aligning assessment techniques with learning objectives, subject matter, and student characteristics. Teachers used attitude observation, written and oral tests, worship practice, Qur’an and prayer memorization, presentations, group discussions, projects, portfolios, self-assessment, and peer assessment. These strategies enabled teachers to evaluate cognitive, affective, and psychomotor domains more comprehensively and encouraged students to become more active, responsible, confident, and capable of applying religious knowledge in practical contexts. Supporting factors included clear learning objectives, teacher readiness, varied learning methods, student participation, school support, and available instructional media. Inhibiting factors involved limited time, complex assessment administration, student heterogeneity, uneven participation, and insufficient facilities and training. Teachers addressed these constraints through systematic planning, clear rubrics, phased assessment, instructional technology, continuous guidance, and school-based professional development. The study concludes that authentic assessment contributes positively to meaningful PAI learning and student achievement when supported by coherent planning, valid instruments, active student involvement, and sustained institutional support.
Penerapan Model PjBL melalui Proyek Giving Directions untuk Meningkatkan Keterampilan Berbicara Bahasa Inggris-Indonesia Siswa Kelas V SD Kristen Kasih Bangsa Serui Papua Anni Maria; Selviana Vindi Mamori
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.1975

Abstract

This study was conducted to improve the English–Indonesian speaking skills of fifth-grade students at SD Kristen Kasih Bangsa Serui, Papua, through the implementation of the PjBL model using a Giving Directions project. A qualitative Classroom Action Research design based on the Kemmis and McTaggart model was employed, involving two cycles of planning, action, observation, and reflection. Twenty-eight students participated in the study. Data were collected through classroom observations, speaking performance tests, and documentation, while speaking ability was evaluated using pronunciation, vocabulary, grammar, fluency, and comprehension criteria. The findings demonstrated a consistent improvement in students' speaking performance, with the mean score increasing from 59.8 in the pre-cycle to 73.8 in Cycle I and 88.0 in Cycle II. Learning mastery also improved from 0% to 46.4% and finally reached 100%. It was concluded that PjBL effectively enhanced speaking competence by providing authentic and collaborative learning experiences. The findings offer practical guidance for integrating project-based activities into elementary English instruction, although the study was limited to one class and one learning topic.
Strategi Guru dalam Pengelolaan Pojok Baca untuk Menumbuhkan Minat Baca Siswa di SD Muhammadiyah Sangatta Utara Nur Afni Pratiwi; Tri Velyna; 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.1977

Abstract

This study examined teacher strategies for managing a classroom reading corner to foster students' reading interest at SD Muhammadiyah Sangatta Utara. The research employed a descriptive qualitative field-study design. Data were obtained through observation, semi-structured interviews, and documentation involving the principal, three second-grade classroom teachers, and selected students. Data analysis followed the stages of data condensation, data display, and conclusion drawing, while credibility was strengthened through source and technique triangulation. The findings showed that reading-corner management was implemented through attractive and accessible spatial arrangement, provision of age-appropriate illustrated books, scheduled reading before lessons, independent and shared reading, storytelling and read-aloud activities, retelling, simple post-reading tasks, individual assistance, motivation, and teacher supervision. The school supported the program by providing shelves and books, allocating operational funds and committee assistance, allowing classroom teachers to adapt management to student characteristics, and conducting periodic supervision. Supporting factors included school policy, teacher creativity, comfortable classroom conditions, student enthusiasm for illustrated stories, and collaboration among school personnel. Inhibiting factors involved limited collection variety, uneven beginning-reading skills, home gadget use, restricted instructional time, and the need for intensive assistance. Teachers responded through book rotation, differentiated guidance, flexible scheduling, short literacy routines, varied activities, and continuous encouragement. The reading corner contributed to greater student interest, voluntary book use, emerging independent reading habits, improved comprehension and retelling, increased confidence, and more active classroom literacy participation. The study concludes that a reading corner becomes effective not merely because books are present, but because teachers transform it into an active literacy environment through systematic planning, meaningful routines, responsive assistance, and sustained school support.
Pengaruh Digital Citizenship terhadap Karakter Murid di Era Artificial Intelligence: Indonesia Eries Maulita Aisyah; Silvia Vidia Wati
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.1982

Abstract

The rapid advancement of Artificial Intelligence (AI) has transformed educational practices while creating new challenges for students' character development. In this context, digital citizenship has become an essential competency that enables students to use digital technology ethically, responsibly, and critically. This study aims to analyze the influence of digital citizenship on students' character in the AI era and to develop a conceptual synthesis of the relationship between AI, digital citizenship, and character education. A qualitative approach was employed using the Systematic Literature Review (SLR) method based on the Kitchenham framework. Ten scientific articles published between 2021 and 2026 were selected through predefined inclusion and exclusion criteria and analyzed using content analysis. The findings indicate that digital citizenship is the primary factor supporting students' character development through digital literacy, digital ethics, responsibility, and critical thinking. These competencies contribute to the development of honesty, integrity, empathy, social responsibility, and respect for others. Although AI enhances learning effectiveness, creativity, adaptive learning, and assessment, its misuse may lead to plagiarism, misinformation, technology dependence, and reduced academic integrity. This study concludes that AI does not directly shape students' character; instead, its influence is mediated by digital citizenship. Therefore, integrating digital citizenship into curriculum and learning practices is essential for fostering ethical, responsible, and digitally competent students.
Strategies for Enhancing Information and Communication Technology (ICT) Competence in Responding to the Demand for Technology-Literate Teachers Muhammad Sayyed Ja’far Bolkia; Ahmad Baihaqi; Tamrin Tamrin; Apriliantoni Apriliantoni
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.1984

Abstract

The rapid expansion of digital technology in the twenty-first century has repositioned Information and Communication Technology (ICT) competence as a core professional requirement for teachers rather than a supplementary skill. In the Indonesian context, the shift toward the Merdeka Curriculum, blended learning, and digital-based assessment has exposed a persistent gap between policy expectations and the actual technological readiness of educators, particularly in madrasah and Islamic higher education environments where infrastructural and pedagogical constraints remain considerable. This urgency is compounded by findings indicating that a substantial proportion of teachers are still not fully prepared to adapt to digital literacy demands, despite continuous government-led training initiatives. This article aims to examine the strategic dimensions through which ICT competence can be systematically improved among teachers, and to analyze how such strategies respond to the growing expectation that educators become technologically literate professionals. The study employs a qualitative library research (studi pustaka) design, drawing on peer-reviewed journal articles, institutional reports, and policy documents published within the last seven years, analyzed through content and thematic analysis techniques. The findings reveal that effective ICT competence enhancement rests on three interrelated strategies: structured and sustainable professional development programs, the integration of Technological Pedagogical Content Knowledge (TPACK) into everyday pedagogical practice, and institutional policy support accompanied by adequate digital infrastructure. The study concludes that technology-literate teachers emerge not merely from individual initiative but from a systemic convergence of training, pedagogical reorientation, and institutional facilitation. These findings contribute to the theoretical discourse on teacher digital competence and offer practical implications for Islamic education institutions seeking to accelerate their digital transformation agenda

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