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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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An Analysis of Da'wah Education Verses in Tafsir Ayat Al-Ahkam (Rawai'ul Bayan) Chapter 10 by Muhammad Ali Ash-Shabuni Mashuri Mashuri; Sarbini Anim; Siti Nuri Nurhaidah
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.1987

Abstract

Da'wah education is a fundamental aspect of shaping Islamic character and strengthening religious understanding among Muslims, particularly amid social dynamics that demand precise, humane, and contextual methods of conveying Islamic teachings. However, academic studies that specifically examine the educational dimension of da'wah within contemporary works of tafsir ahkam, particularly Rawai'ul Bayan by Muhammad Ali Ash-Shabuni, remain relatively limited, despite the fact that the book is widely recognized as a principal reference for the study of legal verses, systematically combining linguistic, jurisprudential, and comparative (tarjih) approaches. This study aims to analyze the values of da'wah education contained in the verses discussed in Chapter 10 of Rawai'ul Bayan and to identify the relevance of Ash-Shabuni's exegetical method for the development of contemporary da'wah education. This research employs a qualitative approach through library research. Primary data were obtained from the text of Rawai'ul Bayan, while secondary data were drawn from relevant and up-to-date scholarly journals, books, and articles. Data were analyzed using content analysis combined with a thematic (maudhui) exegetical approach. The findings show that the verses in Chapter 10 of Rawai'ul Bayan embody three pillars of da'wah education: al-hikmah (argumentative wisdom), mau'izah hasanah (heartfelt good counsel), and mujadalah bi allati hiya ahsan (constructive dialogue), all of which are oriented toward the gradual and humane formation of religious understanding. This study recommends that Ash-Shabuni's exegetical method be adopted as a reference in developing more adaptive models of da'wah education responsive to the needs of contemporary society.
The Effect of Artificial Intelligence (AI) Utilization on Student Self-Confidence in Understanding Mathematical Concepts at AMIK Bukittinggi Nur Ade Yani; M. Imamuddin; Shalli Maharani; Diana Kartika Dewi Maharani; Kiki Semartri Fatmi Maharani
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.1989

Abstract

The development of artificial intelligence (AI) technology has changed the way students learn mathematics; however, its effect on students’ self-confidence in understanding mathematical concepts has not been widely examined quantitatively, particularly in vocational higher education. This study aims to analyze the effect of AI utilization on the self-confidence of AMIK Bukittinggi students in understanding mathematical concepts in the Computer Mathematics course. The study used a quantitative ex post facto approach with a survey method involving 76 students (total sampling), analyzed using simple linear regression with the assistance of SPSS. The analysis results show that the instrument is valid (r-calculated > r-table 0.226) and reliable (Cronbach’s Alpha 0.936 for the AI variable and 0.950 for the self-confidence variable), the data are normally distributed (Kolmogorov-Smirnov, p>0.05), and there is a significant positive effect of AI utilization on students’ self-confidence (t-calculated 4.785 > t-table 1.993; p<0.001) with a contribution of 23.6% (R²=0.236). These findings support Bandura’s self-efficacy theory, which explains that successful experiences gained through AI assistance can strengthen students’ self-confidence in understanding mathematical concepts. The results of this study have implications for lecturers and vocational education institutions in designing AI integration strategies that proportionally support the strengthening of students’ self-confidence.
Development Of Digital Quiz Media For The Probability Topic (Grade XI) Leny Nurkholisah M; Olief Ilmandira Ratu Farisi
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.1988

Abstract

This study aimed to develop a Nearpod-based digital quiz medium for teaching probability in Grade XI and to determine its validity and practicality. The study employed the Research and Development (R&D) method using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation. The participants were 20 Grade XI students at MAN 1 Probolinggo. Data were collected through material expert validation sheets, media expert validation sheets, student response questionnaires, and learning outcome tests. Quantitative descriptive analysis was used to determine the validity and practicality of the developed media. The results showed that the material expert validation reached 89.1%, while the media expert validation reached 93.75%, both categorized as highly valid. Student responses obtained a score of 90.25%, indicating that the media was highly practical. Furthermore, students achieved an average quiz score of 82.5, exceeding the school's Minimum Mastery Criterion (75). These findings indicate that the Nearpod-based digital quiz medium is valid, practical, and appropriate for supporting mathematics learning on the topic of probability in Grade XI.
Mangalap Goar dan Baptisan di HKBP Tobasari: Kajian atas Ambivalensi Makna Antara Budaya Adat dan Ajaran Sakramental Kristen Lintong Green Light Nababan
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.1993

Abstract

The Batak Toba community in the Sidamanik region still holds a widespread misconception by equating the mangalap goar tradition (customary name-giving ritual) with the sacrament of Baptism in Christianity. This article aims to critically describe the meaning of mangalap goar within Batak culture and compare it with the doctrine of Baptism according to Christian teachings, intending to prevent syncretism among the HKBP congregation. This research employs a qualitative method using a literature study approach combined with in-depth interviews conducted with six informants, comprising traditional leaders, church council members, and lay congregations at HKBP Tobasari Resort Sidamanik. The findings reveal that mangalap goar is essentially a pre-Christian cultural ritual heavily laden with elements of invoking ancestral spirits through the mediation of the datu (shaman), and its primary purpose is to formally validate a person's social identity within the communal framework. Conversely, Baptism is a sacrament of God's grace grounded in the redemptive work of Christ, theologically interpreted as a mystical union with the death and resurrection of Jesus (Romans 6), and functions as the definitive entry into the fellowship of believers. These two constructs share no essential equivalence, either ontologically or soteriologically. Consequently, the church is summoned to deliver comprehensive catechesis to parents and the wider congregation, ensuring that the sacred understanding of Baptism is no longer conflated with local customs, while simultaneously preserving cultural values that do not fundamentally contradict the Gospel. This study underscores the urgent need for contextual theological education to address this ambiguity.

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