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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 674 Documents
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LLM-Driven Cognitive Digital Twins in Education: A Systematic Review and Conceptual Framework Fadliyani Nawir
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.2039

Abstract

Within educational technology, the adoption of Large Language Models (LLMs) and Generative AI (GenAI) has accelerated notably, yielding applications spanning intelligent tutoring systems, adaptive assessment pipelines, and automated formative feedback. Yet the fusion of these generative capabilities with Cognitive Digital Twin (CDT) architectures has proceeded unevenly, leaving theoretical and practical gaps unaddressed. This study reports a systematic literature review conducted in accordance with PRISMA 2020 principles. After screening 1,400 records from ScienceDirect and IEEE Xplore, 111 Core and Supporting studies were included in the qualitative synthesis. A narrative thematic synthesis was then carried out by mapping the included studies to five research questions and five thematic clusters. The five thematic clusters comprise CDT and learner modeling, LLM and GenAI tutoring, adaptive assessment and feedback, ethics and explainability, and learning analytics. The analysis reveals that automated feedback and assessment constitute the most densely evidenced application domains, whereas learner modeling and CDT remain underdeveloped as sustained personalization mechanisms. The paper’s primary contribution is a five-layer LLM-driven CDT framework comprising a Learner Data Layer, a Learner Digital Twin Layer, an LLM Intelligence Layer, an Adaptive Learning Service Layer, and a cross-cutting Trust, Ethics, and Governance Layer. Taken together, these layers constitute a learner-aware, adaptive, explainable, and human-centered architecture intended to ground and direct future empirical inquiry.
Pengembangan Papan Dakota Digital Berbasis Web untuk Memfasilitasi Pemahaman Konsep KPK dan FPB di Sekolah Dasar Syarif Hussein Sirait; Senia Perangin-angin; Nelsa Aurelia Sembiring; Doraina Bancin
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 aims to describe the procedure for developing Web-Based Digital Dakota Board media and test its validity and practicality in elementary school grade IV mathematics learning. This development research adapts the ADDIE model which is limited to the analysis, design, and development stages. The media was developed using a single-file architecture  (HTML5, Tailwind CSS, and Vanilla JavaScript). The data collection instrument used a Likert scale of 1-4 which was assessed by material experts, media experts, and prospective elementary school teachers. The results showed that the validation of material experts obtained a percentage of 100.00% with very valid criteria, the validation of media experts was 97.22% with very valid criteria, and the practicality test reached 100.00% with very practical criteria. It can be concluded that this Web-Based Digital Dakota Board has proven to be theoretically and practically feasible, as well as effectively bridging the cognitive stages of Bruner, facilitating Vygotsky scaffolding, while reducing extraneous cognitive load in elementary school mathematics learning.
Improving Students' Learning Outcomes Through the Use of Bigbook Media in IPAS Learning for Grade IV Students of SD Negeri 064023 Kemenangan Tani Juniko Esra Tarigan; Agita Flourida Br. Sitepu; Yesica Christania Sinaga; Grace Natalie Sihombing
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.2046

Abstract

This study aims to improve students' learning outcomes in Science and Social Studies (IPAS) through the use of BigBook media on the topic of animal classification based on their types of food among fourth-grade students at SD Negeri 064023 Kemenangan Tani. The study was motivated by the low learning outcomes of students due to the dominance of lecture-based instruction, which resulted in limited student participation and motivation. This study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model and was conducted in two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The participants were 29 fourth-grade students. Data were collected through learning outcome tests, teacher and student activity observations, and documentation. The data were analyzed using descriptive quantitative and qualitative techniques by examining students' average scores and learning mastery percentages in each cycle. The results showed that the implementation of BigBook media improved students' learning outcomes. The average learning scores and the percentage of learning mastery increased from the initial condition to Cycle I and further improved in Cycle II, reaching the predetermined success criteria. Student participation also increased, as indicated by greater enthusiasm, active discussion, observation, and participation in learning activities. Therefore, BigBook media can be considered an effective alternative learning medium for improving IPAS learning outcomes among elementary school students.
Strategi Guru dalam Membimbing Penggunaan Teknologi Digital Secara Bijak pada Siswa Madrasah Ibtidaiyah Adilla Nurisma; Alya Ramadhani; Della Khairani; Elfira Elfira; Nur Alfi Husnah
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.2050

Abstract

The development of digital technology has brought changes in the learning process at the elementary education level, including Madrasah Ibtidaiyah. Digital technology provides convenience for students in obtaining information and learning resources, but its use also requires assistance so that students are able to use technology appropriately, safely, ethically, and responsibly. (1) Background: The development of digital technology has brought considerable changes in people's lives, including in the field of education. Technology that was previously only used as a means of communication and entertainment has now developed into part of the learning process; (2) Objectives: This study aims to describe teachers' strategies in guiding the wise use of digital technology in Madrasah Ibtidaiyah students, the forms of guidance carried out, obstacles faced, and teachers' efforts in overcoming these obstacles; (3) Research Method: This study uses a qualitative approach with a descriptive type of research. Research data was obtained through interviews, observations, and documentation. The research informants consisted of classroom teachers and schools involved in the implementation of digital technology-based learning. Data analysis was carried out through the stages of data reduction, data presentation, and conclusion drawn; (4) Results and Discussion: The results of the study showed that teachers guide the use of digital technology through the provision of rules for the use of devices, the selection of digital learning resources, the provision of examples of good digital behavior, supervision during the use of technology, and the provision of understanding of digital ethics and security. The obstacles found include differences in students' digital skills, limited facilities, internet access, and teachers' ability to keep up with technological developments; and (5) Conclusion: Therefore, it is necessary to improve teachers' digital competence as well as cooperation between schools and parents in forming wise technology use habits in students.

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