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Djoko Sutrisno
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journal.gse@gmail.com
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+6285725548079
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Keputihan No, 32 Kuwayuhan, Pejagoan, Kebumen Jawa Tengah
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Jawa tengah
INDONESIA
GSE-journal
ISSN : -     EISSN : 30255724     DOI : https://doi.org/10.61667/k0ab6b10
Global Synthesis in Education(GSE) is an interdisciplinary publication dedicated to publishing original research and written works on education for international audiences of educational researchers. The Global Synthesis in Education Journal aims to provide a scholarly forum for understanding the field of education and plays a crucial role in promoting the transfer of knowledge, values, and skills from one generation to the next. Additionally, the journal strives to make evaluation and research methods and contents in education available to teachers, administrators, and research workers. The journal covers a diverse range of topics, including child development, curriculum, reading comprehension, philosophies of education, and educational approaches, among others. Educational Approaches Asset (seeing education as an asset) Blended Learning Catalytic Role Change Agents Character Education Classical Education Collective Education Common Core Change Competency Based Education Constructive Struggling Constructivist Learning Degree Qualifications Disrupting Innovation Economic Empowerment E-Learning Expeditionary Learning Finnish Education Flexible Learning Flipped Classroom Flipped Learning Free Post-Secondary Education Gamification Global View Ground Up Diversity Herbert Stein’s Law High-Quality Teachers Hip-Hop Education (HipHopEd) International Objectives Invisible Structures Learning with Technologies Lesson Study Mobile Education MOOCs & eLearning Moral Education Navdanya Open Innovation Personalized Education Problem Based Learning Process Oriented Guided Inquiry Lessons (POGIL) Project Based Learning (PBL) Readiness Testing Reality Pedagogy Religious Education School in the Clouds Sharing Voices Smart Capital Social Networking Social Status Social Support Strategy Start-up Education Student Centred Learning Talking Education The Bologna Process Underground Education Vocational Training Pedagogy Alternative education Democratic school Progressive education Context-based learning Design-based learning Experiential education Experiential learning Inquiry-based learning Kinesthetic learning Montessori education Open learning Open classroom Personalized learning Problem-based learning Problem-posing education Project-based learning Service-learning Slow education Student-centred learning Waldorf education Curriculum A scope and sequence for each level that provides a big picture view of the curriculum and describes the units to be taught; A series of instructional units that delve into more detail than the big picture overview in the scope and sequence; Guidance for teacher(s) using the curriculum; and Sequenced lesson plans that make up instructional units. Reading and Writing Computer literacy; Cross-cultural studies; Developmental and acquired disorders of reading and writing Models of reading, writing and spelling at all age levels; Orthography and its relation to reading and writing; Teaching English as Second/Foreign Language Teaching English as a second language (TESL) refers to teaching English to students whose first language is not English, usually offered in a region where English is the dominant language and natural English language immersion situations are apt to be plentiful. Applied linguistics CELTA (Certificate in English Language Teaching to Adults) EF Standard English Test, open-access standardized English assessment tools English as a second or foreign language English language learning and teaching English language learning and teaching English Opens Doors Glossary of language teaching terms and ideas Language education Language education List of countries by English-speaking population Second language acquisition Second language acquisition Sociolinguistics Teaching English as a second language Teaching English as a foreign language Test of English as a Foreign Language known as TOEFL Trinity College London ESOL Informal Education Informal Education is a general term for education that can occur outside of a structured curriculum. Informal Education encompasses student interests within a curriculum in a regular classroom, but is not limited to that setting. It can refer to various forms of alternative education, such as: Autodidacticism (Self-teaching), Informal learning Unschooling or homeschooling, and Youth work,
Articles 47 Documents
The Effect of the STAD Cooperative Learning Model on Students' Cooperation Attitude in the Subject of Pancasila Education Adinda Ayu Effendi; Misriandi
Global Synthesis in Education Journal Vol. 2 No. 1 (2024): Vol. 2 No. 1 (2024): August 2024, Pages 01-30
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/q55ybj72

Abstract

Cooperative learning strategies have been widely recognized for enhancing interpersonal skills and fostering positive student attitudes. The Student Teams Achievement Divisions (STAD) model emphasizes structured group work and individual accountability, which are crucial in cultivating cooperative attitudes. In the context of Pancasila Education—a foundational course aimed at instilling national ideology and character building in Indonesian students—the integration of effective cooperative learning models is essential for promoting social harmony and civic responsibility. This study aims to investigate the effect of the STAD Cooperative Learning Model on students' cooperation attitudes within the framework of Pancasila Education. Specifically, it seeks to determine whether the implementation of the STAD model significantly enhances cooperative behaviors and attitudes among high school students engaged in the Pancasila curriculum. A quasi-experimental research design was employed, involving two groups of high school students enrolled in Pancasila Education classes. The experimental group participated in the STAD cooperative learning model, while the control group followed traditional instructional methods. Data were collected using a validated cooperation attitude questionnaire administered before and after the intervention. The sample comprised 200 students selected through stratified random sampling to ensure representativeness. Statistical analyses, including paired t-tests and ANCOVA, were conducted to evaluate the effectiveness of the STAD model. Preliminary findings indicate that students exposed to the STAD cooperative learning model exhibited a significant improvement in their cooperation attitudes compared to the control group (p < 0.05). The experimental group showed enhanced abilities in teamwork, communication, and mutual support, aligning with the core principles of Pancasila Education. Additionally, subgroup analyses revealed that the positive effects of the STAD model were consistent across different demographic variables, including gender and socio-economic status.
Forming a Resilient Personality The Importance of Character Education in the Modern Era Misriandi; Susanto, Ahmad
Global Synthesis in Education Journal Vol. 2 No. 1 (2024): Vol. 2 No. 1 (2024): August 2024, Pages 01-30
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/vxmtwq57

Abstract

This study investigates the impact of physical activity on the social skills of elementary school students in South Tangerang. Utilizing a factor analysis approach, the research examines various dimensions of physical activity—including frequency, duration, and type—and their correlations with key social competencies such as communication, teamwork, empathy, and conflict resolution. A sample of 164 students from ten elementary schools in South Tangerang was selected through stratified random sampling to ensure representativeness. Data were collected using validated questionnaires and observational assessments conducted over six months. Statistical analysis revealed that regular participation in structured physical activities significantly enhances students' social skills, with team-based sports showing the most substantial positive effects. Additionally, the study identified specific factors within physical activity programs that contribute to developing social competencies, including cooperative gameplay, leadership opportunities, and inclusive participation strategies. These findings suggest that integrating comprehensive physical activity programs into the elementary school curriculum can foster essential social skills, thereby contributing to students' overall personal and academic development. The study recommends that educators and policymakers prioritize implementing and supporting diverse physical activity initiatives to promote a holistic educational environment. Future research should explore the long-term effects of sustained physical activity on social skills and investigate the potential moderating variables such as socioeconomic status and cultural background.
Exploring the Role of Education in Social Status Gharini Rahmadhani; Tri Rini Widiarti; Dr., Djoko Sutrisno, S.Pd., M.Pd.
Global Synthesis in Education Journal Vol. 1 No. 3 (2024): March 2024, Pages 01-49
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/x0dsh530

Abstract

This research explores the multifaceted role of education in shaping social status within communities. Education, as defined by various scholars, serves as a conscious effort to prepare individuals for their future roles, fostering cultural values, and promoting social, political, and economic development. The societal changes brought about by rapid developments lead to both progress and challenges, requiring a thoughtful examination of education's role. The methodology employs library research, specifically a qualitative descriptive approach, to analyze written sources such as books, papers, and articles. The research focuses on methods determining social strata and delves into the impact of education on social class formation, considering accessibility, roles, and economic implications. Results highlight education's significance in individual growth, societal progress, and community welfare. Definitions of education vary, emphasizing combating ignorance, transmitting cultural values, and fostering self-development. Social class, acting as an obstacle to meeting basic needs, intertwines with education as a social institution influencing socialization and cultural continuity. The relationship between education and social stratification is complex, influencing individuals' positions based on accessibility, social networks, and economic opportunities. The research acknowledges the dynamic nature of social stratification, where open societies provide opportunities for upward mobility. It also discusses methods to determine social groups and underscores the varied outcomes based on the chosen method. The research concludes by emphasizing the profound impact of education on social status. It serves as a catalyst for intellectual development, creates social networks, and influences economic opportunities. Acknowledging education's transformative role, the study advocates for equitable access to education to reduce social disparities and build a more inclusive society.
Teacher Competency Training as a Form of Best Practice for Promoting Teacher's Professional Development Abbas, Azwar
Global Synthesis in Education Journal Vol. 3 No. 2 (2025): Vol. 3 No. 2, August 2025
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/3hg07j45

Abstract

Training is needed to help teachers to improve their competence. This is important because teachers are the core role in the world of education and as a determinant of the future of the nation's children. The state also provides an obligation for teachers to have certain competencies as a condition of the profession. This study aims to find out the training has been held at school as a form of best practice for teacher's professional development, then to reveal how the training affects teachers. This research is descriptive research with a qualitative approach. The research subject is one of the teachers of SD Muhammadiyah Ambarbinangun. Researchers used interviews to collect data. The instrument used was an interview guideline adapted from previous research. The data analysis technique used in this research is qualitative data analysis, namely data reduction, data visualization, and conclusion drawing/verification. There are several trainings that have been sought by the school, namely training aimed at improving pedagogic and personality competencies. This training is quite influential for teachers because several learning objectives are achieved after attending this training, such as increased student grades, more intense communication between teachers and students, more interesting learning in the classroom
SOCIOLINGUISTIC PERSPECTIVES ON ENGLISH AS A SECOND LANGUAGE: INSIGHTS FROM GLOBAL CONTEXTS Hanura, Huda; Widiarti, Tri Rini
Global Synthesis in Education Journal Vol. 3 No. 2 (2025): Vol. 3 No. 2, August 2025
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/dmx3j235

Abstract

This study examines the perceptions of English as a Foreign Language (EFL) students regarding AI-powered language learning tools for academic writing. Academic writing is crucial for Indonesian EFL students, who often struggle with grammar, vocabulary, organization, and coherence. The rise of AI tools offers a promising solution, providing personalized learning and automated feedback to enhance writing skills. Understanding student perceptions is therefore vital to assess the effectiveness and improve these tools. This research identifies the perceived benefits and drawbacks among students in the English Education Study Program at Ahmad Dahlan University. Employing a qualitative method, the study gathered data through semi-structured interviews with six fourteenth-semester students, and documentation. Using thematic data analysis, focusing on understanding the unique meanings from the participants' perspectives. Findings reveal mostly positive perceptions, with students citing ease of use, improved writing quality, and time efficiency as key benefits. AI tools offer immediate feedback, enabling students to correct errors and refine their language skills independently. However, the study also highlights the critical need for digital literacy to evaluate AI-generated suggestions, as the accuracy of feedback can vary. Concerns included potential technology dependence, AI failures in complex academic contexts, and the need for developers to improve algorithms for contextual relevance. In conclusion, AI-powered tools can significantly enhance academic writing when used thoughtfully, provided they are supported by strong digital literacy and faculty guidance, thereby maintaining human cognitive engagement. This encourages adaptive learning environments and opens avenues for future AI development research
The Blended Revolution Unveiling The Future Fajriati Astuti; Riviyanti; Azwar Abbas
Global Synthesis in Education Journal Vol. 1 No. 3 (2024): March 2024, Pages 01-49
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/kzvzsx05

Abstract

In the globalized era, proficiency in English is crucial for vocational school graduates to succeed in the workforce. Despite this necessity, many vocational students struggle with inadequate English skills due to limited access to quality materials, lack of motivation, and unengaging learning methods. This study aims to explore how digital technology can enhance English language learning among vocational students, making it more effective, interesting, and accessible. A qualitative research approach was employed, involving observations, focus groups, and semi-structured interviews with English teachers. The data was analyzed thematically to identify key trends and insights. The integration of digital technology, such as language learning apps (Duolingo, Babbel) and e-learning platforms (Google Classroom, Moodle), significantly improves English language skills among vocational students. Key benefits include increased access to learning materials, more engaging and interactive learning experiences, and enhanced motivation. Furthermore, digital tools facilitate personalized learning and provide immediate feedback, which helps students improve their language skills more efficiently. The study identified several challenges, including limited access to digital devices and the internet, and varying levels of technological proficiency among students and teachers. These challenges necessitate improved infrastructure and additional training to maximize the benefits of digital technology in education. Digital technology plays a pivotal role in transforming English language learning in vocational schools. Despite challenges, its benefits in improving language skills, increasing student engagement, and preparing students for the global workforce are substantial. Schools should continue investing in digital resources and training to ensure all students can leverage these tools effectively
Intensity of Social Media Use and Literacy Skills in Students: A Study in the Context of Learning, Entertainment, and Communication Ilham, Ilham; Siti Rohmani
Global Synthesis in Education Journal Vol. 2 No. 1 (2024): Vol. 2 No. 1 (2024): August 2024, Pages 01-30
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/7vpeh143

Abstract

This research scrutinizes the correlation between social media usage intensity and literacy skills among 397 high school and vocational students in Indonesia, focusing on learning, entertainment, and communication. Utilizing a descriptive quantitative approach, the study categorizes social media usage. It evaluates literacy skills, revealing a significant correlation between learning and communication but no impact on entertainment. The confirmed homoskedasticity of the regression model strengthens the findings. This suggests implications for educational strategies and advances our understanding of how social media affects literacy. Future studies should broaden samples, consider diverse demographics, and employ comprehensive designs for nuanced findings—tailored interventions to enhance social media usage and support literacy warrant further exploration. 
Artificial Intelligence in Vocational Education: Perspectives and Practices from a Literature Study Azizah, Nuraini; Hanafi, Ivan; Yusro, Muhammad
Global Synthesis in Education Journal Vol. 3 No. 2 (2025): Vol. 3 No. 2, August 2025
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/w0efrt90

Abstract

The article presents a literature study synthesizing global perspectives and practices of artificial intelligence (AI) integration in vocational education. It systematically searches Scopus, ERIC, and related databases for publications from 2015 to 2025, yielding 76 peer-reviewed articles. The study employs thematic coding to analyze conceptual foundations, pedagogical approaches, and institutional frameworks. Findings reveal three primary perspectives on AI's role: pedagogical, technological, and organizational. Documented practices such as AI-powered simulators, adaptive learning platforms, and predictive assessment tools. Results demonstrate that AI integration enhances skill acquisition, learner engagement, and personalized instruction while necessitating robust infrastructure and faculty development. The article contributes to vocational education scholarship by mapping current research trends, identifying gaps, and offering actionable recommendations for educators, curriculum designers, and policymakers
Journaling as a Medium for Narrative Discourse Development: A Qualitative Analysis in an Indonesian EFL Setting" Susanto, Dias Andris
Global Synthesis in Education Journal Vol. 3 No. 2 (2025): Vol. 3 No. 2, August 2025
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/sg7tt032

Abstract

This qualitative study at Mamina English Course in Batam explored how journaling helps first-grade junior high students improve their English narrative writing. Many students learning English in Indonesia often struggle with vocabulary, grammar, and expressing ideas freely. This research aimed to find more engaging teaching methods. Journaling seemed promising because it's a relaxed way to write, reducing anxiety and encouraging practice. Ten students journaled regularly for a month. Data from surveys and writing tests, informed by key language acquisition theories and teaching approaches, showed positive results. Students reported increased motivation, engagement, creativity, self-expression, and writing confidence. To understand this better, our study gathered detailed information from ten students over one month. We used surveys to hear directly about their experiences and also looked at their writing tests. The ideas behind our study come from important theories about how people learn a second language. For example, Stephen Krashen's Affective Filter Hypothesis suggests that feeling relaxed helps learning, and journaling certainly offers that. Merrill Swain's Output Hypothesis highlights the importance of language production, and journaling offers numerous opportunities for this practice. We also explored the role of motivation in student learning and how Discourse Analysis can reveal students' language usage. On the instructional side, we examined Process Writing, which emphasizes the stages of writing, and Constructivism, which posits that learners actively construct their own understanding. Although the findings do not establish a direct cause-and-effect relationship, they indicate that journaling creates a supportive atmosphere for self-expression and language experimentation. The study underscores the potential of journaling to empower young English learners and advocates for its inclusion in educational curricula, along with suggestions for further research.
Fusing Corpus-Based Analysis with Content and Language Integrated Learning: Transforming Online Language Proficiency Development Annury, Muhammad Nafi; Fridolini, Fridolini; Sutrisno, Djoko
Global Synthesis in Education Journal Vol. 3 No. 2 (2025): Vol. 3 No. 2, August 2025
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/p0kmy083

Abstract

The integration of corpus-based analysis with Content and Language Integrated Learning (CLIL) offers a promising pedagogical framework to enhance online language proficiency development. Against the backdrop of increasing globalization and the need for effective language and content instruction, this study investigates the potential of merging these two methodologies to address gaps in traditional language education. The objective is to explore how corpus-based tools can enhance CLIL curricula by providing authentic, subject-specific language inputs and fostering critical thinking, cultural awareness, and learner autonomy. A mixed-methods approach was adopted, combining quantitative and qualitative methods. Quantitative analysis involved pre-tests and post-tests of vocabulary acquisition, grammar accuracy, and subject-specific terminology comprehension for experimental and control groups. The experimental group utilized corpus-based CLIL tools, while the control group followed traditional CLIL methods. Qualitative data were gathered through surveys, interviews, and case studies to capture learner and educator experiences, engagement, and usability of the proposed approach. Findings revealed that the experimental group demonstrated significantly greater improvements in language proficiency, with 80%-100% gains across metrics compared to 30%-50% gains in the control group. Qualitative