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Contact Name
Djoko Sutrisno
Contact Email
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
CHALLENGES AFFECTING TEACHERS’ COMPETENCY IN IMPLEMENTING THE 21ST-CENTURY CURRICULUM IN SECONDARY SCHOOLS IN SOUTH-WEST NIGERIA Aina, Gbenga
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: 10.61667/7maxg488

Abstract

This study aimed to explore the challenges impacting teachers' competency in implementing the 21st-century curriculum in secondary schools across South-West Nigeria. A descriptive cross-sectional survey design was utilized, with the target population consisting of secondary school teachers from the six South-West states: Ondo, Oyo, Osun, Ekiti, Lagos, and Ogun. A total of 860 teachers were selected using a multistage sampling technique to ensure representation. Data were collected through a 15-item questionnaire developed by the researcher, titled "Teachers' Competency for the Implementation of the 21st-Century Curriculum among Secondary Schools in South-West Nigeria." The questionnaire was validated for content and face validity by measurement and evaluation experts at Ekiti State University. Reliability was assessed using the test-retest method, with a reliability coefficient calculated using Pearson's Product Moment Correlation Coefficient (PPMCC) at the 0.05 significance level. The questionnaire was distributed to teachers in their respective schools with support from research assistants. Data analysis included percentages, frequency counts, and mean scores for research questions, with an independent t-test employed to test hypotheses at the 0.05 level. Key findings indicated that significant barriers to teacher competency included inadequate human and material resources, insufficient commitment, a lack of mastery of the curriculum, limited government support and funding, poor supervision, and inadequate time to manage heavy workloads. The study recommends increased government funding, enhanced teacher training programs, improved supervision systems, and better resource allocation to boost teacher competency in applying the 21st-century curriculum
Design and Impact of Individual Learning Modifications on Self-Efficacy of Students with Mental Disability Nirwaningtyas, Fitria; Nuriadin, Ishaq; Fetrimen
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/nf6ame91

Abstract

This study aims to design and evaluate the impact of individual learning modifications on the self-efficacy of students with mental disabilities at SDN Semper Barat 07. The research was conducted using a quasi-experimental pretest–posttest design involving 12 students identified with mild to moderate cognitive disabilities. Learning modifications were developed through needs assessment, teacher consultation, and adaptation of instructional materials, focusing on pacing adjustments, visual supports, and simplified task structures. Self-efficacy was measured using an adapted scale validated for primary-level special education contexts. Data were collected before and after an eight-week intervention and analyzed using paired sample t-tests, supported by qualitative classroom observations. The results showed a statistically significant increase in students' self-efficacy scores (p < 0.05) with notable improvements in confidence, task persistence, and willingness to participate in class activities. Qualitative findings indicated that the modifications enhanced engagement and reduced learning anxiety. These results suggest that individualized learning modifications can be an effective approach to strengthening self-efficacy among students with mental disabilities in inclusive primary school settings. With such strategies, educators can foster more equitable participation and academic growth, supporting inclusive education goals in Indonesia.
Cognitive Load and Deceptive Speech in Anti-Corruption Interrogations: An Activation Decision Construction Perspective Santoso, DWi
Global Synthesis in Education Journal Vol. 3 No. 3 (2025): Vol. 3 No. 3, November 2025
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/bb7mv332

Abstract

Detecting deception in institutional interrogations remains a significant challenge for law enforcement and investigative agencies. This study investigates the relationship between cognitive load and deceptive speech in anti-corruption interrogations through a modified Activation–Decision–Construction Model (ADCM) that incorporates iterative cognitive processing. The modified ADCM posits that truth-telling and deception engage qualitatively distinct cognitive pathways: Direct Truth Path (rapid veridical information access), Strategic Lie Path (deliberate false-narrative construction), and Iterative Lie-Construction Path (multiple cycles of cognitive revision and backtracking). We hypothesized that these pathways would be distinguishable through acoustic-linguistic markers reflecting differential cognitive load. The study analyzed 102 question-answer segments from 15 speakers across 12 authentic anti-corruption interrogations in Indonesian. For each segment, we measured normalized fundamental frequency (F0), pause frequency and duration, reaction time (RT), and assigned ADCM-phase classifications via temporal coding. Segments were independently verified as Likely Truthful, Likely Deceptive, or Ambiguous based on corroborating evidence obtained during investigations. Results demonstrate that Likely Deceptive segments exhibited significantly elevated F0 (mean z-score +0.52 vs. –0.38 for truthful; d = 0.90), increased pause frequency (3.8 vs. 1.5 pauses; t = 8.34, p < .001), prolonged total pause duration (2.1 vs. 0.6 seconds; t = 9.12, p < .001), and extended RT (2.8 vs. 1.2 seconds; t = 7.89, p < .001). The Iterative Lie-Construction Path predominated in deceptive segments (47%), while the Direct Truth Path dominated truthful segments (76%). These findings provide strong empirical support for the modified ADCM and demonstrate that cognitive load in deceptive speech is reliably indexed through convergent acoustic-linguistic markers. The results have implications for evidence-based interrogation practice and deception detection in institutional settings
Evaluation of Elsa Speak Application for Teaching English Pronunciation at the 10th Grade of Automotive Engineering Class of SMK Muhammadiyah Prabanan: A Cipp Model Tanjung, Akmal; Satya hardika, Bunga; Suzila, Intan
Global Synthesis in Education Journal Vol. 3 No. 3 (2025): Vol. 3 No. 3, November 2025
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/dj19b884

Abstract

Pronunciation, a key indicator of speaking ability in the Common European Framework of Reference (CEFR), is crucial for accurate communication of technical terms; while native‑like pronunciation is unnecessary, minimizing errors prevents misunderstandings. This study examined the effectiveness of the ELSA Speak mobile application—designed specifically for English pronunciation—in the English program of Prambanan Vocational High School, Yogyakarta, where it has been used for more than two years but has not been formally evaluated. A purposive sample of 76 students (out of a total of 380) was selected and the research applied the CIPP evaluation model (Context, Input, Process, Product) together with a quasi‑experimental pre‑test/post‑test design. Four research questions guided the inquiry: (1) the needs of current students and alumni for English communication skills; (2) the resources, planning, and readiness of school management, teachers, and learners for implementing ELSA Speak; (3) the challenges encountered by students, alumni, and teachers during use; and (4) the degree of pronunciation improvement attributable to the app. Contextual analysis revealed a strong demand for English, especially Received Pronunciation, to enhance career prospects. Input evaluation identified barriers such as limited internet access, mother‑tongue interference, and phonetic complexity. Process results showed statistically significant gains in pronunciation (t = 7.885, p &lt; 0.001) and increased learner engagement (t = 4.88, p &lt; 0.001). Product outcomes highlighted notable improvements in word‑level intonation and stress patterns. The school addressed input challenges through offline materials, targeted teacher training, and clear usage guidelines, which contributed to the observed performance gains and positive student feedback. The study concludes that ELSA Speak markedly enhances pronunciation for vocational learners and recommends its continued adoption with structured support. Future research should involve larger, multi‑major samples to confirm generalizability
TUGAS dan FUNGSI PENGAWAS MUTU SIPIL (Civil QC Inspector)  DALAM PENGERJAAN PEMBANGUNAN PELABUHAN (JETTY) PROYEK SUMBAWA LNG REGASDI PT. JGC INDONESIA Nafi Annury, Muhammad; Sutrisno, Djoko
Global Synthesis in Education Journal Vol. 3 No. 3 (2025): Vol. 3 No. 3, November 2025
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/e1bvf861

Abstract

Authorship attribution (AA), a core task in computational linguistics, seeks to identify the author of a text based on stylistic patterns. While effective, many existing methods face a trade-off between classification accuracy and computational cost, especially when applied to large datasets. This study provides a systematic evaluation of word-level string kernel techniques as a highly efficient and accurate solution for AA. We investigate the performance of three string kernels (Spectrum, Presence Bits, and Intersection) paired with three machine learning classifiers (Support Vector Machine, Random Forest, and XGBoost). The models were tested on three distinct feature sets designed to isolate the stylistic contribution of noun phrases alongside word (n)-grams. Our findings reveal that the optimal configuration—a Support Vector Machine with a Spectrum kernel utilizing a feature set of word (n)-grams and noun phrases—achieves approximately 95% classification accuracy on the test set. This result underscores the critical role of phrasal-level syntactic information in capturing an author's unique voice. Most significantly, this word-level approach demonstrates a four- to six-fold reduction in model training time compared to a strong character-level baseline, while maintaining superior or competitive accuracy. This research concludes that word-level string kernels offer a powerful and practical framework for authorship attribution, striking an exceptional balance between high performance and computational efficiency. The method's scalability makes it highly suitable for real-world applications, including digital forensics, plagiarism detection, and large-scale textual analysis
MENUMBUHKAN EMPATI: KEKUATAN SASTRA UNTUK MEMBENTUK KESADARAN LINGKUNGAN Zainal Abidin, Noor Azlinda; Nurul Fatwa Mohd Razali , Noraisah; Jariyah Hassan, Siti Ainun; Zahari , Hamizah
Global Synthesis in Education Journal Vol. 3 No. 3 (2025): Vol. 3 No. 3, November 2025
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/wt6dpz79

Abstract

The practice of using learning management systems has been fully implemented during the pandemic and it has been shifted to the post-pandemic era. As the government encourages blended learning, it is now a compulsory requirement during the post-pandemic era for instructors and students to use learning management systems.  This study explores the perception of language teachers or instructors on the use of LMS to teach English among tertiary level technical university students. Further investigation on different types of LMS such as Moodle, Google Classroom and MS Teams are also explored in this study.  It focuses on the following parameters; its user-friendly, instructions given, course requirements, assignment types, linguistic range or activity, and course administrator requirements. Data were collected from questionnaires and open-ended questions. In conclusion, this study emphasizes the diverse landscape of LMS platforms used by instructors, with university-provided systems, Google Classroom, and Edmodo being among the most popular choices. The study also highlights the importance of autonomy in LMS selection, with the majority of instructors having the freedom to choose their preferred platform. Overall, the results underscore the need for flexibility and efficiency in LMS adoption to cater to instructors' specific teaching needs while ensuring a streamlined learning experience for students
The Landscape of Documentation Failure: Error Typologies, Temporal Dynamics, and Linguistic Patterns in Hospital Recordss in Academic Writing Guofang, Lie; Ruiliy, Zhang
Global Synthesis in Education Journal Vol. 3 No. 3 (2025): Vol. 3 No. 3, November 2025
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/qs136k79

Abstract

Clinical documentation failures remain a critical patient safety threat despite widespread electronic health record (EHR) adoption. Yet, the underlying linguistic mechanisms and temporal dynamics driving high-severity errors are poorly understood. This mixed-methods study characterized high-severity documentation failures across three tertiary hospitals, integrating multivariate logistic regression for risk quantification with qualitative discourse analysis and temporal mapping. We analyzed 60 cases using the Documentation Failure Severity Index (DFSI). Omission errors were the most prevalent (38%) and conferred the highest risk of severe adverse outcomes (adjusted odds ratio [aOR] = 3.12, $p = 0.001$). Crucially, ambiguous negation (e.g., "no clear evidence of...") demonstrated strong co-occurrence with omission errors ($\Phi = 0.62$), functioning as a linguistic "mask" for absent clinical information. Temporal analysis revealed distinct vulnerability windows: omissions peaked immediately upon admission (Day 0) and Day 1, while contradictions emerged during later hospitalization (Days 2–5). A novel four-tier typology linked this quantified risk to five recurrent qualitative linguistic glitches. These results confirm that documentation failures are temporally patterned and linguistically mediated phenomena. Proactive, linguistically-informed prevention strategies are imperative. Our findings support implementing admission-period structured templates, mid-stay reconciliation tools, and specialized staff training focused on identifying and mitigating ambiguous negation and passive voice constructions. Integrating these identified glitch patterns into natural language processing systems is essential for achieving real-time error prevention and improving patient safety across healthcare settings