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Djoko Sutrisno
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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 54 Documents
Deixis in Action: How University Students Construct Meaning in English Classroom Interaction: A Review Study Susanto, Dias Andris
Global Synthesis in Education Journal Vol. 3 No. 4 (2026): Vol. 3 No. 4 (2026): March 2026
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/m5desp73

Abstract

This review study explores how deixis functions as a key meaning-making resource in English classroom interaction among university students. Focusing on English learning contexts at Universitas PGRI Semarang and Universitas Islam Negeri (UIN) Walisongo Semarang, Central Java, this article critically synthesizes existing empirical and theoretical studies on deixis within EFL classroom discourse. Drawing on literature published between 2015 and 2025, the review examines how personal, spatial, temporal, discourse, and social deixis are employed by university students to construct, negotiate, and interpret meaning during classroom interaction. The analysis reveals that deictic expressions play a crucial role in shaping interactional coherence, managing turn-taking, establishing participant roles, and contextualizing pedagogical content. Moreover, the findings indicate that students’ use of deixis reflects not only linguistic competence but also pragmatic awareness and sociocultural positioning within academic discourse communities. In Indonesian university settings, deixis is shown to mediate the relationship between language use, instructional context, and student agency, particularly in interactive activities such as discussions, presentations, and collaborative tasks. This review highlights a growing research trend that positions deixis as an essential component of classroom discourse analysis and emphasizes its pedagogical relevance in English language teaching at the tertiary level. The study concludes by identifying gaps in current research, particularly the limited focus on learner-centered deictic practices in diverse institutional contexts, and proposes directions for future discourse-based research on deixis in university EFL classrooms
Hybrid and Blended Learning as the Emerging Educational Standard: An Analysis of Student Engagement and Outcomes Kang, HS; Sutrisno, Djoko
Global Synthesis in Education Journal Vol. 3 No. 4 (2026): Vol. 3 No. 4 (2026): March 2026
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/pd7v7760

Abstract

This study examined hybrid and blended learning as the emerging educational standard and its effects on student engagement and learning outcomes. Following the COVID-19 pandemic, these models have become routine practice in higher education. However, evidence of their sustained effectiveness remains limited. Drawing on the Community of Inquiry (CoI) framework and Self-Determination Theory (SDT), this research investigated the roles of teaching, social, and cognitive presence as well as the psychological needs of autonomy, competence, and relatedness in influencing behavioral, emotional, and cognitive engagement and academic performance. A convergent parallel mixed-methods design was used. Quantitative data were gathered from 428 undergraduate students via an online survey, supplemented by 32 semi-structured interviews. Data were analyzed using descriptive statistics, t-tests, correlations, multiple regression, and thematic analysis. Findings revealed moderately high student engagement (*M* = 4.05, *SD* = 0.68) and improved academic performance (mean GPA = 3.48). Hybrid learning produced significantly higher engagement than blended learning. The integrated CoI-SDT model accounted for 47% of the variance in engagement, with teaching presence (*β* = 0.39) and autonomy (*β* = 0.34) emerging as the strongest predictors. Qualitative themes emphasized flexibility, cognitive depth, and interpersonal connections. This study affirms that hybrid and blended learning can function effectively as the new educational norm when teaching presence and autonomy are deliberately supported. The findings offer valuable theory-driven insights and practical recommendations for higher education institutions
Maxims in Use: EFL Students, Classroom Discourse, and Communicative Effectiveness in University EFL Settings Pinandhita, Fitra; Susanto, Dias Andris
Global Synthesis in Education Journal Vol. 3 No. 4 (2026): Vol. 3 No. 4 (2026): March 2026
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/1e7q5h47

Abstract

This paper focuses on the realization of conversational maxims in EFL students within the classroom interaction in universities and how the realizations affect the effectiveness of communication in EFL. Based on the Cooperative Principle of Grice, the paper utilized a qualitative discourse-based research design where the natural classroom discourse of an English Education program in one of the Indonesian universities is analyzed. The data were gathered in form of classroom observations, audio recordings, and word-to-word transcripts of the lecturer-student interactions. It analyzed to find out the kinds of maxims, maxims obedience and disobedience, and their practical use in teaching. All the four Gricean maxims in classroom communication were found as illustrated in the findings. The most common maxims were the maxim of quantity, the maxim of relation, the maxim of manner, and the maxim of quality (38, 27, 21, and 14 percent). Cases of maximum adherence explained about 62% of the data with strategic violations 38%. Notably, these transgressions were not accidental; they were practical in nature and intimately linked to such pedagogical tasks like the elaboration of responses, control of the interactational flow, the marking of the uncertainty, and negotiating meaning. In line with the previous studies of pragmatic and classroom discourse, the results reveal that controlled violations, especially those of quantity and manner, tended to increase the effectiveness of the communicative process through clarification and increased involvement in academic discourse. As discussed therein, communicative effectiveness in EFL classrooms should be structured not in terms of strict adherence to conversational conventions but rather context-specific pragmatic selections within the context of the instructional purposes. This paper will add to the body of EFL pragmatics research by establishing a case of maxims realization and communicative effectiveness empirically in the context of higher education. Educationally, the results indicate that students can be better pragmatically aware when explicit focus on conversational maxims is given, and the classroom interaction is better
The Influence of Realistic Mathematics Education and Learning Discipline on Students' Mathematical Critical Thinking Hartiningsih, Syayida Wahyu; Sasmita, Karta; Novianti, Idha
Global Synthesis in Education Journal Vol. 3 No. 4 (2026): Vol. 3 No. 4 (2026): March 2026
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/3jha1w74

Abstract

Students' critical mathematical thinking skills are still relatively low due to the Problem-Based Learning (PBL) instructional strategy. The Realistic Mathematics Education (RME) approach, supported by students' learning discipline, is expected to enhance these abilities. This study aimed to examine the effect of the RME approach and learning discipline, both individually and interactively, on the mathematical critical thinking abilities of grade V students. The research used a quantitative experimental design with a 2x2 factorial model. A total of 60 students were selected using cluster random sampling. Instruments included a critical thinking test and a learning discipline questionnaire. Data were analysed using two-way ANOVA with a significance level of 0.05. Findings show that (1) RME significantly improved critical thinking (mean = 78.45) compared to conventional methods (mean = 70.12), F(1,56) = 6.84, p < 0.05; (2) students with high discipline scored higher (mean = 80.27) than low-discipline students (mean = 69.34), F(1,56) = 12.15, p < 0.01; and (3) there was a significant interaction between RME and discipline, F(1,56) = 4.62, p < 0.05. RME and learning discipline both positively and significantly affect students' mathematical critical thinking abilities