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Ali Murfi
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Global Educational Research Review
Published by CV Multiartha Jatmika
ISSN : -     EISSN : 30645093     DOI : https://doi.org/10.71380/GERR
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
Aims GERR aims to advance the fields of education and religious education by providing a platform for rigorous and innovative research in Integrative Education. While maintaining distinct focuses on education and religious education as separate disciplines, GERR also explores their intersections. Specific aims include: - Investigating the integration of values education in shaping character development, fostering citizenship, and promoting interfaith understanding across diverse educational systems. - Exploring innovative practices and addressing shared challenges to create opportunities for holistic human development, emphasizing harmony between intellectual moral, and social growth through Integrative Education. - Contributing to global educational discourse by examining comparative and cross-cultural approaches to Integrative Education within diverse cultural and spiritual contexts. Scope GERR publishes research under the following thematic areas: 1. Education and Educational Innovation - Curriculum and pedagogical development. - Educational technology and digital transformation. - Policy and institutional reforms in secular education systems. 2. Religious Education and Faith-Based Practices - Faith-based pedagogies and moral education. - Interfaith education initiatives. - The role of religion in shaping educational outcomes and systems. 3. Intersections of Education, Religious Education, and Values Education - The integration of values education in character and citizenship development. - Comparative studies of secular and faith-based educational systems. - The role of values education in promoting interfaith understanding and coexistence in multicultural societies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 2 (2024)" : 5 Documents clear
Impact of AI-Powered ChatBots on EFL Students' Writing Skills, Self-Efficacy, and Self-Regulation: A Mixed-Methods Study Apriani, Eka; Cardoso, Luis; Obaid, Ahmed J.; Muthmainnah, Muthmainnah; Wijayanti, Erfin; Esmianti, Farida; Supardan, Dadan
Global Educational Research Review Vol. 1 No. 2 (2024)
Publisher : MyResearch ID Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71380/GERR-08-2024-8

Abstract

Purpose – The study explores the impact of AI-powered ChatBots on English as a Foreign Language (EFL) students' writing skills, self-efficacy, and self-regulation. Given the rapid integration of digital tools in education, particularly in language learning, the research aims to fill a gap in understanding how ChatBot technology can enhance writing abilities, address psychosocial factors, and support self-regulated learning among EFL students. Design/Methods/Approach – A sequential explanatory mixed-methods approach was employed, involving 40 EFL students from IAIN Curup. Participants were divided into a control group (traditional writing instruction) and an experimental group (ChatBot-assisted instruction). Quantitative data on writing proficiency, self-efficacy, and self-regulation were collected through pre- and post-tests, followed by qualitative insights gathered through semi-structured interviews with the experimental group. Statistical analysis, including paired t-tests and ANCOVA, was used to assess differences between groups. Findings – The results revealed that students using ChatBots showed significant improvements in writing proficiency (post-test scores increased from 55.84 to 88.92), self-efficacy (from 20.46 to 30.38), and self-regulation (from 14.51 to 19.65). Interviews highlighted increased confidence, motivation, and engagement among students, though concerns about over-reliance on ChatBots and the risk of plagiarism were noted. Originality/Value – This research offers new insights into the use of AI-powered ChatBots in enhancing EFL students' writing skills, self-efficacy, and self-regulation. It addresses gaps in the literature by focusing on the psychosocial factors influencing writing performance and the potential benefits and drawbacks of AI integration in education. Practical Implications – The findings suggest that educators can use ChatBots to improve writing instruction, fostering autonomy and providing immediate feedback. However, strategies must be developed to avoid over-reliance on AI tools, ensuring students maintain creativity and critical thinking. Keywords AI-powered ChatBots, EFL writing, self-efficacy, self-regulation, language learning. Paper type Research paper
Enhancing Political Participation through Civic Education: Integrating Digital and Social Media for Peaceful Elections among Generation Z in Indonesia Wijaya, Mirza Mahbub; Amalia, Hamsar Suci
Global Educational Research Review Vol. 1 No. 2 (2024)
Publisher : MyResearch ID Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71380/GERR-08-2024-9

Abstract

Purpose –  This study investigates the role of civic education in shaping political participation among Generation Z in Indonesia, particularly in the context of peaceful elections. It aims to address the gap in understanding how the integration of digital and social media within civic education can empower young voters to engage constructively in the democratic process. Methods/Design/Approach – The study employs a conceptual approach using Theory Synthesis to integrate fragmented theories and literature on civic education, youth political participation, and peaceful elections. The literature was selected based on specific criteria, ensuring relevance to the subject matter. Data were synthesized to create a cohesive theoretical framework that connects the role of civic education with the political engagement of Generation Z. Findings – The study found that effective civic education, which integrates digital technology and social media, can significantly enhance Generation Z's political awareness and active participation. The findings suggest that current civic education curricula need to be updated to reflect the digital realities of Generation Z, thus improving the quality of their participation in elections and supporting a more peaceful democratic process. Originality/Value – This research contributes to the field by proposing a more adaptive civic education model that aligns with the technological inclinations of Generation Z. It offers a novel perspective by highlighting the importance of social media as a tool for political learning and engagement, an area often overlooked in existing studies. Practical Implications – The study underscores the need for educational policymakers to revise civic education curricula, incorporating digital and social media tools to better engage Generation Z. Implementing these changes could enhance the political literacy and participation of young voters, ultimately supporting more democratic and peaceful elections in Indonesia. Keywords Civic education, generation Z, political participation, peaceful elections, digital integration Paper type Conceptual paper
Transforming Traditional Learning Methods in Pesantren: Integrating Technology in Response to Society 5.0 at Pondok Pesantren Khozinatul Ulum Blora Intania, Naila; Nurcholis, Nanang
Global Educational Research Review Vol. 1 No. 2 (2024)
Publisher : MyResearch ID Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71380/GERR-08-2024-10

Abstract

Purpose –  This study explores the transformation of traditional learning methods at Pondok Pesantren Khozinatul Ulum Blora in response to the demands of Society 5.0. It investigates how the pesantren integrates modern technology into its educational practices without compromising its traditional identity, aiming to address gaps in existing research regarding the adaptation of pesantren education to contemporary technological advancements. Methods/Design/Approach – The research employs a descriptive qualitative approach, utilizing a case study method to provide an in-depth analysis of the changes occurring in the pesantren. Data were collected through field observations, structured and unstructured interviews with key stakeholders (e.g., foundation leaders, senior teachers, and pesantren administrators), and relevant documentation. The study applied snowball sampling to select participants and used a systematic process for data reduction, presentation, and analysis. Findings – The study found significant transformations in traditional learning methods such as Bandongan and Sorogan through the adoption of digital tools, the introduction of practical skills training relevant to modern times, and the use of social media to reinforce traditional values. These changes have enhanced the accessibility, interactivity, and effectiveness of learning while maintaining the pesantren’s cultural identity. Originality/Value – This research contributes to the understanding of how traditional educational institutions can successfully integrate modern technology, preserving cultural values while meeting the challenges of Society 5.0. It offers a model for other pesantrens and similar institutions seeking to modernize their educational practices. Practical Implications – The findings provide practical insights for pesantrens and traditional educational institutions on effectively incorporating technology into their curricula without losing their cultural essence. The study highlights the importance of leadership, infrastructure support, and ongoing educator training in ensuring successful technology adoption. Keywords Society 5.0, pesantren education, traditional learning methods, technology integration, cultural preservation Paper type Research paper
Innovative Pedagogies in Indonesian Islamic Schools: Shaping Future Leaders for a Democratic and Just Masyarakat Madani Susanti, Sinta Ari; Murfi, Ali; Hakim, Ade Anggian; Pranata, Mohamad Waskita Adi
Global Educational Research Review Vol. 1 No. 2 (2024)
Publisher : MyResearch ID Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71380/GERR-08-2024-15

Abstract

Purpose – This study explores the pedagogical approaches and curricula adopted by Islamic schools in Indonesia to prepare students as future leaders of a civil society, known as "Masyarakat Madani." Given the critical role of education in shaping future leaders, the study investigates how these schools integrate democratic values, social justice, and active citizenship into their educational practices. Methods/Design/Approach – Employing an exploratory case study design, this research examines selected Islamic schools renowned for fostering leadership qualities and civic engagement among students. Data were collected through semi-structured interviews, classroom observations, and document analysis. Participants included teachers, school principals, and alumni from five Islamic schools. Findings – The study identifies innovative pedagogical strategies that Islamic schools use to embed Masyarakat Madani principles in their curricula. These include integrating religious teachings with secular subjects and emphasizing collaborative learning and interactive discussions. Extracurricular activities such as debates, scouting, and student organizations play a significant role in developing leadership skills and active citizenship. However, challenges such as limited resources and insufficient government support were also noted. Originality/Value – This research contributes to the literature on Islamic education by highlighting the potential of Islamic schools in Indonesia to produce leaders who are oriented towards civil society. The study offers practical insights into how these schools can overcome existing challenges and enhance their role in fostering inclusive and sustainable education. Practical Implications – The findings suggest that Islamic schools could serve as models for integrating civic values into education. To optimize outcomes, increased financial support, teacher training, and community involvement are recommended. Effective use of technology in teaching could further strengthen the application of Masyarakat Madani values in daily life. Keywords Islamic education, Masyarakat Madani, leadership development, civic education, Indonesia Paper type Research paper
Instructional Modifications in Inclusive Early Childhood Education: A Case Study of Teaching Strategies for Children with Autism in Yogyakarta Maulidah, Winda Syafaatin; Mufalakhah, Kurnia
Global Educational Research Review Vol. 1 No. 2 (2024)
Publisher : MyResearch ID Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71380/GERR-08-2024-20

Abstract

Purpose – This study investigates the application and effectiveness of instructional modifications in an inclusive classroom, specifically focusing on a child with autism, at TK ABA Karanganyar, Yogyakarta. The research addresses the knowledge gap in inclusive education by exploring how teaching strategies can be adapted to meet the diverse needs of students, particularly children with special needs (CSN), and foster their academic and social development.. Design/Methods/Approach – A qualitative case study method was employed, utilizing semi-structured interviews, direct classroom observations, and document analysis. Data were collected from the classroom teacher, principal, and students, including one child with autism, over multiple observation sessions. Analysis was conducted using Miles and Huberman's interactive model, ensuring data triangulation through cross-referencing interviews, observations, and school documents. Findings – The study found that flexible and individualized instructional modifications—such as adapting learning activities and providing intensive assistance—promote engagement and development in children with special needs. These modifications not only support the child with autism but also enhance peer interactions, fostering a more inclusive classroom environment. However, resource constraints, including the lack of specialized aides and visual tools, were identified as challenges in fully implementing inclusive strategies. Originality/Value – This research contributes to the literature by demonstrating that effective inclusive education can be achieved through teacher-initiated instructional modifications, even in the absence of formal inclusion programs. The findings provide valuable insights into creating inclusive environments in resource-limited settings, emphasizing teacher flexibility and creativity. Practical Implications – The results offer practical recommendations for educators on implementing flexible, needs-based strategies in inclusive classrooms. Policymakers are encouraged to support inclusive education through targeted teacher training and resource allocation. Keywords Inclusive education, instructional modification, early childhood, autism. Paper type Research paper

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