Proceeding of the International Conference on Global Education and Learning
Proceeding of the International Conference on Global Education and Learning, Its a collection of papers or scientific articles that have been presented at the National Research Conference which is held regularly every two years by the Asosiasi Riset Ilmu Pendidikan Indonesia. The paper topics published in the Proceeding of the International Conference on Global Education and Learning the sub-groups of Social Science Education, Language and Literature, Sports and Health, Mathematics and MIPA, Technology and Vocational Studies, Education and Arts, and other relevant fields and published twice a year (June and December).
Articles
61 Documents
<![CDATA[Trends of Course Based Undergraduate Research Experiences: A Bibliometric Analysis ]]>
<![CDATA[Lukman Hadi]]>;
<![CDATA[Ahmad Mudzakir]]>
<![CDATA[ Proceeding of the International Conference on Global Education and Learning Vol. 1 No. 1 (2024): June : Proceeding of the International Conference on Global Education and Learn ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.62951/icgel.v1i1.84
<![CDATA[This study aims to provide a bibliometric analysis of course-based undergraduate research experience from 2010-2023. Data were extracted from the Scopus database and analyzed using VOSviewer. A total of 67 related publications were analyzed and mapped. According to bibliometric analysis, course-based undergraduate research experience, inquiry-based learning, and upper-division undergraduate become the center of the topic in the study of course-based undergraduate research experience in chemistry. It also shows that collaborative/cooperative learning, discovery learning, problem-solving/decision-making, first-year undergraduate, organic chemistry, and chemical education research. are among the novel and emerging topics in course-based undergraduate research in chemistry. This research is expected to provide a better understanding of the challenges and opportunities of studying course-based undergraduate research experience in chemistry.]]>
<![CDATA[The Utilization of Meta AI in Creating Educational Children's Story Illustrations ]]>
<![CDATA[Misnawati Misnawati]]>;
<![CDATA[Patrisia Cuesdeyeni]]>;
<![CDATA[Alifiah Nurachmana]]>;
<![CDATA[Linggua Sanjaya Usop]]>;
<![CDATA[Albertus Purwaka]]>;
<![CDATA[Sumiati Sumiati]]>;
<![CDATA[Ruliyani Ruliyani]]>;
<![CDATA[Anwarsani Anwarsani]]>;
<![CDATA[Nabila Salwa]]>;
<![CDATA[Levi Alkausar]]>
<![CDATA[ Proceeding of the International Conference on Global Education and Learning Vol. 1 No. 1 (2024): June : Proceeding of the International Conference on Global Education and Learn ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.62951/icgel.v1i1.85
<![CDATA[This research aims to describe how Meta AI can be used in creating engaging and educational illustrations through children's stories, as well as analyzing its strengths and weaknesses. This study uses a descriptive qualitative approach to analyze the potential of Meta AI in making children's story illustrations. Data was obtained through: literature studies on Meta AI applications and trial illustration making using Meta AI. The results of the study show that Meta AI has great potential in producing illustrations that meet the needs of learning with high accessibility and creative exploration capabilities. However, limited contextual understanding, lack of human touch, and copyright issues are the main challenges. This study recommends collaboration between AI developers and human illustrators to optimize the quality of illustrations as well as training for educators in utilizing this technology.]]>
<![CDATA[Emerging Issues in Educational Technology ]]>
<![CDATA[Yuni Noviana]]>
<![CDATA[ Proceeding of the International Conference on Global Education and Learning Vol. 1 No. 1 (2024): June : Proceeding of the International Conference on Global Education and Learn ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.62951/icgel.v1i1.86
<![CDATA[The world of education is greatly influenced by advances in information and communication technology. (ICT). In recent decades, educational technology has developed rapidly, transforming various levels of education and learning methods. This article examines the latest educational technology issues, including innovations in software and learning platforms, ethical issues, the difficulties of implementing technology in schools, and how it can it has an impact on education policy. This study aims to identify problems, opportunities and consequences for future digital education using a more in-depth approach.]]>
<![CDATA[To What Extent is GenAI Relevant to Empowering Students' Critical Thinking and Creative Thinking Skills? ]]>
<![CDATA[Nofamataro Zebua]]>
<![CDATA[ Proceeding of the International Conference on Global Education and Learning Vol. 1 No. 2 (2024): December : Proceeding of the International Conference on Global Education and L ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.62951/icgel.v1i2.87
<![CDATA[Advances in technology, particularly Generative AI (GenAI), have opened up great opportunities in improving critical and creative thinking skills in education. It offers the potential for personalizing learning, strengthening collaboration, and creating innovative environments that support the development of essential 21st century skills. This article discusses the relevance and implementation of GenAI in learning, examining the benefits it brings, such as increased student analysis and innovation, as well as the challenges faced, including technology dependency, accessibility gaps, and teacher training needs. With thoughtful implementation strategies, GenAI can be a catalyst for empowering students in an inclusive manner, although it requires regulations and policies that support its sustainability and equitable distribution of benefits. The results of this discussion confirm that the integration of GenAI in education requires a holistic approach to ensure its significant impact on student learning and skill development.]]>
<![CDATA[The Level of Readiness of Trainee Teachers for The Implementation of Inclusive Education in Primary Schools ]]>
<![CDATA[Shahrul Asyraf bin Suhaimi]]>
<![CDATA[ Proceeding of the International Conference on Global Education and Learning Vol. 1 No. 2 (2024): December : Proceeding of the International Conference on Global Education and L ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.62951/icgel.v1i2.88
<![CDATA[The Inclusive Education Programme is an effort by the government in promoting education for students with special education needs especially in Malaysia. The implementation of the Inclusive Education Programme puts great pressure on mainstream teachers to prepare themselves to teach students with special educational needs. This study aims to identify the knowledge, skills and attitudes of trainee teachers towards the implementation of the Inclusive Education Programme in primary schools. The respondents were 59 trainee teachers who were pursuing study at the Institute of Teachers' Education Special Knowledge Campus. This survey study uses a quantitative approach through questionnaire instruments. The data obtained is analyzed using SPSS (Statistical Package for The Social Sciences) version 29 software. Researchers used the Theory of Constructivism and the Theory of Behaviorism in this study. The overall findings showed that the level of readiness of trainee teachers towards the implementation of inclusive education in primary schools in terms of knowledge, skills and attitudes is at a satisfactory level (mean 3.25; sp=1.14). This study has had implications for policymakers, trainee teachers and college training institutes. Among the recommendations of researchers in increasing the level of readiness of trainee teachers for the implementation of inclusive education is that by increasing their knowledge, skills and self-attitude in implementing inclusive education, policymakers in education should further diversify the teacher's professional development program on inclusive education to trainee teachers such as courses, workshops and training programs and the trainee teachers themselves need to increase their self-sufficiency in implementing inclusive education in elementary school.]]>
<![CDATA[Development of Local Wisdom-Based Student Worksheets: Needs Analysis in Elementary Schools in Situbondo Regency ]]>
<![CDATA[Nuris Hidayat]]>;
<![CDATA[Dewa Bagus Sanjaya]]>;
<![CDATA[I Gede Margunayasa]]>
<![CDATA[ Proceeding of the International Conference on Global Education and Learning Vol. 1 No. 2 (2024): December : Proceeding of the International Conference on Global Education and L ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.62951/icgel.v1i2.89
<![CDATA[Rapid advances in technology and science can be a challenge in maintaining local wisdom. Education is one alternative way to overcome these problems. Educational innovations carried out by teachers in learning activities can integrate local wisdom into teaching materials such as Student Worksheets. This study aims to describe the analysis of local wisdom-based Student Worksheets in Situbondo Regency, which includes the curriculum analysis process. These mapping materials will be integrated with local wisdom culture, and materials will be determined based on learning achievements and indicators. This study uses a qualitative descriptive approach with teachers in Situbondo Regency as research subjects. The sampling technique uses purposive sampling. Data collection uses observation, documentation, and interviews. The study was conducted by analyzing the curriculum, focusing on Student Worksheets, mapping materials, determining Student Worksheets, and making Student Worksheets. The results of this study show that there is a need for the development of local wisdom-based Student Worksheets so that students have knowledge about culture and values that can be taken. Furthermore, this study recommends that teachers develop Student Worksheets by incorporating local wisdom values from their respective regions.]]>
<![CDATA[Navigating the Influence of ChatGPT on the Writing Skill: An Exploratory Narrative Review ]]>
<![CDATA[Nour El Houda Kherfane]]>;
<![CDATA[Lamia Belferd]]>
<![CDATA[ Proceeding of the International Conference on Global Education and Learning Vol. 1 No. 1 (2024): June : Proceeding of the International Conference on Global Education and Learn ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.62951/icgel.v1i1.90
<![CDATA[Generative Pre-trained Transformer (ChatGPT), is an artificial intelligence (AI) model that has revolutionized the educational landscape in recent years. Its use has been explored across various educational fields; however, given that this AI model is language-based, it has attracted particular interest in language teaching, especially in developing the writing skill. Due to the importance of the writing skill in language learning, and the extensive body of research investigating the best ways to support this skill using ChatGPT, the current study aims to provide an overview of the latest findings regarding the use of ChatGPT in developing writing. Through a narrative literature review approach, this paper will offer comprehensive documentation of the various ways ChatGPT can be used to support the writing skill, as well as the potential risks associated with its implementation. These objectives will be achieved by addressing two key research questions: In what ways can ChatGPT be useful in developing the writing skill? and what are the possible risks of implementing this tool in developing the writing skill? By answering these questions, the paper will help equip educators and learners with a comprehensive understanding of the most effective ways to use this tool to enhance the writing skill.]]>
<![CDATA[Use of Ai-Powered Tutoring Systems for Personalized English Language Learning Among Colleges of Education Students in Lagos State, Nigeria ]]>
<![CDATA[James Adekunle Adedokun]]>;
<![CDATA[Adeyinka Ayoola Olabode]]>
<![CDATA[ Proceeding of the International Conference on Global Education and Learning Vol. 1 No. 2 (2024): December : Proceeding of the International Conference on Global Education and L ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.62951/icgel.v1i2.91
<![CDATA[This study evaluates the effectiveness of AI-powered tutoring systems in enhancing personalized English language learning among students in Colleges of Education in Lagos State, Nigeria. The primary objectives include assessing the impact of these systems on students' English proficiency and evaluating their perceptions of usability and effectiveness. Guided by four research questions, the study aims to provide insights into the integration of AI in educational contexts. Employing a survey research design, the study targeted a population of approximately 50,000 final-year students across several Colleges of Education. A sample of 400 students was selected using a combination of convenience and stratified random sampling techniques, ensuring representation from two institutions: the Federal College of Education (Technical) Akoka (FCET) and the Adeniran Ogunsanya College of Education (AOCOED). A structured questionnaire with 30 items was developed and validated, achieving a reliability coefficient of 0.81. Data collection methods included both in-person and online approaches, yielding a response rate of 74.5% (298 completed questionnaires). Data were analyzed using descriptive statistics and t-test for hypothesis testing. The findings revealed a significant difference in English language proficiency between students using AI tutoring systems and those using traditional methods, with the AI group reporting better outcomes. Additionally, students expressed mixed perceptions regarding the usability of AI systems. Major recommendations include enhancing AI system functionalities, providing comprehensive training for users, and addressing technological barriers to ensure effective implementation. This study underscores the potential of AI in education while highlighting the need for ongoing improvements and support mechanisms.]]>
<![CDATA[Paving Pathways for Educational Technology Talent: Connecting Fresh Graduates to Industry Opportunities in Indonesia ]]>
<![CDATA[Rengga Prakoso Nugroho]]>;
<![CDATA[Mochammad Hilman Amirudin Nahri]]>;
<![CDATA[Jundu Muhammad Mufakkirul Islami]]>;
<![CDATA[Tantra Nur Syamsiah]]>;
<![CDATA[Zahra Zain Rifandini]]>
<![CDATA[ Proceeding of the International Conference on Global Education and Learning Vol. 1 No. 2 (2024): December : Proceeding of the International Conference on Global Education and L ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.62951/icgel.v1i2.92
<![CDATA[The National Educational Technology Talent Survey (NETTS) addresses the gap between Educational Technology graduates and private sector job opportunities in Indonesia. By connecting students, alumni, and industry practitioners, NETTS fosters professional readiness and promotes the recognition of Educational Technology in diverse fields. Using a research and development framework, NETTS developed activities including job market surveys, webinars, and training workshops to enhance graduate competencies. Findings indicate a lack of awareness among students regarding industry roles, despite existing market demand. Positive feedback from alumni and participants highlights NETTS’ potential to create a sustainable ecosystem for collaboration and knowledge exchange. Future initiatives should focus on expanding partnerships with industry stakeholders and student associations to maximize program impact.]]>
<![CDATA[Gaming Perspectives: Insights Into Disco Elysium as a Tool for EFL Learning ]]>
<![CDATA[Revi Nauval Ilhansyah]]>
<![CDATA[ Proceeding of the International Conference on Global Education and Learning Vol. 1 No. 2 (2024): December : Proceeding of the International Conference on Global Education and L ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.62951/icgel.v1i2.93
<![CDATA[The integration of video games into education has garnered attention for its potential to enhance learning experiences, particularly in fostering engagement and autonomous skill development. This qualitative study investigates EFL (English as a Foreign Language) learners' perceptions of using Disco Elysium, a narrative-driven role-playing game, as a supplementary tool for language learning. Data were collected through semi-structured interviews and thematic analysis, focusing on the experiences of EFL learners who engaged with the game's complex linguistic and narrative content. The findings reveal that participants perceive Disco Elysium as a unique and immersive learning medium, aiding in vocabulary acquisition, reading comprehension, and critical thinking. However, challenges such as the game's advanced vocabulary, cultural references, and morally complex themes were also identified. By centering on learner perspectives, this study contributes to the limited research on the role of narrative-driven games in language learning. The results provide insights into how such games can be integrated into educational contexts to complement traditional EFL learning methods.]]>
