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[Implementation of Action Learning and Experiential Learning in Islamic Boarding Schools: A Systematic Literature Review ]]>
<![CDATA[Al Husna]]>;
<![CDATA[Uwes Anies Chaeruman]]>;
<![CDATA[Maria Paristiowati]]>
<![CDATA[ Proceeding of the International Conference on Global Education and Learning Vol. 2 No. 2 (2025): 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.v2i2.160
<![CDATA[Islamic boarding schools (pesantren) as Islamic educational institutions face modernization challenges in developing effective learning methods. Action learning as an experience and reflection-based learning approach emerges as a relevant alternative. This article aims to conduct a systematic literature review on the implementation of action learning and experiential learning in Indonesian Islamic boarding school education. The research method uses a systematic literature review approach by analyzing 15 indexed journal articles from the 2018-2025 period. Inclusion criteria include articles in Indonesian and English, published in accredited journals, and discussing action learning or experiential learning in Islamic boarding schools. Analysis results reveal three main findings: (1) action research has been implemented to address specific problems such as student mental health with humanistic and participatory approaches, (2) experiential learning is applied through hadith learning, entrepreneurship programs, and life skills development that enhance cognitive abilities, communication, and student adaptation, (3) integration of action learning with pesantren values creates a distinctive learning model combining tradition and innovation. Identified research gaps include minimal longitudinal studies, lack of long-term impact measurement, and limited comparative analysis among pesantren. This study recommends developing a theoretical framework for action learning contextual to pesantren characteristics and further research with more comprehensive methodologies.]]>
<![CDATA[Women, Peace, and Education: Gendered Dimensions of Multicultural Harmony in Singkawang ]]>
<![CDATA[Ayu Gintari]]>
<![CDATA[ Proceeding of the International Conference on Global Education and Learning Vol. 2 No. 2 (2025): 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.v2i2.161
<![CDATA[This study analyzes the role of women in sustaining social harmony and strengthening multicultural education within the multiethnic society of Singkawang through a critical literature review approach. By integrating the Feminist Peace Theory and Multicultural Education Theory, this research examines both national and international scholarly works that explore women’s contributions to peacebuilding and multicultural education in Southeast Asia. The review reveals that women serve as cultural mediators, peace educators, and social innovators through interethnic and interfaith engagements such as cultural festivals, interreligious forums, and community-based initiatives. Despite notable progress in promoting multicultural education in Singkawang, gender perspectives remain insufficiently integrated into educational practices. Through a synthesis of the reviewed literature, this study proposes a conceptual framework of Gendered Multicultural Peace Education (GMPE), comprising three interrelated dimensions: women’s empowerment in educational and social leadership, empathy-based interethnic learning, and the integration of gender equality into curricula and school culture. The model underscores the strategic role of women as transformative agents and peace educators in multiethnic societies. The findings provide significant implications for the development of gender-sensitive and inclusive educational policies in Indonesia]]>
<![CDATA[The Effectiveness of Game-Based Learning Interactive E-Modules in Enhancing Students' Learning Concentration: A Systematic Literature Review ]]>
<![CDATA[Arcita Rizara]]>;
<![CDATA[Dwi Kusumawardani]]>;
<![CDATA[Mita Septiani]]>
<![CDATA[ Proceeding of the International Conference on Global Education and Learning Vol. 2 No. 2 (2025): 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.v2i2.163
<![CDATA[This systematic literature review examines the effectiveness of game-based learning (GBL) interactive e-modules in improving students' learning concentration. The study synthesizes the findings from eight research articles published between 2012 and 2025. The analysis reveals that GBL-based e-modules significantly enhance learning motivation, with validity rates ranging from 90% to 99%. Additionally, the use of interactive platforms such as Wordwall, Gimkit, and other digital tools effectively supports various learning styles, particularly visual and kinesthetic learners. The review highlights that student engagement levels improve significantly, ranging from 67.42% to 87.12%. Furthermore, these e-modules positively impact learning outcomes, providing a more engaging and interactive approach to education. By integrating gamification elements, the e-modules create a dynamic and motivating learning environment that fosters better concentration and focus among students. The review concludes that GBL-based e-modules are an effective educational strategy, particularly in geography education at the high school level. These tools not only engage students in a fun and interactive manner but also improve their ability to focus, leading to enhanced learning experiences. As a result, incorporating GBL-based e-modules in educational practices can contribute to better learning concentration and overall academic performance.]]>
<![CDATA[The Effect of Digital Learning Innovation on Enhancing Deep Learning and Student Engagement in Secondary Schools ]]>
<![CDATA[Erlina Cahyana]]>
<![CDATA[ Proceeding of the International Conference on Global Education and Learning Vol. 2 No. 2 (2025): 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.v2i2.165
<![CDATA[The rapid advancement of digital technology has transformed the landscape of education, particularly in secondary schools. This study investigates the influence of digital learning innovation on enhancing deep learning and student engagement. Using a quantitative survey method, data were collected from 150 secondary school students in Indonesia who actively use digital learning platforms such as Learning Management Systems (LMS), mobile learning applications, and hybrid learning models. The research instrument consisted of a closed-ended questionnaire using a five-point Likert scale, which measured students’ perceptions of digital learning innovation, their engagement levels, and indicators of deep learning. Data were analyzed through simple linear regression using SPSS version 25. The results indicate a strong and significant positive relationship between digital learning innovation and both deep learning and student engagement, with a correlation coefficient (R) of 0.732 and an R² value of 0.536. This finding suggests that digital learning innovation explains 53.6% of the variation in students’ deep learning and engagement levels. Students who frequently use digital learning technologies tend to show higher motivation, independence, critical thinking, and reflective learning behavior. The study concludes that digital learning innovation plays a crucial role in supporting meaningful learning and active participation. It highlights the importance of integrating technology strategically into school-based learning to foster adaptive, collaborative, and lifelong learners in the digital era.]]>
<![CDATA[The Effectiveness of the Video-Assisted Problem-Based Learning Model of Doratoon Animation on Students' Understanding of Social Studies Subject Concepts in Grade VIII of SMP Negeri 6 Sengah Temila ]]>
<![CDATA[Yonatan Novelius]]>;
<![CDATA[Yusawinur Barella]]>;
<![CDATA[M Zainul Hafizi]]>;
<![CDATA[Hadi Wiyono]]>
<![CDATA[ Proceeding of the International Conference on Global Education and Learning Vol. 2 No. 2 (2025): 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.v2i2.167
<![CDATA[This study aims to determine the effectiveness of the Problem-Based Learning (PBL) model assisted by Doratoon animation videos on students’ conceptual understanding in Social Studies for eighth-grade students of SMP Negeri 6 Sengah Temila. This research employed a quantitative approach using a quasi-experimental method with a Pretest-Posttest Control Group Design. The population in this study consisted of all eighth-grade students, with two classes selected as samples using a purposive sampling technique. The experimental class was taught using the PBL model assisted by Doratoon animation videos, while the control class used Canva media. The research instrument was a multiple-choice test consisting of 20 questions administered before and after the treatment to measure students’ conceptual understanding. The data analysis results showed that the average N-Gain score of the experimental class was 21.6% (low category), while the control class scored 22.6% (low category). The independent sample t-test yielded a significance value of 0.000 < 0.05, indicating a significant difference between the experimental and control classes. Therefore, the Problem-Based Learning model assisted by Doratoon animation videos was proven to be more effective than Canva media in improving students’ conceptual understanding in Social Studies. The results of this study are expected to serve as a reference for teachers in applying innovative learning media to support more interactive and meaningful learning.]]>
<![CDATA[From the Altar (Dor) to the Church Pulpit: Transforming the Worship Values of the Klon Tribe in Christian Religious Education ]]>
<![CDATA[Oci Cristy Darlinta Koilha]]>
<![CDATA[ Proceeding of the International Conference on Global Education and Learning Vol. 2 No. 2 (2025): 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.v2i2.168
<![CDATA[This study explores the transformation of traditional worship values within the Klon tribe community in Alor, East Nusa Tenggara. Prior to their conversion to Christianity, the community practiced a religious system centered on mesbah (stone altars) where they worshiped ancestral spirits and local deities. The introduction of Christianity through inculturation led to a significant shift in worship practices, transitioning from rituals at the mesbah to those at the church pulpit. However, rather than losing their spiritual and communal values, these traditions adapted and were integrated into Christian practices. The study highlights how elements of local wisdom were preserved and transformed, creating a bridge between indigenous beliefs and Christian teachings. This transformation demonstrates that the core values of worship such as reverence for ancestors and community solidarity continued to play a role in the newly adopted Christian practices. The findings of this study emphasize the importance of understanding such cultural transformations, especially in the context of Christian Religious Education. It suggests that contextualizing religious teachings within local traditions and wisdom can foster a deeper, more meaningful connection to faith for communities undergoing cultural change. By valuing these local traditions, Christian Religious Education can become more relevant and impactful, encouraging a harmonious blending of old and new beliefs.]]>
<![CDATA[Synthesis of Learning Styles and Learning Media to Optimize 21st Century Skills in Vocational Education: A Systematic Literature Review ]]>
<![CDATA[Fahmi Anhar Muladi]]>;
<![CDATA[Maria Paristiowati]]>;
<![CDATA[Cecep Kustandi]]>
<![CDATA[ Proceeding of the International Conference on Global Education and Learning Vol. 2 No. 2 (2025): 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.v2i2.169
<![CDATA[This systematic literature review examines the relationship between learning styles and learning media in optimizing 21st-century skills among Diploma Three (D3) vocational students. Through systematic analysis of 74 relevant national and international journal articles published between 2018 and 2024 from Scopus database, this study reveals that the alignment between learning styles (visual, auditory, kinesthetic) and learning media significantly influences the development of critical thinking, creativity, communication, and collaboration skills. Technology-based media such as interactive videos, learning management systems (LMS), and virtual simulations effectively accommodate diverse learning preferences while enhancing students' motivation and engagement in the learning process. The findings indicate that e-modules integrating problem-based learning (PBL) demonstrate effectiveness rates of 65-85% in improving critical thinking skills. This research concludes that the integration of learning styles with digital-based learning media serves as an effective strategy to produce competent and adaptive vocational graduates who are well-prepared to face the challenges of Industry 4.0 and Society 5.0.]]>
<![CDATA[The Influence of the Deep Learning Approach on Students’ Problem-Solving Skills, Digital Literacy, and Learning Outcomes ]]>
<![CDATA[Eviana Eviana]]>;
<![CDATA[Halida Halida]]>
<![CDATA[ Proceeding of the International Conference on Global Education and Learning Vol. 2 No. 2 (2025): 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.v2i2.170
<![CDATA[This research aims to analyze the influence of Deep Learning on problem-solving skills, digital literacy, and student learning outcomes. The background of this research is based on the educational needs of the 21st century, which require students' critical thinking skills, adequate digital literacy, and optimal academic achievement. This research was conducted quantitatively using a quasi-experimental method. The study involved 121 tenth-grade students, and the total sampling method was used to select the research sample. The research instruments consist of questionnaires on the Deep Learning approach to problem-solving skills, digital literacy, and learning outcomes tests. Data analysis using the MANOVA test to determine the partial and simultaneous influence of Deep Learning on the dependent variables. The research results show that Deep Learning has a significant effect on students' problem-solving skills, digital literacy, and learning outcomes, both partially and simultaneously. The results indicate that the application of Deep Learning can improve students' higher-order thinking skills and prepare them to face the challenges of the digital era. Therefore, to achieve sustainable improvement in learning processes and outcomes, teachers and educational institutions must integrate this approach into their teaching strategies.]]>
<![CDATA[Integrating Local Culture in Higher Education: Foundation of Indonesia’s National Identity ]]>
<![CDATA[Mustaqim Pabbajah]]>;
<![CDATA[Juhansar Juhansar]]>;
<![CDATA[Ratri Nurina Widyanti]]>;
<![CDATA[Widi Fajar Widyatmoko]]>;
<![CDATA[Mohammad Faizal Al Ghozali]]>
<![CDATA[ Proceeding of the International Conference on Global Education and Learning Vol. 2 No. 2 (2025): 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.v2i2.171
<![CDATA[Local culture plays a strategic role in shaping and maintaining the identity of the diverse Indonesian nation. In the context of higher education, local culture does not merely function as a heritage of tradition but also as a source of values and character that can strengthen students’ national consciousness. This research aims to analyze the role of local culture as the foundation of national identity at the university and to identify strategies for implementing cultural values in the educational process and at campus life. This research employes a descriptive qualitative approach using interviews, Focus Group Discussions (FGDs), participatory observation, and document analysis to collect data. The findings indicate that the internalization of local cultural values through curriculum, student activities, and academic culture can strengthen the self-identity of students as the nation’s next generation. Thus, higher education institutions play a crucial role as agents of cultural preservation while simultaneously driving national ideology through the development of academic and non-academic programs rooted in local values. Thus, strengthening local culture in higher education is a strategic step in building a national identity that is characterized, competitive, and uniquely Indonesian.]]>
<![CDATA[Digital Literacy Assisted by E-Litera Media Nonfiction Text Materials to Increase Interest in Learning ]]>
<![CDATA[Kardiana Metha Rozhana]]>;
<![CDATA[Kardiana Zendha Avalentina]]>;
<![CDATA[Adi Tri Atmaja]]>
<![CDATA[ Proceeding of the International Conference on Global Education and Learning Vol. 2 No. 2 (2025): 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.v2i2.172
<![CDATA[The objective of this research is to improve student learning interest in nonfiction texts through the implementation of E-Litera, a digital-based interactive literacy media. This study utilized a classroom action research design conducted in two cycles involving 24 fourth-grade students at SDN Sidomulyo. Data were obtained from questionnaires, observations, interviews, and documentation. The results showed a significant improvement in student learning outcomes throughout the research process. In the pre-action phase, only 8 students (33.3%) achieved the minimum mastery criteria, while 16 students (66.7%) did not meet the criteria. This figure increased to 12 students (50%) in the first cycle, and significantly rose to 20 students (83.3%) in the second cycle. The enhanced performance in the final cycle reflects the effectiveness of E-Litera in providing visually engaging and structured content, which helped deepen students' understanding of nonfiction materials. These findings support the use of E-Litera as a meaningful and engaging digital media to foster reading interest and improve comprehension skills in elementary education. By using E-Litera, the teaching and learning process can be more effective and enjoyable, ultimately improving the quality of student learning.]]>
