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Global Journal of Social Learning
Published by Gema Cendekia Institute
ISSN : -     EISSN : 3089364X     DOI : https://doi.org/10.71094/gjsl.v1i1
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Environmental Science Social Sciences Other
Global Journal of Social Learning (GJSL) adalah jurnal multidisipliner yang terbit dua kali setahun, yaitu setiap bulan Desember dan Juni, dengan versi online yang dapat diakses secara terbuka. Jurnal ini merupakan jurnal ilmiah dan akademik yang telah melalui proses peer review, bersifat akses terbuka, dan mempublikasikan berbagai karya seperti makalah penelitian, tinjauan pustaka, laporan kasus, studi kasus, ulasan buku, serta karya tesis dan disertasi. GJSL menyediakan wadah untuk diskusi berkelanjutan mengenai isu-isu relevan yang sesuai dengan fokus dan ruang lingkup jurnal dan dapat dianalisis secara empiris. Jurnal ini memuat artikel penelitian dari berbagai bidang ilmu multidisipliner, termasuk ilmu sosial, humaniora, dan pendidikan. Sebagai jurnal akses terbuka, GJSL memungkinkan siapa saja untuk mengakses dan mengunduh isi artikelnya secara gratis sesuai dengan lisensi creative commons yang digunakan. Namun, apabila data dalam artikel tersebut digunakan sebagai bahan penulisan artikel atau karya lainnya, diwajibkan mencantumkan kutipan dan nama penulis artikel tersebut.
Arjuna Subject : Umum - Umum
Articles 20 Documents
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An Exploration of Teachers' Perspectives on the Imbalance in Science and Social Studies Track Selection at SMAN 1 Mataram Putri, Anggraini Purnama; Ningsih, Dewi Puspita; Apriawan, Andika; Rahmadi, Didin Septa
Global Journal of Social Learning Vol. 2 No. 1 (2025): Global Journal of Social Learning
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/gjsl.v2i1.177

Abstract

The phenomenon of imbalance in the selection of Science (IPA) and Social Science (IPS) streams at the senior high school level remains a relevant issue in the context of Indonesian education. This study aims to explore teachers’ perspectives on the predominant tendency of students to choose the IPA stream at SMAN 1 Mataram, as well as the impacts of this imbalance on both teachers and the social dynamics among students. Using a qualitative approach with a case study method, data were collected through in-depth interviews with several teachers from diverse subject backgrounds. The findings indicate that the stream selection process is conducted objectively by considering academic achievement, psychological test results, as well as students’ interests and talents. However, student choices remain dominated by the IPA stream due to rational considerations related to future prospects. This imbalance affects the distribution of teachers’ workload and creates distinct social characteristics between the streams, although it does not cause overt conflicts. These results highlight the importance of fairer stream socialization and the critical role of teachers in providing personalized guidance to students. This study recommends strengthening internal school policies to manage the imbalance and encourages further research exploring students’ perspectives and other socio-cultural variables influencing stream selection.
Biomechanical and Non-Biomechanical Strategies for Dance Injury Prevention: A Literature Review Xiao, ChengYe; Wahid, Nurulakmal Abdul
Global Journal of Social Learning Vol. 2 No. 1 (2025): Global Journal of Social Learning
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/gjsl.v2i1.209

Abstract

Dancers face a high risk of injury due to the biomechanical and artistic demands of training and performance. This study aims to review the efficacy of biomechanical and non-biomechanical interventions for injury prevention in dance. A literature search was conducted using Google Scholar with the keywords “injury prevention” + dance + RCT , limited to publications from the past five years (2021–2025). From the first 50 search results, and after removing duplicates and screening abstracts and full texts, 43 articles were included in the final analysis. Findings indicate that a wide range of interventions have been explored, with varying levels of evidence for their effectiveness. Biomechanical approaches such as neuromuscular training, strength and conditioning, and balance-focused programs were generally associated with positive outcomes in reducing injury risk and improving movement efficiency. However, their effectiveness often depended on the alignment of the program with dancers’ specific training contexts and developmental stages. Non-biomechanical interventions—including education, injury surveillance, workload management, and psychosocial support—were less frequently tested in randomized designs but offered promising complementary benefits, particularly in enhancing injury awareness, promoting safer training behaviors, and fostering a supportive performance environment. Mixed interventions that combined physical training with educational or participatory components showed the most consistent positive outcomes. These results highlight the importance of multidimensional strategies tailored to the unique needs of dance populations.
Ritual Embodied Historiography: Foundational Theory on the Reconstruction of Classical Han Dynasty Chinese Dance Jie, Cui; Saearani, Muhammad Fazli Taib
Global Journal of Social Learning Vol. 2 No. 1 (2025): Global Journal of Social Learning
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/gjsl.v2i1.247

Abstract

The reconstruction of ancient Chinese dance, particularly from the Han Dynasty period, faces epistemological, material, and cultural challenges due to the scarcity of archives and the fragmentation of visual and textual sources. This study analyses three contemporary reconstruction works—Tonque Ji (Sun Ying), Han Painting Dance Experimental Performance (Liu Jian), and the Yong Dance Series (Tian Tian)—employing a grounded theory approach to map conceptual patterns in dance reconstruction practices. The findings propose the conceptual model of Ritual Embodied Historiography (REH), which frames reconstruction as an embodied historiographical process, wherein the body functions as a living archive, an affective medium, and a site of symbolic reactivation through engagement with material artefacts and contemporary sociocultural contexts. The study indicates that Han dance reconstruction cannot be fully understood through conventional Western frameworks but requires approaches grounded in cosmology, Confucian ritualism, and Eastern epistemology. The model extends global dance reconstruction scholarship by emphasising the body’s role as an agent of historical knowledge production in performance practice.
Integration of Cultural Elements in Professional Training for Choreographer–Teachers of Traditional Chinese Dance XiangYun, Qian; Saearani, Muhammad Fazli Taib
Global Journal of Social Learning Vol. 2 No. 1 (2025): Global Journal of Social Learning
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/gjsl.v2i1.253

Abstract

Interest in traditional Chinese dance education has weakened due to the dominance of Western dance, industry fragmentation, and limited cultural integration in professional training. This study examines how cultural elements—historical context, folklore, cultural values, customary practices, and aesthetic principles—are embedded in the training of choreographer–teachers of traditional Chinese dance. A qualitative case study was conducted in three major institutions (Beijing Dance Academy, Shanghai Theatre Academy, and Minzu University of China) involving 12–15 choreographer–teachers. Data were collected through semi-structured interviews, participant observation, and curriculum document analysis, and analysed thematically using Cultural–Historical Activity Theory (CHAT) and Culturally Responsive Teaching (CRT). Findings show that cultural elements are integrated through demonstrative techniques, traditional narratives, contextual exercises, and adapted movements that ensure student safety while retaining cultural and aesthetic authenticity. These strategies strengthen social cohesion, artistic creativity, learner motivation, and cultural identity, while reinforcing the institutions’ roles as key sites of cultural transmission. Major challenges include limited resources, shortages of qualified instructors, resistance to innovation, cultural sensitivities, and performativity pressures. Theoretically, cultural integration operates as a mediating artefact within CHAT and supports culturally responsive pedagogy through CRT, enabling a balanced negotiation between innovation and tradition. The study recommends developing adaptive and sustainable training models that integrate physical safety, artistic creativity, and the digital preservation of cultural materials to broaden access and support the long-term continuity of traditional Chinese dance.
Local Wisdom, Aesthetic Transformations, and Creative Pedagogy: A Qualitative Synthesis of Indonesian Performing Arts as Cultural–Educational Ecosystems Putranto, Muhammad Fajar; Sukoco, Antonius; Suryadmaja, Galih
Global Journal of Social Learning Vol. 2 No. 1 (2025): Global Journal of Social Learning
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/gjsl.v2i1.257

Abstract

This study synthesises interdisciplinary perspectives to examine how Indonesian performing arts function as dynamic cultural–educational ecosystems shaped by aesthetic expression, local wisdom, and creative pedagogical practices. Performing arts serve not only as artistic media but also as cultural spaces where identity, morality, symbolism, and social values are transmitted across generations. Local wisdom embedded in traditional arts strengthens their role in character formation and contextual learning, while contemporary forces such as modernisation, digitalisation, and global cultural flows increasingly influence how these traditions adapt and transform. Using a qualitative thematic-synthesis approach, the study reviews concepts from aesthetics, ethnography, cultural pedagogy, creative studies, and ethnomathematics to map the interconnected functions of performing arts. Four major thematic patterns emerge: aesthetic systems that evolve through symbolic structures and hybrid forms; the presence of moral, spiritual, and communal values; creative processes that mediate innovation while maintaining cultural continuity; and pedagogical potentials that support character development, cultural literacy, and creative reasoning. Overall, the study highlights Indonesian performing arts as an integrated ecosystem that bridges cultural transmission, creativity, and educational transformation. This synthesis provides a conceptual foundation for advancing future research and informing cultural and educational policy aimed at strengthening the sustainability and relevance of traditional performing-arts practices in contemporary contexts.
Navigating Artificial Intelligence in Higher Education: Students’ Social Learning Experiences, Ethical Concerns, and Academic Adaptation Sarifudin Sarifudin; Rifki Ayu Rosmita
Global Journal of Social Learning Vol. 2 No. 2 (2026): Global Journal of Social Learning, June 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/gjsl.v2i2.429

Abstract

The rapid advancement of Generative Artificial Intelligence (GAI) has triggered significant transformations in higher education by reshaping how students learn, interact, and construct knowledge. This article examines the dynamics of students’ social learning experiences, identifies the ethical challenges associated with the use of generative AI, and explores the forms of academic adaptation emerging within contemporary higher education environments. Employing a systematic literature review approach, the study analyzes 30 key sources, including peer-reviewed journal articles, academic books, and international policy documents addressing AI in higher education. Thematic analysis revealed three major themes: the transformation of social learning practices, ethical dilemmas surrounding AI use, and students’ academic adaptation strategies. The findings suggest that generative AI functions as a new mediating agent in social learning, facilitating a shift from knowledge acquisition toward knowledge co-creation. However, this transformation also raises concerns regarding academic integrity, cognitive dependency, algorithmic bias, and data privacy. In response, students and institutions are developing adaptive strategies through AI literacy initiatives, authentic assessment practices, and human–AI collaborative learning models. This article proposes the Human–AI Academic Adaptation Framework as a conceptual model for understanding the interrelationships among social learning, ethics, and academic adaptation in the age of artificial intelligence.
Gender Bias in Social Studies Education: Representation and Pedagogical Practices in Sociology Learning Sukma Harya Nugraha
Global Journal of Social Learning Vol. 2 No. 2 (2026): Global Journal of Social Learning, June 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/gjsl.v2i2.430

Abstract

This study aims to analyze gender bias in social studies education by focusing on two main dimensions: representation and pedagogical practices in sociology learning. It employs a critical literature review approach by examining academic sources and educational policy reports at both global and local levels. The analysis shows that gender bias is not only reflected in unequal representation within curricula and instructional media but is also manifested in pedagogical practices, including patterns of classroom interaction, teacher expectations, and assessment mechanisms. Such bias operates subtly through the hidden curriculum, which shapes students’ perceptions and learning experiences differently according to gender. In addition, local social and cultural contexts may either reinforce or mediate the reproduction of gender bias in education. These findings indicate that social studies education, particularly sociology learning, has not yet fully functioned as a space for critical reflection free from the very inequalities it seeks to examine. Therefore, a more reflective, inclusive, and critically oriented pedagogical approach is needed to promote equitable and emancipatory learning.
Beyond Rainmaking: Cultural Education and Collective Learning in the Brendung Ritual of Indonesian Agrarian Society Gading Suryadmaja; Antonius Sukoco
Global Journal of Social Learning Vol. 2 No. 2 (2026): Global Journal of Social Learning, June 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/gjsl.v2i2.442

Abstract

This study examines the Brendung ritual in Langensari Village, Pekalongan, Indonesia, as a community-based social learning system. Although Brendung is traditionally performed as a rainmaking ritual during periods of drought, its functions extend beyond ecological and spiritual purposes. Using a qualitative ethnographic approach, data were collected through participant observation, semi-structured interviews, and documentation involving ritual leaders, musicians, community elders, and youth participants. The findings show that Brendung serves as an informal learning environment where cultural knowledge, ritual competencies, social values, and local identity are transmitted across generations through participation. Collective musical practices and communal engagement facilitate experiential learning based on observation, imitation, collaboration, and direct involvement. The ritual also reproduces values of cooperation, solidarity, respect for tradition, and awareness of human–nature relationships. Furthermore, participation contributes to cultural identity formation and strengthens community resilience by sustaining social cohesion and cultural continuity. The study proposes the Brendung Social Learning Model, which explains the relationship between ritual participation, collective musical practice, experiential learning, cultural transmission, identity formation, and cultural sustainability.
From Cultural Performance to Social Learning: Rethinking Traditional Performing Arts in Contemporary Indonesia Muhammad Nur Salim; Muhamad Ainun Zibran
Global Journal of Social Learning Vol. 2 No. 2 (2026): Global Journal of Social Learning, June 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/gjsl.v2i2.443

Abstract

Traditional performing arts have commonly been examined as forms of cultural heritage, while their role as social learning environments remains underexplored. This study investigates how Wayang Kulit, Ketoprak, and Ludruk function as mechanisms of social learning and cultural knowledge transmission in contemporary Indonesia. Using a qualitative literature review approach, data were collected from scholarly publications addressing social learning, cultural transmission, community learning, and traditional performing arts. The analysis employed thematic analysis to identify recurring learning processes embedded within performative practices. The findings indicate that traditional performing arts facilitate three complementary forms of learning: observational learning through moral modelling in Wayang Kulit, participatory learning through collective engagement in Ketoprak, and critical learning through social critique in Ludruk. These processes contribute to the transmission of cultural knowledge, the formation of individual and collective identities, and the strengthening of cultural resilience. Based on these findings, the study proposes the Traditional Performing Arts Social Learning Ecosystem (TPSLE) framework, which conceptualizes traditional performances as community-based learning systems that sustain cultural continuity while adapting to social change.
Contextual Teaching and Learning as a Social Learning Strategy for Strengthening Students’ Social Awareness in Higher Education Retno Utari
Global Journal of Social Learning Vol. 2 No. 2 (2026): Global Journal of Social Learning, June 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/gjsl.v2i2.454

Abstract

This article aims to conceptualize Contextual Teaching and Learning (CTL) as a social learning strategy for strengthening students’ social awareness in higher education. Using a conceptual literature review, this article synthesizes literature on CTL, social learning theory, student engagement, experiential learning, service-learning, transformative learning, and social awareness. The analysis shows that CTL has strategic pedagogical value because it connects academic knowledge with real-life contexts and enables students to interpret the social relevance of what they learn. When viewed through social learning theory, CTL is not merely a context-based instructional approach, but a socially situated learning strategy that facilitates observation, interaction, participation, reflection, and meaning-making. Student engagement functions as a mediating mechanism that links contextual learning experiences with changes in students’ understanding, attitudes, and social orientation. The article contributes an integrative conceptual framework that positions CTL as a pedagogical strategy for developing participation, empathy, social responsibility, and sensitivity toward community realities. This framework offers implications for curriculum design, pedagogical practice, and assessment in socially responsive higher education.

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