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Muhamad Ismail
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Global Perspectives in Education Journal
Published by CV Najmi Edu Creative
ISSN : -     EISSN : 3090000X     DOI : https://doi.org/10.64008
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Global Perspectives in Education Journal publishes original articles on the latest issues and trends in education curriculum, instruction, learning, policy, and preparation of teachers to advance our knowledge of education theory and practice. Moreover, this journal also covers the issues concerned with environmental education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2026): January" : 5 Documents clear
The Role of Attention, Memory, and Metacognition in Student Learning Outcomes Najmi Hayati
Global Perspectives in Education Journal Vol. 2 No. 1 (2026): January
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/gpej.v2i1.50

Abstract

This study aimed to examine the role of attention, memory, and metacognition in predicting student learning outcomes in the Developmental Psychology course. Conducted in September 2025 in the Department of Islamic Religious Education, Faculty of Islamic Studies, Riau Islamic University, the research involved 101 third-semester students. Using a quantitative correlational design, data were collected through validated instruments: an Attention Assessment Scale, a Working Memory Questionnaire, and the Metacognitive Awareness Inventory (MAI). Student learning outcomes were measured using final course grades. Descriptive statistics, Pearson correlations, and multiple regression analyses were used to assess the relationships among variables. The results showed that attention, memory, and metacognition were each positively and significantly correlated with student learning outcomes. Regression analysis further indicated that metacognition was the strongest predictor, followed by memory and attention, collectively explaining a substantial proportion of variance in academic performance. These findings highlight the importance of strengthening cognitive and metacognitive skills to enhance learning outcomes in higher education settings
Intrinsic versus Extrinsic Motivation in Online Learning: A Self-Determination Theory Approach Desma Husni
Global Perspectives in Education Journal Vol. 2 No. 1 (2026): January
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/gpej.v2i1.51

Abstract

This study aimed to examine the roles of intrinsic and extrinsic motivation in shaping students’ engagement and academic performance in online learning environments, using Self-Determination Theory as the guiding framework. The research was conducted in August 2025 at the Institut Agama Islam Negeri SUSKA, Indonesia, involving 98 third-semester students enrolled in online coursework. A quantitative correlational design was employed, utilizing the Intrinsic Motivation Inventory (IMI) and the Academic Motivation Scale (AMS) to measure students’ intrinsic and extrinsic motivation levels. Online learning performance was assessed through official course grades obtained from the academic department. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis. The results showed that intrinsic motivation was positively and significantly associated with online learning performance, whereas extrinsic motivation demonstrated a weaker but still meaningful relationship with students’ engagement. Regression findings indicated that intrinsic motivation emerged as the strongest predictor of online learning outcomes. These findings underscore the importance of creating autonomy-supportive digital learning environments that foster students’ internal motivational processes.
Digital Literacy and Islamic Values: Strengthening Religious Understanding in The Era of AI-Based Learning Mohammad Fauzan; Nur Amalina; Muhamad Ismail
Global Perspectives in Education Journal Vol. 2 No. 1 (2026): January
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/gpej.v2i1.52

Abstract

This study aims to examine the relationship between students’ digital literacy and their understanding of Islamic values in the context of AI-based learning at SMK Farmatikom Pekanbaru. Conducted in August 2025 with 121 student respondents, the research explores how digital competencies influence religious comprehension as learning environments increasingly integrate artificial intelligence. A quantitative approach was employed using a correlational survey design. Digital literacy and understanding of Islamic values were measured using validated Likert-scale instruments, and the data were analyzed through descriptive statistics, Pearson correlation, and multiple regression techniques. The results indicate that students’ digital literacy levels fell into the medium-to-high category, and a significant positive correlation was found between digital literacy and understanding of Islamic values. Multiple regression analysis further revealed that digital literacy significantly predicted students' understanding of religion within AI-supported learning platforms. These findings suggest that strengthening digital literacy can enhance students’ ability to interpret, evaluate, and apply Islamic values in technologically advanced learning environments. The study highlights the importance of integrating value-based digital education to support both cognitive and moral development among vocational high school students.
An Integrative Curriculum Model for Arabic Instruction Integrating Traditional Values and Modern Pedagogies Pesantren Indonesian Ismail Akzam; Najmi Hayati
Global Perspectives in Education Journal Vol. 2 No. 1 (2026): January
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/gpej.v2i1.55

Abstract

This study aims to develop an integrative curriculum model for pure Arabic language instruction in Indonesian Islamic boarding schools (pesantren). Traditionally, pesantren emphasize turāth-based instruction through methods such as sorogan and bandongan, fostering deep textual comprehension and scholarly dispositions. However, contemporary educational and societal demands necessitate the development of communicative, academic, and professional Arabic competencies. Employing a Design and Development Research (DDR) methodology, this study collected data from salaf, modern, and semi-modern pesantren through interviews, classroom observations, document analysis, and expert focus group discussions. The data were analyzed thematically and comparatively to examine existing curriculum structures, explore tensions and complementarities between traditional and modern pedagogical approaches, and identify points of convergence between turāth values and communicative, task-based language instruction. The resulting curriculum model delineates philosophical foundations, instructional objectives, content organization, learning strategies, assessment mechanisms, and the creation of an intentional Arabic language environment. Expert validation and limited field try-outs indicate that the proposed model is conceptually robust and practically feasible for gradual implementation, offering a contextually grounded framework for Arabic curriculum reform in pesantren settings.
Etika Sains dan Filsafat Moral Pada Artificial Inteligence Ratna Kartika Irawati; Eko Wahyu Nur Sofianto
Global Perspectives in Education Journal Vol. 2 No. 1 (2026): January
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/gpej.v2i1.56

Abstract

Perkembangan pesat kecerdasan buatan (AI) generatif telah menghadirkan tantangan etika yang signifikan dalam kerangka etika ilmiah dan filsafat moral. Meningkatnya ketergantungan pada keluaran yang dihasilkan AI menimbulkan kekhawatiran mengenai tanggung jawab moral, bias epistemik, dan batasan antara penalaran manusia dan kecerdasan mesin. Studi ini bertujuan untuk meneliti keterbatasan etika pemanfaatan AI melalui perspektif etika ilmiah dan filsafat moral. Metode tinjauan naratif digunakan untuk mensintesis literatur yang relevan tentang isu-isu etika dan filosofis seputar AI generatif. Data dikumpulkan melalui pencarian sistematis di basis data Scopus dan Google Scholar menggunakan kata kunci yang terkait dengan etika AI, filsafat moral, dan AI generatif. Proses tinjauan mengidentifikasi 12 artikel yang ditinjau sejawat yang secara eksplisit membahas kerangka kerja moral-filosofis dalam penerapan AI generatif. Temuan menunjukkan bahwa filsafat moral berfungsi sebagai batasan etika kritis dalam membimbing penggunaan AI yang bertanggung jawab, khususnya dalam meminimalkan bias kognitif dan mencegah penggantian penilaian manusia secara tidak kritis dengan keluaran algoritmik. Hasil penelitian lebih lanjut menunjukkan bahwa kendala etika tidak muncul dari keterbatasan teknologi AI itu sendiri, tetapi dari nilai-nilai moral yang berkembang yang mengatur adopsinya secara luas. Integrasi filsafat moral ke dalam tata kelola AI berkontribusi pada penyeimbangan kemajuan teknologi dengan penalaran etis yang berpusat pada manusia. Studi ini menyiratkan bahwa kerangka kerja etis dan filosofis sangat penting dalam mendefinisikan ruang lingkup penggunaan AI generatif yang diperbolehkan dan dalam memperkuat akuntabilitas, keadilan, dan tanggung jawab moral dalam masyarakat digital kontemporer.

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