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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 22 Documents
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Direct Instruction and Higher-Order Thinking Skills: Evidence from the Merdeka Curriculum Implementation Nur Amalina; Wan Hasmah Laili Binti Wan Hamat
Global Perspectives in Education Journal Vol. 2 No. 2 (2026): July
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/gpej.v2i2.65

Abstract

This study reviews the effectiveness of Direct Instruction in enhancing Higher-Order Thinking Skills (HOTS) during the implementation of the Merdeka Curriculum in secondary schools in Pekanbaru. The research was conducted from August to December 2025 using a quantitative quasi-experimental design involving 128 students divided into experimental and control groups. The experimental group received Direct Instruction integrated with HOTS-oriented tasks, while the control group experienced conventional instruction. Data were collected through validated HOTS assessment instruments covering analysis, evaluation, and creation domains. Statistical analysis used independent-samples t-tests and effect-size analysis. The results showed that the experimental group achieved a significantly higher mean score (M = 84.67, SD = 6.21) than the control group (M = 76.14, SD = 7.03), with t(126) = 7.18, p < .05, and a large effect size (Cohen’s d = 0.87). The evidence suggests that structured explanation, guided practice, and immediate feedback effectively support students’ analytical reasoning and analytical problem-solving skills in the implementation of the Merdeka Curriculum. The findings also suggest that explicit instructional approaches remain compatible with Higher-Order Thinking Skills (HOTS)-oriented learning when combined with cognitively demanding activities and systematic instructional scaffolding.
Collaborative Learning in Digital Environments and Student Achievement: A Cross-Sectional Quantitative Study Zuraini Binti Idris; Halimahtul Sa’diyah Binti Mohamad; Yuliharti
Global Perspectives in Education Journal Vol. 2 No. 2 (2026): July
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/gpej.v2i2.66

Abstract

This study aimed to examine the relationship between collaborative learning in digital environments and student achievement among high school students in Rokan Hulu Regency. The research was conducted from January to April 2025 to investigate how digital cooperative activities are associated with educational performance and student involvement in secondary education. A quantitative cross-sectional design was used involving 176 students selected through stratified random sampling from several public high schools. Data were collected using a validated 28-item questionnaire measuring digital messaging, peer interaction, collaborative issue resolution, and knowledge sharing. Student achievement data were obtained from semester examination records and standardised assessments. The instrument demonstrated strong reliability (Cronbach’s α = .91). Data were analysed using descriptive statistics, Pearson's correlation, and multiple regression. Overall collaborative learning was significantly associated with student achievement (r = .68, p < .001). Regression analysis indicated that collaborative learning in digital environments variables were significant predictors of academic achievement (β = .57, t = 8.42, p < .001), explaining 46% of the variance (R² = .46). Peer interaction and online communication were the strongest predictors. Students actively engaged in collaborative digital learning achieved higher academic scores (M = 84.72, SD = 6.14) than less active students (M = 76.35, SD = 7.28). These results indicate that coordinated digital learning environments heighten engagement, critical thinking, and academic achievement, supporting the embedding of student-centred digital pedagogy in secondary education.

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