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Southeast Asian Journal of Global Trends and Issues in Education
Published by Academia Edu Cendekia Indonesia
ISSN : 3110679X     EISSN : 31106714     DOI : https://doi.org/10.64420/sajgtie
Core Subject : Education, Social,
Education Social Sciences Other
Southeast Asian Journal of Global Trends and Issues in Education (SAJGTIE) is an international, open-access journal published periodically to provide a platform for researchers, academics, scholars, professionals, practitioners, lecturers, teachers, and university students to share research findings, promote knowledge, and disseminate state-of-the-art research in the field of global trends and issues in education. The journal aims to disseminate high-quality research findings, support evidence-based theory and practice, and provide an academic platform for exploring, sharing, and discussing critical ideas, strategic and contemporary issues, innovations, global trends, implications, and scientific contributions in the field of education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 20 Documents
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Grounded Theory in Practice: Reflexivity and Innovative Approaches for Modern Qualitative Studies Michael Mncedisi Willie
Southeast Asian Journal of Global Trends and Issues in Education Vol. 2 No. 1 (2026): Southeast Asian Journal of Global Trends and Issues in Education, 2(1), 2026
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/sajgtie.v2i1.492

Abstract

Background: Grounded theory remains a key methodology in qualitative research, providing systematic procedures for generating theory from empirical data. However, the expansion of qualitative research contexts, including digital environments, has introduced new methodological challenges related to reflexivity, analytical rigour, and methodological transparency. Objective: This study examined the development of grounded theory methodologies and explored how reflexivity and innovative methodological approaches strengthen research rigour in contemporary qualitative studies. Method: This study employed a methodological review by synthesising seminal and contemporary literature on grounded theory. The analysis focused on major methodological traditions, including Straussian, Glaserian, and constructivist grounded theory, while also examining issues related to coding procedures, theoretical sensitivity, and literature review management. The review further considered methodological adaptations in digital contexts, particularly the integration of netnography. Results: The review shows that grounded theory has evolved into diverse methodological traditions with distinct analytical procedures. Reflexivity, transparency, and methodological flexibility are increasingly recognised as essential for ensuring credibility and rigour in qualitative research. Conclusion: Grounded theory remains a flexible and relevant methodological framework for contemporary qualitative inquiry. Contribution: This study brings together different grounded theory approaches, showing how careful, reflective, and transparent methods can strengthen qualitative research in today’s diverse contexts.
Effect of Think-pair Share Learning Strategy on Secondary School Students Achievement in Computer Studies: Implications for Global Development Nneka Rita Nnorom; Chinyere Francisca Okafor; Chisom Perpetua Okeke
Southeast Asian Journal of Global Trends and Issues in Education Vol. 2 No. 1 (2026): Southeast Asian Journal of Global Trends and Issues in Education, 2(1), 2026
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/sajgtie.v2i1.493

Abstract

Background: Improving students’ achievement in computer studies is essential in the digital era, where technological competence supports educational advancement and global development. However, conventional lecture-based instruction often limits students’ participation and collaborative learning. Student-centred strategies such as Think–Pair–Share (TPS) offer opportunities to enhance interaction, reflection, and deeper understanding of learning materials. Objective: This study examined the effect of the Think–Pair–Share learning strategy on secondary school students’ achievement in computer studies and investigated whether gender differences in achievement emerge when this strategy is used. Method: A quasi-experimental pre-test–post-test non-equivalent group design was employed. The population consisted of 6,982 Junior Secondary School Two (JSS2) students from 94 co-educational secondary schools in Anambra State, Nigeria. A sample of 393 students (169 males and 224 females) from nine intact classes in Aguata and Awka education zones participated. Data were collected using the Computer Studies Achievement Test (CSAT). Mean, standard deviation, and ANCOVA were used for analysis. Results: Students taught using TPS achieved significantly higher scores than those taught through the lecture method, with male students demonstrating slightly higher achievement. Contribution: This study provides empirical evidence supporting TPS as an effective student-centred strategy for improving achievement in computer studies. Conclusion: Integrating TPS into classroom practice can promote active participation and meaningful learning in secondary education.
Analysis of Vocational High School Students’ Learning Styles in the Implementation of the Merdeka Curriculum Anisa Ayu Lestarina; Durinda Puspasari
Southeast Asian Journal of Global Trends and Issues in Education Vol. 2 No. 1 (2026): Southeast Asian Journal of Global Trends and Issues in Education, 2(1), 2026
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/sajgtie.v2i1.495

Abstract

Background: The implementation of the Merdeka Curriculum emphasises differentiated instruction and student-centred learning, requiring teachers to understand students’ diverse learning characteristics. However, the integration of learning styles into classroom practices remains limited, particularly in vocational education contexts. Objective: This study aims to analyse the learning styles of tenth-grade students in the Office Automation and Governance (OTKP) program, identify challenges in implementing learning styles within the Merdeka Curriculum, and examine strategies to address these challenges. Method: This study employs a qualitative descriptive approach. Data were collected through interviews and documentation using purposive sampling, involving the principal, vice principal for student affairs, teachers, and students. Data validity was ensured through source triangulation, and data were analysed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. Results: Students exhibit varied learning styles, with a dominant tendency toward auditory learning. The challenges identified include limited flexibility in students’ use of multiple learning styles, insufficient teacher understanding of differentiated instruction within the Merdeka Curriculum, and inadequate supporting learning facilities. To address these issues, teachers have implemented various strategies, including diversifying instructional methods, using visual media, and applying project-based learning. Conclusion: Although the Merdeka Curriculum has been implemented structurally, its pedagogical application has not yet fully accommodated students’ diverse learning styles, resulting in a gap between policy expectations and classroom practices. Contribution: This study contributes to the existing literature by emphasising the importance of integrating learning style analysis into differentiated instruction. It provides empirical insights for developing adaptive teaching strategies in vocational education settings.
Analysis of the Role of Administrative Staff in Supporting the Smooth Operation of Junior High School Administration Elmiyatus Sakdiyah
Southeast Asian Journal of Global Trends and Issues in Education Vol. 2 No. 1 (2026): Southeast Asian Journal of Global Trends and Issues in Education, 2(1), 2026
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/sajgtie.v2i1.504

Abstract

Background: This study is grounded in the importance of school administration as a key support for the effectiveness of educational processes, in which administrative staff play a strategic role in ensuring smooth operational activities. Objective: The objective of this study is to analyse the role of administrative staff in supporting school administration at SMPN 1 Jambesari and to identify the challenges and strategies implemented. Method: This study employs a descriptive qualitative approach. Data were collected through observation, interviews, and documentation, and analysed using the Miles and Huberman model. Results: The findings indicate that administrative staff play a significant role in managing student data, handling correspondence, maintaining archives, and providing administrative services for teachers and students. However, several challenges were identified, including limitations in human resources, infrastructure, and technological competence. Conclusion: The study concludes that administrative staff play a vital role in supporting the effectiveness of school administration, despite facing various constraints. Contribution: This study provides practical recommendations for improving the quality of administrative services through capacity building and optimising technology use.
Efforts to Improve Elementary School Students’ Learning Outcomes in Islamic Religious Education through the Implementation of a Cooperative Learning Model Arnilawati Arnilawati
Southeast Asian Journal of Global Trends and Issues in Education Vol. 2 No. 1 (2026): Southeast Asian Journal of Global Trends and Issues in Education, 2(1), 2026
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/sajgtie.v2i1.505

Abstract

Background: Students’ low learning outcomes in Islamic Religious Education are often associated with limited variation in instructional models and the continued dominance of conventional, teacher-centred approaches. Such conditions tend to reduce student engagement, limit interaction, and hinder the development of critical understanding. Objective: This study aims to improve students’ learning outcomes by implementing a cooperative learning model among fourth-grade students at SD Negeri 75 Palembang. Method: The research employed Classroom Action Research (CAR) conducted in three cycles, each consisting of planning, implementation, observation, and reflection. Data were collected through classroom observations and learning outcome tests, and analysis used a descriptive, quantitative approach to measure improvement across cycles. Results: The findings reveal a significant improvement in students’ learning outcomes, demonstrated by the consistent increase in average scores and the percentage of mastery learning from the pre-cycle to cycle III. Student participation and engagement also showed noticeable enhancement during the learning process. Conclusion: The cooperative learning model is effective in improving both academic achievement and student activeness. Contribution: This study provides practical insights for teachers to adopt innovative instructional strategies to improve learning quality.
Teacher Professionalism in the 21st Century: Challenges, Roles, and Enhancement Efforts Muhammad Dinul Adha; Zulkifli Musthan
Southeast Asian Journal of Global Trends and Issues in Education Vol. 2 No. 2 (2026): Southeast Asian Journal of Global Trends and Issues in Education, 2(2), 2026
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/sajgtie.v2i2.544

Abstract

Background: Teacher professionalism is a fundamental factor in improving the quality of education in the 21st century. Technological advancements, the implementation of the Merdeka Curriculum, the diverse characteristics of learners, and increasing global competency demands require teachers to continuously improve their competence and adaptability. Objective: This study aims to analyze the challenges of teacher professionalism in the 21st century, identify the strategic roles of teachers, and examine various efforts to enhance teacher professionalism. Method: The study uses a descriptive qualitative approach through a documentation study of scientific articles, books, policy documents, and relevant publications. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing. Results: The study identifies five main challenges to teacher professionalism, namely curriculum changes, digital transformation, learner diversity, administrative burdens, and wellbeing. Furthermore, enhancing teacher professionalism requires continuous professional development, learning communities, technology based administrative simplification, and increased wellbeing. Conclusion: Enhancing teacher professionalism requires a comprehensive, collaborative, and sustainable approach to meet the demands of 21st century education. Contribution: This study offers an analytical framework that integrates challenges, role transformations, and strategies for enhancing teacher professionalism as a basis for policy development, educational practices, and future research.
The Application of the Mind Mapping Cooperative Learning Model to Improve Learning Outcomes of Islamic Religious Education on the Fathu Makkah Material in Elementary School Ina Marlina; Aam Amaliyah
Southeast Asian Journal of Global Trends and Issues in Education Vol. 2 No. 2 (2026): Southeast Asian Journal of Global Trends and Issues in Education, 2(2), 2026
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/sajgtie.v2i2.547

Abstract

Background: Learning outcomes in Islamic religious education, particularly on the topic of Fathu Makkah, remain suboptimal because classroom instruction is often teacher-centered, which limits student motivation and active engagement. Objective: This study aims to analyze the effectiveness of the Mind Mapping cooperative learning model in improving learning outcomes, motivation, and student engagement among fifth-grade elementary school students. Method: The study utilizes a Classroom Action Research design based on the Kemmis and McTaggart model, conducted in two cycles, encompassing planning, action implementation, observation, and reflection. Data were collected through learning achievement tests, motivation questionnaires, observations, and documentation, and were subsequently analyzed quantitatively and qualitatively using a descriptive approach. Results: The findings show that the average student score increased from 75 to 85, learning mastery improved from 60% to 90%, motivation scores increased from 3.2 to 4.5, and student engagement increased from 70% to 85%. Conclusion: The Mind Mapping cooperative learning model effectively enhances learning outcomes, motivation, and student engagement. Contribution: This study provides empirical evidence that Mind Mapping supports active, collaborative, and student-centered Islamic religious education learning in elementary schools.
Analysis of Teacher Welfare in Indonesia and Developed Countries: A Comparative Study Fatimah Az Zahrah; Muhammad Fiqri Syahril
Southeast Asian Journal of Global Trends and Issues in Education Vol. 2 No. 2 (2026): Southeast Asian Journal of Global Trends and Issues in Education, 2(2), 2026
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/sajgtie.v2i2.550

Abstract

Background: Teacher welfare is a strategic factor influencing professionalism, motivation, and educational quality, yet significant disparities remain between Indonesia and developed countries. Objective: This study compares teacher welfare in Indonesia with the United States and Australia to identify policy implications for improving educational quality. Method: A qualitative comparative approach was employed using semi structured interviews, focus group discussions, and document analysis of policy reports and scholarly publications. Data were analyzed through the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion verification. Results: The findings reveal that Indonesian teachers experience income disparities, unequal access to professional development, excessive administrative workloads, and limited psychological support. In contrast, the United States and Australia provide competitive salaries, structured career pathways, continuous professional development, mental health services, and work life balance policies. Conclusion: Indonesia should adopt a holistic teacher welfare framework integrating economic, professional, and psychological dimensions. Contribution: This study proposes a multidimensional comparative framework to support evidence based, sustainable, and inclusive teacher welfare policies while strengthening long term educational quality and teacher professionalism nationwide.
Modern Teacher Profile: A Conceptual Analysis of Competencies, Challenges, and Development Strategies in 21st Century Education Vin Rafin
Southeast Asian Journal of Global Trends and Issues in Education Vol. 2 No. 2 (2026): Southeast Asian Journal of Global Trends and Issues in Education, 2(2), 2026
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/sajgtie.v2i2.554

Abstract

Background: The educational transformation of the 21st century has shifted the role of teachers from mere transmitters of knowledge to facilitators of learning, character mentors, learning leaders, and agents of change. This shift demands a comprehensive conceptual understanding of the profile of modern teachers. Objective: This study aims to analyze the profile of modern teachers from an educational perspective by synthesizing the scientific literature. Method: This study used a qualitative approach, applying Qualitative Content Analysis to relevant scientific articles, books, regulations, and academic documents. The analysis was conducted through a process of coding, categorization, and thematic synthesis. Results: The study identified four major themes: the conceptual reconstruction of the teacher role, teacher characteristics and competencies, 21st-century educational challenges, and professional development strategies. The findings show that the profile of modern teachers is shaped by the integration of pedagogical, professional, social, personal, and leadership competencies, as well as 21st-century skills, specifically digital literacy, communication, creativity, collaboration, and adaptability. Conclusion: Teacher professionalism requires holistic, sustainable development to effectively respond to educational dynamics and meet the demands of 21st-century learning. Contribution: This study offers a conceptual framework that integrates various dimensions of the teacher profile as a foundation for policy development, teacher competency improvement programs, and future empirical research.
Artificial Intelligence Application Encounter and Ethical Literacy Among Nigerian Postgraduate Students: An Empirical Investigation Simeon Ayoade Adedokun; Dorcas Atinuke Adedokun
Southeast Asian Journal of Global Trends and Issues in Education Vol. 2 No. 2 (2026): Southeast Asian Journal of Global Trends and Issues in Education, 2(2), 2026
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/sajgtie.v2i2.567

Abstract

Background: Nigerian universities have accelerated AI deployment across teaching, assessment, and administration, yet functional ethical literacy among postgraduate students remains low. Objective: This study investigated whether direct, hands-on encounters with AI applications predict higher ethical awareness and stronger prioritization of ethical concerns among postgraduate students at Ladoke Akintola University of Technology (LAUTECH), Ogbomoso, Nigeria. Method: A quantitative survey design was adopted. Data were collected from 200 postgraduate students classified into those with AI encounter (n = 124, 62.0%) and those without (n = 76, 38.0%). Independent Samples t-tests were applied at a 0.05 significance level. Results: Students with AI encounter demonstrated significantly higher ethical awareness scores (M = 3.90 vs. M = 3.20; t(198) = 4.23, p < 0.01; d = 1.12) and higher ethical prioritization scores (M = 4.15 vs. M = 3.50; t(198) = 3.18, p < 0.05; d = 0.92). Both effect sizes are large by Cohen’s conventions. Conclusion: AI encounter is a strong predictor of ethical literacy. Contribution: The findings provide empirical justification for integrating experiential AI ethics modules into postgraduate curricula in Nigerian higher education.

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