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Journal of Global Educational Perspectives (JOGEDUP)
Published by CV. Sinar Howuhowu
ISSN : -     EISSN : 3123349X     DOI : https://doi.org/10.70134/jogedup
Core Subject :
Journal of Global Educational Perspectives (JOGEDUP) is an international, peer-reviewed, and open-access journal that publishes research and studies across all areas of educational sciences. JOGEDUP provides an inclusive academic platform for scholars, teachers, and practitioners to share innovative ideas, critical analyses, and practical experiences in the field of education—from early childhood and basic education to higher, vocational, and lifelong learning. The journal covers a wide range of topics including educational philosophy, learning theory, curriculum and instruction, educational psychology, teacher education, educational technology, assessment and evaluation, leadership and management in education, inclusive and character education, and education for sustainable development. JOGEDUP also welcomes interdisciplinary research connecting education with social sciences, humanities, and technology, reflecting both local values and global perspectives. By promoting innovative, ethical, and globally relevant educational research, JOGEDUP aims to be a platform that enlightens, inspires, and transforms educational thought and practice around the world.
Arjuna Subject : -
Articles 11 Documents
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Reimagining Education For Sustainable Futures: Integrating Local Wisdom And Global Citizenship In Curriculum Design Adityawarman
Journal of Global Educational Perspectives Vol. 1 No. 1 (2025): JOGEDUP - November
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/jogedup.v1i1.886

Abstract

In the era of global educational transformation, the integration of local wisdom and global citizenship education (GCE) emerges as a strategic response to the challenge of creating sustainable learning environments. This study aims to reimagine curriculum design by embedding indigenous cultural values into global sustainability competencies, thereby shaping learners who are locally rooted yet globally responsible. Employing a qualitative descriptive approach, this research explores curriculum models, teaching practices, and teacher perceptions across selected schools in Indonesia’s coastal and island regions, where local wisdom plays a vital role in community life. Data were collected through document analysis, interviews, and classroom observations, followed by thematic analysis to identify intersections between local culture and global educational goals. The findings reveal that integrating local wisdom into GCE fosters a transformative learning experience, encouraging empathy, ecological awareness, and collective responsibility among students. However, challenges persist in aligning traditional knowledge systems with standardized curriculum frameworks, highlighting the need for flexible, context-responsive educational policies. This study contributes to the global discourse on Education for Sustainable Development (ESD) by offering a hybrid curricular model that harmonizes cultural identity and global competency. The proposed framework emphasizes the importance of recontextualizing education not merely as a vehicle of knowledge transmission but as a moral and ecological endeavor towards sustainable futures.
Digital Humanism In Education: Balancing Artificial Intelligence And Ethical Pedagogy For The 21st Century Classroom Muhsinin
Journal of Global Educational Perspectives Vol. 1 No. 1 (2025): JOGEDUP - November
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/jogedup.v1i1.887

Abstract

The rapid advancement of Artificial Intelligence (AI) has reshaped educational landscapes across the globe, offering new opportunities for personalized learning, data-driven assessment, and intelligent tutoring systems. However, this technological acceleration also presents ethical and pedagogical dilemmas regarding the role of human values, empathy, and moral reasoning in education. This paper explores the concept of Digital Humanism in Education, proposing a balanced framework that integrates technological innovation with human-centered pedagogy. Using a mixed-method design, the study examines teachers’ perceptions and practices across Southeast Asian higher education institutions, focusing on how AI-driven tools influence pedagogical decision-making and learner autonomy. The results reveal that while educators acknowledge AI’s capacity to enhance efficiency and inclusivity, they also express concern over its potential to depersonalize learning and erode moral engagement. This study argues that ethical literacy, emotional intelligence, and critical digital pedagogy must accompany technological integration to sustain the human essence of education. By advancing a model of ethical AI pedagogy, this research contributes to reimagining 21st-century education as both technologically empowered and deeply human-centered.
Inclusive Leadership In Education: Transforming School Culture Through Equity, Empathy, And Digital Innovation Winanti Natasya Larosa; Eka Periaman Zai
Journal of Global Educational Perspectives Vol. 1 No. 1 (2025): JOGEDUP - November
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/jogedup.v1i1.888

Abstract

The rapid evolution of global education systems in the digital era requires leadership models that not only prioritize academic excellence but also cultivate inclusive, empathetic, and equitable school cultures. This study explores the transformative role of inclusive leadership in fostering a culture of equity, empathy, and digital innovation within educational institutions. Grounded in the theoretical framework of transformational and inclusive leadership, this research investigates how school leaders integrate digital technologies to promote inclusive practices that address diverse learner needs. Using a mixed-method approach involving surveys and interviews with teachers and administrators across 20 schools, the study examines the relationships between inclusive leadership behaviors, digital inclusion strategies, and school culture transformation. Findings reveal that inclusive leaders who emphasize empathy-driven decision-making, equitable digital access, and collaborative innovation significantly improve teacher morale, student engagement, and institutional adaptability. Moreover, digital innovation acts as a key enabler for fostering participation and reducing barriers in educational communities. The research concludes that sustainable educational transformation in the 21st century requires leaders to embrace inclusivity not only as a moral imperative but also as a strategic framework for digital equity and cultural growth. These insights provide a foundation for policy formulation, leadership training, and the redefinition of school management paradigms toward more inclusive and future-ready learning environments.
The Psychology Of Motivation And Resilience In Hybrid Learning Environments: A Cross-Cultural Analysis Wardoyo
Journal of Global Educational Perspectives Vol. 1 No. 1 (2025): JOGEDUP - November
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/jogedup.v1i1.889

Abstract

This study examines the psychology of motivation and resilience within hybrid learning environments through a cross-cultural analytical lens. As educational systems increasingly adopt blended instructional models, understanding the psychological drivers that sustain learner engagement becomes crucial for ensuring equitable academic outcomes across diverse cultural contexts. Drawing on theories of self-determination, socio-cultural learning, and academic resilience, this research investigates how intrinsic and extrinsic motivation interact with students’ adaptive capacities when navigating the dual demands of online and face-to-face learning modalities. Utilizing a mixed-methods approach involving surveys, focus group discussions, and comparative analysis across different cultural groups, the findings reveal that cultural values significantly shape motivational orientations, perseverance patterns, and coping strategies. Students from collectivist cultures demonstrated stronger communal motivation and collaborative resilience, while those from individualistic cultures showed higher autonomy-driven motivation and self-regulated resilience. The study concludes that hybrid learning success depends not only on technological readiness but also on culturally responsive pedagogical frameworks that nurture students’ psychological well-being, motivation, and resilience. These insights offer valuable implications for educators, policymakers, and instructional designers in developing inclusive hybrid learning models that optimize student performance across cultural contexts.
Indigenous Narratives As Cognitive Scaffolds: Enhancing Critical Thinking And Creativity In Globalized Learning Settings Dani Waskita
Journal of Global Educational Perspectives Vol. 1 No. 1 (2025): JOGEDUP - November
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/jogedup.v1i1.890

Abstract

This study explores the pedagogical potential of indigenous narratives as cognitive scaffolds to enhance critical thinking and creativity in increasingly globalized learning environments. As education systems worldwide strive to cultivate higher-order thinking skills, the integration of culturally grounded narrative traditions offers an alternative and contextually rich pathway for cognitive development. Utilizing a mixed‐methods design, this research examines how indigenous narratives from diverse cultural communities function as conceptual frameworks that support learner reasoning, imaginative problem-solving, and reflective inquiry. Quantitative data were collected from 312 students across three countries—Indonesia, Malaysia, and New Zealand—while qualitative insights were derived from classroom observations and interviews with teachers implementing narrative-based instruction. Findings indicate that students exposed to indigenous narrative scaffolding demonstrated significantly higher levels of critical interpretation, creative ideation, and cultural empathy compared to those in conventional instruction. Moreover, the approach fostered a deeper sense of identity and belonging, enabling learners to navigate global content through locally meaningful cognitive anchors. This study contributes to global educational discourse by demonstrating that indigenous knowledge systems are not merely cultural artifacts but powerful pedagogical resources capable of enriching modern learning outcomes. Implications for curriculum design, teacher training, and culturally responsive pedagogy are also discussed.
Actualization Of Islamic Education Values In Nurhilaliyah
Journal of Global Educational Perspectives Vol. 2 No. 1 (2026): JOGEDUP - Mei
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/jogedup.v2i1.1408

Abstract

This article comprehensively discusses the implementation of Islamic educational values in science learning, which aims to achieve a harmonious integration between religious (naqli) and general (aqli) knowledge. The dichotomy that has separated science from the realm of values has contributed to a moral and ethical crisis in the utilization of science. This research aims to identify the concept of integrating Islamic values into science, relevant values that can be implemented, strategies and models for implementation, and the associated impacts and challenges. Using a qualitative approach with a literature review method, this article finds that integration is based on the monotheistic paradigm that views the universe as a sign of God's greatness (the kauniyah verses). Core values such as monotheism, caliphate, ihsan, contentment, and justice can be internalized through an integrated curriculum, relevant pedagogy (such as inquiry and value-based projects), and the role of teachers as role models. Positive impacts include character building, increased ethical awareness, and holistic understanding of students. However, challenges such as teacher capacity, curriculum resistance, and resource availability also need to be addressed. Successful implementation is expected to produce a generation that is not only scientifically competent but also possesses Islamic character and responsibility.
The Effectiveness Of Interactive Learning Media In Early Childhood Education: Evidence From Indonesian Preschools Uli Mamudho; Umi Sholihatin Nisa
Journal of Global Educational Perspectives Vol. 2 No. 1 (2026): JOGEDUP - Mei
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/jogedup.v2i1.1409

Abstract

This study aims to examine the effectiveness of interactive learning media in early childhood education, with a focus on Indonesian preschools. A quantitative approach with a quasi-experimental design was employed, involving an experimental group and a control group using a pre-test and post-test framework. The participants consisted of children aged 4–6 years selected through purposive sampling. Data were collected using learning outcome tests, observation sheets to measure student engagement, and teacher questionnaires. The results indicate that the experimental group exposed to interactive learning media showed a significantly higher improvement in learning outcomes compared to the control group. In addition, student engagement—including attention, participation, interaction, and enthusiasm—was notably higher in the experimental group. Statistical analysis confirmed that the differences between the two groups were significant at the 0.05 level. The findings suggest that interactive learning media are effective in enhancing both cognitive development and classroom engagement in early childhood education. However, challenges such as limited infrastructure and teacher readiness were also identified. This study highlights the importance of integrating interactive media with appropriate pedagogical strategies and recommends broader implementation supported by adequate training and resources.
The Effectiveness Of Inquiry-Based Learning In Improving Students’ Biology Achievement Nurapipah; Pardiyansah; Eko Wulandari
Journal of Global Educational Perspectives Vol. 2 No. 1 (2026): JOGEDUP - Mei
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/jogedup.v2i1.1413

Abstract

This study aims to investigate the effectiveness of Inquiry-Based Learning (IBL) in improving students’ biology achievement. A quasi-experimental research design was employed, involving two groups: an experimental group taught using Inquiry-Based Learning and a control group taught using conventional methods. The sample consisted of senior high school students selected through purposive sampling. Data were collected using pre-test and post-test instruments to measure students’ learning outcomes. The results revealed that there was no significant difference between the two groups in the pre-test, indicating similar initial abilities. However, the post-test results showed that the experimental group achieved significantly higher scores than the control group. Statistical analysis using an independent samples t-test confirmed that the difference was significant at the 0.05 level. The findings indicate that Inquiry-Based Learning has a positive effect on students’ biology achievement. Additionally, students in the experimental group demonstrated higher engagement, motivation, and critical thinking skills during the learning process. Despite some initial challenges in implementation, Inquiry-Based Learning proved to be an effective instructional strategy. Therefore, it is recommended that educators adopt this approach to enhance biology learning outcomes.
Online Physical Education Learning During Post-Pandemic Education: Challenges And Opportunities Agil Hagaini Hulu; Nurul Ikhwani
Journal of Global Educational Perspectives Vol. 2 No. 1 (2026): JOGEDUP - Mei
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/jogedup.v2i1.1415

Abstract

The transition to online learning during the COVID-19 pandemic has significantly impacted the implementation of Physical Education (PE), a subject traditionally dependent on direct physical interaction and practical activities. This study aims to explore the challenges and opportunities of online Physical Education learning in the post-pandemic era. Using a qualitative research design, data were collected through interviews, observations, and document analysis involving Physical Education teachers and students at the secondary school level. The findings indicate that major challenges include limited physical space, difficulties in assessing student performance, low student motivation, and unequal access to technology. However, the integration of digital tools and the adoption of hybrid learning models provide new opportunities to enhance flexibility, promote personalized learning, and encourage lifelong physical activity. The study also highlights the importance of teacher digital competence and institutional support in ensuring effective implementation. In conclusion, while online Physical Education presents notable limitations, it also offers innovative pathways for improving teaching and learning practices in the post-pandemic educational landscape
Internasional Saya Development Of Interactive Learning Media On Renewable Energy Microgrids For Vocational Education Students Andita; Nurhasana; Sulfitri
Journal of Global Educational Perspectives Vol. 2 No. 1 (2026): JOGEDUP - Mei
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/jogedup.v2i1.1421

Abstract

The rapid development of renewable energy technologies requires vocational education institutions to equip students with relevant knowledge and technical skills, particularly in understanding complex systems such as microgrids. However, conventional teaching methods often fail to effectively convey these concepts due to limited visualization and interactivity. This study aims to develop and evaluate an interactive learning media on renewable energy microgrids for vocational education students. The research employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The developed media integrates simulations, animations, and interactive features to enhance students’ learning experiences. Expert validation results indicated that the media is highly feasible in terms of content accuracy, instructional design, and technical quality. The implementation was conducted using a quasi-experimental design with pre-test and post-test measures. The findings revealed a significant improvement in students’ learning outcomes, supported by a medium-to-high N-Gain score. Additionally, students showed positive responses in terms of engagement and motivation. Despite some limitations related to usability and technical constraints, the developed media proved to be effective in supporting the teaching and learning of renewable energy microgrids. This study contributes to the advancement of interactive learning in vocational education and provides a practical tool for enhancing students’ competencies in the renewable energy sector.

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