Global Synthesis in Education Journal
type: channel
description: Global Synthesis in Education Journal (GSE-journal) is an innovative and interdisciplinary publication that showcases original research and writing on education to a global audience of educational researchers. As a premier source of scholarly understanding of the field of education, GSE-journal plays a pivotal role in facilitating the transfer of knowledge, values, and skills from one generation to the next. By providing a platform for the dissemination of innovative methods and contents of evaluation and research in education, GSE-journal empowers teachers, administrators, and research workers to enhance the quality of education for learners around the world. With a broad scope that encompasses a diverse range of topics, GSE-journal is committed to advancing the field of education by exploring new frontiers in child development, curriculum design, reading comprehension, philosophies of education, and educational approaches. Through its interdisciplinary approach, GSE-journal fosters collaboration between researchers and practitioners, encouraging the exchange of ideas and the development of best practices. As a leading publication in the field of education, GSE-journal is dedicated to promoting a deeper understanding of the complex issues facing educators today. By offering a forum for the exchange of ideas and the dissemination of cutting-edge research, GSE-journal serves as a catalyst for change in the field of education. Its innovative and thought-provoking articles challenge traditional assumptions and push the boundaries of knowledge in the field, making it an essential resource for anyone interested in the future of education. Whether you are a researcher, educator, or student, GSE-journal offers a wealth of insights and resources that will inspire and inform your work.
publisher: Mutiara Intelektual Indonesia Press
language: en
publication name: Global Synthesis in Education Journal
issn: 3025-5724
items: The Landscape of Documentation Failure: Error Typologies, Temporal Dynamics, and Linguistic Patterns in Hospital Recordss in Academic Writing
items: String Kernel-Based Techniques for Authorship Attribution
items: Design and Impact of Individual Learning Modifications on Self-Efficacy of Students with Mental Disability
items: CHALLENGES AFFECTING TEACHERS’ COMPETENCY IN IMPLEMENTING THE 21ST-CENTURY CURRICULUM IN SECONDARY SCHOOLS IN SOUTH-WEST NIGERIA
items: Fusing Corpus-Based Analysis with Content and Language Integrated Learning: Transforming Online Language Proficiency Development
items: Journaling as a Medium for Narrative Discourse Development: A Qualitative Analysis in an Indonesian EFL Setting"
items: Artificial Intelligence in Vocational Education: Perspectives and Practices from a Literature Study
items: The Efficacy of Flipped Classroom Models in Improving Student Engagement and Achievement: A Meta-Analysis
items: The Influence of Clo3D Software on Sustainable Fashion Practices: A Comprehensive Literature Analysis
items: Cultural Competency Development in Pre-Service Teachers: A Transformative Learning Experience Mode
items: Culture Adventure Games: Exploring Natural Science through Local Wisdom
items: Neurodiversity in Classroom Dynamics: Inclusive Pedagogical Frameworks for Neurodivergent Student Engagement
items: Developing a Social‑Media-Based Manufacturing Engineering Drawing Teaching Module to Improve Students’ Skills
items: The Influence of Organization Culture, Job Satisfaction, and Work Involvement on Employees’ Organizational Commitment at Sorong Satte Polytechnic
items: Exploring instructor satisfaction with learning management systems: A comprehensive study
items: Intensity of Social Media Use and Literacy Skills in Students: A Study in the Context of Learning, Entertainment, and Communication
items: How Does the Show and Tell Method Enhance Public Speaking Skills? A Case Study of Third-Grade Students at Muhammadiyah Noyokerten Elementary School
items: The Effect of the STAD Cooperative Learning Model on Students' Cooperation Attitude in the Subject of Pancasila Education
items: Developing Digital Comic Strip Media to Address Students’ Reading Difficulties in EFL Classrooms
items: ENHANCING ENGLISH LANGUAGE PROFICIENCY IN GRADE 1 JUNIOR HIGH SCHOOL: THE IMPACT OF YOUTUBE VIDEOS AS A LEARNING TOOL
items: Utilizing Digital Technology to Improve English Language Skills of the Vocational Students
items: Enhancing Writing Skills through Cultural Integration: Exploring the Impact of Culturally-Responsive Writing Instruction in Diverse EFL Classrooms
items: Investigating Students’ Perceptions of AI-Powered Language Learning Tools in Academic Writing
items: Teacher Competency Training as a Form of Best Practice for Promoting Teacher's Professional Development
items: ANALYZING THE IMPACT: EMERGING CLASSROOM TECHNOLOGIES AND THE EVIDENCE ON LEARNING
items: Mentorship Program Effectiveness in Early-Career Teacher Retention: Comprehensive Study
items: Integrating AI Technology to Optimize Learning for SD Muhammadiyah Kebumen
items: Evaluation of Elsa Speak Application for Teaching English Pronunciation at the 10th Grade of Automotive Engineering Class of SMK Muhammadiyah Prabanan: A Cipp Model
items: Project-Based Learning and Critical Thinking Development: A Mixed-Methods Analysis in Undergraduate Education
items: CHASING ACADEMIC EXCELLENCE: A DATA-DRIVEN ASSESSMENT OF BLENDED LEARNING EFFICACY

The Landscape of Documentation Failure: Error Typologies, Temporal Dynamics, and Linguistic Patterns in Hospital Recordss in Academic Writing
type: item
description: Clinical documentation failures remain a critical patient safety threat despite widespread electronic health record (EHR) adoption. Yet, the underlying linguistic mechanisms and temporal dynamics driving high-severity errors are poorly understood. This mixed-methods study characterized high-severity documentation failures across three tertiary hospitals, integrating multivariate logistic regression for risk quantification with qualitative discourse analysis and temporal mapping. We analyzed 60 cases using the Documentation Failure Severity Index (DFSI). Omission errors were the most prevalent (38%) and conferred the highest risk of severe adverse outcomes (adjusted odds ratio [aOR] = 3.12, $p = 0.001$). Crucially, ambiguous negation (e.g., "no clear evidence of...") demonstrated strong co-occurrence with omission errors ($\Phi = 0.62$), functioning as a linguistic "mask" for absent clinical information. Temporal analysis revealed distinct vulnerability windows: omissions peaked immediately upon admission (Day 0) and Day 1, while contradictions emerged during later hospitalization (Days 2–5). A novel four-tier typology linked this quantified risk to five recurrent qualitative linguistic glitches. These results confirm that documentation failures are temporally patterned and linguistically mediated phenomena. Proactive, linguistically-informed prevention strategies are imperative. Our findings support implementing admission-period structured templates, mid-stay reconciliation tools, and specialized staff training focused on identifying and mitigating ambiguous negation and passive voice constructions. Integrating these identified glitch patterns into natural language processing systems is essential for achieving real-time error prevention and improving patient safety across healthcare settings
subject: Articles
  topic: section
subject: natural language processing
  topic: keywords
subject: healthcare quality
  topic: keywords
subject: electronic health records
  topic: keywords
creator: Lie Guofang
creator: Zhang Ruiliy
rights: Copyright (c) 2025 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-11-29
publication date: 2025-11-29
starting page: 91
ending page: 117
doi: 10.61667/qs136k79

String Kernel-Based Techniques for Authorship Attribution
type: item
description: Authorship attribution (AA), a core task in computational linguistics, seeks to identify the author of a text based on stylistic patterns. While effective, many existing methods face a trade-off between classification accuracy and computational cost, especially when applied to large datasets. This study provides a systematic evaluation of word-level string kernel techniques as a highly efficient and accurate solution for AA. We investigate the performance of three string kernels (Spectrum, Presence Bits, and Intersection) paired with three machine learning classifiers (Support Vector Machine, Random Forest, and XGBoost). The models were tested on three distinct feature sets designed to isolate the stylistic contribution of noun phrases alongside word (n)-grams. Our findings reveal that the optimal configuration—a Support Vector Machine with a Spectrum kernel utilizing a feature set of word (n)-grams and noun phrases—achieves approximately 95% classification accuracy on the test set. This result underscores the critical role of phrasal-level syntactic information in capturing an author's unique voice. Most significantly, this word-level approach demonstrates a four- to six-fold reduction in model training time compared to a strong character-level baseline, while maintaining superior or competitive accuracy. This research concludes that word-level string kernels offer a powerful and practical framework for authorship attribution, striking an exceptional balance between high performance and computational efficiency. The method's scalability makes it highly suitable for real-world applications, including digital forensics, plagiarism detection, and large-scale textual analysis
subject: Articles
  topic: section
subject: Authorship Attribution
  topic: keywords
subject: String Kernels
  topic: keywords
subject: Stylometry
  topic: keywords
subject: Natural Language Processing (NLP)
  topic: keywords
subject: Computational Efficiency
  topic: keywords
creator: Muhammad Nafi Annury
creator: Djoko Sutrisno
rights: Copyright (c) 2025 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-11-29
publication date: 2025-11-29
starting page: 71
ending page: 90
doi: 10.61667/e1bvf861

Design and Impact of Individual Learning Modifications on Self-Efficacy of Students with Mental Disability
type: item
description: This study aims to design and evaluate the impact of individual learning modifications on the self-efficacy of students with mental disabilities at SDN Semper Barat 07. The research was conducted using a quasi-experimental pretest–posttest design involving 12 students identified with mild to moderate cognitive disabilities. Learning modifications were developed through needs assessment, teacher consultation, and adaptation of instructional materials, focusing on pacing adjustments, visual supports, and simplified task structures. Self-efficacy was measured using an adapted scale validated for primary-level special education contexts. Data were collected before and after an eight-week intervention and analyzed using paired sample t-tests, supported by qualitative classroom observations. The results showed a statistically significant increase in students' self-efficacy scores (p < 0.05) with notable improvements in confidence, task persistence, and willingness to participate in class activities. Qualitative findings indicated that the modifications enhanced engagement and reduced learning anxiety. These results suggest that individualized learning modifications can be an effective approach to strengthening self-efficacy among students with mental disabilities in inclusive primary school settings. With such strategies, educators can foster more equitable participation and academic growth, supporting inclusive education goals in Indonesia.
subject: Articles
  topic: section
subject: individual learning modifications
  topic: keywords
subject: self-efficacy
  topic: keywords
subject: mental disability
  topic: keywords
subject: inclusive education
  topic: keywords
subject: primary school
  topic: keywords
creator: Fitria Nirwaningtyas
creator: Ishaq Nuriadin
creator: Fetrimen
rights: Copyright (c) 2025 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-07-31
publication date: 2025-07-31
starting page: 69
ending page: 88
doi: 10.61667/nf6ame91

CHALLENGES AFFECTING TEACHERS’ COMPETENCY IN IMPLEMENTING THE 21ST-CENTURY CURRICULUM IN SECONDARY SCHOOLS IN SOUTH-WEST NIGERIA
type: item
description: This study aimed to explore the challenges impacting teachers' competency in implementing the 21st-century curriculum in secondary schools across South-West Nigeria. A descriptive cross-sectional survey design was utilized, with the target population consisting of secondary school teachers from the six South-West states: Ondo, Oyo, Osun, Ekiti, Lagos, and Ogun. A total of 860 teachers were selected using a multistage sampling technique to ensure representation. Data were collected through a 15-item questionnaire developed by the researcher, titled "Teachers' Competency for the Implementation of the 21st-Century Curriculum among Secondary Schools in South-West Nigeria." The questionnaire was validated for content and face validity by measurement and evaluation experts at Ekiti State University. Reliability was assessed using the test-retest method, with a reliability coefficient calculated using Pearson's Product Moment Correlation Coefficient (PPMCC) at the 0.05 significance level. The questionnaire was distributed to teachers in their respective schools with support from research assistants. Data analysis included percentages, frequency counts, and mean scores for research questions, with an independent t-test employed to test hypotheses at the 0.05 level. Key findings indicated that significant barriers to teacher competency included inadequate human and material resources, insufficient commitment, a lack of mastery of the curriculum, limited government support and funding, poor supervision, and inadequate time to manage heavy workloads. The study recommends increased government funding, enhanced teacher training programs, improved supervision systems, and better resource allocation to boost teacher competency in applying the 21st-century curriculum
subject: Articles
  topic: section
subject: Teachers’ competency
  topic: keywords
subject: 21st-century curriculum
  topic: keywords
subject: curriculum implementation
  topic: keywords
subject: challenges
  topic: keywords
subject: teacher training
  topic: keywords
subject: educational resources
  topic: keywords
creator: Gbenga Aina
rights: Copyright (c) 2025 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-07-28
publication date: 2025-07-28
starting page: 45
ending page: 58
doi: 10.61667/7maxg488

Fusing Corpus-Based Analysis with Content and Language Integrated Learning: Transforming Online Language Proficiency Development
type: item
description: The integration of corpus-based analysis with Content and Language Integrated Learning (CLIL) offers a promising pedagogical framework to enhance online language proficiency development. Against the backdrop of increasing globalization and the need for effective language and content instruction, this study investigates the potential of merging these two methodologies to address gaps in traditional language education. The objective is to explore how corpus-based tools can enhance CLIL curricula by providing authentic, subject-specific language inputs and fostering critical thinking, cultural awareness, and learner autonomy. A mixed-methods approach was adopted, combining quantitative and qualitative methods. Quantitative analysis involved pre-tests and post-tests of vocabulary acquisition, grammar accuracy, and subject-specific terminology comprehension for experimental and control groups. The experimental group utilized corpus-based CLIL tools, while the control group followed traditional CLIL methods. Qualitative data were gathered through surveys, interviews, and case studies to capture learner and educator experiences, engagement, and usability of the proposed approach. Findings revealed that the experimental group demonstrated significantly greater improvements in language proficiency, with 80%-100% gains across metrics compared to 30%-50% gains in the control group. Qualitative
subject: Articles
  topic: section
subject: ELT, Language Development, Online Learning, Integrated Learning
  topic: keywords
creator: Muhammad Nafi Annury
creator: Fridolini Fridolini
creator: Djoko Sutrisno
rights: Copyright (c) 2025 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-08-11
publication date: 2025-08-11
starting page: 1
ending page: 18
doi: 10.61667/p0kmy083

Journaling as a Medium for Narrative Discourse Development: A Qualitative Analysis in an Indonesian EFL Setting"
type: item
description: This qualitative study at Mamina English Course in Batam explored how journaling helps first-grade junior high students improve their English narrative writing. Many students learning English in Indonesia often struggle with vocabulary, grammar, and expressing ideas freely. This research aimed to find more engaging teaching methods. Journaling seemed promising because it's a relaxed way to write, reducing anxiety and encouraging practice. Ten students journaled regularly for a month. Data from surveys and writing tests, informed by key language acquisition theories and teaching approaches, showed positive results. Students reported increased motivation, engagement, creativity, self-expression, and writing confidence. To understand this better, our study gathered detailed information from ten students over one month. We used surveys to hear directly about their experiences and also looked at their writing tests. The ideas behind our study come from important theories about how people learn a second language. For example, Stephen Krashen's Affective Filter Hypothesis suggests that feeling relaxed helps learning, and journaling certainly offers that. Merrill Swain's Output Hypothesis highlights the importance of language production, and journaling offers numerous opportunities for this practice. We also explored the role of motivation in student learning and how Discourse Analysis can reveal students' language usage. On the instructional side, we examined Process Writing, which emphasizes the stages of writing, and Constructivism, which posits that learners actively construct their own understanding. Although the findings do not establish a direct cause-and-effect relationship, they indicate that journaling creates a supportive atmosphere for self-expression and language experimentation. The study underscores the potential of journaling to empower young English learners and advocates for its inclusion in educational curricula, along with suggestions for further researc…
subject: Articles
  topic: section
subject: journaling
  topic: keywords
subject: narrative discourse development
  topic: keywords
subject: indonesian EFL setting
  topic: keywords
creator: Dias Andris Susanto
rights: Copyright (c) 2025 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-07-28
publication date: 2025-07-28
starting page: 24
ending page: 36
doi: 10.61667/sg7tt032

Artificial Intelligence in Vocational Education: Perspectives and Practices from a Literature Study
type: item
description: The article presents a literature study synthesizing global perspectives and practices of artificial intelligence (AI) integration in vocational education. It systematically searches Scopus, ERIC, and related databases for publications from 2015 to 2025, yielding 76 peer-reviewed articles. The study employs thematic coding to analyze conceptual foundations, pedagogical approaches, and institutional frameworks. Findings reveal three primary perspectives on AI's role: pedagogical, technological, and organizational. Documented practices such as AI-powered simulators, adaptive learning platforms, and predictive assessment tools. Results demonstrate that AI integration enhances skill acquisition, learner engagement, and personalized instruction while necessitating robust infrastructure and faculty development. The article contributes to vocational education scholarship by mapping current research trends, identifying gaps, and offering actionable recommendations for educators, curriculum designers, and policymakers
subject: Articles
  topic: section
subject: Vocational
  topic: keywords
subject: Simulation
  topic: keywords
subject: Adaptivity
  topic: keywords
subject: Personalization
  topic: keywords
creator: Nuraini Azizah
creator: Ivan Hanafi
creator: Muhammad Yusro
rights: Copyright (c) 2025 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-07-29
publication date: 2025-07-29
starting page: 37
ending page: 44
doi: 10.61667/w0efrt90

The Efficacy of Flipped Classroom Models in Improving Student Engagement and Achievement: A Meta-Analysis
type: item
description: The educational landscape continues to evolve in response to shifting student needs and technological advancements. The flipped classroom model has garnered significant attention as a potentially transformative approach to teaching and learning, yet inconsistencies in research findings necessitate a systematic analysis of its effectiveness. This meta-analysis aimed to quantify the effectiveness of flipped classroom approaches on student engagement and academic achievement, identify key moderating variables, and develop evidence-based implementation recommendations. A comprehensive meta-analysis of 172 studies published between 2010-2024 was conducted, employing rigorous inclusion criteria and standardized coding procedures. Random effects models were used to calculate aggregate effect sizes and conduct moderator analyses to examine variables influencing effectiveness. The results of this meta-analysis indicate that flipped classroom approaches demonstrate a medium positive effect on student engagement (g = 0.57) and a small-to-medium effect on academic achievement (g = 0.42). Behavioral engagement (g = 0.63) and cognitive engagement (g = 0.59) showed stronger effects than emotional engagement (g = 0.48). Effectiveness varied by subject domain, with stronger effects in STEM (g = 0.49) and professional disciplines (g = 0.46). An inverse relationship emerged between educational level and effect size, with primary education showing the strongest effects (g = 0.58). Implementation duration (r = 0.42) and quality significantly moderated outcomes, with high-quality implementations demonstrating substantially stronger effects than low-quality implementations. This research resolves inconsistencies in current literature by systematically quantifying effectiveness across contexts and identifying influential moderating variables, providing educational stakeholders with evidence-based implementation guidance. The findings of this meta-analysis indicate that flipped classroom ap…
subject: Articles
  topic: section
subject: Student Engagement
  topic: keywords
subject: Academic Achievement
  topic: keywords
subject: Implementation Quality
  topic: keywords
subject: Educational Effectiveness
  topic: keywords
creator: Noor Azlinda Zainal Abidin
creator: Benić Mislave
creator: Yalley Abenue Asefuaba
rights: Copyright (c) 2024 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-11-27
publication date: 2024-11-27
starting page: 25
ending page: 44
doi: 10.61667/v180e591

The Influence of Clo3D Software on Sustainable Fashion Practices: A Comprehensive Literature Analysis
type: item
description: The fashion industry is increasingly turning to digitalization to address the pressing challenges of sustainability. This comprehensive literature analysis explores the influence of Clo3D software on sustainable fashion practices, focusing on its environmental, social, and economic impacts. Clo3D, a 3D garment visualization tool, has been adopted by designers and manufacturers to reduce waste, improve design efficiency, and enhance resource management. A systematic literature review examined studies highlighting the application of Clo3D in sustainable fashion initiatives. The results reveal that Clo3D significantly contributes to environmental sustainability by reducing fabric waste and enabling more precise production processes. Additionally, the software promotes social sustainability by fostering inclusivity and transparency in design and production workflows. From an economic standpoint, Clo3D aids in reducing costs and accelerating time-to-market for sustainable fashion products. However, challenges such as accessibility and the learning curve for new users remain barriers to its widespread adoption. This review underscores the transformative potential of digital tools like Clo3D in advancing sustainability within the fashion industry. It suggests avenues for future research to explore the integration of digital technologies in sustainable fashion practices further
subject: Articles
  topic: section
subject: Clo3D software
  topic: keywords
subject: Sustainable fashion
  topic: keywords
subject: Practice fashion
  topic: keywords
subject: Digital design
  topic: keywords
subject: Resource management
  topic: keywords
creator: Sinta Khomariah
creator: Rina Febriana
creator: Vera Utami Gede Putri
rights: Copyright (c) 2025 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-03-29
publication date: 2025-03-29
starting page: 48
ending page: 56
doi: 10.61667/jf3jxx34

Cultural Competency Development in Pre-Service Teachers: A Transformative Learning Experience Mode
type: item
description: The cultural competency has emerged as a critical component in teacher preparation, addressing the challenges of increasingly diverse educational landscapes. Despite its recognized importance, there remains a significant gap in standardized approaches to developing cultural competence among pre-service teachers. This study aimed to investigate the transformative potential of cultural competency development among pre-service teachers through a comprehensive mixed-methods approach, seeking to explore how structured interventions can enhance educators' ability to recognize, understand, and respond to cultural nuances in classroom settings. Employing a mixed-methods sequential explanatory design, the study involved 120-150 pre-service teachers selected through purposive sampling. The research utilized multiple data collection instruments, including pre- and post-intervention surveys, reflective interviews, journals, and observational field notes. The intervention combined reflective practices, critical dialogue, and experiential learning experiences. Previous research lacked a comprehensive framework for cultivating cultural competency that simultaneously addresses cognitive, emotional, and practical dimensions of cultural understanding. The study offers a transformative model for teacher preparation, positioning cultural competency as a fundamental cornerstone of effective, equitable education. The research revealed remarkable improvements across three critical dimensions: Cognitive Awareness (78.3% enhancement), Affective Responsiveness (90.5% improvement), and Behavioral Adaptability (77.3% progression). Overall cultural competency demonstrated an 81.8% statistically significant improvement. The research illuminates cultural competency as a dynamic, continuous process of learning and growth. It challenges traditional educational paradigms by providing a holistic approach to preparing educators who are genuinely responsive to diverse cultural contexts, ultimately cont…
subject: Articles
  topic: section
subject: Cultural Competency
  topic: keywords
subject: Transformative Learning
  topic: keywords
subject: Pre-service Teachers
  topic: keywords
subject: Inclusive Education
  topic: keywords
subject: Pedagogical Adaptation
  topic: keywords
creator: Zhao Mengxue
creator: Lin Yicheng
creator: Luo Ziqiang
rights: Copyright (c) 2025 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-03-29
publication date: 2025-03-29
starting page: 01
ending page: 16
doi: 10.61667/8fn4n965

Culture Adventure Games: Exploring Natural Science through Local Wisdom
type: item
description: The purpose of this study is to develop a natural science learning game oriented towards local Papuan culture for grade IV elementary school students that is feasible and effective. This research uses a qualitative approach with R&D (Research and Development) research methods with the Lee & Owen development model. The results of the formative evaluation showed an average feasibility test of material experts, learning design experts, and media experts of 3.94 with good conclusions, one-to-one evaluations with students obtaining an average of 3.05 with good conclusions, small group evaluations obtaining an average of 3.43 with very good conclusions, and field trial evaluations obtained an average score of 3.61 with a very good conclusion, so it was concluded that the science learning game oriented towards local Papuan culture for grade IV elementary school students was very good. Test the effectiveness of science learning game development oriented to local Papuan culture, tested through a t-test. The results show a Sig. (2-tailed) value of 0.000 < 0.05, so there is a significant difference between science learning outcomes in pretest and posttest data, and it can be concluded that science learning games oriented towards local Papuan culture are effective in improving the learning outcomes of grade IV elementary school students.
subject: Articles
  topic: section
subject: Local culture
  topic: keywords
subject: gaming
  topic: keywords
subject: Natural Science
  topic: keywords
creator: Jarudin
creator: Edy Tekad Bronto Waluyo
creator: Sirjon
rights: Copyright (c) 2025 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-04-23
publication date: 2025-04-23
starting page: 17
ending page: 26
doi: 10.61667/c8wh6s73

Neurodiversity in Classroom Dynamics: Inclusive Pedagogical Frameworks for Neurodivergent Student Engagement
type: item
description: The increasing recognition of neurodiversity in educational settings has catalyzed a transformative shift in pedagogical approaches, challenging traditional deficit-focused models and advocating for inclusive frameworks that cater to diverse cognitive profiles. With approximately 20% of children in the United States identified as neurodivergent, including conditions such as autism, ADHD, and Tourette's syndrome, there is a critical need to develop nuanced educational strategies that accommodate and celebrate cognitive diversity. The research objectives were twofold: (1) to investigate how inclusive pedagogical frameworks can effectively support the diverse learning needs of neurodivergent students, and (2) to explore systemic strategies that educational institutions can adopt to create supportive, adaptive learning environments. This study employed a comprehensive mixed-methods approach, integrating quantitative surveys, assessments, and qualitative interviews to capture both measurable outcomes and personal narratives. The research identified a significant gap in understanding how targeted interventions can be effectively tailored to meet the diverse needs of neurodivergent individuals. Key findings revealed a robust correlation coefficient of 0.826, indicating a strong positive relationship between inclusive teaching approaches and student success. The R-squared value of 0.683 suggests that 68.3% of the variance in student success can be explained by adaptive teaching methodologies. The study highlights the importance of recognizing neurodiversity as a natural variation in human cognition, emphasizing the need for systemic changes in pedagogical practices, teacher training, and policy implementation. By prioritizing individualized approaches and embracing a strengths-based perspective, educational institutions can cultivate environments that not only accommodate but celebrate the diverse ways neurodivergent students engage with learning. Ultimately, this research …
subject: Articles
  topic: section
subject: Neurodiversity
  topic: keywords
subject: Inclusive Pedagogical Frameworks
  topic: keywords
subject: Student Engagement
  topic: keywords
subject: Cognitive Diversity
  topic: keywords
subject: Educational Adaptation
  topic: keywords
creator: Bailey Chris
creator: Petty Stephanie
rights: Copyright (c) 2025 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-03-29
publication date: 2025-03-29
starting page: 18
ending page: 30
doi: 10.61667/xehj4936

Developing a Social‑Media-Based Manufacturing Engineering Drawing Teaching Module to Improve Students’ Skills
type: item
description: The increasing integration of technology in education has brought forth innovative ways to enhance the learning of complex skills. This study explores the development of a social-media-based teaching module for manufacturing engineering drawing aimed at improving students’ technical skills dynamically and engagingly. The research follows a design-based approach, utilizing the ADDIE (Analyze, Design, Develop, Implement, Evaluate) instructional design model to create a modular curriculum delivered through a social media platform (Instagram and YouTube). The study evaluates the effectiveness of this module by conducting a quasi-experimental pre-post test with 120 engineering students from a Vocational High School. Data were analyzed using paired-sample t-tests and qualitative thematic analysis to assess skill improvement and student engagement. Results indicate a statistically significant improvement in students’ manufacturing drawing skills, with an average skill gain of 15% (p < 0.001). Qualitative findings highlight the positive impact of social media on peer collaboration, real-time feedback, and increased engagement. The module’s design was validated through expert reviews, achieving a content validity index (CVI) of 0.88. The findings suggest that social media can provide an effective and scalable platform for teaching technical subjects, facilitating enhanced interaction and knowledge retention. This study contributes to the literature on technology-enhanced learning and offers practical recommendations for educators seeking to incorporate social media into manufacturing engineering curricula.
subject: Articles
  topic: section
subject: Engineering Education
  topic: keywords
subject: Instructional Design
  topic: keywords
subject: Manufacturing drawing
  topic: keywords
subject: Social media learning
  topic: keywords
subject: Student Skill
  topic: keywords
subject: Technology enhances learning.
  topic: keywords
creator: Prajka Ahmad Raihan
creator: Jarudin Wastira
rights: Copyright (c) 2025 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-03-29
publication date: 2025-03-29
starting page: 31
ending page: 40
doi: 10.61667/scpfch12

The Influence of Organization Culture, Job Satisfaction, and Work Involvement on Employees’ Organizational Commitment at Sorong Satte Polytechnic
type: item
description: This study aims to investigate the impact of organizational culture and organizational commitment on employee performance, as measured by job satisfaction, at Sorong State Polytechnic. This study is quantitative. The population in this study was all employees at Sorong State Polytechnic. The sampling technique employed was a saturated sample, comprising 179 individuals. The data collection technique used a questionnaire that had been tested for validity and reliability. The data analysis technique used was SEM AMOS. The results of this study indicate that: (1) there is a positive influence of organizational culture on employee job satisfaction, (2) there is a positive influence of organizational commitment on employee job satisfaction, (3) there is a positive influence of organizational culture on employee performance, (4) there is a positive influence of organizational commitment on employee performance, (5) there is an influence of job satisfaction on employee performance.
subject: Articles
  topic: section
subject: Organization culture
  topic: keywords
subject: Organization commitment
  topic: keywords
subject: Job satisfaction
  topic: keywords
subject: Performance
  topic: keywords
creator: Danyaka Putra Aji
creator: Tubagus Ismail
creator: Rini Yayuk Priyati
rights: Copyright (c) 2025 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-04-23
publication date: 2025-04-23
starting page: 41
ending page: 47
doi: 10.61667/y9xjkr71

Exploring instructor satisfaction with learning management systems: A comprehensive study
type: item
description: The practice of using learning management systems has been fully implemented during the pandemic and it has been shifted to the post-pandemic era. As the government encourages blended learning, it is now a compulsory requirement during the post-pandemic era for instructors and students to use learning management systems. This study explores the perception of language teachers or instructors on the use of LMS to teach English among tertiary level technical university students. Further investigation on different types of LMS such as Moodle, Google Classroom and MS Teams are also explored in this study. It focuses on the following parameters; its user-friendly, instructions given, course requirements, assignment types, linguistic range or activity, and course administrator requirements. Data were collected from questionnaires and open-ended questions. In conclusion, this study emphasizes the diverse landscape of LMS platforms used by instructors, with university-provided systems, Google Classroom, and Edmodo being among the most popular choices. The study also highlights the importance of autonomy in LMS selection, with the majority of instructors having the freedom to choose their preferred platform. Overall, the results underscore the need for flexibility and efficiency in LMS adoption to cater to instructors' specific teaching needs while ensuring a streamlined learning experience for students
subject: Articles
  topic: section
subject: blended learning course
  topic: keywords
subject: English language teaching and learning
  topic: keywords
creator: Noor Azlinda Zainal Abidin
creator: Noraisah Nurul Fatwa Mohd Razali
creator: Siti Ainun Jariyah Hassan
creator: Hamizah Zahari
rights: Copyright (c) 2025 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-11-29
publication date: 2025-11-29
starting page: 1
ending page: 22
doi: 10.61667/wt6dpz79

Intensity of Social Media Use and Literacy Skills in Students: A Study in the Context of Learning, Entertainment, and Communication
type: item
description: This research scrutinizes the correlation between social media usage intensity and literacy skills among 397 high school and vocational students in Indonesia, focusing on learning, entertainment, and communication. Utilizing a descriptive quantitative approach, the study categorizes social media usage. It evaluates literacy skills, revealing a significant correlation between learning and communication but no impact on entertainment. The confirmed homoskedasticity of the regression model strengthens the findings. This suggests implications for educational strategies and advances our understanding of how social media affects literacy. Future studies should broaden samples, consider diverse demographics, and employ comprehensive designs for nuanced findings—tailored interventions to enhance social media usage and support literacy warrant further exploration.
subject: Articles
  topic: section
subject: social media
  topic: keywords
subject: students
  topic: keywords
subject: usage intensity
  topic: keywords
subject: literacy skills
  topic: keywords
subject: education
  topic: keywords
creator: Ilham Ilham
creator: Siti Rohmani
rights: Copyright (c) 2024 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-08-28
publication date: 2024-08-28
starting page: 12
ending page: 20
doi: 10.61667/7vpeh143

How Does the Show and Tell Method Enhance Public Speaking Skills? A Case Study of Third-Grade Students at Muhammadiyah Noyokerten Elementary School
type: item
description: This qualitative case study investigates the impact of the Show and Tell method on the public speaking skills development of third-grade students at SD Muhammadiyah Noyokerten, Sleman, Yogyakarta, conducted from April to May 2025. Participants included the school principal, two third-grade teachers (Classes III A and B), and 48 students. Data collection involved systematic observations, semi-structured interviews, and documentation analysis, with triangulation ensuring data validity. The analysis followed Miles and Huberman’s interactive model. Results indicated that Show and Tell significantly improved students’ public speaking competencies. Quantitative results showed increased student confidence (from 45% to 78%), enhanced vocabulary (15-20 new words per student per month), and improved fluency (mean speaking assessment scores rose from 62.3 to 81.7 over two semesters). Qualitative findings highlighted the importance of interactive teaching methods, supportive teacher facilitation, and a positive peer environment in skill development. However, challenges such as initial self-confidence issues (62% of students), limited vocabulary (58%), fear of errors (54%), and limited practice time due to scheduling constraints persisted. Positive supporting factors included teacher encouragement, scaffolding, parental involvement, and a psychologically safe classroom environment. In conclusion, the Show and Tell method is effective in fostering public speaking skills in elementary students when combined with appropriate teaching strategies and a conducive learning environment. Success is dependent on addressing individual barriers, offering ample practice opportunities, and ensuring collaboration between teachers, parents, and school administrators
subject: Articles
  topic: section
subject: public speaking skills
  topic: keywords
subject: Show and Tell method
  topic: keywords
subject: elementary education
  topic: keywords
subject: speaking confidence
  topic: keywords
subject: vocabulary development
  topic: keywords
subject: qualitative case study
  topic: keywords
creator: Patria Handung Jaya
creator: Roihana Afif Nabila
rights: Copyright (c) 2025 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-11-29
publication date: 2025-11-29
starting page: 129
ending page: 173
doi: 10.61667/aj6zcf50

The Effect of the STAD Cooperative Learning Model on Students' Cooperation Attitude in the Subject of Pancasila Education
type: item
description: Cooperative learning strategies have been widely recognized for enhancing interpersonal skills and fostering positive student attitudes. The Student Teams Achievement Divisions (STAD) model emphasizes structured group work and individual accountability, which are crucial in cultivating cooperative attitudes. In the context of Pancasila Education—a foundational course aimed at instilling national ideology and character building in Indonesian students—the integration of effective cooperative learning models is essential for promoting social harmony and civic responsibility. This study aims to investigate the effect of the STAD Cooperative Learning Model on students' cooperation attitudes within the framework of Pancasila Education. Specifically, it seeks to determine whether the implementation of the STAD model significantly enhances cooperative behaviors and attitudes among high school students engaged in the Pancasila curriculum. A quasi-experimental research design was employed, involving two groups of high school students enrolled in Pancasila Education classes. The experimental group participated in the STAD cooperative learning model, while the control group followed traditional instructional methods. Data were collected using a validated cooperation attitude questionnaire administered before and after the intervention. The sample comprised 200 students selected through stratified random sampling to ensure representativeness. Statistical analyses, including paired t-tests and ANCOVA, were conducted to evaluate the effectiveness of the STAD model. Preliminary findings indicate that students exposed to the STAD cooperative learning model exhibited a significant improvement in their cooperation attitudes compared to the control group (p < 0.05). The experimental group showed enhanced abilities in teamwork, communication, and mutual support, aligning with the core principles of Pancasila Education. Additionally, subgroup analyses revealed that the positive effects o…
subject: Articles
  topic: section
subject: STAD
  topic: keywords
subject: Cooperative learning
  topic: keywords
subject: Cooperative attitude,
  topic: keywords
subject: Pancasila Education
  topic: keywords
subject: Educational outcomes
  topic: keywords
subject: Cooperative Learning Models
  topic: keywords
creator: Adinda Ayu Effendi
creator: Misriandi
rights: Copyright (c) 2024 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-08-28
publication date: 2024-08-28
starting page: 1
ending page: 17
doi: 10.61667/q55ybj72

Developing Digital Comic Strip Media to Address Students’ Reading Difficulties in EFL Classrooms
type: item
description: Reading is a central component of English as a Foreign Language (EFL) literacy development. On the other hand Indonesian young learners consistently experience difficulties in vocabulary recognition, sentence comprehension, identifying main ideas, and maintaining reading motivation. This study explores fifth-grade students’ reading difficulties and uses these findings as the foundation for developing digital comic-strip learning media. Employing a qualitative descriptive approach integrated into the analysis phase of the ADDIE model, data were collected through classroom observations, teacher interviews, student questionnaires, and curriculum analysis. Thematic analysis revealed four dominant reading challenges: limited vocabulary mastery, difficulty identifying main ideas, low motivation toward reading, and challenges in understanding English grammatical structures. These insights informed the design of six digital comic-strip learning media, which were then evaluated for feasibility. Media experts rated the product at 80% and material experts at 88.89%, indicating high feasibility. Student responses (77.83%) demonstrated strong acceptance of the media, highlighting visuals and content clarity as major strengths. These findings align with both Indonesian and international studies confirming the effectiveness of multimodal learning media—especially digital comics—in supporting comprehension, enhancing vocabulary recognition, and increasing motivation. The study concludes that digital comic strips represent a responsive and pedagogically sound medium for addressing young learners’ reading difficulties. Recommendations are offered for broader implementation and further development of digital comic-based instructional tools
subject: Articles
  topic: section
subject: reading difficulties
  topic: keywords
subject: EFL learners
  topic: keywords
subject: digital comic strips
  topic: keywords
subject: learning media
  topic: keywords
subject: young learners
  topic: keywords
creator: Indah Fajar Wahyuni
rights: Copyright (c) 2025 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-11-29
publication date: 2025-11-29
starting page: 118
ending page: 128
doi: 10.61667/rjnp1y18

ENHANCING ENGLISH LANGUAGE PROFICIENCY IN GRADE 1 JUNIOR HIGH SCHOOL: THE IMPACT OF YOUTUBE VIDEOS AS A LEARNING TOOL
type: item
description: The purpose of this large-scale study is to comprehensively investigate the effectiveness of adding YouTube videos as a pedagogical tool to improve the English language skills of first-year high school students. The purpose of the research is to provide a nuanced understanding of the benefits of using YouTube as a learning tool and to determine whether the videos that students watch significantly improve their English vocabulary comprehension, retention and cognitive processing. This study uses strong descriptive qualitative research and carefully focuses on first-year high school students. The primary method of data collection involves conducting in-depth interviews that provide a deep and comprehensible study of students experiences and insights into the transformative impact of YouTube videos on their journey to English language proficiency. The research findings undoubtedly emphasize the effective power of YouTube videos as an important educational tool. Students who regularly use YouTube to improve their English skills show not only remarkable but also transformational differences from those who occasionally watch such videos. Basically, students who actively participate in the consumption of YouTube videos show a significant expansion of their vocabulary, which proves the positive and tangible impact of this multimedia platform on language learning. The study carefully examines the benefits of seamlessly integrating YouTube into the language learning curriculum. Beyond the limitations of traditional pedagogical methods, YouTube and its inherently engaging audiovisual nature appeals to students and attention and at the same time different learning styles are taken into account, which promotes a dynamic and engaging language learning experience. Through carefully crafted open-ended questions, participants share their nuanced observations, preferences, and challenges they encounter using YouTube videos for language learning. Characterized by its richness and comp…
subject: Articles
  topic: section
subject: Technology, Youtube Videos, Learn English.
  topic: keywords
creator: Muhammad Iqbal Tawaqal
creator: Akbar Dwi Rizqyan
rights: Copyright (c) 2024 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2023-11-30
publication date: 2023-11-30
starting page: 33
ending page: 40
doi: 10.61667/gzyd5d86

Utilizing Digital Technology to Improve English Language Skills of the Vocational Students
type: item
description: In the globalized era, proficiency in English is crucial for vocational school graduates to succeed in the workforce. Despite this necessity, many vocational students struggle with inadequate English skills due to limited access to quality materials, lack of motivation, and unengaging learning methods. This study aims to explore how digital technology can enhance English language learning among vocational students, making it more effective, interesting, and accessible. A qualitative research approach was employed, involving observations, focus groups, and semi-structured interviews with English teachers. The data was analyzed thematically to identify key trends and insights. The integration of digital technology, such as language learning apps (Duolingo, Babbel) and e-learning platforms (Google Classroom, Moodle), significantly improves English language skills among vocational students. Key benefits include increased access to learning materials, more engaging and interactive learning experiences, and enhanced motivation. Furthermore, digital tools facilitate personalized learning and provide immediate feedback, which helps students improve their language skills more efficiently. The study identified several challenges, including limited access to digital devices and the internet, and varying levels of technological proficiency among students and teachers. These challenges necessitate improved infrastructure and additional training to maximize the benefits of digital technology in education. Digital technology plays a pivotal role in transforming English language learning in vocational schools. Despite challenges, its benefits in improving language skills, increasing student engagement, and preparing students for the global workforce are substantial. Schools should continue investing in digital resources and training to ensure all students can leverage these tools effectively
subject: Articles
  topic: section
subject: Digital Technology
  topic: keywords
subject: English Language Learning
  topic: keywords
subject: Vocational Students
  topic: keywords
subject: Interactive Learning
  topic: keywords
subject: Educational Technology
  topic: keywords
creator: Fajriati Astuti
creator: Riviyanti
creator: Azwar Abbas
rights: Copyright (c) 2024 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-08-03
publication date: 2024-08-03
starting page: 44
ending page: 49
doi: 10.61667/kzvzsx05

Enhancing Writing Skills through Cultural Integration: Exploring the Impact of Culturally-Responsive Writing Instruction in Diverse EFL Classrooms
type: item
description: In an increasingly multicultural and interconnected world, the integration of culturally-responsive teaching methods into English as a Foreign Language (EFL) instruction has emerged as a vital pedagogical approach. This study examines the impact of culturally-responsive writing instruction on the development of EFL learners' writing skills, comparing it with traditional writing instruction. The objective is to explore how integrating cultural elements into writing pedagogy enhances linguistic competencies, fosters engagement, and promotes inclusivity in diverse classrooms. A mixed-methods research design was employed, combining a quantitative pre-test and post-test experimental approach with qualitative interviews and focus group discussions. The quantitative phase of the study involved assessing writing performance in two groups: one experimental group that received culturally-responsive instruction and one control group that followed traditional teaching methods. Writing samples were evaluated using standardized rubrics to measure key competencies such as content, organization, grammar, and critical thinking. The qualitative phase gathered insights into students' perceptions, motivation, and engagement through thematic analysis of interviews and focus group discussions. The results demonstrated significant improvements in the experimental group's writing performance, with notable gains in grammar (+40.9%), critical thinking (+41.7%), and vocabulary (+35.3%). Students reported higher engagement, confidence, and personal connection to writing tasks. Teachers observed improved participation and deeper critical analysis in student writing. However, challenges such as balancing curriculum demands and limited institutional support were highlighted. Overall, the findings underscore the transformative potential of culturally-responsive instruction in improving writing outcomes, fostering cultural appreciation, and creating inclusive learning environments. This study contr…
subject: Articles
  topic: section
subject: Culturally-responsive writing instruction
  topic: keywords
subject: English as a Foreign Language (EFL)
  topic: keywords
subject: Writing skills development Cultural
  topic: keywords
subject: integration in education
  topic: keywords
creator: Djoko Sutrisno
creator: Azwar Abbas
creator: Muhammad Nafi Annury
rights: Copyright (c) 2024 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-11-27
publication date: 2024-11-27
starting page: 1
ending page: 16
doi: 10.61667/rpm4cp30

Investigating Students’ Perceptions of AI-Powered Language Learning Tools in Academic Writing
type: item
description: This study examines the perceptions of English as a Foreign Language (EFL) students regarding AI-powered language learning tools for academic writing. Academic writing is crucial for Indonesian EFL students, who often struggle with grammar, vocabulary, organization, and coherence. The rise of AI tools offers a promising solution, providing personalized learning and automated feedback to enhance writing skills. Understanding student perceptions is therefore vital to assess the effectiveness and improve these tools. This research identifies the perceived benefits and drawbacks among students in the English Education Study Program at Ahmad Dahlan University. Employing a qualitative method, the study gathered data through semi-structured interviews with six fourteenth-semester students, and documentation. Using thematic data analysis, focusing on understanding the unique meanings from the participants' perspectives. Findings reveal mostly positive perceptions, with students citing ease of use, improved writing quality, and time efficiency as key benefits. AI tools offer immediate feedback, enabling students to correct errors and refine their language skills independently. However, the study also highlights the critical need for digital literacy to evaluate AI-generated suggestions, as the accuracy of feedback can vary. Concerns included potential technology dependence, AI failures in complex academic contexts, and the need for developers to improve algorithms for contextual relevance. In conclusion, AI-powered tools can significantly enhance academic writing when used thoughtfully, provided they are supported by strong digital literacy and faculty guidance, thereby maintaining human cognitive engagement. This encourages adaptive learning environments and opens avenues for future AI development research
subject: Articles
  topic: section
subject: AI-powered language learning
  topic: keywords
subject: Academic Writing
  topic: keywords
subject: English Education
  topic: keywords
creator: Huda Hanura
creator: Tri Rini Widiarti
rights: Copyright (c) 2025 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-07-28
publication date: 2025-07-28
starting page: 59
ending page: 68
doi: 10.61667/dmx3j235

Teacher Competency Training as a Form of Best Practice for Promoting Teacher's Professional Development
type: item
description: Training is needed to help teachers to improve their competence. This is important because teachers are the core role in the world of education and as a determinant of the future of the nation's children. The state also provides an obligation for teachers to have certain competencies as a condition of the profession. This study aims to find out the training has been held at school as a form of best practice for teacher's professional development, then to reveal how the training affects teachers. This research is descriptive research with a qualitative approach. The research subject is one of the teachers of SD Muhammadiyah Ambarbinangun. Researchers used interviews to collect data. The instrument used was an interview guideline adapted from previous research. The data analysis technique used in this research is qualitative data analysis, namely data reduction, data visualization, and conclusion drawing/verification. There are several trainings that have been sought by the school, namely training aimed at improving pedagogic and personality competencies. This training is quite influential for teachers because several learning objectives are achieved after attending this training, such as increased student grades, more intense communication between teachers and students, more interesting learning in the classroom
subject: Articles
  topic: section
subject: Teacher Competency
  topic: keywords
subject: Teacher’s Professional Development
  topic: keywords
creator: Azwar Abbas
rights: Copyright (c) 2025 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-07-28
publication date: 2025-07-28
starting page: 19
ending page: 23
doi: 10.61667/3hg07j45

ANALYZING THE IMPACT: EMERGING CLASSROOM TECHNOLOGIES AND THE EVIDENCE ON LEARNING
type: item
description: This paper aimed to analyze the multifaceted impact of modern technological integration in education on pedagogy, learning processes and outcomes. A detailed literature review was conducted examining key developments in educational technologies over the past two decades including online learning platforms, 1:1 device initiative, and adaptive learning software. Impacts were analyzed using existing evidence from multiple systematic reviews and meta-analyses on learning analytics, engagement, student achievement and teaching practices. The integration of technology in classrooms was found to enable more self-directed, personalized learning approaches leading to significant gains in core skills. However, uneven access to technology and issues around data privacy were also highlighted. Benefits were maximized when technologies supplemented rather than substituted teachers. With astute policy and teacher training, classroom technology presents transformative opportunities to improve access, equity, achievement and prepare students with vital future-oriented skills. However, care must be taken to continually address ethical issues around privacy, screen time, and digital divides. Understanding both opportunities and pitfalls will be key as education systems leverage technologies effectively to enhance learning on a global scale in coming decades
subject: Articles
  topic: section
subject: Technology, education, school, impact of technological
  topic: keywords
creator: Della Widya Putriyani
creator: Djoko Sutrisno
creator: Azlinda Zainal Abidin
rights: Copyright (c) 2024 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2023-11-30
publication date: 2023-11-30
starting page: 47
ending page: 53
doi: 10.61667/37aknv11

Mentorship Program Effectiveness in Early-Career Teacher Retention: Comprehensive Study
type: item
description: The education sector has long struggled with the issue of early-career teacher attrition, with approximately 40-50% of new teachers leaving the profession within their first five months. This persistent challenge is attributed to various factors, including inadequate compensation, insufficient administrative support, and challenging workplace conditions. Despite the widespread implementation of mentorship programs, there remained significant gaps in understanding their long-term effectiveness and mechanisms of impact. This qualitative case study aimed to comprehensively examine the impact of mentorship programs on early-career teacher retention through a longitudinal analysis spanning five months. The research design incorporated multiple data collection methods, investigating 125 early-career teachers across urban, suburban, and rural contexts. The study sought to address critical research questions regarding mentorship's effect on retention rates, identification of most effective mentorship components, and variations across different demographic groups and school contexts. The findings revealed a compelling narrative of mentorship's transformative potential. While mentored and non-mentored teachers began with identical retention profiles, a significant divergence emerged over time. By the fifth month, mentored teachers demonstrated a 27.1 percentage point retention advantage, representing a 60.3% relative improvement in retention. Survival analysis showed mentored teachers had 2.85 times higher odds of remaining in the profession, with the most pronounced benefits observed in high-needs and rural school environments. The multivariate regression models confirmed mentorship's robust independent effect, even after controlling for various contextual factors. These results provide strong evidence that comprehensive mentorship programs represent a critical strategy for addressing teacher attrition challenges, offering actionable insights for educational policymakers and…
subject: Articles
  topic: section
subject: Mentorship Programs
  topic: keywords
subject: Early-Career Teachers
  topic: keywords
subject: Professional Development
  topic: keywords
subject: Education Support Systems
  topic: keywords
creator: Crassous, Jérôme J
creator: Baćani Mirkov
creator: Jaramillo Franklin
rights: Copyright (c) 2024 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-11-27
publication date: 2024-11-27
starting page: 60
ending page: 77
doi: 10.61667/tknedb19

Integrating AI Technology to Optimize Learning for SD Muhammadiyah Kebumen
type: item
description: Artificial intelligence has the potential to revolutionize education by enhancing teaching and learning experiences. By integrating AI technology, SD Muhammadiyah Kebumen can optimize its teaching methods and improve the overall learning outcomes for students. However, successfully integrating AI technology into education requires addressing specific challenges and considerations. These challenges include the profit-oriented nature of current AI applications in education, the lack of pedagogical knowledge among AI developers, and the need for teachers' input and collaboration in the development process. This paper explores the potential of integrating AI technology to optimize SD Muhammadiyah Kebumen's learning. The method of this research is a mix of methods, combining both quantitative and qualitative approaches. The quantitative approach will involve analyzing data on the current teaching methods and learning outcomes of SD Muhammadiyah Kebumen. The qualitative approach will include conducting interviews and surveys to gather insights and perceptions from teachers regarding the use and effectiveness of AI technology in their classrooms. The results show that integrating AI technology in teaching can improve the quality and effectiveness of instruction, enhance student engagement and personalized learning experiences, and provide teachers with valuable insights and data to inform their teaching practices. The score is approximately 3.78, suggesting a somewhat positive attitude towards AI among the respondents. Current use of technological tools: This category scored the highest, with a mean score of around 4.12, indicating that the current use of technological tools is favorable among the participants. Perceived benefits of AI integration include improved student outcomes, increased efficiency in teaching, personalized learning experiences, enhanced engagement, and access to valuable data for informed decision-making. The study found that integrating AI technology…
subject: Articles
  topic: section
subject: Artificial intelligence
  topic: keywords
subject: Education
  topic: keywords
subject: Integrating Technology
  topic: keywords
creator: Djoko Sutrisno
creator: Ani Susanti
creator: Hermanto
rights: Copyright (c) 2024 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-08-03
publication date: 2024-08-03
starting page: 1
ending page: 9
doi: 10.61667/g0x3ak63

Evaluation of Elsa Speak Application for Teaching English Pronunciation at the 10th Grade of Automotive Engineering Class of SMK Muhammadiyah Prabanan: A Cipp Model
type: item
description: Pronunciation, a key indicator of speaking ability in the Common European Framework of Reference (CEFR), is crucial for accurate communication of technical terms; while native‑like pronunciation is unnecessary, minimizing errors prevents misunderstandings. This study examined the effectiveness of the ELSA Speak mobile application—designed specifically for English pronunciation—in the English program of Prambanan Vocational High School, Yogyakarta, where it has been used for more than two years but has not been formally evaluated. A purposive sample of 76 students (out of a total of 380) was selected and the research applied the CIPP evaluation model (Context, Input, Process, Product) together with a quasi‑experimental pre‑test/post‑test design. Four research questions guided the inquiry: (1) the needs of current students and alumni for English communication skills; (2) the resources, planning, and readiness of school management, teachers, and learners for implementing ELSA Speak; (3) the challenges encountered by students, alumni, and teachers during use; and (4) the degree of pronunciation improvement attributable to the app. Contextual analysis revealed a strong demand for English, especially Received Pronunciation, to enhance career prospects. Input evaluation identified barriers such as limited internet access, mother‑tongue interference, and phonetic complexity. Process results showed statistically significant gains in pronunciation (t = 7.885, p &lt; 0.001) and increased learner engagement (t = 4.88, p &lt; 0.001). Product outcomes highlighted notable improvements in word‑level intonation and stress patterns. The school addressed input challenges through offline materials, targeted teacher training, and clear usage guidelines, which contributed to the observed performance gains and positive student feedback. The study concludes that ELSA Speak markedly enhances pronunciation for vocational learners and recommends its continued adoption with structured support.…
subject: Articles
  topic: section
subject: Artificial Intelligent (AI)
  topic: keywords
subject: ELSA Speak
  topic: keywords
subject: Vocational school
  topic: keywords
subject: English Pronunciation
  topic: keywords
creator: Akmal Tanjung
creator: Bunga Satya hardika
creator: Intan Suzila
rights: Copyright (c) 2025 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-11-29
publication date: 2025-11-29
starting page: 23
ending page: 46
doi: 10.61667/dj19b884

Project-Based Learning and Critical Thinking Development: A Mixed-Methods Analysis in Undergraduate Education
type: item
description: This mixed-methods study examines the relationship between Project-Based Learning (PBL) and critical thinking development in undergraduate education. A total of 168 students from three universities participated in the research, which employed a mixed-methods design involving pre-post assessments, project artifact analysis, interviews, and focus group discussions across STEM, social sciences, and humanities disciplines. The results indicate statistically significant improvements in critical thinking scores, with mean scores increasing from 68.4 to 74.9 (t(167) = 8.42, p < .001, Cohen's d = 0.54). Notably, humanities students demonstrated the most substantial gains (M = 8.2 points), while analysis and evaluation subscales showed the most significant enhancements. The findings provide compelling evidence that PBL represents a sophisticated pedagogical approach for developing critical thinking skills, facilitating a dynamic, contextual process of cognitive expansion that transcends traditional disciplinary boundaries
subject: Articles
  topic: section
subject: Project-Based Learning (PBL)
  topic: keywords
subject: Critical Thinking Development
  topic: keywords
subject: Undergraduate Education
  topic: keywords
subject: Mixed-Methods Research
  topic: keywords
subject: Cognitive Skill Enhancement
  topic: keywords
creator: Naramethi Nananukul
creator: Muhammad Nafi Annury
creator: Trinh Minh Hoangh
creator: Nupap Soontarin
rights: Copyright (c) 2024 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-11-27
publication date: 2024-11-27
starting page: 45
ending page: 59
doi: 10.61667/qr0cyd82

CHASING ACADEMIC EXCELLENCE: A DATA-DRIVEN ASSESSMENT OF BLENDED LEARNING EFFICACY
type: item
description: This study examines the effect of blended learning on student learning achievement. Blended learning is a mixture of online and face-to-face or traditional learning. The purpose of this research is to find out the positive or negative effect of blended learning. The method used is descriptive quantitative. Data was obtained from distributing questionnaires to selected respondents. The data that has been collected and calculated shows that there are more positive effects of blended learning where one of them is the achievement of better student academic scores. However, it is crucial to note a divergence in student preferences revealed in the study. Despite the positive academic outcomes, some students express a preference for face-to-face learning over online components within the blended learning model. While the academic achievements indicate a positive trend, the acknowledgment of student preferences introduces a layer of complexity. The recognition that some students favor traditional face-to-face instruction suggests that the success of blended learning may vary among individuals. the study underscores the need for further research to delve into the potential negative effects of blended learning. By addressing this aspect, educators and policymakers can gain a more comprehensive understanding of the dynamics involved in implementing blended learning approaches, facilitating informed decision-making to optimize the learning experience for diverse student populations. Further research is also needed to analyze the negative effect of blended learning
subject: Articles
  topic: section
subject: Blended Learning
  topic: keywords
subject: Student
  topic: keywords
subject: University
  topic: keywords
subject: Academic Achievement
  topic: keywords
creator: Silvi Maulina Sagita
creator: Putri Nurrahman
rights: Copyright (c) 2024 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2023-11-30
publication date: 2023-11-30
starting page: 15
ending page: 23
doi: 10.61667/e77x1296