2026-10-11T03:54:22Z https://ojs.aeducia.org/index.php/sajgtie/oai

oai:ojs2.ojs.aeducia.org:article/298 2026-07-11T16:46:02Z sajgtie:ART

Pluralistic Historical Narratives and Their Implications for History Education: A Case Study Syaputra, Een Historical narrative pluralism History Learning Revolusionarry Government of Republic Indonesia The diversity of historical narratives in Indonesian historiography poses distinct challenges for history teachers, particularly in deciding whether to present the official or alternative interpretations. This study discusses the PRRI movement as a case of narrative pluralism in Indonesian history. It seeks to answer three central questions: (1) how PRRI is portrayed within the official historical narrative; (2) how alternative narratives interpret PRRI’s history; and (3) what implications these differing perspectives hold for history education in schools. The findings reveal that, in the official narrative, PRRI is depicted as an act of regional disobedience, resistance, and betrayal, particularly by West Sumatra, against the central government. Conversely, in several counter narratives, PRRI is interpreted as a regional corrective movement toward what was perceived as the central government’s inequitable development policies, without any intention of secession from the Republic of Indonesia. This plurality of narratives has significant implications for history instruction, requiring teachers to maintain strict neutrality and objectivity. Educators are encouraged to present balanced, evidence-based perspectives and to use emancipatory questioning strategies to enhance students’ critical and historical awareness. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-09-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/sajgtie/article/view/298 Southeast Asian Journal of Global Trends and Issues in Education ; Vol. 1 No. 1 (2025): SAJGTIE: September Period; 9-16 3110-6714 3110-679X eng https://ojs.aeducia.org/index.php/sajgtie/article/view/298/273 Copyright (c) 2025 Southeast Asian Journal of Global Trends in Education https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/299 2026-07-11T16:45:26Z sajgtie:ART

The Leadership Style of School Principals and Its Influence on Teacher Work Motivation Agustine, Tiara Kyaw, Andrew Leadership Style Work Motivation School Principal Teacher Education is fundamentally an effort to transmit values and guide humanity toward meaningful living within a civilized society. This study examines the influence of principals’ leadership styles on teachers’ work motivation using a descriptive qualitative approach through observation, interviews, and documentation. The results show that the principal’s leadership style significantly affects teachers’ motivation: supportive, democratic, and communicative leadership enhances enthusiasm and commitment, while authoritarian or inconsistent styles lower morale and productivity. Thus, effective leadership plays a crucial role in fostering an active, conducive, and joyful learning environment, emphasizing the need for principals to apply collaborative and empathetic approaches to improve both teacher motivation and educational quality. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-09-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/sajgtie/article/view/299 Southeast Asian Journal of Global Trends and Issues in Education ; Vol. 1 No. 1 (2025): SAJGTIE: September Period; 1-8 3110-6714 3110-679X eng https://ojs.aeducia.org/index.php/sajgtie/article/view/299/272 Copyright (c) 2025 Southeast Asian Journal of Global Trends in Education https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/300 2026-07-11T17:16:12Z sajgtie:ART

Classroom Management in the Implementation of Learning Systems in Schools Sarmento, Jose A. Junior, Jacinto Class Management School Learning System Classroom management is an aspect of education that is often the main concern of professional teachers, teachers play a major role in the development of education, especially those held formally in schools. Classroom management is an important factor in the success of teaching and learning activities. Activities undertaken by a teacher to create a conducive classroom atmosphere and situation in every learning activity are very vital. Teachers also determine student success, especially those related to the learning process. Creating a comfortable learning quality is part of classroom management. The purpose of this study was to determine how classroom management is applied to improve the effectiveness of the learning process. Learning will not be carried out effectively if educators are unable to manage the class properly. Classroom management plays an important role in the development and character of students, in learning planning it must be planned by educators so that learning performance runs in one direction. The scope of the school affects learning performance, in this case educators must be able to interact well between educators and students. Classroom management in the learning process is carried out through several approaches, principles, and components. There are factors that influence the scope of the class such as curriculum, students, and academics. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-09-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/sajgtie/article/view/300 Southeast Asian Journal of Global Trends and Issues in Education ; Vol. 1 No. 1 (2025): SAJGTIE: September Period; 32-38 3110-6714 3110-679X eng https://ojs.aeducia.org/index.php/sajgtie/article/view/300/271 Copyright (c) 2025 Southeast Asian Journal of Global Trends in Education https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/301 2026-07-11T16:47:16Z sajgtie:ART

Assessing the Role of Entrepreneurship Education in Reducing Youth Unemployment in Onitsha North Local Government Area, Nigeria Ugobueze, Ann Ngozi Assessing Entrepreneurship Education Reducing Youth Unemployment This literature review examines the influence of entrepreneurship education on youth employment and skill development based on findings synthesized from peer-reviewed research published within the last decade. The review draws on studies conducted primarily in developing countries, particularly sub-Saharan Africa with a focus on Nigeria, retrieved from academic databases such as Google Scholar, ERIC, JSTOR, and ResearchGate using keywords including “entrepreneurship education,” “youth employment,” “skill acquisition,” and “economic empowerment.” The review reveals that entrepreneurship education significantly enhances youth employability by fostering entrepreneurial intentions, promoting self-employment, and reducing dependence on limited formal job opportunities. It also contributes to the development of vocational, technical, and managerial skills relevant to the labor market. However, its effectiveness is constrained by limited institutional support, inadequate funding, lack of qualified instructors, and theoretical-oriented instructional approaches. Overall, the literature indicates that entrepreneurship education plays a strategic role in economic and social empowerment of youth when effectively implemented, and calls for curriculum reform, practical-based training, and stronger school–industry partnerships to maximize impact. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-09-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/sajgtie/article/view/301 Southeast Asian Journal of Global Trends and Issues in Education ; Vol. 1 No. 1 (2025): SAJGTIE: September Period; 25-31 3110-6714 3110-679X eng https://ojs.aeducia.org/index.php/sajgtie/article/view/301/270 Copyright (c) 2025 Southeast Asian Journal of Global Trends in Education https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/302 2026-07-11T16:46:38Z sajgtie:ART

Social Studies Teachers' Efforts in Implementing Character Education: A Descriptive Analysis Study Handayani, Desika Apdasuli, Ririn Rizki Character education Social Sotudies Learning Social Studies Teacher This study investigates the efforts of social studies teachers in implementing character education at SMP Negeri 15 Kota Bengkulu, emphasizing how moral and civic values are integrated into classroom learning to shape students’ character. Using a qualitative descriptive approach, data were collected through in-depth interviews, classroom observations, and document analysis, and analyzed using Miles and Huberman’s Interactive Model, which includes data reduction, data display, and conclusion drawing. The findings reveal that social studies teachers view character education as essential in fostering students’ moral awareness and civic responsibility, focusing on five core values: honesty, responsibility, social care, tolerance, and nationalism. These values are integrated into lessons through discussions, collaborative learning, and real-life contextual examples. The implementation of character education has led to positive behavioral changes among students and a more meaningful learning atmosphere. The study concludes that consistent teacher modeling, collaborative school culture, and supportive educational policies are crucial for sustaining effective character education, with implications for strengthening teacher competence and promoting holistic student development. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-09-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/sajgtie/article/view/302 Southeast Asian Journal of Global Trends and Issues in Education ; Vol. 1 No. 1 (2025): SAJGTIE: September Period; 17-24 3110-6714 3110-679X eng https://ojs.aeducia.org/index.php/sajgtie/article/view/302/269 Copyright (c) 2025 Southeast Asian Journal of Global Trends in Education https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/400 2026-09-03T15:02:12Z sajgtie:ART

Opportunities, Challenges, and Strategies in the Academic Transition to Higher Education After Grade 12: A Literature Review Cheng, Chhayna Academic Transition Challenges Higher Education Opportunities Strategies Background: The transition from high school to higher education is a pivotal milestone that significantly influences students' careers, academic growth, and personal development. However, many students struggle with academic stress, financial challenges, and adjusting to new learning environments. Objective: This study aims to provide a comprehensive review of the opportunities, challenges, and strategies involved in the academic transition to higher education after Grade 12, with a focus on how students can be supported through this process to ensure a smooth and successful transition. Method: A literature review methodology was employed, analyzing 103 scholarly articles published between 2020 and 2025. The review synthesized findings from various studies on academic transition, focusing on opportunities for career development, challenges such as financial stress and ICT limitations, and strategies for overcoming these challenges. Result: The review revealed that the transition provides opportunities for career development, digital literacy, and social networking. However, students face challenges including financial stress, academic workload, and adjustment difficulties. Effective strategies identified include enhancing self-regulation, ICT skills, and parental engagement. Conclusion: This study underscores the importance of adopting a comprehensive approach to supporting students during their transition to higher education. By addressing both opportunities and challenges and implementing targeted strategies, institutions can better facilitate students’ academic success and well-being. Originality/Value: This review article offers a comprehensive conceptual and integrative contribution to the field of higher education and academic transition counseling by synthesizing the evolving literature regarding the interplay among career development opportunities, psychosocial-financial adaptation challenges, and student readiness strategies following Grade 12, which have remained underexplored within a unified framework. This inquiry maps current theoretical and methodological gaps while serving as a strategic reference that contributes to establishing a holistic conceptual framework for academic transition, guiding future research agendas, and shaping institutional policy on first-year student support systems. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/sajgtie/article/view/400 10.64420/sajgtie.v1i2.400 Southeast Asian Journal of Global Trends and Issues in Education ; Vol. 1 No. 2 (2025): Southeast Asian Journal of Global Trends and Issues in Education, 1(2), 2025; 49-69 3110-6714 3110-679X 10.64420/sajgtie.v1i2 eng https://ojs.aeducia.org/index.php/sajgtie/article/view/400/339 Copyright (c) 2025 Chhayna Cheng https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/401 2026-09-03T15:04:48Z sajgtie:ART

Analysis of Factors Affecting Lecturers’ Research Quality through the Use of Digital Libraries Handayani, Desika Apdasuli, Ririn Rizki Dewi, Desy Eka Citra Factors affecting lecturers Research quality Digital libraries Background: The research quality of lecturers is a critical measure of the overall performance of higher education institutions. Digital libraries have become a vital resource in facilitating academic research by offering easy access to a wide array of scholarly materials. However, despite their advantages, many lecturers still face challenges in utilizing digital libraries effectively, impacting the quality of their research. Objective: This study aims to analyze the factors affecting the quality of lecturers’ research through the use of digital libraries, focusing on aspects such as information literacy, access to technology, institutional support, and training. Method: The study employs a qualitative descriptive approach using a literature review method. Relevant articles, books, and academic papers were collected, analyzed, and synthesized to identify key factors influencing research quality. Result: The study finds that factors such as lecturers' information literacy skills, institutional policies, and access to technology are critical in maximizing the use of digital libraries for research. Additionally, the role of librarian support and comprehensive training is significant in improving research quality. Conclusion: Improving digital literacy, providing institutional support, and offering training on the use of digital libraries are crucial for enhancing lecturers' research quality. By addressing these barriers, institutions can help lecturers fully leverage digital libraries to improve their academic output. Originality/Value: This review article provides original insights in the field of library and information science and higher education management by synthesizing existing literature on the multidimensional factors influencing lecturers research quality through digital library adoption specifically information literacy technological infrastructure and institutional support which have previously received fragmented attention. This study maps current theoretical and methodological gaps and serves as a strategic reference contributing to the development of institutional framework models and setting future research agendas for optimizing academic research productivity via digital library systems. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/sajgtie/article/view/401 10.64420/sajgtie.v1i2.401 Southeast Asian Journal of Global Trends and Issues in Education ; Vol. 1 No. 2 (2025): Southeast Asian Journal of Global Trends and Issues in Education, 1(2), 2025; 91-100 3110-6714 3110-679X 10.64420/sajgtie.v1i2 eng https://ojs.aeducia.org/index.php/sajgtie/article/view/401/341 Copyright (c) 2025 Desika Handayani, Ririn Rizki Apdasuli, Desy Eka Citra Dewi https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/402 2026-09-03T14:57:31Z sajgtie:ART

Classroom Management in the Implementation of Learning Systems in Schools: A Case Study at State Islamic High School Setiawan, Edo Jayanti, Ulfa Dwi Julia, Ranisa Classroom Management Learning Systems Schools State Islamic High School Background: Effective classroom management plays a crucial role in creating a conducive learning environment, which directly impacts the success of teaching and learning processes. Objective: This study aims to investigate the application of various classroom management strategies in creating a conducive learning environment and supporting the success of the learning process. Method: The study employs a case study design with a qualitative approach, focusing on the MAN Model Kota Bengkulu. Data collection includes in-depth interviews with teachers, classroom observations, and document analysis. Thematic analysis is used to analyze the collected data. Result: The findings reveal that teachers employ various strategies to manage classrooms effectively, such as encouraging student concentration, active participation, and mental preparedness for learning. Additionally, varied teaching methods and discipline are crucial in maintaining a productive learning environment. However, challenges such as limited facilities and technological constraints were also identified. Conclusion: Effective classroom management is essential for creating a positive and productive learning environment. Originality/Value: This case study offers valuable empirical insights into the field of Islamic educational management and secondary school pedagogy by documenting teachers' classroom management strategies in fostering student concentration, active engagement, and psychological readiness amidst facility and technological limitations within the implementation of learning systems at a state Islamic high school (MAN Model Kota Bengkulu), an area still underexplored in qualitative literature. This inquiry provides deep contextual perspectives and serves as a strategic reference that contributes to institutional educational decision-making, pedagogical capacity-building for teachers, and practical interventions to optimize classroom climates in similar educational settings. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/sajgtie/article/view/402 10.64420/sajgtie.v1i2.402 Southeast Asian Journal of Global Trends and Issues in Education ; Vol. 1 No. 2 (2025): Southeast Asian Journal of Global Trends and Issues in Education, 1(2), 2025; 70-78 3110-6714 3110-679X 10.64420/sajgtie.v1i2 eng https://ojs.aeducia.org/index.php/sajgtie/article/view/402/340 Copyright (c) 2025 Edo Setiawan, Ulfa Dwi Jayanti, Ranisa Julia https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/403 2026-09-03T15:01:28Z sajgtie:ART

Availability and Utilization of Printed Educational Resources for Teacher Job Performance in Rural and Urban Technical Colleges in Anambra State, Nigeria Asuzu, Udochukwu Chukwunwike Printed educational resources Availability and utilization Teacher job performance Technical colleges Background: The availability and utilization of printed educational resources play a vital role in enhancing teacher performance in technical colleges that emphasize practical skills; however, significant disparities in access persist between rural and urban institutions. Objective: This study aims to investigate the availability and utilization of printed educational materials by teachers in rural and urban technical colleges in Anambra State. Method: A descriptive survey research design was employed. The population consisted of 647 teachers from 15 technical colleges in Anambra State, from which a random sample of 343 teachers was selected. Data were collected using a validated questionnaire and analyzed using Chi-Square and z-tests. Result: The findings revealed that only 25.40% of printed educational resources were available in rural technical colleges, compared to 38.78% in urban colleges. Utilization rates were higher for certain resources, such as registers and workbooks, but lower for others, including dictionaries. Statistically significant differences were found between rural and urban colleges in both availability and utilization of resources. Conclusion: The study highlights substantial disparities in the availability and utilization of printed educational resources between rural and urban technical colleges. These disparities indicate the need for targeted interventions, particularly in rural areas, to enhance educational resource provision. Originality/Value: This study contributes to the field of technical and vocational education management by providing empirical evidence on the geographic disparities in printed educational resource availability and utilization affecting teacher job performance in technical colleges, an area with limited documented literature in developing contexts. The study offers deep contextual insights and serves as a strategic reference for policymakers and educational administrators in designing targeted, equitable resource distribution and enhancing technical instructional performance. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/sajgtie/article/view/403 10.64420/sajgtie.v1i2.403 Southeast Asian Journal of Global Trends and Issues in Education ; Vol. 1 No. 2 (2025): Southeast Asian Journal of Global Trends and Issues in Education, 1(2), 2025; 79-90 3110-6714 3110-679X 10.64420/sajgtie.v1i2 eng https://ojs.aeducia.org/index.php/sajgtie/article/view/403/338 Copyright (c) 2025 Udochukwu Chukwunwike Asuzu https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/404 2026-09-03T15:01:50Z sajgtie:ART

Efforts of the Guidance Teacher in Improving Elementary School Students' Ability to Analyze the Meaning and Recite Al-Asmaul Al-Husna through Audio-Visual Media Zubaidah, Zubaidah Utomo, Prio Analyzing and reciting skills Audio-Visual media Al-Asmaul Al-Husna Background: The use of audio-visual media is highly effective in enhancing student engagement and comprehension, particularly in subjects that require both auditory and visual stimulation, such as analyzing and reciting al-asmaul al-husna. Objective: The primary objective of this study was to evaluate the impact of audio-visual media on improving the ability of fourth-grade students at SDN 36 Bengkulu Selatan to analyze the meaning and correctly recite al-asmaul al-husna. Method: This research was conducted as classroom action research in 2023 at SDN 36 Bengkulu Selatan. A total of 24 fourth-grade students participated in the study. The Minimum Completeness Criteria (KKM) were used to assess the students' learning progress over three cycles of intervention. Result: This study indicated a significant improvement in students’ ability to analyze and recite the al-asmaul al-husna. The average scores of the students increased progressively through each cycle, with the final cycle showing an 86.7% completion rate, surpassing the KKM threshold. Conclusion: The use of audio-visual media significantly enhanced the students’ ability to analyze the meaning and recite al-asmaul al-husna. This research demonstrates that well-designed media tools can enhance the quality of learning in religious education, suggesting that teachers adopt such tools to create more effective and engaging learning environments. Originality/Value: This study offers meaningful empirical and practical contributions to the field of Islamic religious education and elementary instructional media by revealing the progressive efficacy of a three-cycle audio-visual media intervention that achieved an 86.7% learning mastery rate regarding students' capability to analyze the meanings and accurately recite Al-Asmaul Al-Husna within the context of public primary school education (fourth-grade students at SDN 36 Bengkulu Selatan), an area that has remained underexplored in cyclical action research. These findings enrich empirical evidence and serve as a strategic reference for implementing technology-integrated instructional media in abstract religious learning and designing engaging, multimedia-assisted pedagogical programs in elementary schools.   Academia Edu Cendekia Indonesia (AEDUCIA) 2025-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/sajgtie/article/view/404 10.64420/sajgtie.v1i2.404 Southeast Asian Journal of Global Trends and Issues in Education ; Vol. 1 No. 2 (2025): Southeast Asian Journal of Global Trends and Issues in Education, 1(2), 2025; 39-48 3110-6714 3110-679X 10.64420/sajgtie.v1i2 eng https://ojs.aeducia.org/index.php/sajgtie/article/view/404/337 Copyright (c) 2025 Zubaidah Zubaidah, Prio Utomo, Rustam Samsi Hidayat, Irwan Satria https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/492 2026-09-03T22:06:23Z sajgtie:ART

Grounded Theory in Practice: Reflexivity and Innovative Approaches for Modern Qualitative Studies Willie, Michael Mncedisi Grounded theory Qualitative research Reflexivity Methodological rigour Theory development Netnography Background: Grounded theory remains a key methodology in qualitative research, providing systematic procedures for generating theory from empirical data. However, the expansion of qualitative research contexts, including digital environments, has introduced new methodological challenges related to reflexivity, analytical rigour, and methodological transparency. Objective: This study examined the development of grounded theory methodologies and explored how reflexivity and innovative methodological approaches strengthen research rigour in contemporary qualitative studies. Method: This study employed a methodological review by synthesising seminal and contemporary literature on grounded theory. The analysis focused on major methodological traditions, including Straussian, Glaserian, and constructivist grounded theory, while also examining issues related to coding procedures, theoretical sensitivity, and literature review management. The review further considered methodological adaptations in digital contexts, particularly the integration of netnography. Results: The review shows that grounded theory has evolved into diverse methodological traditions with distinct analytical procedures. Reflexivity, transparency, and methodological flexibility are increasingly recognised as essential for ensuring credibility and rigour in qualitative research. Conclusion: Grounded theory remains a flexible and relevant methodological framework for contemporary qualitative inquiry. Originality/Value: This study expands theoretical and methodological perspectives in the field of qualitative research methodology by integrating diverse grounded theory traditions (Glaserian, Straussian, and constructivist) and reflexivity principles alongside innovative adaptations such as netnography to elucidate the dynamics of analytical rigour, methodological transparency, and contemporary qualitative inquiry in digital environments, an area that remains underexplored. The proposed conceptual framework serves as a critical reference and contributes to guiding future empirical research design and advancing transparent, adaptive, and reflexive qualitative methodologies across modern research settings. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/sajgtie/article/view/492 10.64420/sajgtie.v2i1.492 Southeast Asian Journal of Global Trends and Issues in Education ; Vol. 2 No. 1 (2026): Southeast Asian Journal of Global Trends and Issues in Education, 2(1), 2026; 13-19 3110-6714 3110-679X 10.64420/sajgtie.v2i1 eng https://ojs.aeducia.org/index.php/sajgtie/article/view/492/399 Copyright (c) 2026 Michael Mncedisi Willie https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/493 2026-09-03T22:15:18Z sajgtie:ART

Effect of Think-pair Share Learning Strategy on Secondary School Students Achievement in Computer Studies: Implications for Global Development Nnorom, Nneka Rita Okafor, Chinyere Francisca Okeke, Chisom Perpetua Think-pair Share learning strategy Secondary school students Achievement in computer studies Global development Background: Improving students’ achievement in computer studies is essential in the digital era, where technological competence supports educational advancement and global development. However, conventional lecture-based instruction often limits students’ participation and collaborative learning. Student-centred strategies such as Think–Pair–Share (TPS) offer opportunities to enhance interaction, reflection, and deeper understanding of learning materials. Objective: This study examined the effect of the Think–Pair–Share learning strategy on secondary school students’ achievement in computer studies and investigated whether gender differences in achievement emerge when this strategy is used. Method: A quasi-experimental pre-test–post-test non-equivalent group design was employed. The population consisted of 6,982 Junior Secondary School Two (JSS2) students from 94 co-educational secondary schools in Anambra State, Nigeria. A sample of 393 students (169 males and 224 females) from nine intact classes in Aguata and Awka education zones participated. Data were collected using the Computer Studies Achievement Test (CSAT). Mean, standard deviation, and ANCOVA were used for analysis. Results: Students taught using TPS achieved significantly higher scores than those taught through the lecture method, with male students demonstrating slightly higher achievement. Originality/Value: This study provides novel quasi-experimental evidence in the field of computer education and secondary pedagogy by revealing the significant superiority of the Think–Pair–Share (TPS) strategy over conventional lecture methods alongside observable gender disparities in learning outcomes regarding academic achievement in computer studies within the context of junior secondary school students in Anambra State, Nigeria, which has received limited empirical attention. These findings enrich empirical evidence and serve as a strategic reference for implementing gender-responsive collaborative instructional strategies and informing curriculum policy development to foster active, technology-driven learning in secondary education. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-04-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/sajgtie/article/view/493 10.64420/sajgtie.v2i1.493 Southeast Asian Journal of Global Trends and Issues in Education ; Vol. 2 No. 1 (2026): Southeast Asian Journal of Global Trends and Issues in Education, 2(1), 2026; 36-50 3110-6714 3110-679X 10.64420/sajgtie.v2i1 eng https://ojs.aeducia.org/index.php/sajgtie/article/view/493/400 Copyright (c) 2026 Nneka Rita Nnorom, Chinyere Francisca Okafor, Chisom Perpetua Okeke https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/495 2026-09-03T22:04:12Z sajgtie:ART

Analysis of Vocational High School Students’ Learning Styles in the Implementation of the Merdeka Curriculum Lestarina, Anisa Ayu Puspasari, Durinda Learning Styles Merdeka Curriculum Implementation Vocational High School Differentiated Learning Multimodal Learning Student Engagement Background: The implementation of the Merdeka Curriculum emphasises differentiated instruction and student-centred learning, requiring teachers to understand students’ diverse learning characteristics. However, the integration of learning styles into classroom practices remains limited, particularly in vocational education contexts. Objective: This study aims to analyse the learning styles of tenth-grade students in the Office Automation and Governance (OTKP) program, identify challenges in implementing learning styles within the Merdeka Curriculum, and examine strategies to address these challenges. Method: This study employs a qualitative descriptive approach. Data were collected through interviews and documentation using purposive sampling, involving the principal, vice principal for student affairs, teachers, and students. Data validity was ensured through source triangulation, and data were analysed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. Results: Students exhibit varied learning styles, with a dominant tendency toward auditory learning. The challenges identified include limited flexibility in students’ use of multiple learning styles, insufficient teacher understanding of differentiated instruction within the Merdeka Curriculum, and inadequate supporting learning facilities. To address these issues, teachers have implemented various strategies, including diversifying instructional methods, using visual media, and applying project-based learning. Conclusion: Although the Merdeka Curriculum has been implemented structurally, its pedagogical application has not yet fully accommodated students’ diverse learning styles, resulting in a gap between policy expectations and classroom practices. Originality/Value: This study offers novel empirical insights in the field of vocational education and curriculum studies by revealing the pedagogical gap between policy expectations and classroom practice, the predominance of auditory learning styles, and challenges in teachers' differentiated instruction competency regarding student learning style integration within the context of Merdeka Curriculum implementation in the Office Automation and Governance (OTKP) program, which has been underexplored. These findings enrich empirical evidence and serve as a strategic reference for developing adaptive teaching models and teacher training programs to optimise differentiated instruction in vocational high schools. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/sajgtie/article/view/495 10.64420/sajgtie.v2i1.495 Southeast Asian Journal of Global Trends and Issues in Education ; Vol. 2 No. 1 (2026): Southeast Asian Journal of Global Trends and Issues in Education, 2(1), 2026; 1-12 3110-6714 3110-679X 10.64420/sajgtie.v2i1 eng https://ojs.aeducia.org/index.php/sajgtie/article/view/495/394 Copyright (c) 2026 Anisa Ayu Lestarina, Durinda Puspasari https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/504 2026-09-03T22:10:10Z sajgtie:ART

Analysis of the Role of Administrative Staff in Supporting the Smooth Operation of Junior High School Administration Sakdiyah, Elmiyatus Administrative staff School administration Educational management Administrative services School effectiveness Background: This study is grounded in the importance of school administration as a key support for the effectiveness of educational processes, in which administrative staff play a strategic role in ensuring smooth operational activities. Objective: The objective of this study is to analyse the role of administrative staff in supporting school administration at SMPN 1 Jambesari and to identify the challenges and strategies implemented. Method: This study employs a descriptive qualitative approach. Data were collected through observation, interviews, and documentation, and analysed using the Miles and Huberman model. Results: The findings indicate that administrative staff play a significant role in managing student data, handling correspondence, maintaining archives, and providing administrative services for teachers and students. However, several challenges were identified, including limitations in human resources, infrastructure, and technological competence. Conclusion: The study concludes that administrative staff play a vital role in supporting the effectiveness of school administration, despite facing various constraints. Originality/Value: This study provides novel empirical insights in the field of educational administration and management by revealing the strategic role of school administrative personnel alongside tangible operational constraints regarding human resources, infrastructure deficits, and technological competence regarding administrative service effectiveness in the context of junior high school operations (SMPN 1 Jambesari), which has received limited attention. These findings enrich empirical evidence and serve as a strategic reference for designing targeted capacity-building programs for non-teaching staff and formulating policies to optimize school office digitalization. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/sajgtie/article/view/504 10.64420/sajgtie.v2i1.504 Southeast Asian Journal of Global Trends and Issues in Education ; Vol. 2 No. 1 (2026): Southeast Asian Journal of Global Trends and Issues in Education, 2(1), 2026; 20-27 3110-6714 3110-679X 10.64420/sajgtie.v2i1 eng https://ojs.aeducia.org/index.php/sajgtie/article/view/504/401 Copyright (c) 2026 Elmiyatus Sakdiyah https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/505 2026-09-03T22:12:15Z sajgtie:ART

Efforts to Improve Elementary School Students’ Learning Outcomes in Islamic Religious Education through the Implementation of a Cooperative Learning Model Arnilawati, Arnilawati Learning outcomes Cooperative learning Islamic religious education Classroom action research Student engagement Background: Students’ low learning outcomes in Islamic Religious Education are often associated with limited variation in instructional models and the continued dominance of conventional, teacher-centred approaches. Such conditions tend to reduce student engagement, limit interaction, and hinder the development of critical understanding. Objective: This study aims to improve students’ learning outcomes by implementing a cooperative learning model among fourth-grade students at SD Negeri 75 Palembang. Method: The research employed Classroom Action Research (CAR) conducted in three cycles, each consisting of planning, implementation, observation, and reflection. Data were collected through classroom observations and learning outcome tests, and analysis used a descriptive, quantitative approach to measure improvement across cycles. Results: The findings reveal a significant improvement in students’ learning outcomes, demonstrated by the consistent increase in average scores and the percentage of mastery learning from the pre-cycle to cycle III. Student participation and engagement also showed noticeable enhancement during the learning process. Conclusion: The cooperative learning model is effective in improving both academic achievement and student activeness. Originality/Value: This study contributes novel empirical and practical evidence to the field of primary education and Islamic Religious Education (IRE) pedagogy by revealing the progressive enhancement of academic mastery alongside increased student participation through a cyclical action research process regarding cooperative learning model efficacy within the context of fourth-grade elementary school learners (SD Negeri 75 Palembang), an area that has received limited empirical attention amidst widespread conventional, teacher-centred practices. These findings enrich empirical evidence and serve as a strategic reference for implementing interactive, student-centred classroom strategies and designing pedagogical development programs for primary school religious education teachers. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/sajgtie/article/view/505 10.64420/sajgtie.v2i1.505 Southeast Asian Journal of Global Trends and Issues in Education ; Vol. 2 No. 1 (2026): Southeast Asian Journal of Global Trends and Issues in Education, 2(1), 2026; 28-35 3110-6714 3110-679X 10.64420/sajgtie.v2i1 eng https://ojs.aeducia.org/index.php/sajgtie/article/view/505/403 Copyright (c) 2026 Arnilawati Arnilawati https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/544 2026-09-03T23:08:55Z sajgtie:ART

Teacher Professionalism in the 21st Century: Challenges, Roles, and Enhancement Efforts Adha, Muhammad Dinul Musthan, Zulkifli Teacher professionalism 21st century teachers Digital transformation Professional development Teacher competence Background: Teacher professionalism is a fundamental factor in improving the quality of education in the 21st century. Technological advancements, the implementation of the Merdeka Curriculum, the diverse characteristics of learners, and increasing global competency demands require teachers to continuously improve their competence and adaptability. Objective: This study aims to analyze the challenges of teacher professionalism in the 21st century, identify the strategic roles of teachers, and examine various efforts to enhance teacher professionalism. Method: The study uses a descriptive qualitative approach through a documentation study of scientific articles, books, policy documents, and relevant publications. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing. Results: The study identifies five main challenges to teacher professionalism, namely curriculum changes, digital transformation, learner diversity, administrative burdens, and wellbeing. Furthermore, enhancing teacher professionalism requires continuous professional development, learning communities, technology based administrative simplification, and increased wellbeing. Conclusion: Enhancing teacher professionalism requires a comprehensive, collaborative, and sustainable approach to meet the demands of 21st century education. Originality/Value: This study broadens and synthesises theoretical perspectives in the field of teacher education and educational management by integrating 21st-century competency demands (digital transformation and curriculum reform) and continuous professional development models anchored in learning communities and teacher wellbeing to explain the dynamics of multidimensional professional challenges and pedagogical role transformations, which have remained underexplored holistically. The conceptual framework offered serves as a foundation and contributes to generating novel hypotheses and designing future empirical investigations into the structural determinants of teacher professionalism, workload balance, and instructional effectiveness in modern educational settings. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-07-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/sajgtie/article/view/544 10.64420/sajgtie.v2i2.544 Southeast Asian Journal of Global Trends and Issues in Education ; Vol. 2 No. 2 (2026): Southeast Asian Journal of Global Trends and Issues in Education, 2(2), 2026; 51-60 3110-6714 3110-679X 10.64420/sajgtie.v2i2 eng https://ojs.aeducia.org/index.php/sajgtie/article/view/544/431 Copyright (c) 2026 Muhammad Dinul Adha, Zulkifli Musthan https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/547 2026-09-03T23:14:17Z sajgtie:ART

The Application of the Mind Mapping Cooperative Learning Model to Improve Learning Outcomes of Islamic Religious Education on the Fathu Makkah Material in Elementary School Marlina, Ina Amaliyah, Aam Cooperative learning model Mind mapping Learning outcomes Islamic Religious Education Fathu Makkah material Elementary School Background: Learning outcomes in Islamic religious education, particularly on the topic of Fathu Makkah, remain suboptimal because classroom instruction is often teacher-centered, which limits student motivation and active engagement. Objective: This study aims to analyze the effectiveness of the Mind Mapping cooperative learning model in improving learning outcomes, motivation, and student engagement among fifth-grade elementary school students. Method: The study utilizes a Classroom Action Research design based on the Kemmis and McTaggart model, conducted in two cycles, encompassing planning, action implementation, observation, and reflection. Data were collected through learning achievement tests, motivation questionnaires, observations, and documentation, and were subsequently analyzed quantitatively and qualitatively using a descriptive approach. Results: The findings show that the average student score increased from 75 to 85, learning mastery improved from 60% to 90%, motivation scores increased from 3.2 to 4.5, and student engagement increased from 70% to 85%. Conclusion: The Mind Mapping cooperative learning model effectively enhances learning outcomes, motivation, and student engagement. Originality/Value: This study provides novel empirical and practical evidence in the field of primary education and Islamic Religious Education (IRE) pedagogy by revealing simultaneous, measurable gains in academic mastery (from 60% to 90%), student motivation, and classroom engagement achieved through the integration of cognitive mapping and collaborative peer work regarding the effectiveness of the Mind Mapping cooperative learning model within the context of teaching historical subject matter (Fathu Makkah) to fifth-grade elementary school students, an area that has received limited empirical attention amidst conventional, teacher-centred instructional practices. These findings enrich empirical evidence and serve as a strategic reference for implementing interactive visual-collaborative teaching strategies and designing pedagogical innovation frameworks for primary school religious education teachers. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-07-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/sajgtie/article/view/547 10.64420/sajgtie.v2i2.547 Southeast Asian Journal of Global Trends and Issues in Education ; Vol. 2 No. 2 (2026): Southeast Asian Journal of Global Trends and Issues in Education, 2(2), 2026; 61-69 3110-6714 3110-679X 10.64420/sajgtie.v2i2 eng https://ojs.aeducia.org/index.php/sajgtie/article/view/547/432 Copyright (c) 2026 Ina Marlina, Aam Amaliyah https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/550 2026-09-03T23:17:08Z sajgtie:ART

Analysis of Teacher Welfare in Indonesia and Developed Countries: A Comparative Study Zahrah, Fatimah Az Syahril, Muhammad Fiqri teacher welfare; Indonesia; defeloped countries; literature study: Background: Teacher welfare is a strategic factor influencing professionalism, motivation, and educational quality, yet significant disparities remain between Indonesia and developed countries. Objective: This study compares teacher welfare in Indonesia with the United States and Australia to identify policy implications for improving educational quality. Method: A qualitative comparative approach was employed using semi structured interviews, focus group discussions, and document analysis of policy reports and scholarly publications. Data were analyzed through the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion verification. Results: The findings reveal that Indonesian teachers experience income disparities, unequal access to professional development, excessive administrative workloads, and limited psychological support. In contrast, the United States and Australia provide competitive salaries, structured career pathways, continuous professional development, mental health services, and work life balance policies. Conclusion: Indonesia should adopt a holistic teacher welfare framework integrating economic, professional, and psychological dimensions. Originality/Value: This study provides novel empirical and comparative insights in the field of educational policy and teacher workforce management by revealing multidimensional disparities spanning income inequality, unequal professional development opportunities, excessive administrative burdens, and scarce psychological support regarding teacher welfare systems within the context of a cross national comparative analysis between Indonesia, the United States, and Australia, which has been underexplored holistically. These findings enrich empirical evidence and serve as a strategic reference for formulating holistic, evidence based, and sustainable teacher welfare policies aimed at enhancing teacher professionalism and nationwide educational quality. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-07-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/sajgtie/article/view/550 10.64420/sajgtie.v2i2.550 Southeast Asian Journal of Global Trends and Issues in Education ; Vol. 2 No. 2 (2026): Southeast Asian Journal of Global Trends and Issues in Education, 2(2), 2026; 70-77 3110-6714 3110-679X 10.64420/sajgtie.v2i2 eng https://ojs.aeducia.org/index.php/sajgtie/article/view/550/433 Copyright (c) 2026 Fatimah Az Zahrah, Muhammad Fiqri Syahril https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/554 2026-09-03T23:23:22Z sajgtie:ART

Modern Teacher Profile: A Conceptual Analysis of Competencies, Challenges, and Development Strategies in 21st Century Education Rafin, Vin Modern teachers Teacher characteristics Teacher skills Educational issues Digital learning 21st century Background: The educational transformation of the 21st century has shifted the role of teachers from mere transmitters of knowledge to facilitators of learning, character mentors, learning leaders, and agents of change. This shift demands a comprehensive conceptual understanding of the profile of modern teachers. Objective: This study aims to analyze the profile of modern teachers from an educational perspective by synthesizing the scientific literature. Method: This study used a qualitative approach, applying Qualitative Content Analysis to relevant scientific articles, books, regulations, and academic documents. The analysis was conducted through a process of coding, categorization, and thematic synthesis. Results: The study identified four major themes: the conceptual reconstruction of the teacher role, teacher characteristics and competencies, 21st-century educational challenges, and professional development strategies. The findings show that the profile of modern teachers is shaped by the integration of pedagogical, professional, social, personal, and leadership competencies, as well as 21st-century skills, specifically digital literacy, communication, creativity, collaboration, and adaptability. Conclusion: Teacher professionalism requires holistic, sustainable development to effectively respond to educational dynamics and meet the demands of 21st-century learning. Originality/Value: This study broadens and conceptually reconstructs theoretical perspectives in the field of teacher education and educational management by integrating core educator competencies (pedagogical, professional, social, personal, and leadership attributes) and 21st-century skill frameworks (digital literacy, creativity, collaboration, communication, and adaptability) to elucidate the dynamics of the modern teacher profile and the role transition from knowledge transmitters to learning leaders and change agents, which have remained underexplored in a holistic manner. The conceptual framework offered serves as a foundation and contributes to guiding future empirical research designs and formulating targeted competency development programs and teacher professionalism policies. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-07-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/sajgtie/article/view/554 10.64420/sajgtie.v2i2.554 Southeast Asian Journal of Global Trends and Issues in Education ; Vol. 2 No. 2 (2026): Southeast Asian Journal of Global Trends and Issues in Education, 2(2), 2026; 91-99 3110-6714 3110-679X 10.64420/sajgtie.v2i2 eng https://ojs.aeducia.org/index.php/sajgtie/article/view/554/434 Copyright (c) 2026 Vin Rafin https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/567 2026-09-03T23:20:05Z sajgtie:ART

Artificial Intelligence Application Encounter and Ethical Literacy Among Nigerian Postgraduate Students: An Empirical Investigation Adedokun, Simeon Ayoade Adedokun, Dorcas Atinuke Artificial intelligence AI application encounter Ethical awareness Ethical prioritization Experiential learning Background: Nigerian universities have accelerated AI deployment across teaching, assessment, and administration, yet functional ethical literacy among postgraduate students remains low. Objective: This study investigated whether direct, hands-on encounters with AI applications predict higher ethical awareness and stronger prioritization of ethical concerns among postgraduate students at Ladoke Akintola University of Technology (LAUTECH), Ogbomoso, Nigeria. Method: A quantitative survey design was adopted. Data were collected from 200 postgraduate students classified into those with AI encounter (n = 124, 62.0%) and those without (n = 76, 38.0%). Independent Samples t-tests were applied at a 0.05 significance level. Results: Students with AI encounter demonstrated significantly higher ethical awareness scores (M = 3.90 vs. M = 3.20; t(198) = 4.23, p < 0.01; d = 1.12) and higher ethical prioritization scores (M = 4.15 vs. M = 3.50; t(198) = 3.18, p < 0.05; d = 0.92). Both effect sizes are large by Cohen’s conventions. Conclusion: AI encounter is a strong predictor of ethical literacy. Contribution: The findings provide empirical justification for integrating experiential AI ethics modules into postgraduate curricula in Nigerian higher education. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-07-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/sajgtie/article/view/567 10.64420/sajgtie.v2i2.567 Southeast Asian Journal of Global Trends and Issues in Education ; Vol. 2 No. 2 (2026): Southeast Asian Journal of Global Trends and Issues in Education, 2(2), 2026; 78-90 3110-6714 3110-679X 10.64420/sajgtie.v2i2 eng https://ojs.aeducia.org/index.php/sajgtie/article/view/567/435 Copyright (c) 2026 Simeon Ayoade Adedokun, Dorcas Atinuke Adedokun https://creativecommons.org/licenses/by-sa/4.0