Jurnal Pendidikan Indonesia Gemilang publishes research and review articles in the field of education especially in the Indonesia context such as Religious Education, Model and Modelling, Integrated STEM Education, STEAM Education, Scientific Argumentation, Socio-Scientific Issue Based Teaching and Learning, Model Based Integrated Inquiry in STEM, Model Based Teaching and Learning, Curriculum and Instruction, Curriculum Ideology, Curriculum Development, Learning Progession, Learning Assessment, Computational Thinking, Bioinformatics Learning, Machine Learning, ICT Based Teaching and Learning, 21st Century Skills, Scientific Literacy, Teacher Ability, Professional Development, Teaching and Learning Based on Local Wisdom, Contextual Based Teaching and Learning, Technological Pedagogical and Content Knowledge, Pedagogical Content Knowledge, Teaching and Learning Based on Indigenous Knowledge, Teacher Education, Educational Policy, Character Education and Systematic Review and Meta-analysis in Education towards the 4th Sustainable Development Goal (Quality of Education). Eventhough the Jurnal Pendidikan Indonesia Gemilang mainly focused on education issues in the Indonesia context or related issues. However, the review and research articles dealing with general educational issues outside the context of education in Indonesia are welcome. Jurnal Pendidikan Indonesia Gemilang is published every February and August in each year in Bahasa Indonesia or English. However, since Vol.2, No.2, August 2022 Jurnal Pendidikan Indonesia Gemilang has become an international journal that publishes articles in English. Jurnal Pendidikan Indonesia Gemilang is published by Gemilang Maju Publikasi Ilmiah (GMPI). Jurnal Pendidikan Indonesia Gemilang has become a Crossref member since year 2021 with prefix 10.53889. Therefore, all articles published by Jurnal Pendidikan Indonesia Gemilang will have unique DOI numbers since Vol. 1, No. 1, August 2021. Since Vol. 1, No. 1, August 2021 Jurnal Pendidikan Indonesia Gemilang uses Anti-Plagiarism Software "Turnitin" to check the authenticity article. Jurnal Pendidikan Indonesia Gemilang has e-ISSN 2807-5285. To give researchers the opportunity to write their perspectives on STEM Education or related ones, since the year 2023, the review articles are also welcome to be submitted to the Jurnal Pendidikan Indonesia Gemilang. Jurnal Pendidikan Indonesia Gemilang in English means The Briliant Indonesian Journal of Education. Jurnal Pendidikan Indonesia Gemilang has been accredited at the 5th grade by the Ministry of Education, Culture, Research, and Technology of Republic of Indonesia since the first issue in Vol.1, No.1, 2021 according to the decision No. 72/E/KPT/2024 and it has been reacredited at the 3rd grade by the Ministry of Higher Education, Science, and Technology of Republic of Indonesia since Vol.5, No.1, 2025 until Vol.9, No.2, 2029 according to the decision No. 295/C/C3/KPT/2026. Jurnal Pendidikan Indonesia Gemilang has been indexed and archived by Jurnal Pendidikan Indonesia Gemilang is cited by articles in Scopus database at least 88 times since published in August 2021 available onlline on <a href="https://www.scopus.com/results/results.uri?sort=cp-f&src=dm&st1=Jurnal+Pendidikan+Indonesia+Gemilang&st2=J.+Pendidik.+Indones.+Gemilang&nlo=&nlr=&nls=&sid=bb88e236469c5f4d058007e78e70f50d&sot=b&sdt=b&cluster=scoexactsrctitle%2C%22Jurnal+Pendidikan+Teknik+Elektro%22%2Cf%2C%22Mukadimah+Jurnal+Pendidikan+Sejarah+Dan+Ilmu+Ilmu+Sosial%22%2Cf%2C%22Jurnal+Pendidikan+Indonesia+Gemilang%22%2Ct%2C%22J+Pendidik+Indones+Gemilang%22%2Ct%2C%22J+Ind+Edu+Gemilang%22%2Ct&sl=82&s=%28REF%28Jurnal+Pendidikan+Indonesia+Gemilang%29+OR+REF%28J.+Pendidik.+Indones.+Gemilang%29+OR+REF%28J+Ind+Edu+Gemilang%29%29&origin=searchbasic&zone=leftSideBar&editSaveSearch=&txGid=1f3824d690a5832818351c565e4ff1e8&sessionSearchId=bb88e236469c5f4d058007e78e70f50d&limit=50" target="_blank">https://scopus.com and the citations detail available here.
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Beyond the Chalkboard: Balancing Management Practices and Teacher Fulfillment
Effective classroom management is the key to unlocking teacher job satisfaction and enhancing educational outcomes. Only few a studies highlight the vital link between classroom management and teacher job satisfaction. This research filled the gap by empirically linking specific classroom management practices to job satisfaction among English teachers, an area previously underexplored in educational studies by employing a descriptive-correlational design, surveying fifty four (54) English teachers from public and private secondary schools in Sison, Pangasinan, Philippines. There is a strong positive correlation (0.65) exists between effective classroom management and higher job satisfaction among English teachers. Management practices varied significantly with years of experience, but gender and school type had no effect. Effective management skills are crucial for improving job satisfaction and educational outcomes. It is recommended for professional development and supportive environments.
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Global Mapping of Research on Thinking Functions in Islamic Psycho-Pedagogical Problem Solving in 2022–2026 through Bibliometric Analysis and Network Visualization
This study aimed to map the global development of the study of thinking functions in problem-solving within the Islamic psycho-pedagogical approach using bibliometric analysis. Data were obtained from the Dimensions database with a publication period of 2022–2026 and analyzed using a quantitative-descriptive approach through network visualization with VOSviewer. The analysis was conducted on document units, authors, institutions, countries, and keywords, with the main techniques including co-authorship, co-occurrence, and co-citation. The results show a significant increase in the number of publications in the initial period, followed by a stabilization phase, indicating the development of the field towards early maturity. The thematic structure of the research is divided into three main clusters: the theoretical-Islamic dimension, the empirical-educational dimension, and the applicative-psychological dimension. Research trends indicate a shift from a conceptual approach to intervention and practical application. However, the scientific collaboration network remains relatively fragmented, with the dominance of certain countries and institutions. The conclusion of this study confirms that this field of study is multidisciplinary with great potential to develop into an interdisciplinary field, although it still requires strengthening global collaboration and conceptual integration.