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All Journal PEDAGOGIA West Science Social and Humanities Studies
Sumadisastro, Witzir
Unknown Affiliation
Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Public Health Social Sciences

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A Bibliometric Analysis Ethical Perspectives on SDGs Based Education Goals Using VOSViewer Sumadisastro, Witzir; Robandi, Babang; Fahrizal, Diki
PEDAGOGIA Vol 22, No 2 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v22i2.75800

Abstract

This study investigates the integration of ethical perspectives into the frameworks of Education for Sustainable Development (ESD) and Society 5.0, with a focus on their alignment with the Sustainable Development Goals (SDGs). Utilizing a bibliometric analysis, the research examines academic and professional literature published between 2010 and 2024. Data was collected from Google Scholar using keywords such as "Ethical Education," "Sustainable Development Goals and Education," and "Technology in Education." The analysis employed VOSviewer to map and visualize thematic connections and subject linkages within the literature.The findings indicate a notable increase in research on ethical education and the SDGs, with publication peaks in 2012 and 2023, alongside a slight decline in 2021, reflecting fluctuating scholarly attention. These results highlight the growing recognition of ethics as an essential element in educational strategies that advance sustainable development goals. The study emphasizes the importance of integrating ethical considerations into the development of inclusive, equitable, and sustainability-oriented educational objectives. The conclusions advocate for the establishment of ethically grounded educational frameworks that align with the objectives of Society 5.0, which aims to harmonize technological advancements with societal well-being. This research offers actionable insights for educators, policymakers, and researchers, providing strategies to strengthen the role of ethics in achieving educational and sustainable development objectives.
Revealing The Influence of English Curriculum, Verbal Ability and Self-Efficacy Toward English Proficiency in Senior High School (Study on Senior High School Students in Bandung) Sumadisastro, Witzir; Wahyudin, Dinn
West Science Social and Humanities Studies Vol. 2 No. 05 (2024): West Science Social and Humanities Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsshs.v2i05.911

Abstract

This quantitative study examines the influence of self-efficacy, verbal ability, and the English curriculum on English language proficiency among senior high school students. The research involved 96 respondents who completed questionnaires designed to measure their self-efficacy, verbal ability, perceptions of the English curriculum, and their English language proficiency levels. The data collected were analyzed using Structural Equation Modeling (SEM) with Partial Least Squares (PLS) version 4.0 to determine the relationships among the variables. The analysis revealed that self-efficacy, often considered a crucial factor in academic performance, does not significantly impact English language proficiency in this context. This finding suggests that students' beliefs in their own capabilities to learn English might not directly translate into improved language skills. On the other hand, verbal ability was found to have a significant positive influence on English language proficiency. This indicates that students with higher verbal skills tend to perform better in English, highlighting the importance of enhancing these abilities through targeted instructional strategies. Moreover, the English curriculum also showed a significant positive effect on language proficiency. A well-structured curriculum that effectively integrates language learning objectives with practical applications appears to be a key determinant of students' success in mastering English. These results underscore the importance of curriculum development and verbal ability enhancement in educational practices. In conclusion, the study provides valuable insights into the factors that contribute to English language proficiency among senior high school students. While self-efficacy alone may not be a decisive factor, the significant roles of verbal ability and curriculum quality suggest that educational stakeholders should prioritize these areas to foster better English language outcomes. Future research could explore additional variables and longitudinal effects to further understand the dynamics of language learning in educational settings.
Co-Authors Babang Robandi Dinn Wahyudin, Dinn Fahrizal, Diki