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Journal of Current Studies in SDGs
Published by Sekolah Tinggi Agama Islam Sabilul Muttaqin mojokerto
ISSN : -     EISSN : 30897564     DOI : https://doi.org/10.63230/jocsis.1.4
Core Subject : Economy, Science, Education, Social,
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Environmental Science Social Sciences Other
The Journal of Current Studies in SDGs is a scholarly journal dedicated to publishing the latest research, reviews, and analyses related to the Sustainable Development Goals (SDGs). This journal aims to serve as an academic platform for researchers, scholars, and practitioners contributing to the achievement of sustainable development objectives across various sectors. We encourage publications that are solution-oriented, evidence-based, and have a tangible impact on policies and the implementation of SDGs at local, national, and global levels.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 19 Documents
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Search results for , issue "vol. 2 no. 3 (2026): september" : 19 Documents clear
Enhancing Critical Thinking Through Literature Circles in EFL Classrooms: Empirical Evidence and Contributions to SDG 4 Junie Darmaningrum; Lies Amin Lestari; Pratiwi Retnaningdyah
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.255

Abstract

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Strengthening Madrasah Diniyah Quality through School Governance and Advancing SDG 4: A Multi-Site Study in Pasuruan Regency, Indonesia Iswahyuni Iswahyuni; Sujarwanto Sujarwanto; Amrozi Khamidi
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.266

Abstract

Objective: To examine the implementation of school governance in strengthening the quality of Madrasah Diniyah through a multi-site study conducted in three Madrasah Diniyah in Pasuruan Regency, Indonesia. Method: A qualitative multi-site research design was employed involving Madrasah Diniyah Miftakhul Ulum 31, Madrasah Diniyah Takmiliyah Ula Nurul Fityan, and Madrasah Diniyah Roudhotul Hikmah. Data were collected through semi-structured interviews, observations, and document analysis involving principals, teachers, education officials, and community representatives. Data were analyzed using the interactive model of data condensation, data display, conclusion drawing, and cross-site analysis to identify common governance practices. Results: The findings reveal that effective school governance is achieved through the integration of curriculum management, human resource development, infrastructure management, financial accountability, and stakeholder collaboration. Institutional leadership, teacher commitment, active community participation, and government support through the Regional Operational Assistance (BOP) program significantly contribute to improving educational quality. However, limited infrastructure, inadequate digital learning facilities, financial constraints, and restricted instructional time remain major challenges. Despite these limitations, the three Madrasah Diniyah have maintained educational quality through adaptive leadership, transparent governance, and collaborative partnerships with local communities. Novelty: Proposing an integrated school governance framework for Madrasah Diniyah, demonstrating that governance effectiveness is shaped by the interaction of leadership, organizational management, stakeholder participation, and educational accountability. The findings extend school governance theory to non-formal Islamic education while contributing to Sustainable Development Goal 4 (Quality Education) by strengthening governance practices, educational quality, and institutional sustainability.
Evaluating the 'Gerbang Kembar' Program for Out-of-School Children: Lessons from Pasuruan Regency, Indonesia on Aligning SDG 4 and SDG 8 Mokhammad Syamsudin; Warih Handayaningrum; Sri Setyowati
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.267

Abstract

Objective: To evaluate the strategy implemented by the Pasuruan Regency Education and Culture Office in addressing school dropouts to support the improvement of the Human Development Index (HDI) through the Gerbang Kembar Program. Method: This study employed a qualitative evaluative approach using the Context, Input, Process, and Product (CIPP) evaluation model. Data were collected through in-depth interviews, observations, documentation, and literature reviews. Data trustworthiness was ensured through source triangulation, technique triangulation, and member checking. The data were analyzed using the interactive analysis model of Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing and verification. Results: The findings indicate that, in the context dimension, the Gerbang Kembar Program was designed in accordance with community needs through a by name by address data-based approach, although it continues to face social, economic, and cultural challenges. In terms of input, the program is supported by adequate human resources, funding, infrastructure, and regulatory frameworks; however, limitations remain in staff competencies, disparities in educational facilities, and funding for direct interventions. Novelty: The novelty of this research lies in the comprehensive application of the CIPP evaluation model to assess the Gerbang Kembar Program as an evidence-based strategy for addressing Out-of-School Children (OSC) through a by-name, by-address approach. The study integrates policy implementation, program management, and socio-environmental factors to evaluate how the program contributes to expanding equitable access to education (SDG 4) while strengthening the foundation for future employability and inclusive economic participation (SDG 8) in Pasuruan Regency, Indonesia.
Case-Based Blended Learning in Catholic Education: Enhancing Critical Thinking toward SDG 4 and SDG 10 in Eastern Indonesia Evaristus Silitubun; Mustaji Mustaji; Dewi Utari
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.268

Abstract

Objective: This study aims to examine the effectiveness of the Case Based Blended Learning (CB2L) model in improving the critical thinking skills of grade X students in Catholic Religious Education at a senior high school in Jayapura, Papua. This article reports the summative quasi-experimental phase of a broader research and development (R&D) project. Method: The study employed a quasi-experimental design using a non-equivalent control group pretest-posttest design involving 60 grade X students. The experimental class was taught using the CB2L model, while the control class received conventional instruction. The CB2L model consisted of seven learning phases: case determination, self learning, group formation, case analysis, discovery information, presentation, and evaluation. Data were collected through a case-based essay test measuring critical thinking skills and analyzed using descriptive statistics, independent samples t-test, normalized gain (N-gain), and effect size estimation. Results: The experimental group achieved a higher posttest score (M = 82.97, SD = 5.31) than the control group (M = 69.67, SD = 7.25). The difference was statistically significant, t = 8.107, p < .001, with a mean difference of 13.30 points. The experimental group also demonstrated a moderate normalized gain (N-gain = 0.421), with mean scores increasing from 58.42 to 81.37. These findings indicate that the CB2L model effectively strengthens students’ critical thinking through the integration of authentic moral cases, individual online preparation, collaborative case analysis, information discovery, presentation, and guided reflection. The novelty of this study lies in the implementation of an integrated Case Based Blended Learning model in Catholic Religious Education, combining authentic case-based learning with blended learning to foster critical thinking within a faith-based educational context. The study also provides empirical evidence from a geographically and culturally distinctive setting in Papua, demonstrating that contextual, technology-supported, and value-based learning can effectively enhance higher-order thinking skills in religious education.
Instructional Design for SDG 4: Developing Collaboration Skills Through an ADDIE-Based Peer Project Learning Model Paulina Maria Ekasari Wahyuningrum; Siti Masitoh; Andi Kristanto
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.269

Abstract

Objective: This study aims to develop the Peer Project Collaborative Learning (PPCL) model and examine its feasibility, practicality, and effectiveness in improving junior secondary students' critical thinking and collaboration skills in Catholic Religious Education at St. Paulus Catholic Junior High School, Palangka Raya. Method: This study employed a Research and Development (R&D) approach using the ADDIE framework (Analyze, Design, Development, Implementation, and Evaluation). statistics, normalized gain analysis, and an independent-samples t-test. Results: The findings indicate that the PPCL model achieved a very high level of validity based on expert judgment (98.8%) and demonstrated high practicality through positive responses from teachers and students (91%). The pretest results showed no significant difference between the experimental and control groups (p = 0.534), confirming comparable initial abilities. Following implementation, students who learned through the PPCL model achieved significantly higher collaboration performance than those receiving conventional Project-Based Learning (M = 41.26 vs. 38.26; t(66) = −6.241, p < 0.001), with a higher normalized gain (0.60 vs. 0.44). Novelty: The findings extend constructivist and collaborative learning theories by demonstrating that structured reciprocal peer interaction embedded within collaborative project activities effectively reduces free-riding, promotes active participation, and enhances twenty-first-century competencies. The PPCL model also offers practical guidance for teachers seeking to design student-centered learning environments that strengthen both cognitive and collaborative competencies in religious education and other secondary school contexts for SDG 4.
Principal Management in Forming Teacher Character: Aligning School Governance with SDG 4 and SDG 8 Al Hadi; Dewie Tri Wijayanti Wardoyo; Amrozi Khamidi
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.270

Abstract

Objective: To examine the principal's management in shaping teacher character, which is the foundation for realizing a school culture with integrity and sustainability. Method: The research was conducted with a qualitative approach through a multi-site study design, involving observation, in-depth interviews with principals, teachers, and students, as well as document review. Data were analyzed using cross-case analysis techniques to reveal the principal's management patterns in shaping teacher character. This study aims to analyze: (1) Planning, (2) Organizing, (3) Implementation; and (4) Supervision of the principal in shaping teacher character in managing schools at SMP Negeri 3 Krian, Sidoarjo.  Results:  1) Planning: The Principal of SMP Negeri 3 Krian applies flexible, contextual, and participatory methods through intensive communication between school members. 2) Organizing: The Principal of SMP Negeri 3 Krian applies a collaborative and humanistic approach that prioritizes interpersonal communication and a sense of family to increase teachers' sense of belonging. 3) Implementation: The Principal of SMP Negeri 3 Krian applies a persuasive, cultural, and humanistic approach through informal communication to build a harmonious work environment. 4) Supervision: The Principal of SMP Negeri 3 Krian chooses a humanistic and interpersonal approach through informal observation and open personal coaching. Novelty: The research places the context of teacher character formation as the primary focus, not merely as a supporting variable for improving competence or performance. This focus offers a novel contribution because teacher character is the foundation for creating a school culture of integrity and sustainability for SDG 4 and SDG 8.
Extending Juran’s Quality Trilogy in Islamic Boarding Schools: Empirical Insights for Realizing SDG 4 in Indonesia Matnasir Matnasir; Sujarwanto Sujarwanto; Nunuk Hariyati
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.272

Abstract

Objective: To examine how pesantren-based schools institutionalize quality management by implementing Juran’s Quality Trilogy through an embedded organizational quality culture. It addresses the limited understanding of how quality planning, quality control, and quality improvement are integrated within faith-based educational institutions. Method: Employing a qualitative multisite case study involving two Indonesian secondary schools integrating the national education system with the pesantren tradition. Data were collected through in-depth interviews with school leaders, teachers, administrative staff, students, parents, and education authorities, supported by observations and document analysis. The data were analyzed using within-case and cross-case thematic analysis, while triangulation and member checking ensured trustworthiness. Results: The findings indicate that quality planning was collaboratively developed through stakeholder participation, curriculum integration, and shared educational values. Quality control was sustained through continuous academic supervision, religious discipline, routine monitoring, and collective responsibility. Quality improvement was achieved through institutional learning, collaborative professional development, and reflective evaluation embedded in daily practices. These processes were integrated through Pesantren Quality Culture, which functioned as the organizational mechanism connecting the three dimensions of Juran’s Quality Trilogy into a continuous quality management cycle. Novelty: Proposing a contextual quality management model for faith-based schools by extending Juran’s Quality Trilogy through Pesantren Quality Culture. The model highlights the integration of shared religious values, stakeholder collaboration, continuous organizational learning, reflective evaluation, and collective commitment as key drivers of sustainable educational quality for SDG 4.
Realizing the Pancasila Student Profile through SDG 4: Zero Waste, Science, and Literacy Projects in Elementary Schools Husnul Fatihah; Dadang Sundawa; Asep Mahfudz; Vina Amilia; Rahmawati Rahmawati; Diva Amanda
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.183

Abstract

Objective: The study aimed to explore, analyze, and describe the strategies implemented by elementary schools to develop the Pancasila Student Profile. Specifically, the study examined school programs, stakeholder involvement, and institutional practices that support the internalization of Pancasila values and character development among students at Palembang Nature School. Method: The study employed a descriptive qualitative approach and was conducted at Palembang Nature School, also known as SAPA Palembang Elementary School. The research participants consisted of the principal, teachers, students, and parents or guardians. Data were collected through observations, interviews, and document analysis. The data analysis process involved data collection, data reduction, data presentation, and conclusion drawing. Data credibility was established through source and technique triangulation. Results: The findings identified five major programs implemented to develop the Pancasila Student Profile: (1) Zero Waste, (2) Science Project, (3) Language Literacy Week, (4) Cultural Week, and (5) Survival. These programs facilitated the development of students’ character, faith in God Almighty, knowledge, creativity, independence, responsibility, and democratic attitudes. The successful implementation of the Pancasila Student Profile was supported by three main factors. Novelty: The study provides an integrated description of how nature-based elementary school programs can be used to develop the Pancasila Student Profile through experiential, environmental, scientific, cultural, literacy, and survival-oriented activities. The findings demonstrate that the Pancasila Student Profile can be effectively developed through a whole-school approach involving school leaders, teachers, students, and parents.
Prophetic Dimensions in Caregivers’ Character with Literary and Religious Reflections from Darul Ulum for Quality Education (SDG 4) Akhmad Fatoni; Darni Darni; Anas Ahmadi; Khuaxay Sengsouk; Silva Anggi Lestari
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.233

Abstract

Objektive: To explore the prophetic dimensions reflected in the character of caregivers at Al-Hambra Darul Ulum Islamic Boarding School, Jombang, East Java, Indonesia, focusing particularly on those with a literary background. The study investigates how caregivers who are also poets influence educational patterns and character formation within the pesantren (Islamic boarding school) setting. Method: Qualitative phenomenological study employs prophetic structuralism, integrating Kuntowijoyo’s prophetic literature (humanization, liberation, transcendence) and Bourdieu’s genetic structuralism (habitus, field, capital). Data were collected through in-depth interviews with Binhad Nurrohmat, a poet and caregiver, and analyzed using Creswell’s six-step interactive model. Results: The findings reveal three interconnected dimensions of prophetic structuralism in Nurrohmat’s literary practice. In the amil dimension, he exercises moral agency by rejecting shirk, slander, and harmful writing through continuous self-evalution. In the amal dimension, poetry becomes a vehicle for outward goodness (honesty, social bonding, da’wah) and inward goodness (gratitude, trust in God, remembrance of death). In the amul dimension, engagement with sufism, Qur’anic narratives, and contemplation of death builds divine awareness. Novelty: Contributing a new theoretical framework, prophetic structuralism, that integrates literary analysis, authorial reflection, and social reception, extending Kuntowijoyo's prophetic literature beyond thematic analysis. Unlike previous studies that focus solely on textual interpretation, this framework combines authorial subjectivity and reader response to offer a more comprehensive understanding of prophetic values in literature. It also demonstrates how pesantren-based education, through caregivers with literary and religious consciousness, shapes students' resilient moral character, thereby supporting SDG 4 (Quality Education), particularly target 4.7.
Evaluating Elementary School Admission Regulations in Indonesia: An SDG 4 Perspective on Equity and Access Nur Hamidah; Mustaji Mustaji; Bambang Sigit Widodo
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.243

Abstract

Objective: This study aims to explore opportunities and challenges in implementing the New Student Admission Policy (PPDB) at elementary schools in Gresik Regency, East Java, Indonesia. It examines how local education authorities manage national regulations in alignment with social, cultural, and geographical contexts. Method: A qualitative approach was used, with data collected through interviews with elementary school stakeholders under the Gresik Regency Education Office. The data were analyzed based on relevant policy concepts and regulations to understand local implementation practices. Results: Successful PPDB implementation depends on local actors’ ability to understand, respond to, and manage complex social and administrative demands. Flexible and locally adapted policies promote equitable access, relevant educational outcomes, and quality services. Effective implementation requires cross-institutional coordination, strong social networks, and community participation. Zoning systems and affirmative policies are crucial to prevent exclusion and ensure schools in low-attractiveness areas receive adequate support. Novelty: This study emphasizes reformulating PPDB policies beyond technical procedures by integrating social values, local culture, and community needs. The findings provide practical guidance for local governments and policymakers to create a more adaptive, inclusive, and sustainable student admission system.

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