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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. 4 (2026): december" : 19 Documents clear
Adapting Literature Circles for Critical Thinking in Indonesian EFL Classrooms: A Qualitative Case Study Aligned with SDG 4 Junie Darmaningrum; Lies Amin Lestari; Pratiwi Retnaningdyah
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.263

Abstract

Objective: To investigate how Literature Circles can be pedagogically adapted to the Indonesian English as a Foreign Language (EFL) context to foster students' critical thinking while accommodating curriculum requirements, students' language proficiency, and classroom learning needs in support of Sustainable Development Goal (SDG) 4. Method: A qualitative case study was conducted at an Indonesian senior high school involving one English teacher and twelve eleventh-grade EFL students. Data were collected through classroom observations, semi-structured interviews, and document analysis, including lesson plans, students' worksheets, dialogue journals, and learning products. The data were analyzed using coding, categorization, thematic analysis, and triangulation. Results: The findings revealed that Literature Circles were successfully adapted through modifications to instructional procedures, collaborative learning stages, reading materials, and role assignments, including the addition of Text Analyzer and Grammar Pointer roles to align with the Indonesian genre-based curriculum. These adaptations promoted six dimensions of critical thinking interpretation, analysis, inference, evaluation, explanation, and self-regulation while enhancing students' affective, cognitive, and behavioral engagement in collaborative learning. Novelty: The study proposes a contextualized adaptation model of Literature Circles for Indonesian secondary EFL classrooms, demonstrating how collaborative reading can be integrated with curriculum demands to foster critical thinking, student engagement, and the achievement of Sustainable Development Goal 4 (SDG 4) through student-centered learning.
Shaping Teachers' Character and Workplace Well-Being: A Multi-Site Study on Principal Leadership for SDG 4 and SDG 8 Al Hadi; Dewie Tri Wijayanti Wardoyo; Amrozi Khamidi
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.271

Abstract

Objective: To analyze principal management in shaping teacher character through planning, organizing, implementation, and supervision at SMP Negeri 1 Sidoarjo and SMP Negeri 3 Krian, Sidoarjo. Method: Employing a qualitative approach using a multi-site case study design. Data were collected through observation, in-depth interviews with principals, teachers, and students, as well as document analysis. The data were analyzed using cross-case analysis to identify similarities, differences, and management patterns applied by principals in shaping teacher character. Results: The findings show that the principal of SMP Negeri 1 Sidoarjo applied systematic, structured, and data-based management to strengthen accountability in planning, organizing, implementation, and supervision. In contrast, the principal of SMP Negeri 3 Krian emphasized flexible, contextual, collaborative, and humanistic management through intensive interpersonal communication and a family-oriented school culture. These different approaches indicate that teacher character development can be strengthened through both formal data-based management and humanistic interpersonal leadership. Novelty: Proposing a conceptual model of principal management in shaping teacher character consisting of five key components: leadership through real exemplary behavior, integration of data-based management and humanistic approaches, strengthening of distinctive school culture, improvement of teacher professionalism and performance, and optimization of effective organizational performance. This model offers a practical and theoretical framework for schools seeking to improve teacher character, school culture, graduate quality, student character formation, and public trust in educational institutions for SDG 4 and SDG 8.
Integrating Religious Values and Modern Quality Standards: A Multi-Site Inquiry into SDG 4 Achievement in Pesantren-Based Schools Matnasir Matnasir; Sujarwanto Sujarwanto; Nunuk Hariyati
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.273

Abstract

Objective: This study aims to analyze and describe: (1) quality planning; (2) quality control; (3) quality improvement; (4) supporting factors; and (5) inhibiting factors in the implementation of quality management in pesantren-based schools. Method: The study employed a qualitative approach using a multi-site case study design. Data were collected through in-depth interviews, observations, and documentation involving principals, vice principals, teachers, educational staff, students, and parents. Data analysis was conducted through data condensation, data display, conclusion drawing and verification, single-site analysis, and cross-site analysis. Data trustworthiness was ensured through source triangulation, technique triangulation, theory triangulation, member checking, and audit trails. Results: The findings revealed that: (1) quality planning was carried out through stakeholder needs identification, the development of programs and an integrated curriculum, and the strengthening of pesantren values in educational quality planning; (2) quality control was implemented through instructional supervision, discipline monitoring, program evaluation, academic achievement evaluation, and the development of students’ religious character; (3) quality improvement was achieved through human resource development, instructional innovation, educational technology enhancement, infrastructure development, and a culture of continuous improvement; (4) supporting factors included visionary leadership, pesantren culture, human resource competence, stakeholder support, and commitment to quality; and (5) inhibiting factors included rapid technological changes in education, the need for continuous human resource development, the complexity of managing both school and pesantren programs, and the challenge of balancing educational modernization with pesantren traditions. Novelty: The novelty of this study lies in the development of a quality management model for pesantren-based schools that positions pesantren culture as the foundation for the formation of a quality culture. This quality culture strengthens the implementation of quality planning, quality control, and quality improvement based on Juran’s Trilogy, thereby producing educational quality that is academically excellent, religiously grounded, and globally competitive for SDG 4.
Development of an IoT-Based 3-Phase Electric Motor Controller Trainer Equipped to Improve Critical Thinking Skills, Creativity, and Learning Outcomes: Supporting SDG 4 Joko Joko; Ismet Basuki; Tri Rijanto; Aries Dwi Indriyanti; Alfredo Arianto Permana Putra
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.229

Abstract

Objective: To develop a learning device for an Internet of Things (IoT)-based Right-Left Rotating Induction Motor Control Trainer equipped with Student Worksheets (LKM) to improve critical thinking skills, creativity, and student learning outcomes. Method: The research method used the ADDIE model development research. The testing or evaluation process is carried out a validity test, a student response test, and an effectiveness test. Data analysis techniques using descriptive statistics, N-Gain test, and Paired Samples Test. Results:  The results show that the Internet of Things (IoT)-based Right-Left Rotating Induction Motor Control Trainer equipped with Student Worksheets is highly valid based on expert validation results, highly practical based on student responses, and highly effective in terms of improving critical thinking, creativity, and student learning outcomes. Therefore, the resulting trainer is highly suitable for use in electrical machinery lectures. Novelty: The novelty of this research lies in the integration of an IoT-based Right-Left Rotating Induction Motor Control Trainer with Student Worksheets and learning outcome measurements covering cognitive, affective, and psychomotor domains. This study highlights how technology-based learning innovation supports SDG 4 by promoting quality education, competency development, and improved learning experiences.
Digital Literacy Practices and Sustainable Development Goals 4: Experiences of International Students in Indonesian Higher Education Lestari Budianto; Slamet Setiawan; Pratiwi Retnaningdyah
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.231

Abstract

Objective: The growing number of international students in Indonesia has highlighted the importance of digital literacy in supporting academic success and cross-cultural adaptation. As higher education institutions strive to contribute to the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), understanding how international students engage with digital literacy practices becomes increasingly relevant. Method: To explore the digital literacy practices of international students studying in Indonesia and examines their perceived contributions to sustainable and inclusive educational experiences. Employing a qualitative approach, data were collected through semi-structured interviews with international students enrolled in Indonesian higher education institutions. Result:  The findings reveal that digital literacy practices support students in accessing academic resources, participating in online learning communities, developing intercultural communication skills, and navigating academic and social challenges in a foreign environment. Novelty: The study further demonstrates that digital literacy contributes to equitable access to learning opportunities and promotes inclusive educational participation, aligning with the objectives of SDG 4 and SDG 10 (Reduced Inequalities). These findings suggest that digital literacy should be recognized as a critical component of sustainable international education. Universities are encouraged to strengthen digital literacy support systems to enhance international students’ academic engagement and foster more inclusive learning environments.
Advancing SDG 4 through Contextual Robotics Learning Devices to Enhance Technical and Problem-Solving Skills in Vocational Education Muhamad Zuhrie; Agus Wiyono; Fendi Achmad; Dwi Aqidah; Afrizal Luthfi Eka Arnatha; Muhammad Nawwarudin Nawwarudin
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.235

Abstract

Objective: To development of a comprehensive robotics learning device package for vocational engineering education based on Contextual Teaching and Learning (CTL) principles. This research contributes to Sustainable Development Goal 4 (SDG 4) by promoting quality education through innovative, contextual, and competency-based learning approaches that support technical skill development and problem-solving abilities. Method: The research employed a Research and Development (R&D) methodology guided by the 4-D model (Define, Design, Develop, Disseminate) and the ADDIE framework. The developed learning package consists of six components: Mechanical Robot Module, Electronics Robot Module, Software Robot Module, Student Worksheets (LKPD), Learning Evaluation Instruments, and Robotics Practicum Guide. Validation was conducted by experts, followed by initial student trials to evaluate feasibility and learning responses. Results:  Expert validation across seven aspects resulted in an average feasibility score of 86.6%, categorized as Very Feasible. Initial student trials demonstrated positive responses, showing improvements in learning engagement, module attractiveness, instructional interactivity, and robotics skills through contextual project-based problem-solving activities. The developed learning package achieved an overall research achievement rate of 90.6%. Novelty: The study provides a novel contribution by integrating CTL principles into a comprehensive robotics learning device package that connects theoretical knowledge with real-world industrial applications. The findings highlight how contextual technology-based learning supports SDG 4 by strengthening quality vocational education, enhancing student competencies, and preparing learners for industry-oriented challenges.
Teaching Values through Literature and Advancing SDG 4: A UNESCO-Based Analysis of Peace, Justice, and Equality in English Literary Works Masulah Masulah; Fabiola Dharmawanti Kurnia; Ali Mustofa
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.237

Abstract

Objective: Investigating the representation of UNESCO core values in selected literary works taught in an English Literature program and explores their contribution to values-based education. Method: The research employed a qualitative case study approach. Data were collected through textual analysis of selected literary works, including Julius Caesar, Othello, King Lear, Oedipus, Goblin Market, and When I Was One-and-Twenty. The data were interpreted using UNESCO’s framework of core human values. Results: The findings reveal that the selected literary works prominently represent the values of peace, justice, and equality. These values are reflected through characters’ moral struggles, ethical decisions, social relationships, and responses to power, prejudice, and responsibility. The analysis shows that literary texts provide meaningful opportunities for students to engage critically with social and moral issues while developing empathy, ethical awareness, and respect for diversity. Novelty: Providing a novel contribution by examining how English literary works function as pedagogical resources for integrating UNESCO core values particularly peace, justice, and equality into literature teaching in higher education. It demonstrates that literary narratives not only enhance students’ literary competence but also foster character development, ethical awareness, and values-based learning. Furthermore, the study extends the discourse on literature education by highlighting its contribution to Sustainable Development Goal 4 (Quality Education), particularly Target 4.7, through promoting global citizenship, respect for human rights, cultural diversity, and a culture of peace.
From Erotic Verse to Sacred Word: Binhad Nurrohmat's Poetic Pilgrimage Through Prophetic Structuralism for Character Education and SDG 4 Akhmad Fatoni; Darni Darni; Anas Ahmadi; Khuaxay Sengsouk; Silva Anggi Lestari
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.240

Abstract

Objective: To explore the poetic transformation of Binhad Nurrohmat from his urban Jakarta period to his spiritually contemplative works in Javanese pesantren culture. It seeks to understand how this poetic shift reconfigures the relationship between literary practice, ethical subjectivity, and spiritual transcendence. Method: The research uses prophetic structuralism, a theoretical synthesis of Pierre Bourdieu's sociology of cultural production (habitus, field, capital) and Kuntowijoyo's Islamic prophetic paradigm (humanization, liberation, transcendence). Data were collected through close reading of Nurrohmat's selected poetry collections published between 2014 and 2021, as well as contextual analysis of his biographical trajectory from Jakarta to Jombang. Results: The findings reveal that Nurrohmat's work embodies a tripartite movement within prophetic structuralism, comprising Amil, Amal, and Amul. First, in the Amil dimension, the poet positions himself as an ethical subject situated between the secular and the sacred realms. Second, in the Amal dimension, poetry functions as a critical social practice. Third, in the Amul dimension, language becomes a medium of contemplative transcendence. The pesantren functions not merely as a backdrop but as a transformative field that reshapes poetic habitus and spiritual capital. Novelty: Contributing prophetic structuralism as a new theoretical framework for analyzing Islamic literature, moving beyond thematic interpretation to integrate authorial habitus, field dynamics, and spiritual capital. It offers a broader reflection on Islamic literary modernity that engages deeply with tradition while performing a critical, spiritually infused aesthetics relevant to post-secular literary discourse and SDG 4 (Quality Education), particularly target 4.7 on education for sustainable development.
Reformulating New Student Admission Policy for SDG 4: A Local Values-Based Approach in Elementary Schools and Islamic Madrasahs in Gresik Regency Nur Hamidah; Mustaji Mustaji; Bambang Sigit Widodo
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.244

Abstract

Objective: To explore opportunities and challenges in implementing the New Student Admission Policy (PPDB) at elementary schools and Islamic elementary madrasahs (MI) in Gresik Regency, East Java, Indonesia. It examines how local education authorities manage national regulations while considering social, cultural, and geographical contexts. Method: A qualitative approach was employed, collecting data through interviews with stakeholders from selected SD and MI under the Gresik Regency Education Office and Ministry of Religious Affairs. Observations and document analyses supplemented the data, which were interpreted using relevant policy concepts and regulations to understand local implementation practices. Results: Successful PPDB implementation depends on local actors’ ability to navigate complex social and administrative demands. Flexible, culturally adapted policies promote equitable access, relevant educational outcomes, and high-quality services. Effective implementation requires cross-institutional coordination, strong social networks, and active community participation. Zoning systems and affirmative policies are essential to prevent exclusion and ensure schools in low-attractiveness areas receive adequate support. Novelty: The research offers a novel contribution by reformulating the implementation of the New Student Admission Policy (PPDB) beyond technical and administrative procedures through the integration of local values, socio-cultural contexts, and community needs. Unlike previous studies that primarily focus on policy compliance and operational aspects, this study demonstrates how context-sensitive policy implementation can strengthen equitable and inclusive access to basic education while advancing Sustainable Development Goal 4 (Quality Education), particularly Targets 4.1 and 4.5.
Developing a TPaCK Textbook to Support the ScaPro-PjBL Model: Preparing Pre-Service Physics Teacher Competencies in Distance Learning for SDG 4 Gaguk Resbiantoro; Wasis Wasis; Wahono Widodo
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.246

Abstract

Objective: This study evaluates the validity and practicality of a TPaCK textbook as supporting teaching material for the Scaffolded Product in Project-Based Learning (ScaPro-PjBL) model for training pre-service physics teachers in TPaCK. It focuses on three phases: starting with essential questions, designing a project with a timeline and checkpoints, and providing tutorials on subject-specific techniques and methods. Method: The textbook development followed Plomp’s stages of preliminary research, development/prototyping, and assessment. The textbook has five chapters on the TPaCK concept, framework, application in physics distance learning, supporting technology, and TPaCK products. Validity was assessed by three experts using the Indonesian National Agency of Education Standards (NAES) criteria for content, presentation, language, and graphics, with scores ranging from 1 to 10. Reliability was calculated using ICC(3,k) and Cronbach's Alpha. Practicality was tested through limited (21 students) and extensive (98 students) trials using questionnaires 1–4, with similar reliability analyses. Results: The TPaCK textbook is valid and practical, and it supports students in understanding concepts, designing TPaCK-based learning products, determining project needs, following technical tutorials, and developing products such as online lesson plans, digital worksheets, video materials, and application-based formative evaluations. Conceptual scaffolding supports the initial phase, while procedural scaffolding guides mastery of technology. Multimodal presentation and accessibility enhance ease of use. Novelty: This textbook is designed as scaffolding for ScaPro-PjBL implementation in preparing pre-service physics teachers for distance learning. It serves as content support, a practice guide, a conceptual mediator, and a procedural tool for developing TPaCK.

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