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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 158 Documents
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Digital Literacy Practices and Identity Negotiation among Thai Students in Indonesian EFL Classrooms: Advancing SDG 4 through Quality and Inclusive Education Lestari Budianto; Slamet Setiawan; Pratiwi Retnaningdyah
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.242

Abstract

Objective: To investigate how Thai students in Indonesia negotiate their identities through digital literacy practices in an English as a Foreign Language (EFL) classroom, contributing to Sustainable Development Goal 4 (SDG 4) by examining how digital practices support quality and inclusive education in multilingual higher education contexts. Method: Employing a qualitative approach, the study involved three Thai students from the English Education Department at Universitas K.H. Abdul Chalim. Data were collected through classroom observations and self-administered interviews and analyzed using thematic analysis. Result: The findings indicate that digital literacy practices facilitated language learning, classroom participation, and identity negotiation as international EFL learners. The participants utilized digital tools, including translation applications, social media, online learning platforms, and artificial intelligence tools, to adapt to academic and sociocultural environments. Their identity construction was shaped by cross-cultural experiences, multilingual communication, and digital engagement within the EFL classroom.  Novelty: The study contributes to the growing literature by demonstrating the interconnected role of digital literacy and identity construction among international students in higher education EFL contexts. It also provides novel insights from the underexplored context of Thai students studying in Indonesia, highlighting how digital literacy practices support both academic adaptation and identity development.
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.
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.
Learning Management for Advancing SDG 4 through a Deep Learning Approach: A Multi-Site Case Study in Indonesian Junior High Schools Aris Setiawan; Yatim Riyanto; 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.2.3.245

Abstract

Objective: To describe, analyze, and construct propositions for a conceptual model of learning management through a deep learning approach at SMP Negeri 1 Gedangan and SMP Negeri 4 Sidoarjo. Method: The research employed a descriptive qualitative design using a multi-site case study approach. Data were collected through in-depth interviews, direct observation, and document analysis. The data were then analyzed through single-site and cross-site analysis to identify patterns, similarities, and conceptual findings from both research sites. Results: The findings show that the implementation of learning management through a deep learning approach requires principals to move beyond administrative and managerial functions toward a stronger role as instructional leaders. Principals facilitate teacher professional development through coaching, mentoring, and supportive clinical discussions. They also play a transformational role in translating curriculum vision into classroom practices based on mindful, meaningful, and joyful learning. Effective implementation is supported by teacher capacity building, principal managerial competence, curriculum integration, infrastructure optimization, digital technology utilization, and stakeholder collaboration. Novelty: Offering a conceptual model of learning management that integrates instructional leadership, teacher professional development, curriculum transformation, digital learning support, and stakeholder collaboration as strategic elements in implementing deep learning in junior high schools for SDG 4.
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.
Advancing SDG 4 through Deep Learning Approaches: Reconstructing Student Learning from Metacognitive and Higher-Order Thinking Skills Perspectives Sri Usodoningtyas; Ekohariadi Ekohariadi; Maspiyah Maspiyah; Ratna Suhartini; Luthfiyah Nurlaela
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.2.4.248

Abstract

Objective: To reconstruct student learning within the context of sustainable quality education by exploring the integration of deep learning approaches, metacognition, and Higher-Order Thinking Skills (HOTS) in higher education. The study responds to the persistent dominance of memorization-oriented and procedural learning practices that limit students’ cognitive development and lifelong learning capacities. Methods: A qualitative conceptual design was employed using thematic analysis of scholarly literature published between 2022 and 2026. Relevant studies on deep learning, metacognition, HOTS, and sustainable higher education were systematically reviewed to identify key themes and conceptual relationships. Results: The analysis demonstrates that deep learning promotes meaningful cognitive engagement, reflective awareness, and active knowledge construction. Metacognitive regulation functions as a central mechanism linking deep learning and HOTS through planning, monitoring, and evaluating learning processes. Furthermore, inquiry-based learning, reflective activities, and authentic problem-solving experiences enhance students’ analytical reasoning, creativity, adaptability, and critical thinking, which are essential competencies for sustainable learning and future workforce readiness. Novelty: The proposes an integrated conceptual framework that connects deep learning, metacognition, and HOTS within the broader agenda of Sustainable Development Goal 4 (Quality Education). The framework offers a comprehensive perspective for transforming student learning from surface-level knowledge acquisition to meaningful and reflective learning, while providing theoretical insights for educators and researchers seeking to promote sustainable and transformative educational practices in higher education.
Functionalization of L-Cystein On Magnetite As Magnetic Adsorbent  Metals for SDG 14 Amaria Amaria; Dina Kartika Maharani; Amalia Putri Purnamasari; Sari Edi Cahyaningrum; Aisha Setiyanti
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.251

Abstract

Objective: The increasing consumption of gold (Au) in the electronics, catalysis, and medical sectors has led to the depletion of primary ore resources while increasing the accumulation of electronic waste (e-waste) which reaches 62 million tons per year globally. Therefore, the development of selective, efficient, and environmentally friendly Au(III) recovery technology from secondary sources is very urgent. This study aims to synthesize and characterize magnetic adsorbents based on magnetite (Fe3O4@Cys) functionalized with L-Cysteine (Fe3O4@Cys) and evaluate its performance in the recovery of Au(III) ions from aqueous solutions. Method: L-Cysteine was chosen because it contains a thiol group (-SH) which has a high affinity for Au(III) based on the hard-soft acid-base (HSAB) theory. The synthesis was conducted through silica coating followed by L-cysteine immobilization using GPTMS as a coupling agent.  Results:  FTIR analysis confirmed the presence of Fe–O, Si–O–Si, and Si–OH groups, indicating successful functionalization. XRD results showed that the magnetite crystal structure was retained after modification, with a crystallite size of 16.43 nm and the presence of amorphous silica.  Novelty: The synthesized Fe3O4@Cys exhibited good acid stability, demonstrating its potential as a selective magnetic adsorbent for Au(III) recovery from secondary resources.
Integrating Pauline Ethics into Character Education: A Four-Pillar Framework for Advancing SDG 4 in Effective 21st-Century Schools Layu Marsiana; Erny Roesminingsih; Karwanto Karwanto
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.2.3.253

Abstract

Objective: To examine the integration of Pauline Ethics into character education through a Four-Pillar Model designed to strengthen effective 21st-century schools amid increasing moral, social, and digital challenges. The study aims to analyze the implementation of Pauline Ethics-based character education and its contribution to supporting SDG 4 (Quality Education) through holistic character development. Method: Employing a qualitative case study approach in a private junior high school in Indonesia. Data were collected through in-depth interviews, participatory observation, and document analysis involving school leaders, teachers, and students. The collected data were analyzed using thematic analysis to identify patterns related to the implementation of Pauline Ethics values. Results: The findings indicate that the values of Regularité, Simplicité, and Travail were effectively internalized through four interconnected pillars: curricular integration, teacher role modeling, school culture, and ecosystem collaboration. These pillars contributed to strengthening students’ discipline, responsibility, empathy, perseverance, and twenty-first-century competencies while fostering a supportive and value-oriented school environment. Novelty: Introducing the Pauline Ethics Four-Pillar Model as a novel spiritually grounded character education framework that systematically integrates curriculum, teacher role modeling, school culture, and educational ecosystem engagement. The model provides a practical and contextual approach for strengthening character formation and promoting quality education in contemporary schools.
Pauline Ethics-Based Character Education Management Model for Building Effective Paulinian Schools toward SDG 4: Quality Education Layu Marsiana; Erny Roesminingsih; Karwanto Karwanto
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.2.4.254

Abstract

Objective: This study aims to develop a Pauline Ethics-Based Character Education Management Model for building effective Paulinian schools and supporting SDG 4, particularly Target 4.7 on quality education. Method: A qualitative case study was conducted at Santo Paulus Junior High School, Kuala Kapuas, Central Kalimantan, Indonesia. Data were collected through in-depth interviews, participant observation, and document analysis involving the principal, teachers, educational staff, students, parents, and school documents. Data were analyzed through data reduction, data display, and thematic conclusion drawing. Results: The findings indicate that the values of Regularité, Simplicité, and Travail are internalized through learning activities, role modelling, habituation, mentoring, reflection, and school culture. These processes contribute to the formation of Paulinian character, including discipline, responsibility, humility, perseverance, integrity, and service orientation. The internalization of these values further strengthens Paulinian school culture and supports the development of an effective school environment. Novelty: This study proposes a Pauline Ethics-Based Character Education Management Model that integrates educational management, value internalization, character formation, school culture, and school effectiveness within a single conceptual framework. The model demonstrates that school effectiveness is influenced not only by academic and administrative factors but also by the successful management of ethical values and school culture.
Advancing SDG 4 through TPACK-Driven Development of Technological Knowledge and Competence in Pre-Service Science Teachers Dyah Astriani; An Nuril Maulida Fauziah; Ahmad Fauzi Hendratmoko; Laily Rosdiana; Martini Martini; Nur Hayati
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.2.3.256

Abstract

Objective: The increasing complexity of 21st-century education requires pre-service science teachers to develop integrated knowledge of technology, pedagogy, and content. This study aims to examine the relationships among Content Knowledge (CK), Technological Knowledge (TK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK) in shaping pre-service science teachers’ competence to integrate technology into science instruction. Method: A quantitative approach with a cross-sectional survey design was employed. Data were collected using a valid and reliable TPACK questionnaire and analyzed through Structural Equation Modeling using SmartPLS. Result: The findings revealed that CK significantly contributed to both TK and TCK, indicating that strong content mastery supports the development of technology-related knowledge. TK also made a substantial contribution to TCK and a moderate direct contribution to TPACK. Among all examined relationships, TCK provided the strongest contribution to TPACK. These results suggest that the development of TPACK is not determined by CK alone, but is strengthened through the integration of technological and content knowledge. Novelty: The novelty of this study lies in highlighting TCK as a key mediating domain that bridges CK and TK in developing pre-service science teachers’ TPACK, thereby offering empirical evidence for designing teacher education programs that support technology-integrated science learning and contribute to quality education aligned with SDG 4.

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