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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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"We Are Family" for Promoting Student Wellbeing and Advancing SDG 4: A Multi-Site Case Study in Islamic Junior High Schools Zuhrotul Mufidah; 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.2.3.257

Abstract

Objective: To investigate how student wellbeing is realized in Islamic junior high schools, examine the implementation of the We Are Family (WAF) school culture program, identify the character outcomes generated through the program, and develop a conceptual model of a wellbeing-based school culture.  Method: A qualitative multi-site case study design was employed at two Islamic junior high schools in Sidoarjo. Data were collected through in-depth interviews, participatory observations, and document analysis involving principals, vice principals, program teachers, and students. The data were analyzed using the interactive model of Miles, Huberman, including data condensation, data display, and conclusion drawing, followed by cross-site analysis to identify convergent and divergent patterns. Results:  The findings reveal that student wellbeing is realized through four interconnected dimensions: academic, psychological, social, and spiritual wellbeing. The WAF program operates through a relational culture characterized by familial climate, emotional-spiritual support, collective character development, and school-family collaboration. The program contributes to the development of responsibility, empathy, value-based discipline, mutual respect, sense of belonging, and independence. Cross-site analysis further identifies six essential elements of a wellbeing-based school culture: values-based environment, transformational leadership, psychological safety, dialogic communication, developmental discipline, and school-family collaboration.  Novelty: Contributes to SDGs 4 by porposing the WAF School Culture Model and introduces spiritual wellbeing as a distinct fourth dimension of student wellbeing, extending existing wellbeing frameworks by integrating organizational culture, positive psychology, character education, and faith-based educational perspectives into a comprehensive school wellbeing framework.
Mapping Global Information Design Research in Digital Interfaces: A Bibliometric Perspective on SDGs 4 and 9 Hasanuddin Al Habib; Dimas Avian Maulana; Shofian Fiangga
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.2.3.258

Abstract

Objective: To map the global development of research on information design in digital interfaces through the perspective of user interface (UI), user experience (UX), and usability studies. This study also examines its relevance to Sustainable Development Goal 4 (Quality Education) and Sustainable Development Goal 9 (Industry, Innovation and Infrastructure). Method: Bibliometric analysis was conducted using Scopus-indexed journal articles published between 2000 and 2026. Data were retrieved using the query TITLE-ABS-KEY (“UI” AND “UX” AND (“user experience” OR usability)). Following PRISMA-guided screening, 51 articles were selected for analysis. Performance analysis and science mapping using VOSviewer were applied to identify publication trends, source contributions, and thematic structures. Results:  The findings indicate rapid growth of UI/UX research during the 2020s, with major contributions from computer science, engineering, and interdisciplinary fields. Thematic mapping shows that user experience, usability, and user interface represent the central research clusters, while design thinking and usability testing emerge as important supporting themes. Novelty: The study highlights information design as a strategic component in sustainable digital development. Effective interface structures support SDG 4 by improving accessibility and comprehension in digital learning environments, while supporting SDG 9 through the development of inclusive and human-centered digital infrastructure. The findings provide directions for future research on accessibility, usability evaluation, and sustainable interface design.
The Effect of Red Ginger (Zingiber officinale var. rubrum rhizoma) on Neutrophil Levels After Eccentric Exercise in Support of SDG 3 Rizky Patria Nevangga; Nur Shanti Retno Pembayun; Ananda Perwira Bakti; Ulya Asyrofa; Kandilia Sahani
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.3.1.259

Abstract

Objective: Exercise-induced muscle damage (EIMD) following eccentric exercise triggers an acute inflammatory response characterized by increased neutrophil infiltration. Although non-steroidal anti-inflammatory drugs (NSAIDs) are commonly used to manage inflammation, their prolonged use may cause adverse effects. This study aimed to analyze the effect of red ginger (Zingiber officinale var. rubrum) extract on plasma neutrophil levels after eccentric exercise in untrained individuals as a natural anti-inflammatory strategy supporting SDG 3 (Good Health and Well-being). Method: The experimental study employed a randomized pretest–posttest control-group design involving 30 untrained medical students from Universitas Negeri Surabaya. Participants were randomly assigned to either a control group (placebo) or an experimental group receiving red ginger extract (n = 15 each). Blood samples were collected before exercise and after intervention to determine plasma neutrophil levels. Data were analyzed using normality tests followed by paired-sample t-tests with SPSS version 26. Results: The normality test confirmed that all variables were normally distributed (p > 0.05). The control group showed no significant change in plasma neutrophil levels after eccentric exercise (p = 0.820). In contrast, the experimental group demonstrated a significant reduction in neutrophil levels following red ginger supplementation (p < 0.001), indicating a decreased inflammatory response after exercise-induced muscle damage. Novelty: The study demonstrates the anti-inflammatory potential of red ginger extract using plasma neutrophil count as an early biomarker of EIMD after eccentric exercise. The findings provide evidence for a safe, affordable, and locally available natural alternative to conventional anti-inflammatory medication, contributing to healthier exercise recovery and supporting Sustainable Development Goal 3.
Educational Supervision as Internal Quality Assurance Mechanism: Conceptualizing the Quality Assurance-Based Supervision Cycle (QASC) for Quality Education (SDG 4) Hilmi Qosim Mubah; Yatim Riyanto; Erny Roesminingsih
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.2.3.260

Abstract

Objective: To examines how educational supervision functions as an organizational quality assurance mechanism within the Internal Quality Assurance (IQA) system and develops a conceptual framework explaining how supervision contributes to sustainable educational quality beyond improving teacher performance. Method: Employed a qualitative case study at MTsN 1 Pamekasan, Indonesia, to explore educational supervision within the Internal Quality Assurance system. Data were gathered between September 2025 and June 2026 through semi-structured interviews with 11 informants. Classroom observations and institutional documents were used to enrich the interview data. The analysis followed the interactive approach of Miles, Huberman, and Saldaña, while the credibility of the findings was strengthened through source triangulation, method triangulation, member checking, peer debriefing, and a comprehensive audit trail. Results: To identified that shape quality-oriented educational supervision: evidence-based supervision planning, collaborative supervision practices, organizational learning, and continuous quality improvement. These processes demonstrate that supervision extends beyond monitoring classroom instruction by generating organizational evidence that supports professional learning, institutional decision making, policy refinement, and the ongoing implementation of Internal Quality Assurance. Novelty: The principal contribution of this study is the development of the Quality Assurance-Based Supervision Cycle (QASC), a conceptual framework explaining how educational supervision, organizational learning, and Internal Quality Assurance operate as an integrated and continuous cycle. The framework offers a broader perspective by positioning educational supervision not merely as a strategy for improving teachers' instructional practices, but as an evidence-informed organizational governance mechanism that drives sustainable educational quality improvement.
Reflective Supervision Learning Cycle (RSLC): Integrating Academic Supervision and Internal Quality Assurance to Support SDG 4 Through Sustainable School Improvement Hilmi Qosim Mubah; Yatim Riyanto; Erny Roesminingsih; 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.2.4.261

Abstract

Objective: To examine how academic supervision is integrated into the Internal Quality Assurance system to support sustainable school improvement and develops a conceptual model that explains the relationship between quality assurance, reflective supervision, professional learning, and continuous improvement. Method: A qualitative case study was conducted at a public Islamic junior secondary school in Pamekasan Regency, Indonesia. Data were collected through semi-structured interviews, observations, and document analysis involving 11 participants selected through purposive sampling. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. Results: Academic supervision was embedded within the Internal Quality Assurance system through five interconnected processes: quality diagnosis, academic supervision planning, reflective supervision, professional learning, and continuous improvement. These processes transformed supervision from a periodic evaluative activity into an evidence-informed organizational mechanism that strengthened instructional quality, professional capacity, and institutional learning. Novelty: The study proposes the Reflective Supervision Learning Cycle (RSLC) as a conceptual and operational framework that integrates academic supervision with Internal Quality Assurance. The model extends existing supervision literature by positioning supervision as the organizational mechanism that connects quality diagnosis, reflective practice, professional learning, and continuous improvement to advance sustainable school improvement and contribute to Sustainable Development Goal 4 (Quality Education).
Project-Based Learning in Indonesian Junior High School Science Education for SDG 4: Teachers’ Perceptions, Practices, and Implementation Challenges Martini Martini; Erman Erman; I Gusti Made Sanjaya
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.2.3.265

Abstract

Objective: To explore Indonesian junior high school science teachers’ perceptions, practices, and challenges in implementing Project-Based Learning (PjBL) in science education, particularly in relation to the promotion of quality education as reflected in SDG 4. The study also examined the relationship between teaching experience, regional background, teachers’ perceptions, and the frequency of PjBL implementation. Method: A survey was conducted involving science teachers from various regions of Indonesia with different teaching experiences. Data were collected using a questionnaire developed based on core PjBL indicators, including project planning, implementation, assessment, and reflection. The data were analyzed using descriptive analysis, chi-square tests, and binomial tests. Results: The findings showed that most science teachers had positive perceptions of PjBL and recognized its potential to enhance student engagement, collaboration, problem-solving, creativity, and critical thinking skills. However, positive perceptions did not automatically lead to frequent classroom implementation. Several challenges were identified, including limited time, varying student readiness, inadequate facilities, difficulties in project assessment, and limited understanding of inquiry-oriented and reflective PjBL practices. Novelty: The study highlights the gap between teachers’ positive perceptions and actual PjBL implementation in Indonesian junior high school science education. It contributes to SDG 4 by emphasizing the need for sustained professional development to strengthen teachers’ pedagogical competence and support more inclusive, meaningful, and quality science learning.
Principal-Led Clinical Supervision in Indonesian Schools: Advancing Teacher Professional Development for SDG 4 Akhmad Mundir; Andi Kristanto; 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.2.4.275

Abstract

Objective: To investigate the impact of principals' clinical supervision on teachers' pedagogical competence within the cultural context of Indonesian schools. Clinical supervision has been shown to promote reflective practice. However, its implementation in Indonesia is often a formality to meet government-set management standards, rather than a means of developing teachers' competencies. Method: To use a convergent mixed-methods research design and involved eighty-nine teachers and six principals from six elementary and junior high schools in Jombang, East Java. Quantitative data, derived from pre- and post supervision. Result: After clinical supervision, showed statistically significant improvements in teachers' pedagogical skills. The most substantial improvements were seen in teachers' lesson planning and evaluation. Qualitatively, thematic analysis found that teachers initially experienced "fear of exposure" and professional shame during the supervision process. Affective resistance evolved into a journey of collaborative discovery as the supervision progressed. These findings highlight that the effectiveness of transforming teachers' pedagogical competence is embedded in the school's organizational culture. Novelty:  Schools that demonstrated high levels of interpersonal trust between teachers and principals performed better than schools governed by rigid organizational norms. This study concludes that for clinical supervision to be truly effective in Indonesia, it must be reimagined as a culturally sensitive and mandated dialogue, not simply an administrative requirement. The implications suggest that educational policymakers should shift their focus toward coaching-based leadership training, emphasizing psychological safety and relational trust as catalysts for professional growth and teaching quality.
Transformative Authentic Assessment for Learner Identity Reconstruction in Personalized Learning Pathways: Advancing SDG 4 and SDG 10 in Indonesian Education Afakhrul Masub Bakhtiar; Yatim Riyanto; Sujarwanto Sujarwanto
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.2.3.276

Abstract

Objective: To investigate how transformative authentic assessment implemented within Personalized Learning Pathways (PLP) reconstructs learner identity by enhancing motivation and self-efficacy among learners in Indonesian Community Learning Centers (PKBM), while supporting the achievement of Sustainable Development Goals (SDGs) 4 and 10. Method: A qualitative multi-site case study was conducted at PKBM Sekolah Dolan Malang and PKBM Tsurayya Karimah Indonesia. Fifty-seven participants, including institutional heads, tutors, administrative staff, learners, and an external supervisor, were purposively selected. Data were collected through participatory observations, semi-structured interviews, and document analysis. The data were analyzed using thematic analysis and cross-site synthesis to identify recurring patterns across both learning centers. Results: The findings reveal that authentic assessment functions as a continuous, reflective, and learner-centered process rather than merely an instrument for measuring academic achievement. Portfolio-based assessment, reflective discussions, individualized feedback, and continuous learning monitoring significantly enhanced learners' intrinsic motivation and self-efficacy. These assessment practices gradually transformed learners' perceptions from educational failure and low self-confidence toward positive learner identities characterized by confidence, autonomy, responsibility, and lifelong learning orientation. Novelty: Proposing a transformative authentic assessment framework that conceptualizes learner identity reconstruction as a sequential psychological process linking authentic assessment, recognition of learners' strengths, enhanced motivation, strengthened self-efficacy, and positive learner identity. The findings extend authentic assessment literature beyond academic achievement by demonstrating its role as a psychological mechanism for educational inclusion and learner empowerment within personalized learning pathways in community education.
Adaptive Assessment Pathways for Achieving SDG 4: Strengthening Motivation and Self-Efficacy in Indonesian Nonformal Education Afakhrul Masub Bakhtiar; Yatim Riyanto; Sujarwanto Sujarwanto
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.2.4.277

Abstract

Objective: To examine how adaptive assessment pathways strengthen learner motivation and self-efficacy in Indonesian nonformal education, particularly in community learning centers (PKBM). It focuses on how diagnostic assessment, authentic evaluation, and personalized feedback support learners who have experienced exclusion from formal schooling. Method: A qualitative multi-site case study was conducted over ten months at two PKBM institutions in Indonesia. The study involved 57 participants, including institutional leaders, tutors, administrative staff, and learners. Data were collected through participatory observation, semi-structured interviews, and portfolio analysis. The data were analyzed thematically to identify patterns related to adaptive assessment, motivation, self-efficacy, and learner engagement. Results: The findings revealed that adaptive assessment pathways contributed to three main psychological outcomes. First, diagnostic and contextual assessment created meaningful learning experiences that enhanced intrinsic motivation. Second, portfolio-driven evaluation helped learners recognize their progress, develop self-efficacy, and build a positive learning identity. Third, personalized feedback cycles encouraged learners to monitor their own progress and develop self-regulated learning behaviors. Novelty: Offering a novel perspective by conceptualizing adaptive assessment pathways as both pedagogical and psychological mechanisms for restoring learner confidence in nonformal education. The findings highlight adaptive assessment as a transformative strategy for advancing equity, inclusion, and SDG 4 oriented learning in Indonesian PKBM contexts.
Career Adaptability and Work Volition among Aviation Vocational Cadets: The Mediating Role of Career Engagement toward SDG 4, SDG 8, SDG 9, and SDG 10 Linda Winiasri; Ekohariadi Ekohariadi; Ratna Suhartini
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.2.4.278

Abstract

Objective: To analyzes the direct effect of career adaptability on work volition among cadets in aviation vocational higher education and its indirect effect through career engagement, while positioning the model within the Sustainable Development Goals (SDGs), especially SDG 4, SDG 8, SDG 9, and SDG 10. Method: The study used a quantitative explanatory design involving 310 active non-Polbit Diploma III cadets from Politeknik Penerbangan Surabaya and Akademi Penerbang Indonesia Banyuwangi. Data were collected using a closed-ended questionnaire with a six-point Likert scale and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM).  Results:  Career adaptability had a positive and significant effect on career engagement, career engagement had a positive and significant effect on work volition, and career adaptability had a positive and significant direct effect on work volition. Career engagement also significantly mediated the relationship between career adaptability and work volition, indicating partial mediation. Novelty: The study contributes to SDG-oriented aviation vocational higher education by explaining how adaptive career resources become a perceived capacity for occupational choice when translated into proactive career development behavior among non-Polbit cadets.

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