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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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Lecturer-Informed Instructional Design Requirements for Developing a Project-Based Collaborative Learning Model toward SDG 4 Zet Yulius Baitanu; Suryanti Suryanti; Lamijan Hadi Susarno
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.3.1.304

Abstract

Objective: To identify and prioritise lecturers’ instructional needs and translate integrated evidence into lecturer-informed design requirements for developing a Project-Based Collaborative Learning (PjBCL) model in higher education. It also examined how the resulting requirements could support SDG 4 by strengthening contextually relevant and competency-oriented quality education. Method: The study employed the Preliminary Research phase of Educational Design Research. A needs-assessment questionnaire was pilot-tested with 11 lecturers and administered to 78 lecturers at an Indonesian public university using purposive sampling. Quantitative data were analysed using descriptive statistics and internal-consistency testing, while qualitative responses were examined through inductive content analysis. The two strands were integrated using Joint Display and Meta-Inference. Results: The analysis produced four interrelated instructional design requirements: local contextualisation, authentic collaborative learning, institutional readiness, and student competency development. Local-context integration received the highest quantitative rating (M = 4.65, SD = 0.41), and qualitative findings specified the cultural, pedagogical, organisational, and partnership conditions required to operationalise these priorities. Novelty: The study advances Educational Design Research by demonstrating a transparent evidence-to-design pathway that converts lecturers’ quantitative priorities and qualitative explanations into explicit instructional design requirements before model development. This lecturer-informed process provides an empirical foundation for designing and iteratively refining a context-responsive PjBCL model aligned with SDG 4 (Quality Education).
Mathematics Anxiety Profiles and Dominant Predictors of Students’ Mathematical Problem-Solving Ability for SDG 4: Quality Mathematics Education Herfa Maulina Dewi Soewardini; Yusuf Fuad; Rooselyna Ekawati
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.3.1.305

Abstract

Objective: The study aims to identify mathematics anxiety profiles among junior high school students and examine the dominant psychological predictors influencing students’ mathematical problem-solving ability. The study addresses the limitation of previous research that often treats mathematics anxiety as a single emotional barrier by examining variations in students’ anxiety characteristics and their associated predictors. Method: A mixed-methods sequential explanatory design was employed involving 183 seventh-grade students from two public junior high schools in West Surabaya, Indonesia. Quantitative data were collected using a mathematics anxiety questionnaire and a mathematical problem-solving ability test. Descriptive statistics and multiple regression analysis were conducted to identify anxiety profiles and determine dominant predictors within each profile. Qualitative data from interviews were analyzed to provide deeper explanations of quantitative findings. Results: The findings revealed that students demonstrated different mathematics anxiety characteristics associated with variations in problem-solving ability. Regression analysis showed that dominant predictors differed across anxiety profiles. Psychological factors emerged as the strongest predictor in Cluster 1 (B = 1.692, p < 0.001), while personality factors became the dominant predictor in Cluster 2 (B = 1.899, p = 0.021). Novelty: The study contributes to mathematics education research by demonstrating that mathematics anxiety should not be viewed as a homogeneous construct. Instead, different anxiety profiles are associated with different dominant predictors, providing implications for developing differentiated learning strategies that support inclusive and quality mathematics education aligned with Sustainable Development Goal 4.
Human-Centred Artificial Intelligence-Supported Critical Film Literacy Model for SDG 4.7: A Postcolonial Study of Indonesian Cinema Frikho Fernando Polii; Suyatno Suyatno; Darni Darni
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.3.1.311

Abstract

Objective: The study develops a human-centred model of artificial-intelligence-supported critical film literacy for language education and Sustainable Development Goal (SDG) 4.7. It examines how Indonesian biographical cinema constructs critical awareness and how those constructions can organise responsible AI-supported learning. Method: A qualitative interpretative-critical reanalysis examined Guru Bangsa: Tjokroaminoto, Kartini, and Sultan Agung: Tahta, Perjuangan, dan Cinta. Verbal, visual, narrative, auditory, and cultural signs were analysed through Peircean semiotics, Freirean critical pedagogy, and Bhabha's postcolonial concepts. Abductive cross-film coding organised the evidence into cognitive, affective, and praxis-oriented dimensions and guided pedagogical model derivation. Results: The films construct structural awareness through education, letters, books, public speech, cultural memory, and symbolic spaces; ethical engagement through confinement, exploitation, grief, and responsibility; and transformative agency through organisation, emancipatory literacy, negotiation, leadership, and cultural transmission. These patterns support a six-stage cycle: human first reading, AI-generated alternative interpretation, evidence verification, cultural-bias audit, dialogic synthesis, and independent ethical language production. Novelty: The study integrates critical film literacy, language learning, AI literacy, postcolonial interpretation, and SDGs-oriented education in one operational didactic-semiotic model. Human judgement functions as the organising principle of AI use, while SDG 4.7 provides the central educational purpose and SDGs 5 and 16 provide linked contribution pathways.
Comparison of Multidimensional and Unidimensional Approach to Entrepreneurial Orientation: A Systematic Literature Review for SDG 8 Rusnandari Retno Cahyani; Asri Laksmi Riani; Mugi Harsono; Sinto Sunaryo
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.3.1.313

Abstract

Objective: To examine and compare the multidimensional and unidimensional approaches to Entrepreneurial Orientation (EO) and their contribution to organizational performance within the perspective of sustainable economic development aligned with Sustainable Development Goal (SDG) 8. EO represents a strategic capability that encourages innovation, competitiveness, and entrepreneurial activities in organizations. Method: A Systematic Literature Review (SLR) approach by analyzing peer-reviewed articles indexed in Scopus from 2014 to 2024. From 500 initially identified articles, 100 articles were selected through screening, full-text evaluation, and quality assessment processes. The analysis focused on EO dimensions, research trends, theoretical contributions, and comparative advantages of both approaches. Results: The findings indicate that the multidimensional approach provides deeper insights into the specific roles of innovation, proactiveness, risk-taking, autonomy, and competitive aggressiveness in influencing organizational outcomes. Meanwhile, the unidimensional approach offers a simpler and more practical measurement framework for assessing overall entrepreneurial orientation. Both approaches demonstrate significant contributions to understanding business performance and entrepreneurial success. Novelty: The study contributes by integrating multidimensional and unidimensional perspectives of EO into a comprehensive framework that supports sustainable entrepreneurship development. The findings provide theoretical and practical implications for organizations seeking innovation-driven growth and sustainable economic competitiveness aligned with SDG 8.
Review of Empirical Research on Corporate Sustainability Practice: An Indonesian Context Towards SDG 12 Elvia Ivada; Rahmawati Rahmawati; Djuminah Djuminah; Wahyu Widarjo
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.3.1.314

Abstract

Objective: To examine the implementation of corporate sustainability practices among Indonesian companies by reviewing empirical academic studies and identifying how the Triple Bottom Line (TBL) framework is adopted to address sustainability challenges. This study contributes to understanding responsible corporate practices and their relevance to achieving Sustainable Development Goal 12 (Responsible Consumption and Production). Method: A systematic literature review approach to analyze scholarly publications related to corporate sustainability practices in the Indonesian context. Following a systematic review protocol, 57 articles were selected and examined through content analysis using Atlas.ti software. The analysis focused on identifying sustainability practices based on the Triple Bottom Line framework, including economic, social, and environmental dimensions. Results: The findings indicate that most Indonesian sustainability studies utilize the TBL framework as the foundation for explaining corporate sustainability practices. However, sustainability implementation remains predominantly focused on reporting activities, while only a limited number of studies discuss the integration of TBL principles into business operations, organizational strategies, and corporate culture. Novelty: The study provides a comprehensive review of corporate sustainability practices in Indonesia by identifying the gap between sustainability reporting and strategic implementation. The findings emphasize the importance of embedding sustainability principles into corporate decision-making and operational processes to strengthen responsible production practices and support SDG 12 achievement.
Proposed Framework To Explore The Role Of Consumer Protection And Ecosystem Orchestration In The Banking Industry: Supporting SDG 9 Anto Prabowo; Wimboh Santoso; Djoko Suhardjanto; Irwan Trinugroho
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.3.1.315

Abstract

Objective: The banking industry is experiencing significant transformation driven by increasing demands for consumer protection and digital ecosystem development. This study aims to propose a conceptual framework for examining the role of consumer protection and ecosystem orchestration in improving financial and digital performance within the banking industry. The study contributes to Sustainable Development Goal (SDG) 9 by highlighting the importance of innovation and digital infrastructure development in strengthening the competitiveness of financial institutions. Method: A conceptual research approach based on the Structure-Conduct-Performance (SCP) paradigm. The proposed framework integrates firm size as a structural variable, consumer protection and ecosystem orchestration as conduct variables, and financial performance and digital performance as outcome variables. The conceptual model is developed through theoretical exploration of previous studies related to banking transformation, consumer protection, digital ecosystems, and organizational capabilities. Results: The proposed framework suggests that firm size may influence consumer protection and ecosystem orchestration capabilities, while both consumer protection and ecosystem orchestration are expected to contribute to financial performance and digital performance. The framework provides a comprehensive perspective on how banks can balance digital innovation with consumer trust and protection. Novelty: The study offers a novel integrated framework by combining consumer protection and digital ecosystem orchestration within the SCP paradigm. The proposed model provides a foundation for future empirical research examining how banking institutions can achieve sustainable digital transformation aligned with SDG 9.
Context-Responsive Managerial Skills and Character-Centred School Quality: Implications for SDGs 4, 16, and 17 in Eastern Indonesia Remigius Missa; Maria Veronika Roesminingsih; Bambang Sigit Widodo
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.3.1.316

Abstract

Objective: To examines how principals integrate conceptual, human, and technical managerial skills to strengthen school quality across three Catholic secondary schools in Eastern Indonesia and interprets the relevance of these practices to SDGs 4, 16, and 17. Method: A multi-site case study was conducted in three schools governed by the same foundation but differentiated by mission, resources, and performance conditions. Purposively selected participants represented principals, vice-principals, teachers, and foundation leadership; the source documentation did not provide one consolidated participant total. Data from in-depth interviews, participant observation, and documentary analysis were examined within each site through condensation, display, and conclusion drawing, followed by cross-site comparison and triangulation. Results: Conceptual skill was expressed through school self-evaluation, SWOT analysis, vision and mission review, priority setting, and the alignment of school work plans and budgets. Human skill mobilised implementation through motivation, dialogue, active listening, recognition, delegation, stakeholder participation, and partnership building. Technical skill embedded priorities in instructional supervision, curriculum and assessment coordination, teacher development, remedial and enrichment support, learning-resource management, discipline, and accountable administration. Across the sites, these skills operated as a recursive improvement process. School quality combined standards compliance and academic and non-academic performance with integrity, character, faith, civic responsibility, local wisdom, and social trust. Novelty: The study advances Katz’s framework from a three-part taxonomy to a context-responsive improvement mechanism and offers a character-centred conception of school quality for faith-based and resource-differentiated settings, while linking the findings analytically-not as original field indicators—to the governance principles of SDGs 4, 16, and 17.
Relational Leadership and Stakeholder Co-Production for Quality Education: Advancing SDG 4 and SDG 17 in Catholic Secondary Schools in Eastern Indonesia Remigius Missa; Maria Veronika Roesminingsih; Bambang Sigit Widodo
Journal of Current Studies in SDGs Vol. 3 No. 4 (2027): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.317

Abstract

Objective: Investigates how school principals convert relational managerial capabilities into stakeholder co-production that advances Sustainable Development Goal 4 and Sustainable Development Goal 17  across three Catholic secondary schools in Eastern Indonesia. Method: A focused secondary thematic analysis was conducted on a qualitative multi-site case-study dataset generated through in-depth interviews, participant observation, and documentary analysis. Within-site and cross-site analyses examined communication, listening, motivation, recognition, delegation, stakeholder participation, and partnership mobilisation. Results: Six interdependent practices emerged: establishing relational safety, facilitating dialogic sensemaking, institutionalising participatory planning, delegating according to competence, integrating recognition with reciprocal accountability, and mobilising family-school-foundation-community partnerships. These practices strengthened teacher commitment, programme ownership, student support, access to additional resources, and community legitimacy. Context shaped enactment: the resource-constrained school depended more heavily on external networks, whereas the seminary school embedded participation within a shared formation mission. Novelty: The study proposes a relational co-production pathway in which trust and stakeholder participation operate as organisational infrastructure rather than supplementary programmes. The model explains how relational leadership connects school-level managerial practice with quality education (SDG 4) and sustainable partnerships (SDG 17) in faith-based and resource-differentiated settings.

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