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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 164 Documents
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Teachers’ Understanding of STEM Education in Secondary Schools: A Systematic Literature Review and Bibliometric Mapping Towards SDG 4 Rinie Pratiwi Puspitawati; Pramita Yakub; Rooselyna Ekawati; Muhammad Zahrudin Afnan
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.3.4.322

Abstract

Objective: The study aims to map research on teachers’ STEM understanding in secondary education, identify major themes and emerging trends, and examine research gaps related to teacher competence and STEM implementation across junior and senior secondary education. Method: A systematic literature review and bibliometric analysis were conducted on studies published between 2010 and 2025. Following the PRISMA framework, 884 records were initially identified, of which 144 studies met the inclusion criteria. The analysis covered keyword co-occurrence, thematic evolution, research density, geographical distribution, and qualitative synthesis of the selected studies. Results: The findings show that research has shifted from early attention to teachers’ perceptions, attitudes, knowledge, and preparedness toward STEM pedagogical content knowledge, interdisciplinary competence, professional development, inquiry, engineering design, creativity, sustainability, and classroom implementation. STEM education, teacher training, professional development, and pedagogical content knowledge emerged as central themes. However, substantial gaps remain between teachers’ STEM awareness, conceptual understanding, pedagogical readiness, and actual classroom implementation. Comparative studies between junior and senior secondary teachers also remain limited. Novelty: The study provides an integrated systematic and bibliometric mapping of teachers’ STEM understanding across secondary education levels and highlights teacher competence as a potential bridge between quality education and sustainable development, particularly in relation to SDG 4, SDG 9, and SDG 13.
Open-Data Serum Metabolomics of Lung Adenocarcinoma for Equitable Early Detection under SDG Target 3.4 Muhammad Nurrohman Sidiq; Rudiana Agustini; Nuniek Herdyastuti; Prima Retno Wikandari; Mirwa Adiprahara Anggarani
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.3.4.325

Abstract

Objective: Sustainable Development Goal (SDG) target 3.4 addresses premature non-communicable disease mortality, yet lung cancer leads cancer mortality among Indonesian men, and low-dose computed tomography screening presumes imaging capacity most low-income settings lack. This study asked which serum pathways are recoverable from open lung adenocarcinoma metabolomics and whether their enzymes are altered in tumor tissue. Method: Serum GC-TOF MS data from the ST000385 ADC2 cohort (43 cases, 43 controls, 152 compounds) were reanalysed in MetaboAnalyst 6.0 using PLS-DA with permutation testing, multivariate ROC, and KEGG enrichment. Enzymes were examined in TCGA-LUAD (483 tumor, 347 normal) with GEPIA2 and survival analysis, and the cohort ST000386 underwent metadata testing. Results: The one-component model separated the groups (R² = 0.492, Q² = 0.302, permutation p < 5 × 10⁻⁴) and reached an AUC of 0.882 on five metabolites, which a sensitivity analysis showed to rest on one correlated axis. Twenty metabolites passed a 5% FDR, and arginine biosynthesis was the most enriched pathway (FDR = 5.8 × 10⁻⁵), whereas the TCA cycle and taurine metabolism did not survive correction. LDHA, PKM and CDO1 predicted survival. ARG1, OTC and CPS1 medians fell in tumor while ASS1 and ARG2 rose modestly. ST000386 carried subject-level metadata that does not associate with its own metabolome. Novelty: The dominant pathway is arginine biosynthesis rather than the Warburg axis of earlier readings, and the enzyme layer shows a dysregulated rather than silenced urea cycle.
Pre-Service Training for Non-Civil Servant Lecturers in Support of Sustainable Development Goals 4: A Necessity or a Formality? Karwanto Karwanto; Martadi Martadi; Faridha Nurhayati; Hasan Subekti
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.3.4.326

Abstract

Objective: To identify and analyze: (1) the impact of pre-service training for non-civil-service (non-ASN) faculty members on the enhancement of teaching skills; (2) the constraints encountered in its implementation; (3) training methods requiring improvement; and (4) the influence of institutional policy and technological support on the effectiveness of the program and its contribution to supporting SDG 4 (quality education). Method: A qualitative case study design was employed. Data were collected through in-depth interviews, observations, and document analysis. The data were analyzed through data condensation, data display, and conclusion drawing or verification. Results: The findings show that pre-service training positively contributes to non-ASN faculty members’ teaching confidence, pedagogical competence, instructional-planning ability, and capacity to implement active-learning strategies. However, limited training duration, insufficiently interactive learning methods, inconsistent institutional support, and unequal technological access constrain its effectiveness. Pre-service training should be redesigned as a practice-oriented, interactive, technology-supported, and institutionally sustained program to ensure that it generates meaningful and lasting improvements in non-ASN faculty members’ teaching practice. Novelty: Offering an integrated, context-specific analysis of pre-service training for non-ASN faculty members by linking teaching-skill development with implementation barriers, training-method renewal, institutional policy, and technological support. It reframes pre-service training not simply as a procedural requirement, but as a professional-development mechanism whose effectiveness depends on the alignment of training design, participant needs, institutional commitment, and digital learning infrastructure.
Engineering Conflict for Organizational Innovation through Social Capital and Relational Structure in Hybrid School Governance for Advancing SDG 16 Alif Firdaus Zamzam; Yatim Riyanto; Muhamad Sholeh
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.3.4.327

Abstract

Objective: To examine conflict engineering as a proactive organizational practice that deliberately structures naturally occurring tensions into a repeatable cycle of organizational learning and innovation, rather than merely resolving conflict after it emerges. Method: Using a qualitative multi-site case study, the research investigates governance practices in two hybrid schools combining academic and residential functions in Lamongan Regency, Indonesia. Data were collected from 34 purposively selected informants through semi-structured interviews, participant observation, and document analysis, and were analyzed using within-case coding and cross-case synthesis. Result: The findings reveal that conflict engineering operates through six interconnected stages: detection, diagnosis, intervention design, facilitation, evaluation, and learning. Social capital, manifested in trust, shared norms, and informal networks, enables organizational actors to channel tension into constructive competition and collaborative problem-solving. The findings further identify relational structure as a provisional boundary condition: horizontal conflicts among peers were more amenable to engineering and were associated with organizational innovation, whereas vertical conflicts tended to encourage avoidance under conditions of high power distance. Novelty: The study’s novelty lies in conceptualizing conflict engineering as a cyclical governance mechanism enabled by social capital and conditioned by relational structure, while repositioning the classical POAC functions (Planning, Organizing, Actuating, and Controlling) as its operational mechanism rather than its theoretical foundation. The study thus extends conflict management from reactive resolution toward deliberate organizational learning and innovation.

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