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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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Data-Driven Seismic Hazard Zonation of Indonesia to Support SDG 11 Using DBSCAN and K-Means Clustering Atik Wintarti; Fadhilah Qalbi Annisa; Harmon Prayogi; Yuliani Puji Astuti; Ibnu Febry Kurniawan
Journal of Current Studies in SDGs Vol. 2 No. 2 (2026): June
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.2.224

Abstract

Objective: To examine ten years of earthquake data recorded across Indonesia drawing on 5,364 events with magnitudes above M 5.0 between 2016 and 2025. Method: DBSCAN algorithm was run after the optimal neighborhood radius was determined objectively from a k-distance plot. An elbow at about 65 km was identified and the value yielded 16 spatially distinct clusters alongside 460 noise events. K-means algorithm identified four seismic regimes. Results: Of the four regimes, one cluster (Cluster 1) concentrated every major earthquake in the catalog (64 events with M >= 7.0), even though it accounted for fewer than one event in ten. The three remaining clusters captured background seismicity at near-identical mean magnitudes of approximately from 5.33 to 5.35. At the conventional zonal level, Maluku-Sulawesi generated the most events about 40.8% from total events, while Sumatra registered the highest seismic energy output. A Gutenberg-Richter b-value of 0.98 was estimated for the full catalog. Novelty: Introducing earthquake zonation methods based on machine learning for earthquake catalog of Indonesia. These findings support multiple Sustainable Development Goals including the identification of underestimated high-energy rupture corridors informs evidence-based urban risk reduction (SDG 11), strengthens the scientific foundation for earthquake disaster preparedness (SDG 13), introduces an innovative and reproducible machine learning methodology applicable to infrastructure (SDG 9), and contributes a freely transferable workflow that adopt data-driven zonation methods (SDG 17)
Product Design Worksheets as Procedural Scaffolding in the ScaPro-PjBL Model for Strengthening Pre-Service Physics Teachers’ TPaCK toward SDG 4 Gaguk Resbiantoro; Wasis; Wahono Widodo
Journal of Current Studies in SDGs Vol. 2 No. 2 (2026): June
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.2.228

Abstract

Objective: To evaluate the validity and practicality of worksheets as a form of procedural scaffolding within the ScaPro-PjBL model for training TPaCK. Method: The design of these worksheets followed Plomp's (2013) design research stages: preliminary research, development/prototyping, and assessment. Developed alongside the innovative Scaffolded Product in Project-Based Learning (ScaPro-PjBL) model, the worksheets underwent expert review for validity and were piloted with 21 students in a limited pilot and 98 students in a broad pilot from two East Java campuses in Indonesia. Validity scores, reliability statistics (ICC(3, k) and Cronbach's Alpha), and practicality results were collected throughout these stages. Results:  The worksheets were found to be valid, with an average validity score of 8.65 (very valid), an ICC(3, k) of 0.819 (good reliability), and an α of 0.839 (good reliability). Practicality was also confirmed, with an average score of 3.26-3.50 (very practical) in extensive trials. High reliability in practicality assessment was recorded using both ICC(3,k) and Cronbach's Alpha. Novelty: The six worksheets in this study were specifically designed as scaffolding in project-based learning to support the development of the ScaPro-PjBL model. The specifications for worksheet development are detailed in this article. This study contributes to SDG 4 (Quality Education) by providing structured, student-centered learning resources that enhance project-based learning implementation, promote higher-order thinking, and support equitable, high-quality science education.
Enhancing Critical Thinking Through Literature Circles in EFL Classrooms: Empirical Evidence and Contributions to SDG 4 Junie Darmaningrum; Lies Amin Lestari; Pratiwi Retnaningdyah
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.2.3.255

Abstract

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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.
Strengthening Madrasah Diniyah Quality through School Governance and Advancing SDG 4: A Multi-Site Study in Pasuruan Regency, Indonesia Iswahyuni Iswahyuni; Sujarwanto Sujarwanto; Amrozi Khamidi
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.2.3.266

Abstract

Objective: To examine the implementation of school governance in strengthening the quality of Madrasah Diniyah through a multi-site study conducted in three Madrasah Diniyah in Pasuruan Regency, Indonesia. Method: A qualitative multi-site research design was employed involving Madrasah Diniyah Miftakhul Ulum 31, Madrasah Diniyah Takmiliyah Ula Nurul Fityan, and Madrasah Diniyah Roudhotul Hikmah. Data were collected through semi-structured interviews, observations, and document analysis involving principals, teachers, education officials, and community representatives. Data were analyzed using the interactive model of data condensation, data display, conclusion drawing, and cross-site analysis to identify common governance practices. Results: The findings reveal that effective school governance is achieved through the integration of curriculum management, human resource development, infrastructure management, financial accountability, and stakeholder collaboration. Institutional leadership, teacher commitment, active community participation, and government support through the Regional Operational Assistance (BOP) program significantly contribute to improving educational quality. However, limited infrastructure, inadequate digital learning facilities, financial constraints, and restricted instructional time remain major challenges. Despite these limitations, the three Madrasah Diniyah have maintained educational quality through adaptive leadership, transparent governance, and collaborative partnerships with local communities. Novelty: Proposing an integrated school governance framework for Madrasah Diniyah, demonstrating that governance effectiveness is shaped by the interaction of leadership, organizational management, stakeholder participation, and educational accountability. The findings extend school governance theory to non-formal Islamic education while contributing to Sustainable Development Goal 4 (Quality Education) by strengthening governance practices, educational quality, and institutional sustainability.
Evaluating the 'Gerbang Kembar' Program for Out-of-School Children: Lessons from Pasuruan Regency, Indonesia on Aligning SDG 4 and SDG 8 Mokhammad Syamsudin; Warih Handayaningrum; Sri Setyowati
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.2.3.267

Abstract

Objective: To evaluate the strategy implemented by the Pasuruan Regency Education and Culture Office in addressing school dropouts to support the improvement of the Human Development Index (HDI) through the Gerbang Kembar Program. Method: This study employed a qualitative evaluative approach using the Context, Input, Process, and Product (CIPP) evaluation model. Data were collected through in-depth interviews, observations, documentation, and literature reviews. Data trustworthiness was ensured through source triangulation, technique triangulation, and member checking. The data were analyzed using the interactive analysis model of Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing and verification. Results: The findings indicate that, in the context dimension, the Gerbang Kembar Program was designed in accordance with community needs through a by name by address data-based approach, although it continues to face social, economic, and cultural challenges. In terms of input, the program is supported by adequate human resources, funding, infrastructure, and regulatory frameworks; however, limitations remain in staff competencies, disparities in educational facilities, and funding for direct interventions. Novelty: The novelty of this research lies in the comprehensive application of the CIPP evaluation model to assess the Gerbang Kembar Program as an evidence-based strategy for addressing Out-of-School Children (OSC) through a by-name, by-address approach. The study integrates policy implementation, program management, and socio-environmental factors to evaluate how the program contributes to expanding equitable access to education (SDG 4) while strengthening the foundation for future employability and inclusive economic participation (SDG 8) in Pasuruan Regency, Indonesia.
Case-Based Blended Learning in Catholic Education: Enhancing Critical Thinking toward SDG 4 and SDG 10 in Eastern Indonesia Evaristus Silitubun; Mustaji Mustaji; Dewi Utari
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.2.3.268

Abstract

Objective: This study aims to examine the effectiveness of the Case Based Blended Learning (CB2L) model in improving the critical thinking skills of grade X students in Catholic Religious Education at a senior high school in Jayapura, Papua. This article reports the summative quasi-experimental phase of a broader research and development (R&D) project. Method: The study employed a quasi-experimental design using a non-equivalent control group pretest-posttest design involving 60 grade X students. The experimental class was taught using the CB2L model, while the control class received conventional instruction. The CB2L model consisted of seven learning phases: case determination, self learning, group formation, case analysis, discovery information, presentation, and evaluation. Data were collected through a case-based essay test measuring critical thinking skills and analyzed using descriptive statistics, independent samples t-test, normalized gain (N-gain), and effect size estimation. Results: The experimental group achieved a higher posttest score (M = 82.97, SD = 5.31) than the control group (M = 69.67, SD = 7.25). The difference was statistically significant, t = 8.107, p < .001, with a mean difference of 13.30 points. The experimental group also demonstrated a moderate normalized gain (N-gain = 0.421), with mean scores increasing from 58.42 to 81.37. These findings indicate that the CB2L model effectively strengthens students’ critical thinking through the integration of authentic moral cases, individual online preparation, collaborative case analysis, information discovery, presentation, and guided reflection. The novelty of this study lies in the implementation of an integrated Case Based Blended Learning model in Catholic Religious Education, combining authentic case-based learning with blended learning to foster critical thinking within a faith-based educational context. The study also provides empirical evidence from a geographically and culturally distinctive setting in Papua, demonstrating that contextual, technology-supported, and value-based learning can effectively enhance higher-order thinking skills in religious education.
Instructional Design for SDG 4: Developing Collaboration Skills Through an ADDIE-Based Peer Project Learning Model Paulina Maria Ekasari Wahyuningrum; Siti Masitoh; Andi Kristanto
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.2.3.269

Abstract

Objective: This study aims to develop the Peer Project Collaborative Learning (PPCL) model and examine its feasibility, practicality, and effectiveness in improving junior secondary students' critical thinking and collaboration skills in Catholic Religious Education at St. Paulus Catholic Junior High School, Palangka Raya. Method: This study employed a Research and Development (R&D) approach using the ADDIE framework (Analyze, Design, Development, Implementation, and Evaluation). statistics, normalized gain analysis, and an independent-samples t-test. Results: The findings indicate that the PPCL model achieved a very high level of validity based on expert judgment (98.8%) and demonstrated high practicality through positive responses from teachers and students (91%). The pretest results showed no significant difference between the experimental and control groups (p = 0.534), confirming comparable initial abilities. Following implementation, students who learned through the PPCL model achieved significantly higher collaboration performance than those receiving conventional Project-Based Learning (M = 41.26 vs. 38.26; t(66) = −6.241, p < 0.001), with a higher normalized gain (0.60 vs. 0.44). Novelty: The findings extend constructivist and collaborative learning theories by demonstrating that structured reciprocal peer interaction embedded within collaborative project activities effectively reduces free-riding, promotes active participation, and enhances twenty-first-century competencies. The PPCL model also offers practical guidance for teachers seeking to design student-centered learning environments that strengthen both cognitive and collaborative competencies in religious education and other secondary school contexts for SDG 4.
Principal Management in Forming Teacher Character: Aligning School Governance with SDG 4 and SDG 8 Al Hadi; Dewie Tri Wijayanti Wardoyo; Amrozi Khamidi
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.2.4.270

Abstract

Objective: To examine the principal's management in shaping teacher character, which is the foundation for realizing a school culture with integrity and sustainability. Method: The research was conducted with a qualitative approach through a multi-site study design, involving observation, in-depth interviews with principals, teachers, and students, as well as document review. Data were analyzed using cross-case analysis techniques to reveal the principal's management patterns in shaping teacher character. This study aims to analyze: (1) Planning, (2) Organizing, (3) Implementation; and (4) Supervision of the principal in shaping teacher character in managing schools at SMP Negeri 3 Krian, Sidoarjo.  Results:  1) Planning: The Principal of SMP Negeri 3 Krian applies flexible, contextual, and participatory methods through intensive communication between school members. 2) Organizing: The Principal of SMP Negeri 3 Krian applies a collaborative and humanistic approach that prioritizes interpersonal communication and a sense of family to increase teachers' sense of belonging. 3) Implementation: The Principal of SMP Negeri 3 Krian applies a persuasive, cultural, and humanistic approach through informal communication to build a harmonious work environment. 4) Supervision: The Principal of SMP Negeri 3 Krian chooses a humanistic and interpersonal approach through informal observation and open personal coaching. Novelty: The research places the context of teacher character formation as the primary focus, not merely as a supporting variable for improving competence or performance. This focus offers a novel contribution because teacher character is the foundation for creating a school culture of integrity and sustainability for SDG 4 and SDG 8.
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.

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