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SUJANA: Education and Learning Review
Published by JF Publisher
ISSN : -     EISSN : 29643902     DOI : https://doi.org/10.56943/sujana
Core Subject :
SUJANA: Education and Learning Review is an international, peer-reviewed, open-access journal dedicated to advancing research, theory, and practice in education and learning across all educational levels. The journal aims to disseminate high-quality scholarly works that contribute to the improvement of teaching practices, curriculum development, educational policy, learning innovation, and the broader advancement of education. The journal welcomes original research articles, literature reviews, and theoretical studies covering a wide range of educational disciplines, including but not limited to: - Language and literature education - Social science education - Mathematics and natural science education - Economics and business education - Sports and health education - Vocational and engineering education - Visual arts, music, dance, and design education - Moral and religious education - Curriculum development and educational assessment - Learning strategies and instructional methods - Educational technology and instructional media - Innovation in teaching and learning - Educational leadership and management - Teacher professional development - Other interdisciplinary topics related to education and learning The journal serves as a platform for researchers, educators, practitioners, and policymakers to exchange innovative ideas, evidence-based practices, and emerging perspectives that promote educational quality and sustainable development in both local and global contexts.
Arjuna Subject : -
Articles 3 Documents
 1 
Search results for , issue "vol. 4 issue 1 (2025)" : 3 Documents clear
A MODEL FOR COMMUNITY COLLEGE IN CAMBODIA: Opportunities, Challenges, and Impact on the Relationship with ASEAN Simon John Crunden; Dr. Paradise Ros
SUJANA: Education and Learning Review Vol. 4 Issue 1 (2025)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v4i1.696

Abstract

Community colleges are extremely important for education in Cambodia. As a result, the community should be more careful and alert to possibilities, difficulties, and their implications for the relationship with ASEAN. This research aims to investigate all elements and topics of the Model for Community College that have an impact on the interactions with ASEAN. We conducted interviews with ten people from various statuses, including teachers, principals, students, policymakers or leaders, and businesspeople/stakeholders. The study included 50 participants from Cambodia's cities and regions, and it used a qualitative technique and convenience sampling. The research findings reveal that stakeholders agree on the potential of Community Colleges in Cambodia to alleviate the education gap and contribute to economic growth. The strategy blends practical skills with academic knowledge to improve graduates' ability to find and potential for future study. The data stresses the role of education in encouraging economic growth, social fairness, poverty reduction, and regional collaboration.
ENHANCING INNOVATIVE BEHAVIOR THROUGH STRENGTHENING SELF-EFFICACY, TEAMWORK, ORGANIZATIONAL SUPPORT, AND ORGANIZATIONAL COMMITMENT Irwan Siagian; Rita Retnowati; Eka Suhardi; Nurma Tambunan
SUJANA: Education and Learning Review Vol. 4 Issue 1 (2025)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v4i1.763

Abstract

This research addresses the critical need to enhance innovative behavior among private vocational school teachers in Depok City, focusing on the interplay of self-efficacy, teamwork, organizational support, and organizational commitment. Despite existing studies on these variables, a gap remains in understanding their collective impact on fostering innovation in educational settings. The primary purpose of this research is to explore further how these factors contribute to teachers' innovative behavior, thereby providing insights for educational management. In order to achieve this, a field survey method was employed, gathering data from teachers to analyze the relationships between self-efficacy, teamwork, organizational support, and organizational commitment on innovative behavior. The findings of the research reveal that self-efficacy significantly influences organizational commitment, with coefficients indicating positive relationships: self-efficacy (0.131), teamwork (0.184), and organizational support (0.361). Furthermore, the research establishes that self-efficacy indirectly enhances innovative behavior through organizational commitment, highlighting the importance of fostering a supportive environment for teachers.
STRATEGIES FOR ENHANCING COMMITMENT TO THE ORGANIZATION THROUGH PROGRAMS TO STRENGTHEN TRANSFORMATIONAL LEADERSHIP, SELF-EFFICACY, TEAMWORK, AND JOB SATISFACTION Susilawati Susilawati; Sri Setyaningsih; Widodo Sunaryo
SUJANA: Education and Learning Review Vol. 4 Issue 1 (2025)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v4i1.767

Abstract

Teacher absenteeism remains a persistent issue in Indonesia, particularly in madrasah settings, driven by factors such as low income, secondary employment, and dissatisfaction with the work environment. This study explores the influence of transformational leadership, self-efficacy, teamwork, and job satisfaction on organizational commitment among madrasah teachers, both directly and indirectly through job satisfaction. Using a quantitative survey method supported by SITOREM analysis, the research examines structural relationships and identifies key indicators for improvement. The study found moderate explanatory power with R² values of 0.415 for organizational commitment and 0.580 for job satisfaction. Results show that transformational leadership (β = 0.342), teamwork (β = 0.537), and job satisfaction (β = 0.279) have significant direct effects on organizational commitment, while self-efficacy (β = 0.121) has a positive but insignificant effect. Only self-efficacy demonstrated a significant indirect effect (β = 0.154) on commitment through job satisfaction, highlighting job satisfaction as an effective mediator in this pathway. These findings offer practical insight into how school leadership and supportive work environments can strengthen teacher commitment, potentially reducing absenteeism and improving educational outcomes in Indonesian madrasahs.

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