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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 4 Documents
 1 
Search results for , issue "vol. 4 issue 2 (2025)" : 4 Documents clear
EFFECT OF PROJECT-BASED LEARNING IMPLEMENTATION ON XI-GRADE CULINARY STUDENTS’ PERFORMANCE IN CUCUR CAKE PRODUCTION AT SMKN 6 SURABAYA Filothei Manalu; Yunus Karyanto
SUJANA: Education and Learning Review Vol. 4 Issue 2 (2025)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v4i2.800

Abstract

This research investigates the influence exerted by the application of the Project-Based Learning (PjBL) strategy on students’ academic performance in practical culinary education, specifically in the preparation of kue cucur among Grade XI students in the culinary arts program at SMKN 6 Surabaya. Initial observations indicated low performance due to weaknesses in technical skills, raw material management, and innovation in presentation. Traditional instructional methods were found inadequate for developing the practical competencies and creativity demanded by the culinary industry. This research adopts a quantitative method within a quasi-experimental framework. Two classes were purposively selected: an experimental group taught through the Project-Based Learning (PjBL) model and a control group instructed using conventional methods. Data were obtained through pre-tests and post-tests, then analyzed to assess normality and homogeneity of variance. An Independent Samples T-test was subsequently conducted using SPSS version 27. The analysis revealed a statistically significant difference between the two groups, with a p-value of 0.001 (p < 0.05) .Students in the experimental group exhibited greater improvements in theoretical understanding, practical execution, and creativity in product presentation. These findings suggest that the PjBL model effectively enhances both cognitive and practical competencies in vocational culinary education and provides a more engaging and industry-relevant learning experience.
MENTORING CLASS PROGRAM FOR PROBLEM-SOLVING SUPPORT IN PESANTREN-BASED JUNIOR HIGH SCHOOL Tri Apriliani; Nadia Rafiah Nawa Kartika
SUJANA: Education and Learning Review Vol. 4 Issue 2 (2025)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v4i2.891

Abstract

This qualitative case study examined the implementation of the Mentoring Class program as a problem-solving support approach for students at SMP Bumi Cendekia Yogyakarta, a pesantren-based junior high school in Indonesia. Pesantren students face unique challenges including dual academic burdens, cultural adjustment difficulties, and distance from family support systems. Data were collected through non-participant observation, semi-structured interviews with school administrators, mentor teachers, and student mentees, and documentation analysis. Findings revealed that the program effectively supported student problem-solving development through structured weekly sessions, grade-appropriate materials aligned with institutional values, and small group configurations of 11-12 students per mentor. The quality of mentor-mentee relationships, characterized by trust and regular interaction, emerged as a critical factor in program success. Students demonstrated progressive development from external dependence on mentors toward internal self-regulation in problem solving over the academic year. Additionally, the group mentoring format fostered peer solidarity and reduced feelings of homesickness and isolation among students from diverse regional backgrounds. This study extends existing mentoring literature by documenting effective adaptation of structured mentoring interventions to pesantren-based junior high school contexts, validating the role of supportive relationships in addressing boarding school challenges, and revealing temporal progression in self-regulated learning development. Findings contribute valuable insights for educational practitioners seeking to implement support mechanisms in boarding school environments.
IMPLEMENTING ENGLISH LANGUAGE PROGRAMS IN ISLAMIC BOARDING SCHOOLS: INSIGHTS FROM KRASHEN'S ACQUISITION THEORY Nadia Rafiah Nawa Kartika; Siti Ulfah Afndoliyah
SUJANA: Education and Learning Review Vol. 4 Issue 2 (2025)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v4i2.892

Abstract

This study investigates the implementation of English language learning programs at Bumi Cendekia International School, an Islamic boarding school in Yogyakarta, Indonesia. Employing a qualitative descriptive analytical design, the research examines how structured programs and daily English integration facilitate language acquisition for both teachers and students through the lens of Krashen's Language Acquisition Theory. Data were collected through non-participant observations, semi-structured interviews with teachers and administrators, and documentary analysis over three months. The findings reveal a comprehensive approach encompassing three structured programs: Tea Time (weekly showcase activities), English Corner (daily vocabulary practice with peer facilitators called English Ambassadors), and Bumi Cendekia English Pathway (professional development for non-English subject teachers). These programs are complemented by systematic English integration in school announcements, casual conversations, and admission policies requiring English proficiency assessments. The analysis demonstrates substantial alignment with Krashen's theoretical framework, particularly through provision of comprehensible input and reduction of affective filters via engaging, peer-supported activities. The study concludes that this holistic approach, combining structured programs with informal language use while emphasizing teacher development and student engagement, provides a valuable and replicable model for Islamic boarding schools seeking to cultivate English language competencies for global citizenship while maintaining their distinctive religious and cultural identities.
AQIDAH AKHLAK TEACHER STRATEGIES FOR CULTIVATING NOBLE CHARACTER IN GRADE IX STUDENTS AT MTS AR RAHMANIYAH Yusup Al Jailani; Reffy Ananda Rizki; Nadra Ulfah; Rudini; Anna Navita Syairoh
SUJANA: Education and Learning Review Vol. 4 Issue 2 (2025)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v4i2.893

Abstract

In the era of globalization, adolescents face significant moral challenges, including behavioral issues that persist despite ongoing character education efforts in Islamic schools. This qualitative study explores the strategies employed by the Aqidah Akhlak teacher to cultivate noble character among Grade IX students at MTs Ar Rahmaniyah, South Tangerang City. Data were collected through semi-structured interviews with teachers, students, and school administrators, alongside direct classroom observations. The findings reveal that character cultivation involves a comprehensive approach integrating theoretical instruction with practical application, teacher exemplification of virtuous behavior, and collaborative efforts among school leadership, homeroom teachers, parents, and the foundation. Key strategies include strategically timed character-building programs, regular guidance sessions, and extracurricular religious activities such as murrotal. While observable improvements in students' moral awareness occurred, persistent negative behaviors influenced by socioeconomic marginalization and limited institutional resources remained challenging. The study demonstrates that effective character formation requires teachers to function as moral exemplars, mentors, and motivators beyond mere knowledge transmission. The teacher's role proves critical yet dependent on adequate institutional support and sustained family collaboration. Recommendations include enhanced professional development for teachers, strengthened school-family partnerships, and systematic resource allocation to bridge the gap between theoretical moral education and behavioral transformation in urban Islamic educational settings.

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