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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 3 (2025)" : 4 Documents clear
STRENGTHENING AUTHENTIC LEADERSHIP, ORGANIZATIONAL CULTURE, TEACHER PROFESSIONALISM, AND TRUST IN IMPROVING TEACHER COMMITMENT TO SCHOOLS USING PATH ANALYSIS AND SITOREM ON TEACHERS AT A JOINT COOPERATION SCHOOL (SPK) IN JAKARTA Tri Maryanto; Sri Setyaningsih; Rita Retnowati
SUJANA: Education and Learning Review Vol. 4 Issue 3 (2025)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v4i3.789

Abstract

This study aims to formulate strategies, methods, and optimal solutions to improve teachers' commitment to schools. These strategies are explored by examining the influence of authentic leadership, organizational culture, teacher professionalism, and trust on teacher commitment. This study is motivated by the limited research examining the enhancement of teacher commitment within the context of Joint Cooperation Schools (SPK) using a simultaneous path analysis and SITOREM approach. The method employed is a quantitative approach with a survey technique targeting 175 local teachers from 12 SPK high schools in Jakarta, selected through multistage random sampling. Data were collected using questionnaires and analyzed using path analysis to examine the direct and indirect effects between variables. The analysis was followed with SITOREM to identify priority indicators that should be improved or maintained in efforts to enhance teacher commitment. The results of the study indicate that the four independent variables—authentic leadership, organizational culture, teacher professionalism, and trust—have a positive and significant effect on teacher commitment. Trust was also found to be a mediating variable that strengthens the indirect influence of the other three variables on teacher commitment. The SITOREM analysis recommended strengthening the key indicators of each variable, with a priority on improving aspects of trust and professionalism. These findings contribute theoretically to the development of educational management science and provide practical recommendations for SPK schools in designing teacher development programs, strengthening work culture, and fostering authentic leadership.
INSTRUCTIONAL COHERENCE, SUBNATIONAL GOVERNANCE, AND ECONOMIC COMPETITIVENESS: A VIETNAM-INDONESIA COMPARISON Ahmad Haibat Kannaby
SUJANA: Education and Learning Review Vol. 4 Issue 3 (2025)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v4i3.885

Abstract

This study examines how education systems and governance structures interact to produce differential outcomes in human capital development and macroeconomic performance through a comparative analysis of Indonesia and Vietnam from 2013 to 2025. Employing a qualitative comparative case study approach with systematic document analysis, the research synthesizes international indicators (PISA 2022, Human Capital Index 2020, Worldwide Governance Indicators 2023, and FDI and GDP growth data for 2024), national reform policy documents (Indonesia's Merdeka Belajar and Vietnam's Resolution 29), and thematic reports from international institutions. Findings reveal that Vietnam demonstrates superior learning outcomes (PISA scores 103 points higher in mathematics, LAYS 10.7 vs. 7.8 years) and stronger economic performance (7.09% GDP growth, 4.23% FDI/GDP) compared to Indonesia (5.03% GDP growth, 1.73% FDI/GDP). While Indonesia records higher aggregate government effectiveness scores (0.58 vs. 0.13), Vietnam's instructional coherence and Provincial Competitiveness Index create more effective frontline service delivery and investment attraction mechanisms. The study documents specific policy configurations through which Vietnam achieved tighter coupling between education reform, subnational governance competition, and industrial cluster development. These findings contradict conventional assumptions that aggregate governance indicators predict operational-level service quality, revealing instead that instructional system coherence combined with competitive subnational accountability mechanisms may prove more decisive for attracting skill-intensive foreign investment. The research contributes to education-economy linkage literature by systematically connecting classroom-level instructional characteristics with subnational governance mechanisms and macroeconomic outcomes, offering evidence-based policy recommendations for emerging economies seeking to enhance educational effectiveness and investment competitiveness.
Inclusivity Discourse in Indonesian Education Policy News: A Critical Discourse Analysis of the Garuda School Program Atika Zikri; Ngusman Abdul Manaf
SUJANA: Education and Learning Review Vol. 4 Issue 3 (2025)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v4i3.1023

Abstract

This study examines how a single Kompas.com news article, "Sekolah Garuda Terbuka untuk Siswa Miskin, Inklusif, dan Tak Zonasi" (18 May 2025), constructs the discourse of inclusivity surrounding the Garuda School Program, an Indonesian government initiative introduced in 2025. Using Norman Fairclough's three-dimensional Critical Discourse Analysis model, comprising textual analysis, discursive practice, and sociocultural practice, this study analyzes lexical choice, modality, and transitivity patterns within the primary article, supplemented by related Kompas.com coverage for triangulation. Findings show that the text consistently positions the state as an active, benevolent agent and students as passive recipients, a transitivity pattern coded across eleven clauses describing the program's operation. The text relies almost exclusively on a single official source and frames the program against a discredited predecessor, producing a discursive closure that limits critical scrutiny. At the sociocultural level, the inclusivity narrative rests on a merit-based selection criterion that academic literature on meritocratic belief associates with the reproduction of structural inequality, since academic achievement correlates with unevenly distributed forms of educational and cultural capital. These findings indicate that the inclusivity narrative does not merely coexist with meritocratic selection but actively lends it public legitimacy, allowing a procedurally framed policy to be read as substantively fair. As the analysis rests on a single primary text supplemented by limited secondary sources, its findings describe this specific case rather than Indonesian educational policy journalism in general.
Leech's Politeness Maxims in Indonesian Digital Communication: Enactment, Violation, and Negotiation on X and Instagram Radi Sukma; Nguman Abdul Manaf; Tressyalina
SUJANA: Education and Learning Review Vol. 4 Issue 3 (2025)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v4i3.1041

Abstract

The transformation of communication in the digital era has created new challenges for the application of conventional politeness norms, particularly in non-Western social media contexts that remain underrepresented in international pragmatics scholarship. This study examines how Indonesian netizens enact, violate, and negotiate Leech’s six politeness maxims across 150 public comments collected from X and Instagram between January and February 2025. Employing a descriptive qualitative approach with contextual pragmatic analysis, the study classifies each comment against Leech’s tact, generosity, approbation, modesty, agreement, and sympathy maxims. Inter-coder reliability was established through independent coding by two researchers, yielding a Cohen’s kappa coefficient of κ = 0.81. Results indicate that the approbation, tact, and sympathy maxims are most consistently applied, reflecting Indonesian cultural orientations toward appreciation, face protection, and empathetic concern. The agreement and modesty maxims are most frequently violated, particularly in politically charged discourse, where categorical disagreement and epistemic self-assertion function as identity-expressive strategies. Five cross-cutting negotiation strategies were identified: contextual adaptation, linguistic mitigation, emoji-mediated modulation, indirect humor, and in-group versus out-group differentiation. These findings demonstrate that politeness in Indonesian digital communication has not eroded but transformed into a hybrid, contextually negotiated repertoire. The study contributes to digital pragmatics theory and provides an empirical foundation for developing communication ethics curricula in Indonesian language education.

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