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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 5 Documents
 1 
Search results for , issue "vol. 4 issue 4 (2025)" : 5 Documents clear
ENHANCING TEACHER PRODUCTIVITY THROUGH INTEGRATED MANAGEMENT RESOURCES: A MIXED-METHODS STUDY IN INDONESIAN ISLAMIC ELEMENTARY SCHOOLS Sudiyah Anawati; Sri Setyaningsih; Dian Wulandari
SUJANA: Education and Learning Review Vol. 4 Issue 4 (2025)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v4i4.883

Abstract

Teacher productivity remains a critical challenge in achieving educational quality, particularly in resource-constrained contexts. This study examined the direct and mediated effects of empowerment, knowledge sharing, job design, and academic supervision on teacher productivity in Indonesian Islamic Integrated Elementary Schools. A sequential explanatory mixed-methods design combined qualitative interviews with 12 school principals and teachers with quantitative surveys of 176 teachers across 10 schools in East Jakarta. Structural equation modeling revealed that academic supervision was the strongest predictor of teacher productivity (β=0.641, p<0.001), explaining 41% of productivity variance, while empowerment, knowledge sharing, and job design showed no significant direct effects. However, knowledge sharing strongly influenced job design (β=0.750, p<0.001) and academic supervision (β=0.749, p<0.001), with academic supervision fully mediating empowerment effects and partially mediating knowledge sharing effects on productivity. The integrated model explained 83.1% of productivity variance with strong predictive validity (Q²=0.823). SITOREM analysis identified follow-up, supervision discussion, knowledge donation, and teacher autonomy as priority improvement areas. Findings demonstrate that productivity enhancement requires quality academic supervision integrated with supportive organizational cultures rather than isolated interventions. The study provides evidence-based strategies for educational administrators in developing contexts where strategic resource allocation is essential for maximizing teacher performance and student outcomes.
THE IMPORTANCE OF BUDDHIST EDUCATION AND HUMAN RESOURCE DEVELOPMENT AT PREY SPEU PRIMARY SCHOOL, CAMBODIA Dr. By Loeung; Nhe Nara
SUJANA: Education and Learning Review Vol. 4 Issue 4 (2025)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v4i4.905

Abstract

This study examined the role of Buddhist education in human resource development at Prey Speu Buddhist Primary School in Phnom Penh, Cambodia. Employing a mixed-methods design, the research investigated how Buddhist education contributes to cognitive, affective, and behavioral development among students. Data were collected through structured questionnaires administered to 70 participants, including teachers and students from grades 5 and 6, supplemented by in-depth interviews with five key informants comprising senior teachers and school administrators. The survey instrument demonstrated strong internal consistency, with missing data handled through listwise deletion. Quantitative findings revealed strong participant recognition of Buddhist education's importance across multiple dimensions, with 77.14% strongly agreeing it teaches citizenship and appropriate behavior, 74.28% valuing the integration of religious and universal knowledge, and 71.42% recognizing its role in developing critical thinking. Regarding specific contributions to human resource development, 88.57% of participants acknowledged the school provides educational opportunities for orphans, 82.85% recognized access for poor students, and 75.71% agreed the curriculum provides sufficient knowledge for higher education progression. Qualitative interviews identified three major themes: holistic student development through integrated practice, educational accessibility as social mission, and balancing secular curriculum with Buddhist teachings. The integration of quantitative and qualitative evidence demonstrates that Buddhist education contributes substantially to human resource development through ethical formation, contemplative practices, comprehensive support systems, and integrated curriculum combining ministry requirements with Buddhist principles, thereby preparing students for both practical livelihood and moral development.
MODELING TEACHER PERFORMANCE OPTIMIZATION: INTEGRATING TECHNOLOGY, KNOWLEDGE MANAGEMENT, AND LOCAL WISDOM IN VOCATIONAL EDUCATION Nunung Siti Nurbayani; Soewarto Hardhienata; Dian Wulandari
SUJANA: Education and Learning Review Vol. 4 Issue 4 (2025)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v4i4.928

Abstract

This study examines an integrative model of teacher performance in Vocational High Schools designated as Centers of Excellence in Banten Province, Indonesia, by analyzing the roles of leadership, religiosity, empowerment, knowledge management, local wisdom (Sabilulungan), and information technology utilization. Using a mixed-methods sequential exploratory design, the research combines qualitative exploration with quantitative analysis through Partial Least Squares–Structural Equation Modeling (PLS-SEM) and the Scientific Identification Theory for Operational Research in Education Management (SITOREM). Data were collected from 254 civil servant teachers across 28 vocational schools using structured questionnaires. The findings indicate that information technology utilization has the strongest direct effect on teacher performance, followed by knowledge management, Sabilulungan, and empowerment. In contrast, Banten local leadership and religiosity do not show significant direct effects. Mediation analysis reveals that information technology utilization significantly strengthens the influence of empowerment and knowledge management on teacher performance, whereas Sabilulungan does not function as a significant mediator. The study contributes to the literature by proposing an optimization-oriented performance model that integrates technological capability with cultural and managerial dimensions, offering practical implications for improving teacher performance in vocational education.
Quality Management in Islamic Education: Philosophical, Juridical and Sociological Foundations Jaini Mukhlis; Nur Afif
SUJANA: Education and Learning Review Vol. 4 Issue 4 (2025)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v4i4.1013

Abstract

Quality management in Islamic educational institutions has attracted growing scholarly attention, yet existing studies tend to examine its philosophical, juridical and sociological dimensions in isolation rather than as a coherent system. This paper examines the policy foundations of school-based quality management in Islamic education in Indonesia and proposes an integrated three-pillar framework that addresses this gap. Using a systematic literature review methodology guided by the PRISMA 2020 framework, the study synthesises theoretical and empirical sources drawn from Scopus-indexed and peer-reviewed publications alongside primary Indonesian regulatory instruments. The analysis confirms that sustainable quality improvement in Islamic schools depends on the coherent alignment of three interdependent foundations: a philosophical foundation rooted in Islamic normative values including ihsan, amanah, ta'awun and tawazun; a juridical foundation grounded in the hierarchy of national education regulations from the 1945 Constitution through the National Education System Law to the 2019 Pesantren Law; and a sociological foundation that keeps institutional practice responsive to the evolving quality expectations of Muslim communities. Each pillar is shown to depend on the others for its effective functioning, with the philosophical pillar animating regulatory compliance, the juridical pillar giving normative commitments enforceable expression, and the sociological pillar ensuring that both remain accountable to genuine community needs. Principal leadership, integrative curriculum design and the PDCA quality assurance cycle are identified as the primary mechanisms through which the three foundations are operationalised in practice. The findings extend and integrate earlier research on Islamic educational leadership, school-based management and institutional quality governance in the Indonesian context.
Audiovisual Media and Indonesian Language Learning Outcomes in an Islamic Elementary School Hanna Wahyu Aruming Tyas; Muhammad Fuad; Mulyanto Widodo; Destiani
SUJANA: Education and Learning Review Vol. 4 Issue 4 (2025)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v4i4.1031

Abstract

This study examined the effect of audiovisual media on the Indonesian language learning outcomes of fourth-grade students at an Islamic integrated elementary school in Metro, Lampung, focusing on the listening-and-viewing competency under the Merdeka Curriculum. Low mastery of Indonesian language material had been observed among fourth-grade students, with most of the fifty students failing to reach the school's minimum mastery criterion. A quantitative approach was applied using a quasi-experimental method with a nonequivalent control group design. The fifty students were divided into an experimental class taught with audiovisual media and a control class taught conventionally, using a saturated sampling technique. Data were collected through a fifteen-item multiple-choice pretest and posttest and analyzed using chi-square normality testing, F-test homogeneity testing, and simple linear regression. The data met the assumptions of normality and homogeneity for both administrations. The regression analysis produced the equation Ŷ = 58.66 + 0.333X with a significance value of 0.005, below the alpha level of 0.05, leading to rejection of the null hypothesis. The experimental group's mean score increased by 18.40 points, from 56.64 to 75.04, compared with a gain of only 5.22 points in the control group, despite starting from a lower baseline. These findings indicate that audiovisual media significantly improved Indonesian language learning outcomes, although the size of the effect appeared to depend on factors such as student attendance and teachers' readiness to use the medium.

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