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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.
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Articles 5 Documents
 1 
Search results for , issue "vol. 5 issue 3 (2026)" : 5 Documents clear
Project-Based Learning in Bahasa Indonesia Instruction: A Needs Analysis in the Merdeka Curriculum Context Atika Zikri; Mertiza Fitri Mulyani; Afnita; Tressyalina; Syahrul Ramadhan
SUJANA: Education and Learning Review Vol. 5 Issue 3 (2026)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i3.1008

Abstract

Project-Based Learning (PBL) has gained substantial empirical support as an instructional model capable of fostering student engagement, higher-order thinking, and authentic communicative competence, yet its systematic adoption in Bahasa Indonesia instruction at the senior secondary level remains limited. This study conducted a comprehensive needs analysis to map the conditions, gaps, and stakeholder requirements preceding PBL implementation in Bahasa Indonesia classrooms at SMA Pembangunan Padang, West Sumatera, Indonesia. Employing a qualitative descriptive design with a needs analysis framework, data were collected from three Bahasa Indonesia teachers, sixty students from Grades X and XI, and one school principal through in-depth interviews, unstructured classroom observation, a needs analysis questionnaire, and a focus group discussion. Data analysis followed Miles et al.'s interactive model, with trustworthiness established through source and method triangulation. Findings reveal four interconnected dimensions of need: teachers require subject-specific PBL implementation guidance and sustained professional development; students demonstrate strong preferences for contextual, collaborative, and product-oriented learning experiences; the school's infrastructure provides an adequate but improvable baseline; and the existing assessment system is structurally misaligned with the holistic evaluation demands of PBL. These findings collectively indicate that PBL adoption at SMA Pembangunan Padang is motivationally feasible but requires coordinated reform across pedagogy, assessment design, and institutional support. The study contributes a multi-dimensional needs analysis framework applicable to Bahasa Indonesia instruction within the Merdeka Curriculum context.
Smartboard Media and Learning Motivation in Elementary Mathematics: A Case Study in Rural Indonesia Hanna Wahyu Aruming Tyas
SUJANA: Education and Learning Review Vol. 5 Issue 3 (2026)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i3.1015

Abstract

Conventional mathematics instruction in elementary schools has been associated with low student motivation, particularly among learners in the concrete operational stage of cognitive development. This study examined the role of interactive digital smartboard media in fostering learning motivation among fourth-grade students in mathematics at a rural elementary school in South Lampung Regency, Indonesia. A descriptive qualitative approach with a single embedded case study design was employed, involving 24 students purposively selected on the basis of preliminary evidence of low motivational engagement. Data were collected across three structured learning sessions through participatory observation, semi-structured interviews, a motivation questionnaire, and systematic field notes, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, with trustworthiness established through source and technique triangulation. Results showed a progressive increase in active engagement from 40% during conventional instruction to 85% and 92% across the two smartboard-assisted sessions, with a mean motivation score of 83.4%. Qualitative data indicated heightened curiosity, reduced reluctance, and spontaneous peer collaboration during smartboard-assisted lessons, though a small proportion of students remained less engaged. Given the purposive sampling and limited session count, these findings should be interpreted as context-specific rather than generalizable. The study nonetheless offers preliminary evidence that interactive smartboard media can stimulate learning motivation in elementary mathematics, with implications for instructional design and directions for future research using larger, unselected samples.
Traditional Islamic Education and Global Challenges: A Qur'anic and Hadith-Based Normative Framework Muhammad Annas Firdaus
SUJANA: Education and Learning Review Vol. 5 Issue 3 (2026)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i3.1020

Abstract

Contemporary global education increasingly prioritizes measurable competencies and academic performance, often at the expense of moral formation, values development, and social responsibility. This tendency has intensified concerns regarding the ethical and humanistic dimensions of education in an era shaped by rapid technological change and globalization. This study examines how traditional Islamic educational institutions, specifically kuttab, pesantren, and madrasah diniyah, respond to twenty-first-century educational challenges through the normative guidance of the Qur'an and Hadith. Employing a qualitative library research design, this study analyzed primary data consisting of selected Qur'anic verses and authenticated Hadith traditions alongside secondary data drawn from Scopus-indexed academic literature published between 2021 and 2026. Data were examined through thematic and normative-conceptual analysis, with source triangulation applied to verify the consistency of findings across textual, prophetic, and scholarly sources. The findings indicate that core Islamic values, including tawhid, akhlaq, justice, amanah, and social responsibility, derived from the Qur'an and Hadith, align substantively with global educational agendas concerned with character development and global citizenship. A three-layer conceptual model is proposed, integrating revelation as normative foundation, values-based education as pedagogical core, and principled engagement with modernity as adaptive strategy, governed by the principle of wasatiyyah. Traditional Islamic educational institutions demonstrate both adaptability and normative coherence, offering a sustainable and integrity-based model of values education for addressing contemporary global educational challenges.
Guidance and Counseling Management for Strengthening Student Character amid Digital Disruption in Papua, Indonesia Christofus Woge; Yulius Mataputun; Ewendi W Mangolo; Diki Kurniawan; Petrus Irianto
SUJANA: Education and Learning Review Vol. 5 Issue 3 (2026)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i3.1022

Abstract

Character education has become a central priority in Indonesian schools as digital disruption reshapes students' behavior, social interaction, and moral development. Guidance and counseling services occupy a strategic position in this effort, yet studies on how these services are managed to strengthen student character remain concentrated in Java and other accessible regions, leaving Papua's distinctive cultural, geographic, and institutional context comparatively unexamined. This study investigated the management strategies of guidance and counseling services for strengthening student character at SMA Negeri 1 Serui, Yapen Islands Regency, Papua Province, focusing on planning, organizing, implementation, and evaluation. A qualitative case study design was employed, drawing on in-depth interviews, observation, and document analysis involving 15 participants, comprising the principal, the vice principal for student affairs, guidance and counseling teachers, religious education teachers, and students. Findings show that planning is developed collaboratively around students' needs, organization is structured through a grade-based division of responsibility, implementation is realized through religious, disciplinary, and extracurricular activities integrated into daily school life, and evaluation is conducted periodically to refine ongoing programs. Character development proved most effective when guidance and counseling services were embedded within school culture rather than delivered as an isolated program. This study contributes to guidance and counseling management theory and character education literature by showing how habituation-based frameworks operate under conditions of cultural plurality and limited institutional infrastructure in a digitally disrupted Papuan school setting.
Digital Portfolio Assessment in Writing Learning under the Merdeka Curriculum Zamratul Ain; Abdurahman; Amril Amir
SUJANA: Education and Learning Review Vol. 5 Issue 3 (2026)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i3.1029

Abstract

Educational assessment in Indonesia is undergoing a structural shift from conventional, uniform measurement toward authentic, process-based, student-centered evaluation. Within this shift, digital portfolio assessment emerges as an instrument capable of accommodating the demands of writing learning. This study examines the urgency, conceptual foundations, and implementation challenges of digital portfolio assessment in writing learning under the Merdeka Curriculum through a conceptual review based on a systematic synthesis of national and international literature published primarily between 2020 and 2025, supplemented by a small number of seminal theoretical and methodological works identified explicitly where cited. This review indicates that digital portfolio assessment offers significant advantages over conventional portfolios in accessibility, process documentation, multimedia accommodation, and support for student self-reflection, while also showing that its benefits are not uniform across all dimensions of writing competence, with stronger support evident for self-monitoring and lower-level accuracy than for higher-order organizational and rhetorical skill. This review recommends developing a comprehensive supporting ecosystem encompassing teacher professional development, accessible platform provision, and school policies that sustain digital portfolio implementation, alongside future empirical research distinguishing its differentiated effects across the dimensions of writing competence identified here.

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