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SUJANA: Education and Learning Review
Published by JF Publisher
ISSN : -     EISSN : 29643902     DOI : https://doi.org/10.56943/sujana
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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 68 Documents
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CULTIVATING STUDENT CREATIVITY THROUGH CRAFTS FROM USED GOODS: IMPLEMENTATION OF CREATIVE DIMENSIONS IN P5 Nur Ali Yasin; Mohammad Nurul Yaqin; Febby Eka Elsalina
SUJANA: Education and Learning Review Vol. 3 Issue 4 (2024)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v3i4.774

Abstract

The untidy school environment, especially the presence of scattered used goods such as cardboard, plastic bottles, and paper, is a problem that is often encountered at SDN 2 Kalipuro. This problem is not only related to cleanliness, but also shows the need for learning that builds students' awareness and creativity. This study aims to describe how the activity of utilizing used goods through making crafts can foster students' creativity as an implementation of the creative dimension in the Pancasila Student Profile Strengthening Project (P5). This study uses a qualitative approach with a case study method. Data were collected through observation, interviews, and documentation, then analyzed descriptively. The results of the study showed that the activity was carried out through several stages, namely collecting materials, planning designs, making works, and exhibiting the results. The exhibition of works was held to coincide with the distribution of report cards and was attended by parents, which was a form of appreciation for the students' work. This activity succeeded in fostering students' creativity in the form of original ideas, technical skills, and the ability to collaborate. In addition, this activity has a positive impact on character formation, such as responsibility, concern for the environment, and self-confidence. Thus, craft activities from used goods have proven to be effective as a contextual learning strategy that supports the strengthening of the creative dimension in P5.
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)
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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.
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)
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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.
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)
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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.
INSTRUCTIONAL COHERENCE, SUBNATIONAL GOVERNANCE, AND ECONOMIC COMPETITIVENESS: A VIETNAM-INDONESIA COMPARISON Ahmad Haibat Kannaby
SUJANA: Education and Learning Review Vol. 4 Issue 3 (2025)
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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.
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)
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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)
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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)
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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.
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)
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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)
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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.

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