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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 68 Documents
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Bridging the Gap: Teacher Self-Efficacy and Inclusive Education Implementation in Cambodia Phonn Sophak
SUJANA: Education and Learning Review Vol. 5 Issue 1 (2026)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i1.940

Abstract

This study examined teachers' disability-inclusive education background and its relationship with self-efficacy in instruction, collaboration, and managing behaviour within the Cambodian context. Employing a mixed methods design, quantitative data were collected from 533 teachers (403 general education, 130 special education) across five provinces using an 18-item self-efficacy questionnaire, whilst qualitative secondary data underwent SWOT analysis. Statistical analyses including Confirmatory Factor Analysis, Structural Equation Modelling, and independent samples t-tests were conducted using SPSS AMOS Version 29. Results revealed significant positive relationships between teachers' self-efficacy dimensions and both disability-inclusive education background and implementation outcomes. Special education teachers demonstrated significantly higher self-efficacy in instruction (M = 3.10 vs 2.54, p < .001) and collaboration (M = 3.02 vs 2.59, p < .001) compared to general education teachers. However, 47 per cent of teachers reported no inclusive education training, whilst 35 per cent had no experience teaching children with disabilities. SWOT analysis identified supportive policies and increased awareness as strengths, but revealed critical weaknesses including inadequate training and negative staff attitudes. These findings underscore urgent need for systematic professional development interventions to enhance teacher self-efficacy and advance Cambodia's inclusive education implementation aligned with the Inclusive Education Action Plan 2024-2028.
Exploring Digital Leadership Effectiveness: A Mixed Methods Comparative Study of Cambodian Secondary Schools Por Vutha
SUJANA: Education and Learning Review Vol. 5 Issue 1 (2026)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i1.941

Abstract

This mixed methods study examined digital leadership effectiveness among secondary school principals in Phnom Penh, Kampong Cham, and Kandal provinces, Cambodia. Using an explanatory sequential design, quantitative data were collected from 385 participants including principals, vice principals, teachers, students, parents, educational administrators, policymakers, and private sector representatives through structured questionnaires employing five-point Likert scales. Qualitative data comprised semi-structured interviews exploring digital leadership practices across New Generation Schools and private secondary schools. Results revealed predominantly positive perceptions of digital leadership (M = 3.90, SD = 1.15), with highest consensus on digital collaboration and communication (M = 4.58, SD = 0.49). Reliability analysis demonstrated exceptional internal consistency for knowledge (α = 0.918), skills (α = 0.984), and attitudes (α = 1.000) constructs. However, substantial disparities emerged across school types. New Generation Schools and private institutions demonstrated advanced digital integration through systematic use of Learning Management Systems, Google Classroom, and digital communication platforms, whilst traditional public schools relied predominantly on paper-based administration due to infrastructure deficits and limited professional development access. Hypothesis testing confirmed that leadership dimensions positively influenced principals' knowledge, skills, and attitudes, which subsequently affected teacher performance and student achievement. Teacher readiness, student competence, and school culture moderated these relationships. Findings indicate that 42.1 per cent of principals lacked digital technology training, representing a critical professional development gap. The study concludes that bridging Cambodia's digital divide requires comprehensive interventions addressing infrastructure investment, mandatory digital leadership competencies in preparation programmes, sustained professional development, and supportive policy frameworks to ensure equitable educational quality across all secondary schools.
Enhancing Teacher Organizational Commitment Through Authentic Leadership, Integrity, Teamwork, and Trust Christine Masada Hirashita Tobing; Sri Setyaningsih; Dian Wulandari
SUJANA: Education and Learning Review Vol. 5 Issue 1 (2026)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i1.944

Abstract

This study investigated the direct and indirect effects of authentic leadership, integrity, and teamwork on organizational commitment through the mediating role of trust among private senior high school teachers. Using path analysis, data were collected from 135 teachers across 15 private senior high schools in Depok, Indonesia, selected through multistage random sampling. Results demonstrated that authentic leadership, integrity, and teamwork significantly predicted organizational commitment both directly and indirectly through trust. Authentic leadership exhibited the strongest total effect (β = 0.309), followed by integrity (β = 0.275) and teamwork (β = 0.273). Trust significantly mediated relationships between all three predictors and organizational commitment, though indirect effects were relatively modest compared to direct pathways. The predictor variables collectively explained 91.3% of variance in organizational commitment through direct effects and an additional 17.1% through trust-mediated pathways. SITOREM analysis identified priority intervention areas including strengthening continuance commitment dimensions, enhancing leader authenticity in daily interactions, and fostering collaborative climates characterized by openness and mutual support. Findings provide empirical support for multifaceted intervention strategies targeting leadership development, organizational integrity, and collaborative practices to enhance teacher commitment in private educational institutions. The study advances theoretical understanding of commitment formation mechanisms while offering practical guidance for educational administrators seeking to improve teacher retention and institutional effectiveness in Southeast Asian contexts.
Stakeholder Collaboration in Managing Student Behavior and School Discipline: A Cambodian Primary School Case Study Hai Sophan
SUJANA: Education and Learning Review Vol. 5 Issue 2 (2026)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i2.956

Abstract

Improving student behavior and maintaining school discipline remain central concerns for educational administrators, teachers, and policymakers in Cambodia, where schools navigate the competing pressures of cultural tradition, limited resources, and evolving community expectations. This study employed a qualitative phenomenological approach to generate descriptive and interpretive insight into how parents, school principals, teachers, and other institutional actors perceive and enact school discipline policies at the primary school level. Data were collected through structured in-depth interviews and open-ended questionnaires, with audio recordings and verbatim transcripts produced for all interview sessions. A total of 48 participants were selected through purposive sampling, comprising five school directors, five vice-directors, five librarians, 20 classroom teachers, four parents, two Buddhist monks, one non-governmental organization volunteer, and one representative each from the Ministry of Education Youth and Sport, a provincial department of education, and a district office of education, drawn from both public and private primary schools in Cambodia. Thematic analysis of the data identified four dimensions of student behavior, two domains of institutional disciplinary practice, and six categories of stakeholder involvement. Schools that demonstrated stronger coordination among stakeholders reported fewer students requiring formal disciplinary intervention. Four principal challenge clusters were identified, encompassing family disengagement, teacher capacity limitations, peer influence, and external cultural pressures. The findings underscore the need for adaptive, morally grounded, and collaboratively governed disciplinary frameworks that respond to the growing complexity of primary school environments in Cambodia.
Collaborative Strategy of School and Parents in Preventing Sexual Violence Among Students at MAPN Koya Barat Relly Misire; Yulius Mataputun; Ewendy W. Mangolo; Robert Masreng; Yuliana Waromi
SUJANA: Education and Learning Review Vol. 5 Issue 2 (2026)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i2.969

Abstract

Sexual violence against students in educational settings remains a critical child protection concern requiring coordinated multi-level responses. This study analyses the collaborative strategies employed between schools and parents in preventing sexual violence against students at MAPN Koya Barat, Kota Jayapura, Papua, Indonesia. A qualitative case study design was adopted, with data collected through in-depth interviews, participatory observation, and documentation study involving school principals, TPPK members, guidance and counselling teachers, homeroom teachers, student council representatives, school committee members, religious figures, school supervisors, and community leaders. Data were analysed using the interactive model of Miles, Huberman, and Saldana, incorporating reduction, display, and conclusion drawing. Findings reveal that school-parent collaboration is implemented through six integrated dimensions of parental involvement: parenting, communicating, volunteering, learning at home, decision making, and collaborating with community. Each dimension functions as a distinct protective mechanism that collectively forms a protective educational ecosystem extending child protection across institutional, family, and community levels. Cultural and religious values specific to the Papuan border community context are embedded within each dimension, strengthening the contextual applicability of the collaborative model. These findings extend Epstein's parental involvement framework beyond academic achievement toward a child protection orientation and integrate it with Bronfenbrenner's ecological model. The study offers a replicable, culturally sensitive model of school-parent collaboration relevant to faith-based and border community schools across Eastern Indonesia.
Teachers' Perceptions of Inadequate Outdoor Play Among Preschool Children in Aba, Abia State, Nigeria Emmanuel Lucas Nwachukwu; Nwamaka Goodness Egbue; Ijeoma VictorNwakaku; Unegbu Lasbrey Ikechukwu
SUJANA: Education and Learning Review Vol. 5 Issue 2 (2026)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i2.973

Abstract

Growing global and national concerns highlight the declining opportunities for outdoor play in early childhood education, despite its established importance for children’s holistic development. In many Nigerian preschool settings, increasing academic demands, safety concerns, and infrastructural limitations have reduced the emphasis on play-based learning. This study examined preschool teachers’ perceptions of inadequate outdoor play provision in Aba, Abia State, Nigeria, with focus on availability, developmental implications, and implementation constraints. A descriptive survey design was adopted. The population comprised 453 teachers in registered public and private preschools. Using multistage sampling informed by Yamane’s formula (5% margin of error), 212 questionnaires were distributed, of which 200 valid responses were analyzed. Data were analyzed using descriptive statistics and chi-square tests. Findings revealed that outdoor play provision is generally inadequate, characterized by limited space, restricted daily access, insufficient time allocation, and safety concerns (cluster mean = 2.26). Teachers agreed that constrained outdoor play negatively affects children’s physical activity, peer interaction, classroom behaviour, and attention regulation (cluster mean = 3.47). No significant subgroup differences were observed. The study identifies a disconnect between teachers’ recognition of the developmental value of outdoor play and the structural conditions influencing its implementation. It underscores the need to strengthen facility standards and reinforce play-based pedagogy in early childhood education settings.
Differentiated Assessment in Negotiation Text Instruction: A Qualitative Study in Indonesian Senior Secondary Education Atika Zikri; Amril Amir; Abdurahman Abdurahman
SUJANA: Education and Learning Review Vol. 5 Issue 2 (2026)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i2.977

Abstract

The integration of differentiated assessment into subject-specific language instruction remains empirically underdeveloped, particularly within the Indonesian senior secondary context shaped by Kurikulum Merdeka. This study aimed to describe the implementation of differentiated learning assessment across the content, process, and product components of negotiation text instruction at the senior secondary level. A qualitative descriptive design was employed, with an Indonesian language teacher at SMAN 1 Sumatera Barat serving as the primary informant. Data were collected through a structured questionnaire and a semi-structured interview, then analyzed using the Miles, Huberman, and Saldana (2014) framework of data reduction, data display, and conclusion drawing. Trustworthiness was ensured through instrument triangulation, member checking, and peer debriefing. The findings indicate that differentiated assessment was implemented effectively across all three components. Content differentiation was achieved through varied material formats and complexity levels responsive to students' readiness and learning profiles. Process differentiation was realized through negotiation simulation, group discussion, and multimedia presentation activities that promoted active and equitable participation. Product differentiation afforded students meaningful choice in demonstrating learning outcomes, enabling assessment that served both summative and formative functions. Key implementation constraints included time limitations, heterogeneous group management, and inconsistent student self-directedness. The findings offer subject-specific empirical guidance for Indonesian language teachers designing differentiated assessment practices aligned with the principles of Kurikulum Merdeka.
Monastic Education and Moral Development: A Study of Novice Monks at Wat Prey Speu, Cambodia Prak Polla; Phal Sophoeun
SUJANA: Education and Learning Review Vol. 5 Issue 2 (2026)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i2.980

Abstract

The quality of teaching and learning within religious educational institutions remains an underexplored dimension of educational research, particularly in the context of Buddhist monastic primary schooling in Southeast Asia. This study investigates the effectiveness of Buddhist education at Wat Prey Speu Buddhist Primary School in Phnom Penh, Cambodia, with particular emphasis on its role in fostering moral development, implementing transformational educational models, and advancing the influence of spiritual advisors on novice monks' holistic formation. A sequential explanatory mixed-methods design was employed, integrating quantitative survey data collected from 141 participants, selected through the Slovin formula from a total population of 220, with qualitative data derived from semi-structured interviews, student focus groups, and classroom observations. Multiple regression analysis identified the school environment as the strongest predictor of moral development (R² = .822), followed by teachers' dual roles (R² = .451) and curricular integration of Buddhist principles (R² = .115). Qualitative findings further confirmed that the monastic environment functions as an immersive pedagogical space in which Buddhist values are actively practiced rather than passively received. The study concludes that Wat Prey Speu represents a replicable model of values-based holistic education and recommends that the Cambodian Ministry of Education consider integrating its foundational principles into the national educational framework.
The Effectiveness of Pair Work Strategy in Improving Students’ Speaking Abilities of Eight Graders Through Role-Play in Factual Recount Text Ramadhan Annisya Nur Ozalia; Fauzia Nur
SUJANA: Education and Learning Review Vol. 5 Issue 2 (2026)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i2.1003

Abstract

English occupies a central role as the most widely used international language, particularly in speaking contexts; however, many Indonesian EFL students continue to encounter difficulties in engaging in meaningful spoken communication. This study investigates the effectiveness of pair work and role-play as collaborative pedagogical strategies for improving students' speaking abilities in factual recount text at the junior high school level. A quantitative quasi-experimental design was employed, involving 60 eighth-grade students divided equally into a control group and an experimental group. The control group received conventional instruction, while the experimental group was taught through pair work combined with role-play activities. Data were collected via pre-test and post-test assessments evaluated using a speaking rubric adapted from Brown (2004). The findings indicated a statistically significant improvement in the experimental group, with an independent sample t-test value of p = .000 and a large effect size (η² = 0.801). The post-test mean score of the experimental group reached 78.93, substantially exceeding the control group's post-test mean of 51.07. These results suggest that pair work and role-play foster active learner engagement, promote authentic interaction, and reduce speaking anxiety, thereby producing measurable gains in oral proficiency. It is recommended that teachers incorporate pair work and role-play as regular instructional strategies in EFL speaking classes.
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 [IN PRESS] Vol. 5 Issue 3 (2026)
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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.

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