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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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Quranic Epistemology in Islamic Curriculum Development: A School-Based Management Perspective Nur Afif
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.v5i1.1012

Abstract

Islamic educational institutions operating within decentralized governance systems face a persistent tension between national curriculum requirements and the normative demands of Quranic educational philosophy. While School-Based Management (SBM) grants schools meaningful autonomy over curriculum planning and institutional decision-making, existing scholarship has not adequately theorized how Quranic epistemological principles might actively govern the structural logic of curriculum development rather than simply inform its content. This study addresses that gap through a library-based qualitative inquiry that brings Quranic educational philosophy into systematic dialogue with contemporary curriculum theory and SBM governance literature. The analysis identifies three Quranic principles, namely tauhid, iqra, and amanah, as foundational curriculum architects that generate operationalizable demands on educational objectives, content selection, pedagogical methodology, and learning evaluation simultaneously. The findings further demonstrate that SBM provides an institutional governance structure compatible with Quranic-based curriculum development when three conditions converge: values-driven principal leadership, structured teacher participation in curriculum design, and community engagement anchored in a shared Islamic educational vision. These findings extend Bandur et al.'s governance argument by adding an epistemological dimension, extend Khanal and Guha's climate findings by foregrounding the normative content of autonomous decisions, and partially contest Alkandari's competency-based framing by insisting that epistemological foundations must precede implementation questions. The study contributes a theoretically grounded framework that school leaders, curriculum designers, and policymakers in Indonesia's Islamic educational system can use to align institutional practice with Quranic values within decentralized governance structures.
Quality Management in Islamic Education: Philosophical, Juridical and Sociological Foundations Jaini Mukhlis; Nur Afif
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.v4i4.1013

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.
Smartboard Media and Learning Motivation in Elementary Mathematics: A Case Study in Rural Indonesia Hanna Wahyu Aruming Tyas
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.v5i3.1015

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 [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.v5i3.1020

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 [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.v5i3.1022

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.
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)
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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.
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)
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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.
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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