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Smartphone and Learning: Time Management as a Key Mediator of Negative Effects in High School Students Efi Yanita Situmorang; Connie Connie; Muhammad Kristiawan
Journal of Social Work and Science Education Vol. 7 No. 2 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i2.1458

The smartphone represents a double-edged sword in education a gateway to infinite knowledge that paradoxically fragments the very attention required for deep learning. This study investigates the direct and indirect effects of smartphone usage intensity on learning effectiveness, with study time management as a mediating variable, among high school students in Bengkulu City, Indonesia. Employing a quantitative mediation design, data were gathered from 75 students (N=75) at Pelita Kasih High School through total sampling. Validated Likert-scale questionnaires assessed all constructs, and hypotheses were tested using Partial Least Squares Structural Equation Modeling (PLS-SEM) mediation analysis with bootstrapping (5,000 resamples) in SmartPLS 4.0. Descriptive analysis indicates moderate smartphone usage intensity, alongside high levels of study time management and learning effectiveness. Path analysis reveals that smartphone usage intensity negatively affects learning effectiveness directly (β = -0.337, p < 0.05) and strongly diminishes study time management (β = -0.689, p < 0.001), which positively predicts learning effectiveness (β = 0.520, p < 0.01). The indirect effect (β = -0.358) compounds into a substantial total effect (β = -0.695). With a Variance Accounted For (VAF) of 51.51%, study time management partially mediates this relationship, revealing that over half of smartphone’s detrimental influence operates through disrupted time management. The model explains 62.4% of learning effectiveness variance. These results establish time management as a pivotal buffer against smartphone-induced academic disruption. Practically, this study recommends that schools design comprehensive intervention frameworks integrating digital literacy education with structured time management training, thereby transforming smartphone use from a liability into an educational asset.

Preventing Bullying in Schools: A Case Study of Restorative Justice Implementation and Counseling Service Management Ferna Delisi; Sudarwan Danim; Muhammad Kristiawan
Journal of Social Work and Science Education Vol. 7 No. 2 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i2.1475

This study examines efforts to prevent bullying cases in junior high schools through the implementation of restorative justice approaches and guidance and counseling (GC) service management. The aim is to investigate the factors causing bullying, the effectiveness of GC service management, the applicability of restorative justice, and challenges faced by schools in preventing bullying. Using a qualitative case study method, data were collected from SMP Negeri 1 Kepahiang, Indonesia, through open-ended questionnaires, observations, and document analysis involving principals, GC teachers, students, and parents. Results revealed that bullying stems from both internal factors (personality, emotional intelligence) and external factors (family environment, peer pressure, social media influence). The GC service management system effectively implements preventive services through classroom guidance and responsive services through individual counseling and mediation. Restorative justice successfully resolves verbal, social, and minor cyberbullying cases by fostering dialogue and reconciliation between perpetrators and victims. However, severe physical bullying, sexual harassment, and severe cyberbullying require legal intervention beyond restorative approaches. The novelty of this research lies in examining the integration of restorative justice within Indonesian school counseling systems. Practical implications suggest that schools should strengthen anti-bullying policies, enhance GC teacher competencies, establish safe reporting mechanisms, and develop clear standard operating procedures distinguishing cases suitable for restorative justice from those requiring legal action. This study contributes to educational administration literature by providing empirical evidence on holistic bullying prevention strategies in the Indonesian context.

The Effect of Principal’s Transformational Leadership and Teacher Self-Efficacy on Student’s Achievement Silvia Megawati; Sudarwan Danim; Muhammad Kristiawan
Journal of Social Work and Science Education Vol. 7 No. 2 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i2.1476

This study aims to analyze the effect of principals’ transformational leadership and teachers’ self-efficacy on students’ academic achievement at SD Pelita Kasih Curup. This research employed a quantitative approach with a descriptive correlational design. The research population consisted of the principal, teachers, and students of SD Pelita Kasih Curup, while samples were selected using simple random sampling. Data were collected through questionnaires, observations, and documentation, and analyzed using descriptive and inferential statistical techniques. The results indicate that: (1) principals’ transformational leadership has a positive and significant effect on students’ academic achievement; (2) teachers’ self-efficacy has a positive and significant effect on students’ academic achievement; (3) principals’ transformational leadership has a positive and significant effect on teachers’ self-efficacy; and (4) principals’ transformational leadership and teachers’ self-efficacy simultaneously have a positive and significant effect on students’ academic achievement. These findings suggest that inspirational and supportive school leadership enhances teachers’ confidence in performing instructional tasks, which ultimately contributes to improved student achievement. Therefore, school principals are encouraged to consistently implement transformational leadership practices, while teachers are expected to continuously develop their self-efficacy to improve the quality of learning.

Classroom Management as a Pedagogy of Character: Integrating Pancasila Values in Indonesian Civic Education Isurmin Isurmin; Connie Connie; Muhammad Kristiawan
Journal of Social Work and Science Education Vol. 7 No. 2 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i2.1478

While classroom management is often perceived as a disciplinary mechanism, its potential as a deliberate pedagogy for values internalization remains under-explored, particularly in non-Western educational contexts such as Indonesia. This study examines how classroom management practices implemented by Civic Education (PPKn) teachers function as a pedagogical instrument for fostering Pancasila character among senior high school students. Employing a qualitative instrumental case study design at SMA Negeri 9 Kota Bengkulu, data were gathered through 36 hours of systematic classroom observation across 24 lessons, three in-depth teacher interviews, two student focus group discussions, and document analysis of lesson plans, policy documents, and behavioral logs. Preliminary field data revealed that unexplained student absences averaged 7.6%, and democratic classroom practices remained inconsistently implemented indicating a persistent gap between national character education policy and classroom reality. Data analysis followed the interactive model of Miles, Huberman, and Saldaña with trustworthiness established through methodological triangulation and member checking. Findings reveal that teachers employ a tripartite framework planning, implementation, and evaluation through which Pancasila values are deliberately embedded in classroom structures and routines. During planning, teachers integrate character objectives into lesson design and collaboratively establish classroom norms. During implementation, role modeling, democratic facilitation, cooperative learning, and positive reinforcement create a participatory learning environment. Evaluation employs attitude rubrics, peer and self-assessment, and behavioral documentation to support continuous character growth. Together, these dimensions cultivate five Pancasila character outcomes: religiosity, nationalism, unity, deliberation, and social justice. The study reconceptualizes classroom management as a core pedagogical strategy for citizenship education in culturally specific contexts.

The Role of Community Participation in the Optimizing Education Services Quality: A Case Study of SMP IT Darul Fikri North Bengkulu Ewin Sumarti; Manap Somantri; Muhammad Kristiawan
PPSDP International Journal of Education Vol. 5 No. 1 (2026): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v5i1.606

This study explores the role of community participation in optimizing the quality of education services at SMP IT Darul Fikri, a junior high school in North Bengkulu, Indonesia. Employing a qualitative case study design, data were collected through in-depth interviews with school principals, teachers, committee members, and parents, supplemented by observations and document analysis. The findings indicate that community participation, primarily facilitated through Parent-Teacher Association (POMG) meetings, plays a critical role in planning, implementing, and monitoring school. Programs particularly religious programs like Qur’an memorization (tahfidz). This active involvement, especially in home-based monitoring, significantly contributes to program effectiveness and service quality. The study concludes that structured community forums like POMG are vital for fostering collaboration between schools and communities, leading to improved educational outcomes. This research highlights a sustainable model for educational quality enhancement in contexts with limited government support, emphasizing the need for participatory management.

Transformational Leadership of The Principal in Enhancing Teachers’ Digital Literacy at SMP Negeri 3 Lubuklinggau Vivi Juniarti; Sudarwan Danim; Muhammad Kristiawan
PPSDP International Journal of Education Vol. 5 No. 1 (2026): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v5i1.613

This study provides an in-depth description of the principal’s role in enhancing teachers’ digital literacy through the application of transformational leadership at SMP Negeri 3 Lubuklinggau. Digital literacy in this research encompasses four aspects: digital competence, digital security, digital culture, and digital ethics. A qualitative case study was employed, with data collected through in-depth interviews, observations, and document analysis. Data were analyzed using reduction, display, and conclusion drawing techniques. The findings indicate that the principal consistently applies the four dimensions of transformational leadership. Idealized influence is reflected in role modeling and integrity; inspirational motivation in moral support, digital-based targets, and recognition; intellectual stimulation in training, innovation, and experimentation; and individualized consideration in tailored guidance. These practices improved teachers’ digital literacy, evidenced by diverse digital media use, increased confidence, and collaborative culture. Challenges remain in disparities of competence and low motivation among senior teachers. Recommendations include continuous training, mentoring, improved facilities, and documentation of best practices.

Managing Maritime Fieldwork Practices: A POAC Framework for Enhancing Student Competence in Indonesian Vocational Schools Dwi Puspita Sari; Manap Somantri; Muhammad Kristiawan
PPSDP International Journal of Education Vol. 5 No. 1 (2026): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v5i1.646

This study aims to analyze the management of Field Work Practice (PKL) in enhancing the competence of Maritime Department students at State Vocational High School 4 Bengkulu City. A descriptive qualitative design was employed through interviews, observations, and document analysis involving school administrators, teachers, students, and industry partners. The study revealed that PKL management was systematically implemented through four key functions planning, organizing, actuating, and controlling. Collaborative planning aligned educational goals with industry needs, while dual supervision and continuous monitoring improved students’ technical competence and professional discipline. The results demonstrate that adaptive management practices supported by digital supervision enhance the effectiveness of vocational training in maritime settings. The novelty of this study lies in applying the POAC management model to maritime vocational education with limited communication environments. This research contributes by proposing an adaptive framework that strengthens Industry–School Partnerships and bridges the gap between vocational education and the maritime industry.

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