Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Journal of Innovation in Teaching and Instructional Media Journal of Social Work and Science Education
Sucheri, Dian
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Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Other

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Systematic Literature Review Filsafat Terhadap Ilmu Pengetahuan Sucheri, Dian
Journal of Innovation in Teaching and Instructional Media Vol 5 No 2 (2025): Journal of Innovation in Teaching and Instructional Media
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jitim.v5i2.984

Abstract

This article reviews the criticism of science in the context of the philosophy of idealism and its impact on student character building. Through a Systematic Literature Review (SLR) approach, this research explores the contributions of prominent thinkers such as Karl R. Popper and Thomas Kuhn, who emphasized the importance of criticism in the development of scientific theories. SLR enables the identification and synthesis of relevant research, providing a comprehensive overview of the development of critique in the philosophy of science. The research shows that critique serves as an evaluative mechanism that encourages innovation and adaptation of science to new realities. The article also identifies gaps in existing research and recommends new directions for future studies, hoping to strengthen understanding of the role of critique in science as well as its application in student character education. Thus, the results of this study are expected to make a significant contribution to the development of educational theory and practice.
The Influence of Deep Learning Strategies and Classroom Climate on Vocational Teacher Performance in Indonesian Public Vocational High Schools Sucheri, Dian; Connie, Connie; Kartiwi, Asti Putri
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i3.1486

Abstract

Vocational teacher performance remains a critical determinant of educational quality, yet factors influencing this performance in regional Indonesian contexts remain underexplored. This study examines the influence of deep learning strategies and classroom climate on vocational teacher performance in public vocational high schools in North Bengkulu Regency, Indonesia. Using an ex post facto causal correlational design, data were collected from 122 vocational teachers through validated Likert-scale questionnaires. Simple and multiple linear regression analyses revealed that deep learning strategies significantly predict teacher performance (β = 0.412, p < 0.05), as does classroom climate (β = 0.587, p < 0.05), with classroom climate exhibiting a stronger influence. The combined model explained 68.3% of variance in teacher performance (R² = 0.683, F = 128.45, p < 0.001). Theoretical interpretation through Job Demands-Resources (JD-R) and Self-Determination Theory (SDT) frameworks reveals that organizational resources (climate) provide foundational support enabling pedagogical innovation, while supportive climates fulfill teachers' basic psychological needs for competence, autonomy, and relatedness. This study contributes novel insights into vocational education in non-metropolitan Indonesian settings, highlighting that teacher performance emerges from synergistic interaction between pedagogical approaches and environmental conditions. The findings carry critical implications for educational policy in developing contexts: policymakers must prioritize establishing supportive organizational climates through professional learning communities, adequate resource allocation, and administrative support systems before mandating pedagogical reforms, as deep learning implementation without corresponding climate investment creates unsustainable demand-resource imbalances that undermine rather than enhance teacher effectiveness. This resource-first, pedagogy-second sequencing represents a fundamental departure from conventional deficit models and offers a replicable framework for improving vocational education quality in resource-constrained regions globally.
Co-Authors Connie, Connie Kartiwi, Asti Putri