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All Journal PPSDP International Journal of Education Journal of Social Work and Science Education
Asnaini, Desi
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Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Perceptions of Students on Differentiated Learning of Video Content in Long Multiplication Mathematics Lessons Asnaini, Desi
PPSDP International Journal of Education Vol. 4 No. 1 (2025): 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.v4i1.407

Abstract

Currently, students often feel bored with the teaching and learning activities in the classroom, especially in Mathematics learning, for that a learning style approach is needed that is adjusted to the needs of each student. The purpose of studying content differentiation through videos for elementary school children is to provide a more meaningful learning experience and in accordance with the needs and learning styles of each student, facilitate diverse learning styles and provide an interactive learning experience. By using visual and auditory content videos, learning for grade 3 elementary school children greatly helps students understand the material to be studied; after watching the video, the teacher can interact directly with students through questions or quizzes based on the learning videos that have been watched by students. The method used in this study is qualitative, where this approach focuses on an in-depth understanding of socio-cultural phenomena and human behavior through non-numerical data. Qualitative research emphasizes the context of the process and quality rather than measurement. In this study, video content differentiation is a strategy where creators and content providers provide a variety of learning styles to students.
The Influence of Principal’s Situational Leadership Style and Work Culture on the Professionality of Public Elementary School Teachers Asnaini, Desi; Ahmad, Syarwani; Rohana, Rohana
Journal of Social Work and Science Education Vol. 6 No. 2 (2025): 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.v6i2.1262

Abstract

This study examines the influence of principals’ situational leadership style and work culture on the professionalism of state elementary school teachers in Palembang. Specifically, it seeks to (1) assess the impact of situational leadership style on teacher professionalism, (2) analyze the effect of work culture on teacher professionalism, and (3) evaluate the combined influence of situational leadership and work culture on teacher professionalism. A quantitative approach was employed, with data collected from principals and teachers across several state elementary schools in Palembang. A pilot study was conducted at SD Negeri 143 Palembang, involving one principal and 31 teachers. The main study expanded to include teachers from SD Negeri 143, 144, 147, and 149 Palembang, using a 30-item questionnaire per variable. Data analysis was performed to determine the predictive power of the independent variables (leadership style and work culture) on teacher professionalism (dependent variable). The estimation trial yielded an R-squared value of 0.445, indicating that 44.5% of the variation in teacher professionalism is explained by situational leadership style and work culture, while the remaining 55.5% is attributed to other external factors. This study contributes to the existing literature by integrating situational leadership theory with work culture dynamics in the context of Indonesian elementary education, offering localized insights into factors shaping teacher professionalism. The findings suggest that school principals should adopt adaptive leadership strategies tailored to specific contexts while fostering a positive work culture to enhance teacher professionalism. Policymakers and school administrators can use these insights to design leadership training programs and cultural interventions that promote teacher development. This research provides empirical evidence on the interplay between leadership adaptability and organizational culture in improving teacher professionalism, offering a framework for educational institutions to strengthen workforce quality.
Co-Authors ROHANA ROHANA Syarwani Ahmad