Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal PPSDP International Journal of Education Journal of Social Work and Science Education
Connie Connie
Universitas Bengkulu, Bengkulu, Indonesia
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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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

Abstract

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.
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

Abstract

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 Influence of Deep Learning Strategies and Classroom Climate on Vocational Teacher Performance in Indonesian Public Vocational High Schools Dian Sucheri; Connie Connie; Asti Putri Kartiwi
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.v7i2.1486

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.
Optimizing the Role of Curriculum Leaders in Enhancing English Language Teaching Quality Hensi Nurhayati; Rambar Nur Sasongko; Connie Connie
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.v5i1.610

Abstract

This study aims to describe the optimization of curriculum leadership roles in improving the quality of English language teaching, focusing on the contributions of principals, vice principals, teachers, MGMP, and supervisors in curriculum management. The study emphasizes how these roles collectively influence the effectiveness of English learning in junior high schools. A descriptive qualitative design was employed, with data collected through semi-structured interviews, classroom and institutional observations, and document analysis. The participants consisted of one principal, one vice principal for curriculum affairs, and four English teachers at SMPN 11 Bengkulu City. Data were analyzed using Miles and Huberman’s interactive model, involving data reduction, data display, and conclusion drawing. The findings revealed that school leaders and teachers focus more on administrative tasks than improving teaching. As a result, students remain passive learners, developing stronger academic skills than practical abilities. This study highlights a systemic culture of administrative compliance that constrains instructional leadership in English language education. Unlike much of the existing literature that focuses on curriculum design, this study addresses the overlooked dimension of curriculum implementation and management at the school level. The study proposes the development of an “Integrated Curriculum Leadership” model in which principals, vice principals, MGMP, and supervisors collaborate synergistically to foster instructional innovation, teacher professional growth, and student communicative competence. By mapping existing practices, identifying gaps, and proposing a collaborative framework, this study contributes both theoretically and practically to the discourse on curriculum leadership. It underscores the need for school leaders and policymakers to move beyond managerialism and create conditions that support sustainable, pedagogically oriented curriculum implementation for English learning.
Co-Authors Asti Putri Kartiwi Dian Sucheri Efi Yanita Situmorang Hensi Nurhayati Isurmin Isurmin Muhammad Kristiawan Rambar Nur Sasongko