Garuda - Garba Rujukan Digital

A SIMA-Based Curriculum Data and Administration Management Model to Improve the Effectiveness of Teacher Performance in Public Senior High Schools in North Musi Rawas Regency Meri Silvia; Nurul Astuty Yensy; Sudarwan Danim
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.v7i2.1395

Effective management of curriculum data and school administration is essential for improving teacher performance in public senior high schools. However, many schools still face challenges related to fragmented data systems, high administrative workloads, and limited integration between management information systems and teacher performance indicators. This study aims to develop and evaluate a SIMA-based curriculum data and administration management model to improve teacher performance effectiveness in public senior high schools in North Musi Rawas Regency. This research employed a research and development (R&D) approach, involving needs analysis, model design, development, implementation, and evaluation. Data were collected through questionnaires, observations, and documentation involving teachers and school administrators. Teacher performance effectiveness was measured before and after the implementation of the SIMA-based management model. Data analysis was conducted using descriptive and inferential statistical techniques to examine changes in teacher performance effectiveness. The results indicate that the developed SIMA-based curriculum data and administration management model is valid, practical, and effective. The implementation of the model significantly improved teacher performance effectiveness, particularly in administrative efficiency, time management, accuracy of academic data, and focus on instructional tasks. These findings suggest that integrating curriculum and administrative management through a SIMA-based system can reduce teachers’ administrative burden and enhance their professional performance. This study contributes theoretically to educational management research and practically provides a reference model for schools and policymakers seeking to improve teacher performance through integrated management information systems.

The Influence of Participative Leadership and Organizational Culture on Teacher Performance in Primary Schools Heti Suryati; Sudarwan Danim; Azizatul Khairi
Journal of Social Work and Science Education Vol. 7 No. 1 (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.v7i1.1449

This study examines the influence of principals' participative leadership and school organizational culture on teacher performance in rural primary schools in Kinal District, Kaur Regency, Indonesia. Employing a quantitative survey design, data were collected from 44 teachers across four public primary schools using a census technique. Structured questionnaires measuring participative leadership, organizational culture, and teacher performance were analyzed using multiple linear regression with SPSS version 20. The results reveal that participative leadership has a significant positive effect on teacher performance (t = 3.482, p = 0.001), and organizational culture similarly demonstrates a significant positive effect (t = 2.967, p = 0.005). Simultaneously, both variables explain 47.9% of the variance in teacher performance (F = 18.742, p < 0.001, R² = 0.479). The study concludes that when principals actively involve teachers in decision-making and foster a collaborative, disciplined school culture, teacher performance improves substantially. The novelty lies in the integrated examination of both variables within the underexplored context of rural Indonesian primary schools, addressing a gap in national educational management literature. Practically, the findings recommend that principals adopt participative practices through formal and informal forums, strengthen organizational culture via shared values and teamwork, and prioritize these strategies particularly in resource-constrained rural settings. This study contributes to educational leadership and organizational behavior literature by empirically confirming the combined influence of participative leadership and organizational culture on teacher performance, providing evidence-based insights for school management policies, leadership training, and professional development initiatives in rural primary education.

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.

Navigating the Transition: A Qualitative Inquiry into Hybrid Administrative Systems in a Regional Indonesian Junior High School Sisi Suksesiawati; Sudarwan Danim; 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.v7i2.1488

While extensive scholarship addresses either fully manual or comprehensively digitalized school administration, transitional phases where both systems coexist remain critically underexplored. This qualitative single-case study examines how State Junior High School 03 of Central Bengkulu navigates digital transformation, revealing operational dynamics, efficiency implications, and strategic challenges inherent in hybrid administrative systems. Through interviews, document analysis, and observation with six administrative personnel, the investigation uncovers that digitalization remains confined to student affairs (Dapodik platform) and financial management (ARKAS system), whereas personnel administration, infrastructure management, and correspondence persist manually. This bifurcation creates duplication of effort, simultaneously enabling regulatory compliance while undermining operational efficiency. Four interconnected barriers emerged: intermittent internet connectivity, heterogeneous digital competencies, constrained budgets, and psychological resistance rooted in competence anxieties. These findings challenge linear stage models of technology adoption by demonstrating that hybrid systems in resource-constrained contexts function as semi-permanent organizational equilibria rather than temporary transitions. Theoretically, the study extends digital transformation scholarship by establishing hybridity as a distinct organizational form warranting its own analytical frameworks, not merely a developmental stage. Practically, findings inform context-sensitive implementation strategies for regional schools, emphasizing sequential roadmaps prioritizing high-impact domains, sustained competency development, and change management acknowledging staff apprehensions. This research contributes a reconceptualization of hybrid administration as potentially enduring rather than transitional, necessitating strategic management beyond linear digitalization assumptions.

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.

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