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p-Index From 2021 - 2026
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All Journal PPSDP International Journal of Education Journal of Social Work and Science Education
Nur Ahyani
Universitas PGRI Palembang, South Sumatra, Indonesia
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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School Quality Development Strategy Through Teachers’ Performance and Facilities at SMP Negeri 4 Palembang Achmad Asyaari; Nur Ahyani; Darwin Effendi
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.v7i2.1406

Abstract

This study aims to investigate the quality development approach at SMP Negeri 4 Palembang, which faces issues related to improving educational quality amid problems concerning inconsistent teacher performance and inadequate facilities. The core of this study is to formulate strategies for enhancing school quality, analyzed through two main components: teacher performance and availability of facilities. This study employs a qualitative approach at SMP Negeri 4 Palembang, with sources consisting of teachers, students, school officials (Principal and Administrative Staff), as well as students’ parents. Data analysis was conducted using the interactive model of Miles & Huberman, which includes the stages of data reduction, data presentation, and drawing conclusions. The findings of this study indicate that quality development at this school needs to focus on two main aspects. First, although most educators have good pedagogical competence (80% of interview results), there is a major challenge in the lack of integration of Information and Communication Technology (ICT), which requires immediate attention (70% of observations). Second, facilities are generally supportive for basic learning activities; however, there is a significant shortage in science laboratory facilities and supporting tools for practical learning (70% of the data indicate an urgent need). Recommended steps include implementing intensive and continuous ICT training programs for teachers to encourage innovation in digital learning, as well as upgrading and procuring more complete and modern laboratory equipment. The conclusion of this study emphasizes that quality development must be conducted holistically and sustainably, where improving teacher performance and fulfilling infrastructure serve as crucial inputs to achieve educational outcomes.
Analysis of Madrasah Principal’s Leadership Style on Teachers’ Work Motivation Chandra Chandra; Nur Ahyani; Nurlina Nurlina
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.v5i1.893

Abstract

This study aims to analyze the implementation of the principal’s leadership style, identify obstacles, and examine strategies for enhancing teacher work motivation at MI Luqmanul Hakim Marta Jaya. Employing a qualitative case study method, data were collected through interviews, observation, and documentation. The results indicate that the principal adopts an integrated leadership style, combining transformational, democratic, and Islamic values with minor transactional elements. Key obstacles include limited resources, administrative burdens, and varied teacher characteristics. Effective motivational strategies involve two-way communication, recognition, professional development, participatory decision-making, and cultivating an Islamic work environment. The novelty of this research lies in its focused examination of how Islamic values are synergized with contemporary leadership approaches in a madrasah setting. A key practical implication is that madrasah principals can adopt this integrated leadership model to foster motivation despite resource constraints. The study contributes a context-specific framework for faith-based educational leadership, demonstrating that purpose-driven and value-based practices are essential for sustaining teacher commitment in Islamic institutions.
The Impact of Academic Supervision and Principal Leadership Style on Teacher Professionalism: A Study of State Vocational Schools in Ogan Ilir District Melati Utami; Rohana Rohana; Nur Ahyani
Journal of Social Work and Science Education Vol. 7 No. 3 (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.v7i3.1580

Abstract

This study aims to determine and analyze the influence of academic supervision and principal’s leadership style on teacher professionalism in state vocational high schools throughout Ogan Ilir Regency, Indonesia, both partially and simultaneously. Employing a quantitative approach with a correlational design, the sample consisted of 101 teachers selected from the target population. Data were collected through questionnaires and documentation, then analyzed using the SPSS program. The results conclude three main findings: first, academic supervision has a significant influence on teacher professionalism; second, principal’s leadership style also significantly influences teacher professionalism; and third, academic supervision and principal’s leadership style together exert a significant combined influence on teacher professionalism. The study concludes that enhancing teacher professionalism in vocational high schools requires strengthening both academic supervision practices and principal leadership styles concurrently. The novelty lies in examining the combined effects of these two variables specifically within the context of state vocational high schools in Ogan Ilir Regency, an under-researched setting in Indonesian vocational education literature. Practically, the findings suggest that school principals should balance structured academic supervision with adaptive leadership styles tailored to vocational education demands, while policymakers should integrate both elements into principal training programs and teacher professional development initiatives. This study contributes to educational management literature by providing empirical evidence that academic supervision and leadership style function as complementary rather than competing factors in fostering teacher professionalism, particularly within vocational secondary education contexts.
Principal Leadership and Work Discipline as Predictors of Teacher Performance: A Quantitative Study in Indonesian Public Junior High Schools Meditran Meditran; Nur Ahyani; Mahasir Mahasir
Journal of Social Work and Science Education Vol. 7 No. 3 (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.v7i3.1602

Abstract

This study examines the influence of principal leadership and teacher work discipline on teacher performance in public junior high schools in Banyuasin III District, Indonesia. Teacher performance is a critical determinant of educational quality, yet empirical evidence regarding its predictors in Indonesian junior high school contexts remains limited. Using a quantitative approach with a survey design, data were collected from 106 teachers selected through Slovin formula sampling from a population of 145 teachers. Multiple linear regression analysis was employed to test the hypotheses. The findings reveal that: (1) principal leadership has a positive and significant effect on teacher performance (β = 0.487, p < 0.05); (2) teacher work discipline has a positive and significant effect on teacher performance (β = 0.646, p < 0.05); and (3) both variables simultaneously explain 44.6% of the variance in teacher performance (F = 41.78, p < 0.05). These results underscore the importance of effective school leadership and consistent work discipline in enhancing teacher professionalism. The study contributes empirical evidence to educational management literature and offers practical recommendations for school principals and education policymakers in developing strategies for sustainable teacher performance improvement. Future research should explore mediating variables and conduct qualitative investigations to deepen understanding of these relationships.
The Implementation of the Merdeka Mengajar Platform and Google Workspace for Education on Teacher’s Competence Ibnu Anwar; Syaiful Eddy; Nur Ahyani
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.v7i1.1340

Abstract

This study aimed to analyze the influence of the Merdeka Mengajar Platform and Google Workspace for Education on the professional competence of elementary school teachers in Teluk Gelam District. A quantitative research approach was employed, utilizing simple and multiple linear regression analysis to measure the individual and combined effects of the two digital platforms on teacher competence. The results demonstrate significant positive influences: (1) The Merdeka Mengajar Platform significantly affects teacher competence, accounting for 61.1% of its variance; (2) Google Workspace for Education also shows a significant effect, explaining 64.8% of the variance; (3) Together, both platforms contribute 72.3% to teacher competence, leaving 27.7% attributable to other factors not examined in this study. To optimize the benefits, it is recommended that the Ministry of Education enhance training and module development, schools establish continuous mentoring programs and provide necessary infrastructure, and teachers actively engage with these platforms for their professional growth. This study provides empirical evidence on the substantial combined impact of two major digital platforms on teacher competence within a specific Indonesian district. It quantifies their individual and synergistic contributions, offering a data-driven basis for targeted interventions and highlighting the need for integrated digital tool adoption in teacher development programs.
The Impact of Infrastructure Management and Information Systems on Teacher’s Learning Innovation in the Digital Transformation of Schools Ayu Sri Wahyuni; Nur Ahyani; Darwin Effendi
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.v7i1.1385

Abstract

Digital transformation in education requires effective infrastructure and information systems to foster teacher innovation. This study examines the influence of infrastructure management and information systems on teacher learning innovation in public junior high schools in Palembang, Indonesia. This research uses a descriptive method with a quantitative approach. A quantitative survey was administered to 88 teachers. The research instrument was a Likert scale questionnaire which had been tested for validity and reliability. Results from multiple regression analysis revealed that both infrastructure management (p = 0.031) and information systems (p < 0.001) significantly predicted teacher learning innovation, collectively explaining 42.8% of the variance. These findings underscore the importance of infrastructure and information system management, in this case integrated digital resources, in supporting pedagogical innovation during the digital transformation of education.
Co-Authors Achmad Asyaari Ayu Sri Wahyuni Chandra Chandra Darwin Effendi Ibnu Anwar Mahasir Mahasir Meditran Meditran Melati Utami Nurlina Nurlina Rohana Rohana Syaiful Eddy