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Tri Widayatsih
Universitas PGRI Palembang, South Sumatra, Indonesia
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media

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Work Discipline, Emotional Intelligence, and Teacher Performance in Public Elementary Schools Sopiyatun Sopiyatun; Meilia Rosani; Tri Widayatsih
Journal of Social Work and Science Education Vol. 8 No. 1 (2027): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v8i1.1631

Abstract

Teacher performance remains a central concern in elementary education because it reflects the quality of instructional planning, classroom implementation, assessment, and professional responsibility. This study examines the effects of work discipline and emotional intelligence on teacher performance in public elementary schools. A quantitative causal-associative survey was conducted in 13 public elementary schools in Sumber Marga Telang District, Indonesia. From a population of 170 teachers, 119 respondents were selected using proportionate stratified random sampling with a 5% error level. Data were collected using structured questionnaires measuring work discipline, emotional intelligence, and teacher performance. The instruments were tested for validity and reliability, while the data were analyzed using descriptive statistics, assumption tests, simple regression, and multiple regression with SPSS 26. The results show that work discipline had a positive and significant effect on teacher performance (B = 0.338; t = 9.026; p < 0.001; R2 = 0.411). Emotional intelligence also had a positive and significant effect (B = 0.295; t = 8.064; p < 0.001; R2 = 0.357). Simultaneously, work discipline and emotional intelligence explained 82.5% of teacher performance variance (R = 0.908; R2 = 0.825; F = 273.312; p < 0.001). The novelty of this study lies in integrating behavioral compliance and emotional maturity as complementary predictors of teacher performance in a geographically specific elementary-school context. The findings imply that school improvement should combine consistent discipline management with systematic emotional competence development.
Implementation of Deep Learning as Learning Activities in Elementary Education Rita Buana Sari; Tri Widayatsih; Pahlawan Pahlawan
Journal of Social Work and Science Education Vol. 8 No. 1 (2027): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v8i1.1641

Abstract

This article examines the implementation of deep learning as learning activities at SD Negeri 15 Banyuasin I. The study was developed from a qualitative case study that explored how deep learning was understood, planned, implemented, evaluated, and followed up by teachers in daily classroom practice. Data were obtained through interviews, observation, and documentation involving the principal, teachers, and students. The findings indicate that the school has begun to implement deep learning through student-centered planning, contextual learning activities, collaborative discussion, problem-based tasks, reflection, formative assessment, and follow-up activities in the form of remedial support and enrichment. Teachers have attempted to design meaningful learning by considering students’ needs, interests, and abilities, although the quality of planning still varies among teachers. Classroom implementation has also moved toward active and contextual learning, yet several challenges remain, including uneven student readiness, limited learning resources, inconsistent documentation, and variations in teachers’ pedagogical competence. Evaluation practices have begun to include reflection, feedback, and analysis of learning outcomes, but a more systematic documentation system is still needed to strengthen data-based decisions. The article concludes that deep learning at SD Negeri 15 Banyuasin I has been implemented as a developing learning culture rather than as a fully established model. Strengthening teacher capacity, collaborative planning, authentic assessment, and continuous follow-up is necessary to make deep learning more consistent, meaningful, and sustainable in elementary education.
Case Study of the Implementation of the Independent Curriculum at SD Negeri 02 Palembang Yuliana Yuliana; Tri Widayatsih; Mulyadi Mulyadi
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.v7i1.1310

Abstract

This study aims to comprehensively describe how the Independent Curriculum is implemented at SD Negeri 02 Palembang, particularly in the planning, implementation, and evaluation stages of learning. The Independent Curriculum itself is a new policy in Indonesian education that emphasizes student-centered learning, character building, and provides more flexibility for teachers to design learning processes according to the context and needs of students. This study used a qualitative approach with a case study method. Data were collected through in-depth interviews, direct field observations, and documentation of learning activities. Key informants consisted of the principal, several teachers, and students from the upper grades. The results showed that the planning of the Independent Curriculum at SD Negeri 02 Palembang was carried out collaboratively, with the development of teaching modules and learning tools tailored to predetermined learning outcomes. In practice, learning takes place in a participatory manner with a variety of approaches, including the use of project-based methods designed to develop the Pancasila Student Profile in students. Learning evaluation is conducted continuously through formative and summative assessments, supported by diagnostic assessments that assist teachers in designing strategies for future learning improvements. Although the implementation of the Independent Curriculum faced several obstacles, such as limited resources and uneven teacher understanding of the new curriculum, the school remains strongly committed to implementing the Independent Curriculum in a phased and sustainable manner.
Digital-Based Madrasah Examination Management: A Case Study of MAN 3 Palembang, Indonesia Isna Susmita; Tri Widayatsih; Yessi Fitriani
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.v7i1.1397

Abstract

This study aims to examine how digital-based examination management is planned, implemented, and evaluated in an Islamic secondary education context by focusing on a case study at MAN 3 Palembang, Indonesia. Conceptualizing digital assessment as a managerial process, this research adopts a qualitative case study design. Data were collected through in-depth interviews, observations, and document analysis involving school leaders, examination committee members, teachers, and technical staff. The data were analyzed using thematic analysis to capture managerial patterns across planning, implementation, and evaluation stages. The findings reveal that digital-based examinations at MAN 3 Palembang are institutionally governed practices rather than isolated technological interventions. The planning stage demonstrates strategic integration of digital examinations into the madrasah’s academic management framework through collaborative decision-making, leadership involvement, risk anticipation, and resource preparation. Implementation findings indicate that examination integrity, pedagogical alignment, and student adaptation are maintained through coordinated roles among teachers, examination committees, and technical personnel. The evaluation stage functions as a mechanism for continuous improvement, supporting data-informed decision-making, accountability, and organizational learning. The novelty of this study lies in its managerial focus on digital examination practices within a madrasah context, extending existing research that predominantly emphasizes technological effectiveness or student perceptions. Practically, the study highlights the importance of embedding digital examinations within governance structures, strengthening leadership coordination, and institutionalizing evaluation practices. The study contributing to literature on digital governance in faith-based educational institutions by providing context-sensitive insights into how digital examinations are sustainably managed in Islamic secondary education institutions.
Digital Classroom Management in Geography Education: A Case Study of a Smart Digital Madrasah in Indonesia Fitri Aprilianty; Tri Widayatsih; Mahasir Mahasir
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.v7i1.1400

Abstract

This study aims to analyze the comprehensive framework of digital classroom management in Geography subjects at SMART Digital Madrasah MAN 3 Palembang, focusing on planning, implementation, evaluation, and encountered challenges. Using a qualitative case study design, data were collected through in-depth interviews, participant observation, and documentation from key informants, including administrators and teachers, with analysis following thematic stages. The results reveal a systematically planned ecosystem involving infrastructure readiness, a dedicated teacher upskilling program (“BURGO”), and digital administrative tools. Implementation utilizes a Blended Learning model that integrates real and virtual digital classes with platforms like Google Earth and Quizizz. Evaluation is digitally embedded through creative and gamified assessments, alongside a computerized testing system. A critical finding is the gap between ideal planning and practical constraints, primarily limited internet bandwidth for large-scale student access. The study’s novelty lies in its holistic examination of digital management within a madrasah context, proposing an integrated four-pillar model. Practically, it offers a replicable blueprint for similar institutions undergoing digital transformation. Its main contribution is enriching the literature on sustainable digital integration in faith-based educational settings, highlighting both strategic enablers and infrastructural prerequisites.
Digital Media Integration in Cultural Arts Learning: A Case Study of a Digital Madrasah in Indonesia Mirna Rasuani; Tri Widayatsih; Yessi Fitriani
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.v7i1.1401

Abstract

This qualitative study explores the integration of digital media in Cultural Arts learning at MAN 3 Palembang, a designated digital madrasah in Indonesia. Through observations, interviews, and document analysis involving 29 students and teachers, the research examines how tools like Canva, CapCut, and Quizizz enhance student creativity, engagement, and learning outcomes. Findings reveal that while digital tools foster motivation and collaboration, challenges such as internet access and digital literacy gaps persist. The novelty of this research lies in its exploration of digital transformation within an Islamic educational context, emphasizing the integration of technology with cultural and artistic values. Practically, the findings provide a model for implementing digital learning in art-based subjects that align with the vision of Madrasah Smart Digital. The study contributes to the TPACK and SAMR frameworks by demonstrating their applicability in Islamic arts education, offering a model for technology integration in culturally responsive pedagogy.
Compensation and Principal Leadership as Determinants of Teachers’ Teaching Discipline Vivi Kesumah; Tri Widayatsih; Muhammad Fahmi
Journal of Social Work and Science Education Vol. 8 No. 1 (2027): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v8i1.1687

Abstract

This study examines the effects of compensation and principal leadership on teachers’ teaching discipline in public elementary schools. A quantitative explanatory survey was conducted among teachers working in public elementary schools in Talang Kelapa District. The population consisted of 173 teachers, and 58 complete questionnaires were included in the final analysis. Data were collected using three 30-item Likert-scale instruments measuring compensation, principal leadership, and teaching discipline. All instruments demonstrated strong validity and very high internal consistency. Descriptive analysis, normality testing, simple linear regression, partial t-tests, multiple regression, and an F-test were performed using statistical software. The results indicate that compensation has a positive and significant effect on teaching discipline, with a regression coefficient of 0.940, a t-value of 51.613, and a significance level below 0.001. Principal leadership also has a positive and significant effect, with a regression coefficient of 0.938, a t-value of 51.281, and a significance level below 0.001. The simultaneous test confirms that compensation and principal leadership jointly influence teaching discipline, producing an F-value of 67,317.737 with significance below 0.001. These findings show that teachers are more likely to demonstrate punctuality, instructional preparedness, compliance with school procedures, and administrative responsibility when they perceive compensation as fair and leadership as clear, supportive, consistent, and exemplary. The study emphasizes that teaching discipline should be managed through an integrated approach combining equitable rewards, professional recognition, effective supervision, communication, and consistent organizational expectations. It offers practical direction for strengthening teacher management in schools.
Co-Authors Astria Ningsih Ayu Meiva Agung Lestari Deasy Aryanti Elen Sujana Fidya Junisya Fitri Aprilianty Isna Susmita Mahasir Mahasir Meilia Rosani Mirna Rasuani Misnawati Misnawati Muhamad Sofiul Fuad Muhammad Fahmi Mulyadi Mulyadi Pahlawan Pahlawan Rana Arisma Valeves Rita Buana Sari Sopiyatun Sopiyatun Suherman Suherman Vivi Kesumah Wilis Winarti Yessi Fitriani Yuliana Yuliana Yusnita Yusnita