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The Influence of Principal’s Leadership and Facilities on Teachers’ Performance Siti Hajar; Syaiful Eddy; Yessi Fitriani
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.v7i2.1418

This study aims to analyze the influence of principal’s leadership and infrastructure on the performance of public junior high school teachers in Suak Tapeh District, Banyuasin Regency. This study is motivated by the condition of teachers’ performance that still needs to be improved, as seen from low professionalism, teaching motivation, and limited facilities that support the learning process. While previous studies have focused more on motivation, academic supervision, or teacher competence, this study fills the gap in research by simultaneously examining the influence of principal’s leadership and infrastructure in public schools in rural areas. The approach used is quantitative with an ex post facto method on all 105 public junior high school teachers in Suak Tapeh District and used as a saturated sample. Data were collected through a Likert scale questionnaire that has been tested for validity and reliability, as well as documentation. Data analysis was conducted using simple and multiple linear regression using SPSS version 26. The results showed that principal’s leadership has a positive and significant effect of 29.6% on teachers’ performance, while infrastructure has an effect of 31.7%. Simultaneously, these two variables have an effect of 37.8%. These findings confirm that effective leadership and adequate school facilities play a crucial role in improving teachers’ performance. The novelty of this study lies in combining these two variables in the context of secondary schools in rural Banyuasin.

The Hierarchy of Needs and Personalities of Characters in the Novel Luka Cita by Valerie Patkar Siti Solekhah; Yessi Fitriani; Puspa Indah Utami
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.v7i2.1490

This study aims to describe the portrayal of Abraham Maslow’s hierarchy of needs and Sigmund Freud’s tripartite personality structure within the characters of Valerie Patkar’s novel Luka Cita. Employing a descriptive qualitative method, the research used documentation for data collection, with the novel as the primary source. Data were analyzed through content analysis to identify and interpret the relevant psychological constructs. The analysis confirms the presence of both theoretical frameworks. All five stages of Maslow’s needs physiological, safety, love/belonging, esteem, and self-actualization are gradually fulfilled by the characters. Simultaneously, the interaction of Freud’s id, ego, and superego structures forms the internal conflicts driving character development. The research provides a novel, dual-theory psycho-literary analysis of a contemporary Indonesian novel, concurrently applying Maslow’s humanistic and Freud’s psychodynamic theories to interpret character motivation and conflict. The study demonstrates a replicable framework for literary criticism, enabling educators and scholars to conduct structured psychological analyses of character development in narrative fiction. It contributes to cross-cultural literary psychology by validating the applicability of these foundational Western psychological theories to modern Indonesian literature, enriching the interpretation of its thematic depth and character complexity.

Improving the Ability to Write Observation Report Texts through the Application of the Problem Based Learning Model Okta Shelty; Yessi Fitriani; Puspa Indah Utami
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.v7i1.1491

This study aimed to enhance Grade X students’ observation report writing skills and learning activities at SMA Negeri 1 Tungkal Jaya by implementing Problem Based Learning (PBL). A Classroom Action Research (CAR) design was employed, conducted over two cycles, each comprising planning, implementation, observation, and reflection. Data were analyzed using descriptive statistical techniques. Results demonstrated significant improvement. Students achieving the mastery score (≥70) increased from 37% (Cycle I) to 87% (Cycle II), representing a 38.89% skill enhancement. The class average rose from 75.60 to 85.00. Polite learning behaviors improved from 56% to 90%. All assessed aspects showed gains, with language and creativity exhibiting the highest increases. The study provides empirical, cycle-based evidence for applying PBL specifically to observation report writing, a foundational academic genre, within a local Indonesian high school context. Findings strongly support adopting PBL as an effective pedagogical strategy for improving both the product (writing skills) and process (classroom engagement) of learning in similar educational settings. The research contributes actionable insights to educational practice, validating PBL’s role in fostering active learning and significantly improving specific compositional competencies among secondary school students.

Defense of Cultural Values of the Jejuluk Pernicir Kabayan Tradition in Ulak Kapal Village, Ogan Komering Ilir (Literary Anthropology Study) Yanti Yanti; Yessi Fitriani; Puspa Indah Utami
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.v7i1.1492

This study aimed to understand how the community of Ulak Kapal Village maintains the cultural values embedded within the endangered kabayan marriage tradition amidst social change. A qualitative case study approach was employed. Data were collected through in-depth interviews, participatory observation, and analysis of community documents. The community preserves the tradition through intergenerational education, active community participation, and the strategic use of technology. Analysis revealed the tradition embodies five key literary anthropology values: language, systems of knowledge and communication, technology and equipment, livelihood systems, and art all retaining relevance in modern life. The research provides a contemporary analysis of a specific, lesser-documented marital tradition, uniquely applying the framework of literary anthropology to deconstruct its enduring cultural values and active preservation mechanisms. The findings offer a replicable model for safeguarding intangible cultural heritage, demonstrating how communities can synergize traditional education, social participation, and modern technology to sustain cultural practices. The study contributes to cultural preservation theory by documenting a living tradition and its adaptive strategies, offering valuable insights for anthropologists and policymakers focused on sustaining cultural diversity in evolving societies.

Social Values and Character Education in the Novel Rasa by Tere Liye Dessy Dellasari; Yessi Fitriani; Muhammad Ali
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.v7i1.1497

This study aims to identify and analyze the character education values and social values embedded in Tere Liye's novel Rasa. A descriptive qualitative approach was employed using content analysis techniques, focusing on character portrayal, storyline development, and interactions among characters within the novel. The analysis revealed diverse social values, including caring, helping others, compassion, social responsibility, honesty, and cooperation. Dominant character education values identified encompassed religious attitudes, discipline, independence, hard work, appreciation of achievement, social concern, honesty, and responsibility. Through characters such as Linda, Bunda, Kak Adit, and Joan Bam Punjabam, the narrative demonstrates how individual character formation is profoundly shaped by social environment and life experiences. The research provides a comprehensive dual-analysis framework that simultaneously examines both character education values and broader social values within a single contemporary literary work, offering integrated insights into their interconnection. The novel can serve as a valuable pedagogical resource for educators seeking to cultivate moral awareness and character development in students through literary engagement. This study affirms literature's educational function beyond entertainment, contributing to the fields of literary pedagogy and character education by demonstrating how narrative fiction can effectively transmit cultural and moral values to readers.

Spelling Compliance and Institutional Professionalism: A Sociolinguistic Analysis of Official Documents in Indonesian Local Government Huplan Huplan; Yessi Fitriani; Puspa Indah Utami
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.v7i2.1500

This study examines compliance with the General Guidelines for Indonesian Spelling (PUEBI) in official documents from the Palembang City Education Office and analyzes the sociolinguistic implications of spelling errors for institutional professionalism. Using qualitative content analysis of 20 official documents (official letters, memos, circulars, and activity reports) and semi-structured interviews with document preparers, we identified 152 spelling violations across six error categories. Word writing errors (28%), non-standard loanwords (17%), and punctuation mistakes (15%) were most prevalent. Critically, we documented serious errors including misspelled city names ("Palembang"), date inconsistencies, and invalid employee identification numbers errors that fundamentally undermine document credibility. Sociolinguistic analysis reveals these errors reflect a weak culture of linguistic accuracy and inadequate internalization of standard language ideology within bureaucratic practice. The findings suggest that spelling non-compliance is not merely technical but signals institutional attitudes toward language as a marker of professionalism. We recommend targeted language training, development of internal style guides, and strengthened editing protocols to enhance both linguistic quality and institutional image.

Improving Students’ Procedural Text Writing Skills Through Project-Based Learning Sulkiman Sulkiman; Yessi Fitriani; Puspa Indah Utami
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.v7i2.1504

This study aims to improve the procedural text writing ability of fifth-grade students at SDN 3 Banyuasin II through the implementation of the Project Based Learning (PjBL) model. Classroom Action Research (CAR) was conducted over multiple cycles, each comprising planning, action implementation, observation, and reflection. Subjects were 25 fifth-grade students in the 2025/2026 academic year. Data were collected through observation and written tests, using student activity observation sheets and a procedural text writing rubric assessing title, objectives, tools/materials, and steps. Analysis employed descriptive quantitative and qualitative techniques. The PjBL model proved highly effective in improving writing abilities. Student learning completion increased dramatically from 16% at initial condition to 88% at the final cycle, surpassing the established Learning Objective Achievement Criteria (KKTP). This significant improvement demonstrates that project-based learning enhances both student engagement and the quality of procedural text composition. The research provides empirical validation of PjBL’s effectiveness specifically for procedural text writing at the elementary level, a genre requiring sequential, practical skill demonstration. Teachers can adopt the PjBL model as a proven strategy for developing structured writing competencies, with the observed assessment rubric serving as a practical evaluation tool. The study contributes classroom-based evidence supporting project-based approaches for foundational literacy development, demonstrating how active, collaborative learning can transform writing instruction outcomes.

Phenomenological Study: The Role of Literacy Activities in Developing Reading Interest Mustopa Mustopa; Yessi Fitriani; Puspa Indah Utami
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.v7i2.1510

This study aims to explore students’ experiences in literacy activities, analyze perceptions and factors influencing reading interest, and examine the role of literacy activities in fostering sustainable reading engagement. Employing a qualitative research design with a phenomenological approach, data were collected through structured interviews, participant observation, and secondary documentation, and analyzed using Miles and Huberman’s interactive model. The findings reveal that effective literacy implementation depends on four interrelated pillars: teacher creativity, principal support, family involvement, and technology adaptation. Results further indicate that consistent innovation in literacy activities significantly enhances students’ intrinsic motivation, while cross-sector collaboration effectively addresses resource limitations and access disparities, enabling the sustainable development of a contextualized reading culture. The novelty of this study lies in its holistic identification of multi-actor collaboration and technology integration as fundamental, rather than peripheral, to literacy success. Practically, the findings equip educators and policymakers with evidence-based strategies for designing inclusive, adaptive literacy programs that transcend conventional classroom boundaries. The study contributes a comprehensive framework for understanding how systemic support structures and contextual adaptations collectively foster enduring reading interest in diverse educational settings.

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