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

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Principal-Teacher Communication in Curriculum Development Putri Barkah; Edi Harapan; Yessi Fitriani
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.v8i1.1630

Abstract

This study examines principal-teacher communication in curriculum development, focusing on: communication patterns used by the principal, teachers’ roles in planning, implementing, and evaluating the curriculum, and the relationship between communication quality and teacher participation motivated by uneven teacher involvement in Merdeka Curriculum development despite existing communication channels. A descriptive qualitative design with an axiological orientation was employed to examine ethical, normative, and practical values reflected in principal-teacher communication. Data were collected through interviews, observation, and documentation involving eight informants: the principal, vice principal for curriculum, administrative staff, and five teachers. Analysis followed reduction, display, conclusion drawing, and verification. Findings reveal combinative communication integrating formal channels (coordination meetings, supervision) and informal channels (personal discussions, WhatsApp groups). However, dialogue openness was unevenly experienced, and follow-up on teacher input required strengthening. Teachers participated in planning, implementation, and evaluation, but engagement varied some demonstrated initiative in literacy, religious, and character-building activities, while others awaited direct instruction. This study uniquely integrates axiological analysis with communication patterns in curriculum development within the Merdeka Curriculum context. Clear, open, appreciative, and consistently followed-up communication strengthens teacher participation and supports collaborative curriculum development. This research contributes empirical evidence that communication quality, reinforced through interpersonal trust, Leader-Member Exchange, and intrinsic motivation, is pivotal for fostering equitable teacher engagement in curriculum reform, offering actionable insights for primary school leaders.
Resistance of Female Characters Against Patriarchal Cultural Values in Dian Purnomo’s Novel Perempuan yang Menunggu di Lorong Menuju Laut Nadia Aprisilia; Yessi Fitriani; Muhammad Ali
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.v8i1.1642

Abstract

This article examines the resistance of female characters against patriarchal cultural values in Dian Purnomo’s novel Perempuan yang Menunggu di Lorong Menuju Laut through feminist literary criticism. The study applies a qualitative descriptive method by using the novel as the primary data source. Data were collected through close reading and note-taking, then classified according to patriarchal cultural values and three forms of female resistance: verbal, action, and psychological resistance. The results show that patriarchal culture in the novel is represented through male domination, restriction of women’s freedom, gender stereotypes, domestic expectations, and social pressure that limits women’s roles in family and society. Female characters respond to these pressures through critical utterances, slogans, speeches, demonstrations, sea actions, collective legal strategies, emotional endurance, and self-awareness. The discussion indicates that resistance in the novel is a continuous process: psychological awareness produces courage to speak, verbal resistance builds collective consciousness, and action resistance transforms awareness into social struggle. The novel therefore functions not only as a representation of women’s suffering under patriarchal culture, but also as a literary space that affirms women as active subjects, agents of change, and bearers of cultural criticism.
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 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.
Principal Leadership Practices for Strengthening Teacher Competence in Primary Education Hikmah Hikmah; Reva Maria Valianti; Yessi Fitriani
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.v8i1.1682

Abstract

This study examined principal leadership practices for strengthening teacher competence, the conditions that supported or constrained those practices, and the strategies used to address the constraints. A descriptive qualitative case study was conducted at a public primary school in South Sumatra, Indonesia. Participants were one principal and three classroom teachers selected purposively because of their direct involvement in teacher development activities. Data were generated through semi-structured interviews, non-participant observation, and document analysis, then analyzed through data condensation, data display, thematic comparison, and conclusion verification. Trustworthiness was enhanced through source and technique triangulation. The findings show that teacher development was sustained through an integrated set of seven leadership roles: educator, manager, administrator, supervisor, leader, innovator, and motivator. These roles were enacted through Teacher Working Group participation, internal coaching, scheduled academic supervision, assistance with instructional administration, encouragement of digital learning, collegial problem solving, and recognition of teacher effort. Enabling conditions included the principal’s commitment, collegial cooperation, teacher motivation, professional learning opportunities, and basic infrastructure. Constraints involved limited funding and time, unequal digital competence, and administrative workload. The study contributes a context-sensitive model showing that principal leadership strengthens teacher competence when professional learning, supervision, organizational support, and adaptive problem solving operate as a coherent cycle rather than as separate activities.
Co-Authors Aisyah Sekar Sari Dessy Dellasari Edi Harapan Hernawati Hernawati Hikmah Hikmah Huplan Huplan Isna Susmita Mirna Rasuani Muhammad Ali Mustopa Mustopa Nadia Aprisilia Okta Shelty Puspa Indah Utami Putri Barkah Reva Maria Valianti Siti Hajar Siti Solekhah Sulkiman Sulkiman Syaiful Eddy Syarwani Ahmad Tri Widayatsih Yanti Yanti