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The Effect of Empowering Leadership and Adversity Quotient on Teacher’s Performance Jasti Karyani; Dessy Wardiah; Andi Rahman
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.v7i2.1430

This study aims to examine the individual and simultaneous influence of empowering leadership and adversity quotient (AQ) on the performance of kindergarten teachers. Employing a quantitative survey method with a correlational approach, data were collected via questionnaires from 58 teachers in Ilir Barat I District, Palembang City, and analyzed using correlation and multiple regression. The results confirm significant positive influences: empowering leadership alone explains 43.9% of performance variance (r=0.664), while AQ alone explains 58.6% (r=0.766). Simultaneously, both variables account for 59.3% of performance variance (r=0.770), with the regression equation Ŷ = 36.606 + 0.15X1 + 0.585X2. The novelty lies in empirically testing this specific variable combination within early childhood education, a less explored context. A key practical implication is the need for integrated professional development programs that combine leadership empowerment with resilience training to optimize teacher efficacy. This study contributes concrete empirical data and a predictive model to the educational management literature, highlighting the substantial role of psychological resilience alongside leadership in enhancing teacher’s performance.

The Influence of Transformative Leadership and Adversity Quotient on Teacher Performance Sedio Mandiri; Dessy Wardiah; Andi Rahman
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.v7i2.1472

This study aims to analyze the influence of transformational leadership and adversity quotient (AQ) on teacher performance at Sekolah Mandiri Yayasan Jiwa Mandiri Utama Palembang. Employing a quantitative survey method, data were collected via questionnaires, observation, and documentation from all 80 teachers (saturated sample) and analyzed using descriptive statistics, t-tests, F-tests, and coefficient of determination. The results confirm that both transformational leadership and AQ individually have a significant positive effect on teacher performance. Moreover, these factors together exert a significant simultaneous influence, accounting for 35.3% of the variance in performance. The novelty of this research lies in its integration of psychological resilience (AQ) with leadership theory within a private school context in Indonesia, highlighting their combined role in enhancing educator efficacy. A key practical implication is the need for institutional policies that concurrently develop school leaders’ transformational capabilities and foster teachers’ resilience through targeted training and support systems. The study contributes to the field of educational management by demonstrating that teacher performance is optimally strengthened through dual-focused strategies that address both inspirational leadership and individual psychological capacity to overcome challenges.

Improving the Ability to Write Procedural Texts Using the ARIAS Learning Model with Pop-Up Book Media Ratih Tria Anggraini; Dessy Wardiah; Muhammad Ali
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.v7i2.1479

This study aimed to enhance fifth-grade students’ procedural text writing skills at SD Negeri 11 Talang Kelapa by integrating the ARIAS learning model with Pop-Up Book media, addressing issues of low motivation and poor textual organization. Employing classroom action research across two cycles (each involving planning, action, observation, reflection), data were gathered via observation and written tests. Analysis utilized both quantitative and qualitative techniques. Significant improvement was observed. Mastery learning increased from 42.86% (pre-action) to 64.28% (Cycle I) and 89.29% (Cycle II). Students exhibited heightened motivation, engagement, and a better grasp of procedural text structure. The research innovatively combines the structured ARIAS motivational framework with interactive, three-dimensional Pop-Up Book media to teach procedural writing. This integrated approach provides teachers with an effective, replicable strategy for improving writing instruction and student engagement in elementary classrooms. The study confirms the efficacy of the ARIAS-Pop-Up Book synergy, offering a validated model for enhancing both the cognitive and affective dimensions of procedural writing skills.

The Influence of Empowering Leadership and Adversity Quotient on Teacher Performance in Public Elementary Schools Thoibah Thoibah; Dessy Wardiah; Andi Rahman
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.v7i2.1480

This study aims to analyze the influence of empowering leadership and adversity quotient (AQ) on teacher performance in public elementary schools, addressing persistent performance variations. The research employs a quantitative, correlational design. Data were collected from 95 teachers, selected via proportional random sampling from a population of 123, using validated and reliable instruments. Analysis was conducted using simple and multiple linear regression to test partial and simultaneous effects. The results confirm that both factors significantly enhance performance. Empowering leadership has a positive, significant effect (regression coefficient: 0.386), explaining 16.6% of variance. AQ also shows a positive, significant influence (coefficient: 0.321), contributing 10.3%. Together, they account for 30.6% of performance variance (F-value: 20.138), demonstrating a substantial combined impact. The novelty lies in concurrently investigating the synergy between a specific leadership style (empowering) and a psychological resilience construct AQ within an Indonesian elementary school context. A key practical implication is that school administrators should implement leadership training focused on empowerment while fostering programs to build teacher resilience, as their combination optimally boosts performance. The study contributes an empirically validated model highlighting that both external leadership support and internal psychological capacity are critical, interdependent levers for improving educational outcomes.

Communication, Resources, Disposition, and Bureaucracy: Evaluating the Smart Indonesia Program Implementation at SMA Negeri 1 Sungai Lilin Nursilawati Nursilawati; Nila Kesumawati; Dessy Wardiah
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.v7i3.1569

This study examines the implementation of Indonesia's Smart Indonesia Program (Program Indonesia Pintar/PIP) at SMA Negeri 1 Sungai Lilin, Musi Banyuasin Regency, using George C. Edwards III's policy implementation framework (communication, resources, implementer disposition, and bureaucratic structure). A descriptive qualitative case study design was employed. Data were collected through in-depth interviews, observation, and document analysis involving purposively selected participants including the principal, vice principal, school operator, student beneficiaries, and parents (total n = 22). Analysis followed the interactive model of Miles, Huberman, and Saldaña. Findings reveal that PIP implementation has improved educational access for economically disadvantaged students but faces four key constraints: (1) communication barriers due to parents' limited administrative literacy and digital access; (2) resource constraints including inadequate digital infrastructure and heavy operator workload; (3) generally positive implementer disposition, though bureaucratic rigidity persists; and (4) a bureaucratic structure with clear role division but insufficient integration of standard operating procedures and follow-up documentation. The study concludes that PIP's effectiveness depends on the integration of all four Edwards III dimensions. Strengthening data accuracy, digital infrastructure, service-oriented dispositions, and accountable bureaucratic governance is recommended. Limitations include single-site design and reliance on self-reported data. Future research should compare implementation across multiple schools and regions.

Politeness in Javanese Krama Inggil: A Study of Daily Conversations in a Transmigration Community in South Sumatra Siyam Safitri; Dessy Wardiah; Sri Wahyu Indrawati
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.v7i3.1583

This study examines the realization of language politeness in daily conversations using Javanese Krama Inggil in Gunung Terang Village, Madang Suku I District, East OKU Regency, South Sumatra, Indonesia. Using a qualitative descriptive method, data were collected through observation, recording, and note-taking from 27 native Javanese speakers who actively use Krama Inggil in daily interactions. The analysis employed Geoffrey Leech's six politeness maxims: tact, generosity (acceptance), praise, humility, agreement, and sympathy. Of 27 utterances analyzed, 24 (88.9%) adhered to politeness principles, while 3 (11.1%) violated them. The maxim of praise was most frequently observed (6 utterances), followed by the maxim of tact (6 utterances), maxim of generosity (5 utterances), maxim of sympathy (3 utterances), maxim of agreement (2 utterances), and maxim of humility (2 utterances). Violations occurred in the maxims of generosity, praise, humility, and sympathy. The findings indicate that the Gunung Terang community maintains a relatively high level of politeness in Javanese Krama Inggil usage, though generational and social factors contribute to occasional violations. This study contributes to the documentation of Javanese politeness practices in transmigration communities outside Java, an under-researched context. The findings have implications for language preservation efforts and intercultural communication studies.

Managing Early Literacy Learning in Grade One Elementary Classrooms Eka Syafitri; Dessy Wardiah; Syaiful Eddy
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.v8i1.1629

Early literacy in the first grade is not only a technical matter of teaching children to identify letters, syllables, and simple words; it is also a managerial issue that requires planning, classroom organization, instructional enactment, assessment, and family-school coordination. This study describes how early literacy learning was managed in a Grade One classroom at an Indonesian public elementary school, identifies supporting and inhibiting factors, and formulates practical improvements for sustained literacy development. A qualitative case study was conducted at SD Negeri 96 Palembang. Data were collected through classroom observation, semi-structured interviews with one Grade One teacher, the principal, the school literacy coordinator, and three parents, and documentation of lesson modules, reading corners, assessment notes, and school literacy records. The data were analyzed thematically through reduction, display, verification, and triangulation across methods and sources. The findings show that early literacy management operated through coordinated planning, Merdeka Curriculum-based lesson modules, 10-15 minute daily reading routines, read-aloud, shared reading, guided reading, local folklore texts, ability-based grouping, reading corners, daily formative assessment, portfolios, and semester reflection. The novelty of this study lies in positioning early literacy as an integrated classroom-management and school-management practice rather than a single reading activity. The study contributes a practical model for strengthening early literacy through differentiated instruction, locally contextual materials, common teaching guidelines, and structured parental involvement.

The Influence of Principal Leadership and Teacher Collaboration on Public Elementary School Teachers’ Performance Noviliana Noviliana; Syaiful Eddy; Dessy Wardiah
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.v8i1.1656

This study aims to determine and describe the influence of principal leadership and teacher collaboration on the performance of public elementary school teachers in Cluster 2, Tanjung Lubuk District, encompassing six schools. A quantitative descriptive method was employed. The population comprised 129 teachers, with a sample of 97 respondents determined through appropriate sampling techniques. Data were collected using questionnaires, observation, and documentation. Analyses included normality, linearity, multicollinearity tests, simple and multiple correlation, simple regression, t-tests, and F-tests. The findings reveal that principal leadership and teacher collaboration significantly influence teacher performance. The more professional teachers are in executing their duties and the higher the value of collaboration, the better their performance. The ANOVA test confirmed significance with F-count > F-table, leading to rejection of H₀. This study provides empirical evidence from a clustered rural school setting in Tanjung Lubuk District, demonstrating the combined predictive power of leadership and collaboration on teacher performance in an under-researched multi-school context. Findings underscore the need for school principals to simultaneously strengthen leadership capacity and foster collaborative teacher cultures to optimize performance outcomes. This research contributes actionable insights for educational policymakers and administrators, affirming that teacher performance is substantially enhanced when authoritative leadership is complemented by structured teacher collaboration, offering a foundational reference for performance improvement strategies in similar rural elementary school clusters.

Principal Leadership Strategies in Improving Teachers’ Performance Through Conflict Management and Strengthening Organizational Culture Zainul Rifqi; Dessy Wardiah; Muhammad Juliansyah Putra
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.v8i1.1672

This study aims to analyze the principal’s leadership strategies in improving teachers’ performance through conflict management and strengthening organizational culture at SMP Negeri 35 Palembang. A qualitative case study approach was employed, utilizing observation, in-depth interviews, and documentation for data collection. Data were analyzed through interactive model procedures. Findings reveal that the principal’s strategies include open communication, problem clarification, deliberation, regulation enforcement, discipline, cooperation, routine supervision, and professional role modeling. Conflict factors stem from perceptual differences, ineffective communication, unequal task division, character variations, and high administrative burdens. Organizational culture strengthening is influenced by principal assertiveness, teacher commitment, clear rules, and a conducive work climate. Supporting factors include effective communication, teacher collaboration, consistent guidance, professional awareness, and firm regulations. Inhibiting factors comprise differing teacher responses to change, principal time constraints, administrative burdens, latent conflicts, and limited facilities. The integration of conflict management and culture strengthening positively impacts teacher performance through improved discipline, lesson planning quality, work motivation, and a more conducive environment. This study uniquely integrates conflict management and organizational culture strengthening as dual strategies within a single leadership framework in an Indonesian secondary school context. Principals are advised to develop communicative, participatory, and consistent leadership to create a harmonious and productive organizational culture. This research contributes empirical evidence that effective leadership strategies integrating conflict resolution and cultural reinforcement significantly enhance teacher performance, offering actionable insights for school leaders in similar urban secondary education settings.

Development of Cultural Ecotourism-Based Microlearning Videos for Trading-Company Accounting Pransida Budaya; Dessy Wardiah; Neta Dian Lestari
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.v8i1.1689

This study developed a microlearning teaching video for trading-company accounting by integrating visual content from South Sumatran cultural ecotourism, designed to address low student learning absorption, monotonous text-based instruction, and the difficulty of understanding abstract accounting concepts at SMKN 1 OKU Selatan. Educational Research and Development using the ADDIE stages (Analysis, Design, Development, Implementation, Evaluation) was employed. Data were collected through classroom observation, teacher interviews, expert validation sheets, student response questionnaires, implementation observation, and pre-test and post-test measures. The final three-minute Full HD video presented trading company concepts through contextual illustrations of packaged coffee, coffee plantations, Danau Ranau, and local cultural elements. Expert validation yielded a 90% feasibility score (highly feasible). Implementation showed student enthusiasm at 92%, ease of access at 88%, and content interaction at 85%. Learning scores increased from 54.20 (pre-test) to 86.50 (post-test), with a normalized gain of 0.70 (strong improvement), and mastery criterion achievement rose from 55% to 92%. This study uniquely integrates local cultural ecotourism visuals into microlearning accounting videos, an underexplored combination in vocational education. Short, locally contextualized videos reduce perceived complexity, sustain attention, and connect vocational concepts with students' immediate environment. This research contributes a feasible, practical, and effective instructional product for trading-company accounting, offering a replicable model for vocational schools seeking culturally responsive and technology-enhanced learning solutions.

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