Garuda - Garba Rujukan Digital

The Influence of Work Motivation and Work Discipline on the Performance of Public Elementary School Teachers Astria Ningsih; Tri Widayatsih; Mahasir Mahasir
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.v7i2.1434

This study aims to analyze the combined influence of work motivation and work discipline on the performance of elementary school teachers in Rantau Bayur District. Employing a quantitative descriptive method, data were collected via questionnaires, observation, and documentation from a sample of 95 teachers and principals across 10 public elementary schools. Statistical analysis included normality, linearity, and multicollinearity tests, followed by correlation, regression, t-tests, and an F-test. The results demonstrate that both factors significantly and positively affect teacher performance, with their combined influence being substantially greater than their individual effects. The novelty of this research lies in its focused examination of the synergy between intrinsic motivation and behavioral discipline within a specific rural Indonesian educational context. A key practical implication is the need for school administrators to develop integrated policies that simultaneously enhance motivational incentives and reinforce disciplinary frameworks. This study contributes actionable empirical evidence to the field of educational management, highlighting that holistic human resource strategies, rather than isolated interventions, are critical for optimizing teacher performance in public elementary schools.

Implementation of the Utilization of the Identifikasi, Refleksi, and Benahi (IRB) Approach to Education Report Cards in an Effort to Improve Literacy Fidya Junisya; Tri Widayatsih; Mahasir Mahasir
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.v7i2.1446

This study aims to describe the application of the Identifikasi, Refleksi, and Benahi (IRB) approach, utilizing Education Report data, to enhance literacy at SDN 223 Palembang. Using a descriptive qualitative method, data were collected through interviews, observations, and documentation, focusing on four aspects: planning, implementation, supervision, and improvement strategies. The results demonstrate that data-driven, collaborative planning and participatory program implementation including daily reading sessions and literacy-integrated learning significantly strengthened students' literacy skills and the school's reading culture. The novelty of this research lies in its detailed case study of the IRB framework as an adaptive, cyclical model for data-based educational management in a primary school setting. A key practical implication is the provision of a replicable blueprint for other schools to systematically transform assessment data into targeted literacy interventions. The study contributes a validated, holistic strategy to the field of school improvement, emphasizing that sustained literacy gains are achievable through structured collaboration, continuous reflective supervision, and capacity-building across the entire school community.

Multimedia-Based Learning Management Interactive Learning in Improving Students’ Digital Literacy Miftahul Jannah; Yasir Arafat; 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.v7i1.1493

This study aimed to describe the application, implementation, and evaluation of interactive multimedia-based learning management as a strategy to improve the digital literacy of third- and fourth-grade students at SD Negeri 22 Sembawa. Employing a descriptive qualitative method, the research involved teachers, the principal, and students as subjects. Data were analyzed through the processes of reduction, display, and conclusion drawing/verification. The strategy proved effective in enhancing students’ abilities to access, understand, evaluate, and process digital information. Teachers successfully adopted more creative, student-centered planning and evaluation. Key challenges included limited devices, constrained instructional time, and gaps in teachers’ digital competencies. The study uniquely integrates the framework of systematic learning management planning, implementation, evaluation with interactive multimedia tools, specifically targeting digital literacy development in lower primary education. The findings provide an actionable model for schools, highlighting the need for targeted teacher training and resource allocation to overcome technological and pedagogical barriers when implementing similar digital literacy programs. It contributes a validated, on-the-ground case study demonstrating how structured learning management can successfully harness interactive multimedia to build foundational digital competencies in young learners.

Principal’s Strategies in Implementing Digital Literacy Rana Arisma Valeves; Tri Widayatsih; Mahasir Mahasir
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.v7i2.1517

This study aims to analyze the principal’s strategies in implementing digital literacy at SMK Negeri 1 Sekayu, Indonesia, focusing on planning, implementation, and supervision, as well as associated challenges and solutions. Employing a qualitative descriptive approach, data were collected through observation, in-depth interviews, and documentation involving the principal, vice principals, teachers, and educational staff. Data analysis followed an interactive model of reduction, display, and conclusion drawing. The findings reveal a multi-stage strategy. Planning involved integrating digital literacy into the curriculum and annual programs, developing technology-based instructional tools, and providing supporting facilities. Implementation centered on encouraging digital learning platforms, conducting professional development workshops to enhance teachers’ digital competencies, and promoting project-based learning with digital technology. Supervision was executed through regular monitoring and evaluation of classroom practices. Key challenges identified include suboptimal platform use, varying teacher digital competence, and infrastructure limitations. Solutions implemented involve strengthening teacher capacity through continuous training and optimizing available technological resources. The novelty of this study lies in its specific examination of leadership strategies for digital literacy within a vocational high school context in Indonesia, offering insights into the principal’s role as a central driver. Practically, the findings provide a strategic framework for school leaders in similar contexts to navigate digital integration. This study contributes to educational leadership literature by demonstrating that effective digital literacy implementation requires coherent, multi-level strategies from planning through to supervision, coupled with targeted solutions to address persistent challenges.

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

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 Influence of Merdeka Curriculum Implementation and Teacher Motivation on Student Academic Achievement in Rural Indonesian Senior High Schools Rasyid Siddik; Bukman Lian; Mahasir Mahasir
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.v8i1.1610

This quantitative correlational study examined the influence of curriculum implementation and teacher motivation on student academic achievement at SMA Negeri 1 Semendawai Barat, South Sumatra, Indonesia, during the implementation of the Merdeka Curriculum. Data were collected from 41 teachers and principals using validated Likert-scale questionnaires (Cronbach's α = 0.982 for curriculum, 0.942 for motivation, 0.927 for achievement) and documented academic records. Multiple regression analysis revealed that curriculum implementation significantly predicted student achievement (β = 0.824, p < 0.001), explaining 67.9% of the variance. Teacher motivation also demonstrated significant predictive power (β = 0.742, p < 0.001). Simultaneously, both variables accounted for 76.9% of the variance in student academic achievement (F = 100.086, p < 0.001). These findings highlight that curriculum reform effectiveness depends on motivated teachers who can translate policy into meaningful classroom practice. The study contributes empirical evidence from an under-researched rural Indonesian context and offers practical implications for curriculum leadership, teacher professional development, and instructional supervision in similar settings. School improvement efforts should integrate curriculum strengthening with teacher motivation strategies rather than addressing them separately.

Student Discipline and Learning Facilities as Predictors of Teacher Motivation: A Study of Public Elementary Schools in Rural Indonesia Fitriyanti Fitriyanti; Bukman Lian; Mahasir Mahasir
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.v8i1.1611

Teacher motivation is fundamental to instructional quality, yet research examining its contextual determinants in rural elementary schools remains limited. This study investigated the effects of student discipline and learning facilities on teacher motivation in public elementary schools in Semendawai Barat District, Indonesia. A quantitative cross-sectional survey design was employed with a sample of 60 teachers selected purposively from three representative schools. Data were collected using validated Likert-scale questionnaires measuring student discipline, learning facilities, and teacher motivation. Multiple linear regression analysis revealed that student discipline significantly predicted teacher motivation (β = 0.506, p < 0.001), and learning facilities also demonstrated a significant positive effect (β = 0.335, p < 0.001). Together, both predictors explained 77.3% of the variance in teacher motivation (R² = 0.773, adjusted R² = 0.769). Student discipline emerged as the stronger predictor, suggesting that classroom behavioral climate is particularly influential in shaping teachers’ professional motivation. The findings indicate that teacher motivation is substantially shaped by the immediate teaching environment rather than being solely an individual psychological attribute. Strengthening student discipline through consistent school policies and improving learning facilities through targeted resource allocation should be integrated priorities in elementary school management. This study contributes empirical evidence from a rural Indonesian context to the growing literature on teacher motivation as an ecological construct.

School and Family Environment as Predictors of Students’ Learning Interest in Rural Elementary Education Apriyanti Apriyanti; Bukman Lian; Mahasir Mahasir
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.v8i1.1619

This study examines the influence of school environment and family environment on students’ learning interest in a rural elementary school setting, where external motivational supports are often limited. A quantitative correlational design was employed at SD Negeri 01 Adu Manis, Semendawai Barat District, Ogan Komering Ulu Timur Regency, South Sumatra. The population comprised 97 students, with a sample of 47 students from grades III, IV, and V selected through proportional sampling. Data were collected using questionnaires, observation, and documentation. Instruments measured school environment, family environment, and learning interest, with data analyzed using simple and multiple linear regression via SPSS. Results – The school environment demonstrated a positive and significant influence on learning interest (R² = 0.986), as did the family environment (R² = 0.833). Simultaneously, both variables collectively explained 99.2% of the variance in learning interest (R² = 0.992), indicating an exceptionally strong predictive capacity. This study provides empirical evidence from an underexplored rural Indonesian context, demonstrating the near-total combined explanatory power of school and family environments on student engagement. Findings underscore the critical need for structured school-family partnership programs to sustain and enhance learning interest, particularly in geographically isolated areas. This research contributes actionable insights for educators and policymakers, affirming that synergistic investments in both school climate and parental involvement are indispensable for fostering student motivation and academic persistence in rural elementary education.

A Quantitative Ex Post Facto Study on the Influence of Academic Supervision and Principal Motivation on Teacher Discipline Yushartina Yushartina; Bukman Lian; Mahasir Mahasir
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.v8i1.1650

This article examines the influence of academic supervision and principal motivation on teachers’ work discipline at SMA Negeri 1 Semendawai Barat, Ogan Komering Ulu Timur, South Sumatra. The study was developed from a quantitative ex post facto thesis using saturated sampling involving all 41 teachers at the school. Data were collected through closed questionnaires supported by interview and documentation data. Academic supervision was measured through harmonious relationships, needs analysis, strategy and media development, and evaluation or revision. Principal motivation was measured through achievement, affiliation, and power needs, while teacher work discipline was measured through punctuality, facility use, responsibility, and obedience to school rules. The instruments were valid and reliable, with Cronbach’s Alpha values of 0.980 for academic supervision, 0.978 for principal motivation, and 0.969 for teacher work discipline. The results show that academic supervision has a significant effect on teachers work discipline, with a reported contribution of 26.2%. Principal motivation also has a significant effect, with a reported contribution of 36.9%. Simultaneously, academic supervision and principal motivation have a significant influence on teachers work discipline, with a reported F value of 14.903 and a simultaneous contribution of 29.6%. These findings indicate that teacher discipline improves when principals provide systematic academic guidance and maintain motivational leadership. The study recommends that principals develop supervision programs that are collegial, constructive, and integrated with continuous motivation strategies.

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

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.

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