Article Per Year (5 Year)
p-Index From 2021 - 2026
0.835
P-Index
This Author published in this journals
All Journal PPSDP International Journal of Education Journal of Social Work and Science Education
Muhammad Fahmi
Universitas PGRI Palembang, South Sumatra, Indonesia
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 6 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 6 Documents
Search

 1 
Managing Integrative Holistic Early Childhood Education in Resource-Limited Contexts: A Case Study of a ‘Satu Atap’ Kindergarten in Indonesia Martha Lasniroha Simanjuntak; Syaiful Eddy; Muhammad Fahmi
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.v7i2.1501

Abstract

This case study examines the implementation of integrative holistic early childhood education (IH-ECE) management at a ‘Satu Atap’ kindergarten in suburban Indonesia, where limited resources and farming community characteristics create unique implementation challenges. Drawing on in-depth interviews with the principal and teachers, participatory observation, and document analysis, we analyze how the institution operationalizes the four management functions (planning, organizing, actuating, controlling) within the constraints of high teacher-student ratios (1:20), dual educator roles, and limited technology. Findings reveal that despite resource limitations, the institution demonstrates best practices including child-centered planning, center-based environmental organization, and continuous supervision through reflective practice. However, implementation gaps exist between principal and teacher perspectives, and external stakeholder involvement in evaluation remains limited. Through SWOT analysis, we identify six priority strategies: human resource capacity strengthening, resource optimization, technology utilization, partnership strengthening, monitoring and evaluation system development, and learning organization cultivation. The study contributes to understanding how IH-ECE principles translate into practice in resource-constrained settings and offers implications for policy and practice in similar contexts across the Global South.
The Effect of Audio Visual Learning Media and Learning Motivation on Science Learning Outcomes of Grade VII Students Ayu Permata Sari; Alhadi Yan Putra; Muhammad Fahmi
PPSDP International Journal of Education Vol. 5 No. 1 (2026): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v5i1.868

Abstract

This study determined and described the effect of audiovisual learning media and learning motivation on the science learning outcomes of Grade VII students at public junior high schools (SMP) in Sako District, Palembang. The research sample consisted of 61 Grade VII students from two schools: SMP Mandiri Palembang (29 students) and SMP Binatama Palembang (32 students). Sampling techniques included total sampling and cluster random sampling. Data were collected by distributing questionnaires featuring a 5-point Likert scale to measure 60 statement items, alongside a final assignment comprising 30 questions. The data analysis technique employed was simple and multiple linear regression analysis. The results indicated that: 1) There is a significant influence of audiovisual learning media on the science learning outcomes of Grade VII students. 2) There is a significant influence of learning motivation on the science learning outcomes of Grade VII students. 3) Collectively, audiovisual learning media and learning motivation significantly influence the science learning outcomes of Grade VII students at the studied schools in Sako District, Palembang. The findings suggest that educators and institutions should consider integrating audiovisual media into their teaching strategies and actively work to enhance student learning motivation to improve science learning outcomes in junior high school settings. This study contributes to the existing literature by simultaneously examining the combined and individual effects of audiovisual learning media and learning motivation on science learning outcomes within a specific Indonesian educational context. It provides empirical evidence supporting the importance of both technological tools and psychological factors in achieving better academic performance.
The Influence of Teacher’s Performance and School Environment on the Implementation of Curriculum Merdeka Meiliza Hastuti; Bukman Lian; Muhammad Fahmi
PPSDP International Journal of Education Vol. 5 No. 1 (2026): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v5i1.899

Abstract

This study aims to examine the influence of teacher performance and school environment on the implementation of the Curriculum Merdeka at SMA Negeri 5 Palembang. A quantitative approach with a survey method was employed. The sample consisted of 68 teachers selected purposively. Data were collected through questionnaires and analyzed using multiple linear regression. Findings revealed that: (1) teacher performance significantly influences Curriculum Merdeka implementation (p = 0.000 < 0.05) with a coefficient of determination (R²) of 0.646; (2) school environment significantly influences curriculum implementation (p = 0.000 < 0.05) with R² of 0.586; and (3) simultaneously, both variables significantly affect implementation (p = 0.000 < 0.05) with R² of 0.723, indicating that 72.3% of the variance in curriculum implementation is explained by teacher performance and school environment together. The research provides early empirical validation of key determinants specifically influencing the rollout of Indonesia's new Curriculum Merdeka policy, examining both human and contextual factors within a localized school setting. Schools should prioritize continuous teacher professional development and cultivate supportive physical and psychosocial environments to ensure effective curriculum implementation aligned with policy objectives. The study contributes evidence-based insights to educational policy discourse, demonstrating that successful curriculum reform requires simultaneous investment in teacher quality and conducive institutional conditions.
Teachers’ Professional Competence, School Climate, and Student Achievement: A Quantitative Study of Indonesian Public Senior High Schools Yusnita Yusnita; Tri Widayatsih; Muhammad Fahmi
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.v7i3.1563

Abstract

This study examines the effect of teacher professional competence and school climate on student achievement in public senior high schools. A quantitative, cross-sectional survey design was employed with a sample of 152 respondents (100 students and 52 teachers) selected through proportionate stratified random sampling from three public senior high schools in Sungai Lilin District, South Sumatra, Indonesia. Data were collected using validated questionnaires (90 items, 5-point Likert scale) and analyzed using simple and multiple linear regression. Findings indicate that: (1) teacher professional competence has a significant positive effect on student achievement (β = 0.569, p < 0.001); (2) school climate also significantly affects student achievement (β = 0.219, p < 0.001); and (3) jointly, both variables explain 56.4% of the variance in student achievement (F = 34.015, p < 0.001, R² = 0.564). These results underscore the importance of investing in teacher professional development and fostering a positive school climate to enhance academic outcomes. However, the cross-sectional design precludes causal inference, and generalizability is limited to similar Indonesian rural-adjacent contexts. Future research should employ longitudinal designs and include objective achievement measures beyond self-reported perceptions.
Teachers’ Professional Competence and Student Character as Predictors of Academic Achievement in Indonesian Elementary Schools: A Quantitative Ex Post Facto Study Misnawati Misnawati; Tri Widayatsih; Muhammad Fahmi
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.v7i3.1565

Abstract

This study examines the influence of teacher professional competence and student character on academic achievement in public elementary schools in Banyuasin District, Indonesia. A quantitative ex post facto design was employed, with 86 teachers selected via proportionate stratified random sampling. Data were collected using validated Likert-scale questionnaires, observation sheets, and report card documentation, then analyzed using multiple linear regression. Descriptive results indicated that teacher professional competence and student character were categorized as high, and student achievement was good, with all prerequisite tests (normality, linearity) satisfied. Partially, teacher professional competence significantly predicted student achievement (t = 102.32, p < 0.001), contributing 66.1%; student character also significantly predicted achievement (t = 101.61, p < 0.001), contributing 80%. Simultaneously, both variables explained 80% of the variance in student achievement (adjusted R² = 0.800, F = 4897.94, p < 0.001). The study concludes that teacher competence and student character function synergistically to enhance academic outcomes, with student character showing a slightly stronger predictive contribution. The novelty lies in empirically demonstrating the near-equal and substantial combined predictive power of both variables within the underexplored context of Indonesian public elementary schools, moving beyond isolated examinations of each factor. Practically, these findings suggest that schools should invest equally in professional development programs for teachers and character education initiatives for students to maximize academic achievement. This study contributes to educational psychology and school management literature by providing robust quantitative evidence that academic success is co-determined by instructional quality and student non-cognitive attributes, highlighting the need for integrated interventions addressing both domains simultaneously.
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 Alhadi Yan Putra Ayu Permata Sari Bukman Lian Martha Lasniroha Simanjuntak Meiliza Hastuti Misnawati Misnawati Syaiful Eddy Tri Widayatsih Vivi Kesumah Yusnita Yusnita