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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

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

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

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

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

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

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.

The Influence of Principal’s Leadership and Teachers’ Work Discipline on Junior High School Teachers’ Performance Miranda Ayu Rahmadini; Bukman Lian; Muhammad Fahmi
PPSDP International Journal of Education Vol. 4 No. 1 (2025): 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.v4i1.418

This study aims to investigate and clarify: (1) The influence of principle leadership on teacher performance; (2) The influence of teacher work discipline on teacher performance; and (3) The combined influence of principal leadership and teacher work discipline on teacher performance. With 57 teacher respondents, this research was conducted at State Junior High Schools located in the Buay Pemuka Peliung and Buay Madang District. The approach of data collection uses surveys, records, and interviews. Content validity and construct validity are among the validity tests. Cronbach’s Alpha is used in the reliable evaluation. Using the normality test, autocorrelation test, heteroscedasticity test, and multicollinearity test, the preliminary evaluation of the research finds Both multivariate and simple linear regression techniques were used on the data. The findings of the research showed that: (1) the leadership of the principle affected teacher performance; (2) teacher work discipline affected teacher performance; and (3) both the principal’s leadership and teacher work behaviour taken together shaped teacher performance.

Palembang City High School Mover’s Use of School Digitalization to Enhance Learning Quality Neneng Khairani; Dessy Wardiah; Muhammad Fahmi
PPSDP International Journal of Education Vol. 4 No. 2 (2025): 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.v4i2.430

This research aims to explore and analyze the impact of implementing school digitalization to improve the quality of learning in Palembang City High School mover. The study uses a qualitative approach with a descriptive method and was conducted at SMA Negeri Sumatera Selatan, SMA LTI IGM Palembang, and SMA Negeri 18 Palembang. Data collection techniques included interviews, field observations, and documentation studies. The results show that the implementation of digitalization has contributed to enhancing the quality of learning. School digitalization provides opportunities for teachers and students to experience a more flexible and effective learning process tailored to individual needs. It has been integrated into various aspects, such as the learning system, diverse learning media, school administration, student activities, and teacher development. This study is useful for providing additional information about school digitalization and its benefits in relation to the quality of education currently being implemented in Indonesia.

The Role of Principal Leadership in Improving Educational Quality: Insights from Indonesia Zulfahmi Zulfahmi; Alhadi Yan Putra; Muhammad Fahmi
PPSDP International Journal of Education Vol. 4 No. 2 (2025): 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.v4i2.540

This study explores the leadership strategies adopted by the principal of SMAN 22 Palembang in enhancing educational quality. Employing a qualitative case study approach, data were collected through in-depth interviews with principals, teachers, and students. The findings reveal that a transformational leadership style marked by inspiration, empowerment, and innovation significantly improves teacher motivation and performance. Additionally, community support and adequate resources were found to be critical factors. This study underscores the importance of developing transformational competencies in school leadership and recommends targeted training programs and an environment conducive to continuous professional development.

Principal’s Performance in Improving the Quality of Educators Muhamad Suryadi; Yasir Arafat; Muhammad Fahmi
PPSDP International Journal of Education Vol. 4 No. 2 (2025): 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.v4i2.589

This study examines the role of academic supervision in enhancing teaching quality at SMA Negeri 1 Banyuasin I, addressing observed deficiencies in teacher performance through principal-led supervisory practices. Employing a descriptive qualitative methodology, data was collected through triangulated methods including classroom observations (12 sessions), in-depth interviews (with 1 principal, 8 teachers, and 15 students), and document analysis of 20 lesson plans and supervision records over one academic semester. Findings demonstrate that academic supervision significantly improves teaching quality (evidenced in 78% of observed cases), though current practices overemphasize evaluative inspection rather than developmental guidance. Key outcomes include measurable improvements in pedagogical competence (23% increase in lesson plan quality scores) and classroom management skills. This study introduces a competency-based supervision framework that uniquely integrates: (1) differentiated supervision approaches tailored to teacher experience levels, and (2) a dual focus on technical skills and emotional intelligence in supervisory practice an underexplored dimension in existing literature. The research suggests three actionable strategies for school leaders: implementing cyclical supervision with pre-observation conferences and formative feedback; developing supervisory competency through targeted training in coaching techniques; and establishing professional learning communities to sustain improvement. The study makes dual contributions by: (1) advancing theoretical understanding of effective supervision through its emotional intelligence dimension, and (2) providing an evidence-based model for improving supervisory practices in similar educational contexts. Results indicate this approach could increase teaching effectiveness by up to 35% when fully implemented.

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