Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Journal of Citizenship The Journal of English Literacy Education
Hedyan Putra
Politeknik Negeri Ambon
Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Effect of Village Public Service Quality on Community Life and Public Trust: Evidence from Sukamerindu Village Hedyan Putra; Nurul Jannah
Journal of Citizenship Volume 5 Issue 1, 2026
Publisher : HK Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37950/joc.v5i1.660

Abstract

Village-level public services constitute a critical interface between the state and citizens and play a pivotal role in shaping the quality of local governance and community trust. This study examines the implications of public service delivery for social life and public trust in Sukamerindu Village by analyzing service quality, structural constraints, and the use of information technology in village administration. Employing a quantitative explanatory design, data were collected through a structured questionnaire administered to 114 residents who had directly accessed village public services. The data were analyzed using descriptive statistics and simple linear regression with the support of SPSS. The findings indicate that the overall quality of public services is perceived as high, particularly in terms of officials’ attitudes, clarity of administrative requirements, and procedural simplicity. Nevertheless, respondents also reported moderate to high structural constraints, including unclear service workflows, limited administrative staffing, and inadequate facilities. The utilization of information technology has contributed to faster and more efficient administrative processes; however, its effects remain uneven due to disparities in digital access and digital literacy among residents. Regression analysis demonstrates that public service quality has a statistically significant influence on community life and public trust, accounting for 46.5% of the observed variance. These findings underscore that village public services extend beyond administrative functions and constitute a key determinant of social experience and institutional trust at the local level. Keywords: Public Service Quality; Village Governance; Public Trust; Rural Community
A CORRELATIONAL STUDY: SELF-EFFICACY, LEARNING STRATEGIES AND STUDENTS’ DESCRIPTIVE WRITING PERFORMANCE Hedyan Putra; Mansye Sekewael; Hindri Febri
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 12 No. 1 (2025): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v12i1.69

Abstract

This study investigated the relationship between students’ self-efficacy, learning strategies, and descriptive writing performance in an English as a Foreign Language (EFL) context. Conducted with 103 third-semester accounting students at the State Polytechnic of Ambon during the 2024/2025 academic year, the research employed a quantitative correlational design using purposive sampling. Data were collected through a writing self-efficacy questionnaire, a writing learning strategies questionnaire, and a rubric-based descriptive writing test. The instruments were validated and demonstrated high reliability (α = 0.91 and α = 0.88), with writing performance assessed through inter-rater scoring (Cohen’s Kappa = 0.85). Data analysis involved descriptive statistics, Pearson correlation, and multiple regression. Results revealed that while most students reported high self-efficacy and moderate use of learning strategies, their writing performance remained basic (A2 based on CEFR proficiency levels). Significant positive correlations were found between self-efficacy, learning strategies—particularly cognitive and metacognitive—and writing performance, though the overall contribution of these variables accounted for only 6.4% of performance variance. The findings highlight the need for instructional practices that integrate self-regulated strategies and scaffold writing development to bridge the gap between confidence and competence.
Co-Authors Hindri Febri Mansye Sekewael Nurul Jannah