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p-Index From 2021 - 2026
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All Journal PPSDP International Journal of Education Journal of Social Work and Science Education
Syarwani Ahmad
Universitas PGRI Palembang, South Sumatra, Indonesia
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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 1 
Analysis of Teacher Responses to Curriculum Changes and Its Implications in the Learning Process Catur Wulandari; Syarwani Ahmad; Sri Wahyu Indrawati
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.v5i1.865

Abstract

The purpose of this study is to evaluate teachers’ responses to curriculum changes and their impact on the teaching and learning activities at SMA Negeri 7 Prabumulih. Curriculum change is one aspect of the dynamics of the educational system that requires readiness and adjustment from educators who play an active role in the field. This study employed a qualitative approach with a descriptive qualitative method. Data were collected through in-depth interviews, observations, and document analysis involving several teachers from various subject areas at the school. The findings show that teachers’ responses to curriculum changes are diverse, ranging from positive responses such as enthusiasm and readiness to adapt to negative responses such as confusion and rejection, caused by a lack of socialization and training. Some teachers faced challenges in understanding the content of the new curriculum and in applying a competency-based approach to learning. The consequences of these responses are apparent in the pedagogical approaches employed, the attainment of educational goals, and the students’ motivation to learn. This study suggests the necessity for ongoing training, rigorous mentoring, and efficient communication between policymakers and curriculum implementers in educational institutions to guarantee effective curriculum implementation and a beneficial influence on the quality of learning.
Predicting Teacher Performance Through Interpersonal Communication and Work Discipline: Evidence from Indonesian State Elementary Schools Aziza Nursanti; Syarwani Ahmad; Djunaidi Djunaidi
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.v7i3.1595

Abstract

This study examines the influence of interpersonal communication and work discipline on teacher performance in Indonesian state elementary schools. Using a quantitative correlational design, data were collected from 70 teachers across four state elementary schools in Sako District, Palembang City, selected through simple random sampling from a population of 225 teachers. Questionnaires measuring interpersonal communication, work discipline, and teacher performance were administered, and data were analyzed using simple and multiple linear regression, t-tests, F-tests, and coefficient of determination (R²). The findings reveal that: (1) interpersonal communication positively and significantly influences teacher performance (t-value > t-table, p < 0.05); (2) work discipline positively and significantly influences teacher performance (t-value > t-table, p < 0.05); and (3) interpersonal communication and work discipline jointly account for 65% of the variance in teacher performance (R² = 0.65, F-value > F-table, p < 0.05). These results indicate that improving both interpersonal communication skills and work discipline among teachers can significantly enhance their professional performance. The study contributes empirical evidence on teacher performance determinants in the Indonesian elementary education context and offers practical implications for school principals, policymakers, and teacher professional development programs seeking to improve educational quality through targeted human resource management strategies.
The Influence of the Principal’s Transformational Leadership and Organizational Work Culture on Teachers’ Performance at Public Middle Schools Ruli Zardi; Syarwani Ahmad; Heri Setyo Nugroho
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.v7i2.1605

Abstract

This study aims to analyze the influence of principal’s transformational leadership and organizational work culture on teachers’ performance in Public Junior High Schools in Banyuasin III District. Employing a quantitative causal-associative design, the research involved 103 teachers selected through Slovin’s formula and proportional random sampling. Data were collected using Likert-scale questionnaires and analyzed via multiple linear regression. The results reveal that: (1) transformational leadership has a positive and significant partial effect on teachers’ performance; (2) organizational work culture also exerts a positive and significant partial effect; and (3) simultaneously, both variables significantly predict teachers’ performance, with an Adjusted R Square of 0.905, indicating that 90.5% of the variance in performance is explained by the two predictors. The novelty lies in empirically demonstrating the combined dominance of these factors within a specific regional context, where prior studies often examined them separately. Practically, these findings underscore that sustainable teacher professionalism hinges on the synergy between visionary principals and a conducive workplace climate. This study contributes actionable evidence for educational policymakers and school administrators, emphasizing that investment in leadership development and cultural strengthening is not ancillary but essential for optimizing human resource quality in public secondary education.
The Influence of Principal Leadership and Teachers’ Motivation on Students’ Ability in Elementary Schools Hernawati Hernawati; Syarwani Ahmad; Yessi Fitriani
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.v7i2.1616

Abstract

This study examines the influence of principal leadership and teacher motivation on student academic abilities at the elementary school level in Sumber Marga Telang District, an area with geographical constraints. Employing a quantitative survey design, data were collected from a simple random sample of teachers and students using Likert-scale questionnaires for leadership and motivation, and academic grade documentation for student ability. Multiple linear regression, t-tests, and F-tests were applied for analysis. Results reveal that both principal leadership and teacher motivation significantly affect student abilities, both partially and simultaneously. The coefficient of determination (R² = 0.62) indicates that these two variables explain 62% of the variance in student outcomes, with the simultaneous test further confirming the model’s robustness (F-count 15.87 > F-table 3.10). The novelty lies in contextualizing these relationships within a geographically limited setting, where systemic support is often scarce. Practically, the findings underscore the urgent need for sustained investment in principals’ managerial capacity and teachers’ motivational welfare as strategic levers for educational quality improvement. The study contributes empirical evidence from an under-researched rural context, reinforcing that human capital factors in school leadership are pivotal to student success, and offers actionable insights for policymakers aiming to elevate basic education outcomes in similar underserved regions.
Implementation of the Light Sitting Meditation Technique in Forming Self-Regulation Skills in Grade IV Students of Elementary School Saparudin Saparudin; Syarwani Ahmad; Heri Setyo Nugroho
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

Abstract

This research examines the implementation of the silent sitting light meditation technique, its effects on students' self-regulation development, the teacher's role, and the supporting and inhibiting factors in its implementation at SD Tunas Teladan Palembang. A qualitative approach with a descriptive method was employed. Research subjects included fourth-grade students, classroom teachers, and school stakeholders involved in the learning process. Data were collected through observation, interviews, and documentation. The silent sitting light meditation technique was implemented in a structured manner before learning activities to calm students' minds and improve focus. Following participation, students demonstrated enhanced self-regulation skills, including better emotional control, increased concentration, and more disciplined learning behavior. The teacher played a crucial role as facilitator, guide, and director, creating a conducive classroom atmosphere and providing modeling. Supporting factors included school support, a conducive environment, and student enthusiasm, while inhibiting factors comprised varying concentration levels and limited learning time. This study uniquely documents the application of silent sitting light meditation specifically for self-regulation development among elementary students in an Indonesian school context, an area rarely examined empirically. The technique offers a feasible, low-cost strategy for teachers to integrate into daily classroom routines to enhance students' emotional and behavioral regulation. This research contributes empirical evidence that structured meditation before learning effectively develops self-regulation skills, providing actionable insights for educators and curriculum developers seeking non-cognitive interventions to support elementary students' readiness and engagement in the learning process.
Co-Authors Aziza Nursanti Catur Wulandari Djunaidi Djunaidi Heri Setyo Nugroho Hernawati Hernawati Ruli Zardi Saparudin Saparudin Sri Wahyu Indrawati Yessi Fitriani