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All Journal PPSDP International Journal of Education Journal of Social Work and Science Education
Meilia Rosani
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 the Impact of the Ban on Cellphone Use: Implications on Students’ Learning Focus, Social Relationships and Educational Communication Rezza Ardiansyah; Meilia Rosani; Mulyadi Mulyadi
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.v5i1.884

Abstract

This qualitative study examines the impact of a mobile phone ban at SMAN 6 Prabumulih, Indonesia, on students’ learning focus, social relationships, and educational communication. Data were collected through semi-structured interviews with 10 stakeholders (principal, teachers, students, staff), observations, and document analysis. Findings indicate that the ban significantly improved classroom concentration, fostered face-to-face interactions, and reduced digital misconduct. However, challenges included enforcement difficulties, limited urgent communication, and reduced access to digital learning tools. The study highlights the need for balanced policies that restrict disruptive use while supporting educational technology integration. The school also takes strategic steps, such as implementing the 5S Movement and providing formal communication channels through homeroom teachers and administration, to ensure that the relationship between students, teachers, and parents is maintained well. Overall, this policy fosters a learning environment that prioritizes humaneness, collaboration, and character development.
Evaluating Round Table and Peer Tutoring Methods on Student Motivation: A Qualitative Study in an Indonesian High School Refiana Novita Sari; Meilia Rosani; 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.v5i1.885

Abstract

This study aims to evaluate the effectiveness of the round table and peer tutoring learning methods in increasing the learning motivation of tenth-grade students at SMA Negeri 15 Palembang. The research is grounded in the need for innovative teaching strategies that promote active student participation and enhance conceptual understanding through group interaction and collaboration among peers. The Round Table model emphasizes cooperation and active communication in small groups, while peer tutoring involves students with greater subject mastery assisting their classmates in understanding the material. This study employs a descriptive qualitative approach with data collected through interviews, observations, and documentation. Informants include the principal, vice principal of curriculum affairs, teachers, and tenth-grade students. The findings indicate that both methods significantly improve students’ motivation and engagement in learning. Supporting factors include teacher readiness, adequate facilities and infrastructure, and a collaborative learning environment. However, challenges such as limited implementation time and varying levels of student engagement within groups remain. Overall, the combination of the round table and peer tutoring methods has proven to be effective and serves as a viable alternative in enhancing students’ learning motivation.
Work Environment as the Primary Determinant of Teacher Performance: A Quantitative Study of Job Demands and Organizational Resources in Indonesian Secondary Education Septa Puteri Puspitasari; Meilia Rosani; Nuril Furkan
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.v7i3.1596

Abstract

Teacher performance is fundamental to school quality, yet the relative influence of job demands versus organizational resources remains underexplored in Indonesian secondary education. This study examines the effects of workload and work environment on teacher performance at SMA Negeri 1 Sungai Lilin, Indonesia. Using a descriptive quantitative survey design, data were collected from 50 teachers via a five-point Likert-scale questionnaire and analyzed through multiple linear regression using SPSS 25. Simple regression analyses revealed that workload negatively affects performance (B = -0.236, p = 0.016, R² = 0.116), while work environment positively affects performance (B = 0.616, p < 0.001, R² = 0.451). However, in the multiple regression model, workload became non-significant (B = -0.099, p = 0.207), whereas work environment remained a strong predictor (B = 0.575, p < 0.001). The simultaneous model explains 46.9% of performance variance (F = 20.795, p < 0.001). These findings demonstrate that the work environment is the dominant organizational factor explaining teacher performance when tested alongside workload. The study contributes to educational management literature by clarifying the relative roles of job demands and organizational resources, suggesting that school improvement efforts should prioritize strengthening physical and psychosocial work conditions alongside workload management.
Work Discipline, Emotional Intelligence, and Teacher Performance in Public Elementary Schools Sopiyatun Sopiyatun; Meilia Rosani; Tri Widayatsih
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.v8i1.1631

Abstract

Teacher performance remains a central concern in elementary education because it reflects the quality of instructional planning, classroom implementation, assessment, and professional responsibility. This study examines the effects of work discipline and emotional intelligence on teacher performance in public elementary schools. A quantitative causal-associative survey was conducted in 13 public elementary schools in Sumber Marga Telang District, Indonesia. From a population of 170 teachers, 119 respondents were selected using proportionate stratified random sampling with a 5% error level. Data were collected using structured questionnaires measuring work discipline, emotional intelligence, and teacher performance. The instruments were tested for validity and reliability, while the data were analyzed using descriptive statistics, assumption tests, simple regression, and multiple regression with SPSS 26. The results show that work discipline had a positive and significant effect on teacher performance (B = 0.338; t = 9.026; p < 0.001; R2 = 0.411). Emotional intelligence also had a positive and significant effect (B = 0.295; t = 8.064; p < 0.001; R2 = 0.357). Simultaneously, work discipline and emotional intelligence explained 82.5% of teacher performance variance (R = 0.908; R2 = 0.825; F = 273.312; p < 0.001). The novelty of this study lies in integrating behavioral compliance and emotional maturity as complementary predictors of teacher performance in a geographically specific elementary-school context. The findings imply that school improvement should combine consistent discipline management with systematic emotional competence development.
The Influence of Principal Leadership and Teacher Performance on Student Achievement: A Survey Study in Indonesia Ahmadi Ahmadi; Meilia Rosani; Mulyadi Mulyadi
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.v7i1.1339

Abstract

This study aims to analyze the influence of principal’s leadership and teacher’s performance on student’s achievement at SMAN 2 Muara Sugihan. The method used is a survey with a questionnaire involving 30 teachers as respondents. The data obtained were analyzed using descriptive and inferential statistics, including validity, reliability, and multiple regression tests. The results of the study indicate that principal’s leadership has a positive and significant effect on student’s achievement, with a t-test of 12.862 and a significance of 0.005. In addition, teacher’s performance also has a positive and significant effect on student’s achievement, with a t-test of 13,268 and a significance of 0.000. Simultaneously, principal’s leadership and teacher’s performance have a significant effect on student’s achievement, with a significance value of 0.008. The coefficient of determination (R²) shows that 80.7% of the variation in student’s achievement can be explained by the two independent variables. This finding confirms the importance of the role of leadership and teacher’s performance in improving student’s achievement, as well as providing recommendations for the development of educational policies in schools.
Holistic Leadership in Elementary Character Education: Modelling, Habituation, and Integration in a Challenging Context Inke Safitri; Meilia Rosani; 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.v7i1.1411

Abstract

This study examines the implementation of holistic leadership in strengthening character education amidst the challenges of the digital era at SDN 17 Tungkal Ilir, Indonesia. Employing a descriptive qualitative approach, data were collected through in-depth interviews, field observations, and documentation analysis involving the principal, teachers, and community stakeholders. The findings reveal a three-tier strategic framework: first, the principal serves as the primary role model through a consistent “5S” culture (Greet, Smile, Salutation, Politeness, Courtesy), creating a ripple effect of integrity; second, character values are internalized through structured routines, including the “7 Habits of Happy Kids” program, daily reflection journals, and Scouting as a character laboratory for discipline and independence; third, the school establishes a “School Fortress” (Benteng Sekolah) by integrating formal partnerships with the Police and parents to mitigate external negative influences such as online gambling and gadget addiction. The study concludes that holistic leadership, which synchronizes exemplary behavior, consistent habituation, and cross-sectoral collaboration, effectively fortifies student character even within resource-constrained and technologically challenging environments. The novelty lies in the integrated framework combining role modeling, structured routines, and external partnerships as a unified response to digital-era moral risks. Practically, this model offers a replicable strategy for schools facing similar challenges. The study contributes to educational leadership literature by demonstrating how holistic leadership can transcend conventional teaching to address structural constraints and moral degradation risks in contemporary schooling contexts.
Principal Leadership in Strengthening Students’ Discipline Edi Purnomo; Meilia Rosani; Darwin Effendi
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.v8i1.1688

Abstract

This study examines how principal leadership strengthens student discipline at SMA Negeri 1 Sungai Lilin, Musi Banyuasin, Indonesia, within the school’s specific social and geographical context. A descriptive qualitative design was employed, collecting data from one principal, four teachers, and nine students through semi-structured interviews, non-participant observation, and document analysis. Data were reduced, organized thematically, displayed, and verified through source and technique triangulation. The principal performed interconnected roles as educator, manager, administrator, supervisor, leader, innovator, and motivator. Democratic leadership dominated, characterized by two-way communication, shared decision-making, and persuasive guidance, while situational firmness was applied for serious violations. Discipline management combined clear rules, exemplary behavior, point-based records, counseling, parental communication, CCTV monitoring, and application-based coordination. A multi-tier leadership pattern emerged wherein the principal influenced student behavior indirectly by developing teachers as consistent role models. Major constraints included weak discipline internalization, mobile-phone misuse, family supervision gaps, peer influence, geographic dispersal, and limited digital infrastructure. Responses included coordinated discipline teams, periodic evaluation, and data-informed monitoring. This study uniquely demonstrates a multi-tier, indirect leadership model for discipline management in a geographically dispersed plantation settlement context. Sustainable student discipline requires leadership integrating example, organizational consistency, technology, collaboration, and contextual flexibility. This research contributes empirical evidence that discipline is most effectively internalized as school culture through integrated leadership approaches, offering actionable insights for school leaders in similar rural Indonesian settings.
Co-Authors Ahmadi Ahmadi Darwin Effendi Edi Purnomo Inke Safitri Mahasir Mahasir Mulyadi Mulyadi Nuril Furkan Refiana Novita Sari Rezza Ardiansyah Septa Puteri Puspitasari Sopiyatun Sopiyatun Sri Wahyu Indrawati Tri Widayatsih