Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal PPSDP International Journal of Education Journal of Social Work and Science Education
Mulyadi Mulyadi
Universitas PGRI Palembang, South Sumatra, Indonesia
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 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.
Principal’s Managerial Roles in Adapting the Operational Curriculum (KOSP) of the Merdeka Curriculum: A Case Study of an Elementary School in a Tidal Water Area of Indonesia Aryo Handhoko; Nila Kesumawati; Mulyadi Mulyadi
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.v7i3.1584

Abstract

This study examines the principal’s managerial functions planning, implementation, and evaluation in adapting the Operational Curriculum of Educational Units (KOSP) within the Merdeka Curriculum at SDN 3 Karang Agung Ilir, an elementary school located in a tidal-water area of South Sumatra, Indonesia. Using a qualitative single holistic case study design under an interpretive naturalistic paradigm, data were collected through observation, in-depth interviews with nine informants (principal, teachers, committee members, supervisor, parents), and document analysis. The interactive model of Miles, Huberman, and Saldaña guided data analysis. Findings reveal that while the principal fulfilled formal managerial roles in drafting KOSP documents, mobilizing teachers, and conducting supervision, the planning remained generic and insufficiently contextualized to tidal-area challenges. Implementation largely mirrored the 2013 Curriculum, with minimal integration of local environmental and socio-economic realities. Evaluation focused on administrative compliance rather than curriculum effectiveness or data-driven improvement. These findings indicate that the flexibility of the Merdeka Curriculum remains underutilized in extreme geographic contexts. This study contributes an empirical model of “guided imitation” and a procedural-but-immature evaluation system, extending curriculum management theory to tidal-water schools. Implications suggest the need for context-sensitive KOSP indicators, structured in-house training, and participatory evaluation involving fishing communities.
Transformation of Principal’s Leadership in Building Teacher’s Motivation and Performance Muhamad Sofiul Fuad; Tri Widayatsih; Mulyadi Mulyadi
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.v8i1.1623

Abstract

This study aims to: (1) describe the implementation of the four dimensions of the principal's transformational leadership (idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration) at SDN 10 Muara Sugihan; (2) analyze the principal's strategies in building and sustaining teacher work motivation through a transformational approach; and (3) explore the implications of these leadership practices on improving teachers' performance in the learning process. Employing a qualitative case study design, data were collected through in-depth interviews, participatory observation, and documentation from purposively selected informants, including the principal, five teachers, a school supervisor, and administrative staff. Analysis followed the interactive model of Miles, Huberman, and Saldaña, with validity ensured through triangulation and member checking. The principal demonstrated transformational leadership through concrete role modeling, contextual vision communication, and consistent appreciation of teacher performance. Motivation-building strategies included creating a humanistic organizational climate, strengthening teachers' sense of belonging, and employing emotionally supportive approaches. These practices tangibly improved teacher performance in lesson planning, teaching creativity, and professional discipline. This study uniquely positions work motivation as a key mediating mechanism linking transformational leadership to teacher performance in a rural Indonesian elementary context. Findings emphasize that principals must adopt humanizing, emotionally supportive approaches alongside structural strategies to sustain teacher motivation effectively. This research contributes empirical evidence that transformational leadership, when enacted through relational and motivational dimensions, significantly enhances teacher professionalism, offering actionable insights for school leaders in similar underserved settings.
Case Study of the Implementation of the Independent Curriculum at SD Negeri 02 Palembang Yuliana Yuliana; Tri Widayatsih; 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.v7i1.1310

Abstract

This study aims to comprehensively describe how the Independent Curriculum is implemented at SD Negeri 02 Palembang, particularly in the planning, implementation, and evaluation stages of learning. The Independent Curriculum itself is a new policy in Indonesian education that emphasizes student-centered learning, character building, and provides more flexibility for teachers to design learning processes according to the context and needs of students. This study used a qualitative approach with a case study method. Data were collected through in-depth interviews, direct field observations, and documentation of learning activities. Key informants consisted of the principal, several teachers, and students from the upper grades. The results showed that the planning of the Independent Curriculum at SD Negeri 02 Palembang was carried out collaboratively, with the development of teaching modules and learning tools tailored to predetermined learning outcomes. In practice, learning takes place in a participatory manner with a variety of approaches, including the use of project-based methods designed to develop the Pancasila Student Profile in students. Learning evaluation is conducted continuously through formative and summative assessments, supported by diagnostic assessments that assist teachers in designing strategies for future learning improvements. Although the implementation of the Independent Curriculum faced several obstacles, such as limited resources and uneven teacher understanding of the new curriculum, the school remains strongly committed to implementing the Independent Curriculum in a phased and sustainable manner.
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.
Co-Authors Ahmadi Ahmadi Aryo Handhoko Meilia Rosani Muhamad Sofiul Fuad Nila Kesumawati Rezza Ardiansyah Tri Widayatsih Yuliana Yuliana