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Jurnal Sains Sosio Humaniora
Published by Universitas Jambi
ISSN : 25801244     EISSN : 25802305     DOI : -
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Social Sciences
Jurnal Sains Sosio Humaniora (JJSH) |E-ISSN: 2580-2305|P-ISSN: 2580-1244|is an open-access published by Research institutions and community service (LPPM), Universitas Jambi, Indonesia. receives research-based and conceptual articles in the fields of humanities and social science which have not been previously published, nor is it under review or consideration for a book chapter or journal publication elsewhere.
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Articles 443 Documents
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Ethnomathematics Based Exploration of Geometric Concepts in Cirebon Rattan Crafts Wulandari, Diana Ayu; Sholihah, Fajriatus
Jurnal Sains Sosio Humaniora Vol. 9 No. 2 (2025): Volume 9, Nomor 2 Desember 2025 (In Progress)
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jssh.v9i2.50498

Abstract

This study aims to identify and describe the mathematical concepts embedded in Cirebon’s traditional rattan crafts and to examine their potential use as contextual resources for mathematics learning. Using a qualitative method with an ethnographic approach, data were collected through direct observation of rattan craft production and semi-structured interviews with local artisans. The analysis revealed several geometric concepts present in the motifs and construction processes of rattan crafts, including reflection and translation properties in transformation geometry, rectangular forms in weaving patterns, and measurement principles applied in determining the dimensions of rattan furniture components. These findings show that cultural artefacts contain rich mathematical structures that can support contextual and meaningful learning. The novelty of this study lies in its systematic ethnomathematical exploration of rattan craftsmanship in Cirebon, an area not previously examined in existing ethnomathematics literature and in demonstrating how these cultural practices can serve as conceptual bridges for introducing abstract mathematical ideas to students. This study offers a new perspective on integrating local cultural knowledge into mathematics education, thereby strengthening the relevance of mathematics to students’ real-world experiences.
Implementation of Participatory Leadership in Class Association Management at SMPN 3 Koto XI Tarusan Anwar, Revy; Rismawati; Gistituati, Nurhizrah; Rusdinal; Nellitawati
Jurnal Sains Sosio Humaniora Vol. 9 No. 2 (2025): Volume 9, Nomor 2 Desember 2025 (In Progress)
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines how participatory leadership is enacted in the management of class associations at SMPN 3 Koto XI Tarusan and why this leadership approach matters for strengthening school–parent collaboration. Using a descriptive qualitative design, data were collected through in-depth interviews, participant observation, and document analysis involving the principal, homeroom teachers, class association administrators, and parents. Data were analyzed using an interactive model of data reduction, data display, and conclusion drawing, supported by triangulation to ensure trustworthiness. The findings demonstrate that participatory leadership operates through three key dimensions: shared decision-making in planning class programs, open and transparent communication between homeroom teachers and parents, and joint evaluation of class activities to support continuous improvement. These dimensions enable parents to actively participate, foster mutual trust, and enhance a collective sense of responsibility in managing class-based initiatives. The implementation of participatory leadership is supported by a culture of mutual cooperation, democratic leadership practices of homeroom teachers, and institutional support from the school, while it is constrained by limited parental availability, uneven understanding of participatory leadership principles, and socioeconomic conditions. This study highlights the practical implications of participatory leadership for school leadership by demonstrating its role in creating more inclusive, collaborative, and sustainable models of class association management. Strengthening communication strategies, clarifying organizational roles, and reinforcing institutional support are therefore essential for improving the effectiveness of school–parent partnerships.
The Effect of Transformational Principal Leadership and ERG-Based Teacher Motivation on Teacher Performance Rachmat Nurhidayat; Arnidah
Jurnal Sains Sosio Humaniora Vol. 9 No. 2 (2025): Volume 9, Nomor 2 Desember 2025 (In Progress)
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Teacher performance plays a crucial role in determining the quality of educational outcomes, particularly at the primary school level. Previous studies have emphasized the importance of school leadership and teacher motivation; however, empirical research integrating transformational leadership and ERG-based motivation remains limited. This study aims to examine the effect of transformational principal leadership and teacher work motivation based on ERG theory on teacher performance. A quantitative ex post facto design was employed, involving all 17 teachers of a public primary school in Makassar, Indonesia, using a census sampling technique. Data were collected through validated and reliable questionnaires and analyzed using multiple linear regression. The results indicate that transformational principal leadership has a significant positive effect on teacher performance (p = 0.011), while teacher work motivation also significantly influences teacher performance (p = 0.038). Simultaneously, both variables significantly affect teacher performance, explaining 68.3% of the variance (Adjusted R² = 0.683). These findings suggest that strengthening transformational leadership practices and fulfilling teachers’ existence, relatedness, and growth needs are essential strategies for enhancing teacher performance. The study contributes to educational management literature by empirically confirming the synergistic role of leadership and motivation in improving teacher performance.

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