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Education and Social Sciences Review
Published by Indonesian Institute for Counseling, Education and Therapy
ISSN : 27208915     EISSN : 27208923     DOI : https://doi.org/10.29210/07essr
Core Subject : Education, Social,
Education Social Sciences
Education and Social Sciences Review ISSN 2720-8915 (Print), ISSN 2720-8923 (Electronic) is an international, peer-reviewed journal and scientific journal publish by Indonesian Institute for Counseling, Education and Theraphy. Educational Opinion and Social Sciences Review a multi-disciplinary, peer-refereed open-access international journal which has been established for the dissemination of state-of-the-art knowledge in the field of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning and social sciences. Papers for publication in this journal are selected through precise peer-review to ensure quality, originality, appropriateness, significance and readability. The journal encompasses a variety of topics of education and learning, including but not limited to child development, curriculum, reading comprehension, philosophies of education, STEM education, instructional technology, technology education, inquiry-based learning, project-based learning, problem-based learning, simulation-based learning, pedagogic and educational approaches, learning management, language teaching researches, teaching and learning at all levels of schooling and institutions of higher learning, the education of special groups, gender and education, theories of education, educational research and methodologies, educational psychology (emotional, social, and cognitive learning processes), e-learning, Computer supported collaborative Work, emerging technologies in education, educational software & serious games, e-content management and development, general issues in education and learning, contributions to current debates in teacher education throughout the world, generally or on specific issues, and Social Sciences.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 144 Documents
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Linking leadership to learning: how instructional and distributed leadership shape teacher development and school outcomes Elly Pitriani; Manap Somantri; Muhammad Kristiawan
Education and Social Sciences Review Vol. 7 No. 1 (2026): Education and Social Sciences Review
Publisher : Indonesian Institute for Counseling, Education and Theraphy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/07essr696800

Abstract

This systematic literature review examines the relationship between educational leadership and school performance, with a focus on the mediating role of teacher professional development. Following PRISMA 2020 guidelines, a systematic search of Google Scholar and PubMed databases was conducted for peer-reviewed articles published between 2020 and 2024. Of 347 initially identified records, 25 studies met predetermined inclusion criteria (empirical research, focus on K-12 school leadership, reported outcomes related to school performance or teacher development). Results indicate that three leadership models dominate the literature: instructional leadership (reported in 64% of studies), distributed leadership (48%), and transformational leadership (52%). All 25 studies reported positive associations between at least one leadership model and school performance. Instructional leadership demonstrated the most consistent positive associations with teacher self-efficacy (effect sizes ranging from β = 0,31 to 0,58) and student outcomes. Distributed leadership was most strongly associated with teacher job satisfaction and professional agency. Transformational leadership showed indirect effects on school performance mediated through organizational culture and teacher commitment. The Professional Learning Community (PLC) framework emerged as a key structural mechanism integrating these leadership approaches. Limitations include potential publication bias, predominance of cross-sectional qualitative designs, and limited geographical diversity (72% of studies from Western or East Asian contexts). This review provides a synthesized framework for understanding how different leadership models operate through teacher professional development to affect school performance, with implications for principal preparation and school improvement policy.
Variasi posisional dan intensitas match physical demands pada pemain sepak bola internasional Indonesia: analisis komparatif berbasis global positioning system (GPS) Alex Aldha Yudi; Roma Irawan; Eval Edmizal
Education and Social Sciences Review Vol. 7 No. 1 (2026): Education and Social Sciences Review
Publisher : Indonesian Institute for Counseling, Education and Theraphy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/07essr697200

Abstract

This GPS-based comparative observational study analyzed match physical demands of Indonesian national soccer players in two international matches against Kyrgyzstan (n = 15 GPS records) and North Korea (n = 8 GPS records), held at Zhejiang Normal University Stadium, September 2023. Variables included total distance, distance per minute, maximum speed, high-speed running (HSR), sprint distance, number of HSR, number of sprints, explosive accelerations, decelerations, and speed zone distances. Descriptive statistics, Mann-Whitney U tests, rank-biserial effect sizes, and Spearman correlations were computed. Mean total distance ranged from 6,390–6,709 m, influenced by varied playing durations. Medium effect sizes (r = 0.317–0.358) were observed for HSR distance, sprint distance, and relative intensity (m/min) between matches. Spearman correlations confirmed strong internal consistency (HSR–Sprint: ρ = 0.886; nHSR–nSprint: ρ = 0.811). Full backs consistently obtained physical loads at a higher level than other players through both of the matches indicating a position-dependent demand profile. This data documented foundational normative GPS data for Indonesian international soccer and bear direct practical implications for individualized load monitoring, training periodization, and opponent-specific tactical preparation.
Principals' interpersonal communication patterns in implementing academic supervision of beginning teachers Yohanes Budi Listianto; Edi Harapan; Heri Setyo Nugroho
Education and Social Sciences Review Vol. 7 No. 1 (2026): Education and Social Sciences Review
Publisher : Indonesian Institute for Counseling, Education and Theraphy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/07essr707400

Abstract

This study aims to describe the principal's interpersonal communication patterns in implementing academic supervision for novice teachers at SD Negeri 12 Muara Padang, recognizing that supervision quality extends beyond formal procedures. Employing a qualitative case study design, data were collected through observation, in-depth interviews, and documentation, then analyzed using data reduction, display, and conclusion drawing. The findings reveal that the principal's interpersonal communication patterns were predominantly open, empathetic, supportive, positive, and egalitarian. During the pre-conference stage, the principal-built novice teachers' psychological readiness through friendly approaches and collaborative determination of supervision focus. In the observation stage, proper supervisory ethics and calming nonverbal communication were maintained. During the post-conference stage, feedback was delivered reflectively, dialogically, and constructively. These patterns significantly enhanced novice teachers' confidence, comfort, and performance, particularly in lesson planning and classroom instruction. This study offers a contextualized model of interpersonal communication in supervision specific to novice teachers in rural elementary schools, an area rarely examined qualitatively. Findings emphasize that principals must prioritize relational communication skills alongside technical supervisory competencies to effectively support early-career teachers. This research contributes empirical evidence that effective academic supervision is fundamentally determined by the quality of interpersonal communication, providing actionable guidance for school leaders and teacher training institutions in designing supervision frameworks that are both procedurally sound and relationally sensitive.
Project-based learning management in strengthening students’ collaboration and communication skills in elementary school Nafa Rupita; Manap Somantri; Muhammad Kristiawan
Education and Social Sciences Review Vol. 7 No. 1 (2026): Education and Social Sciences Review
Publisher : Indonesian Institute for Counseling, Education and Theraphy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/07essr707500

Abstract

This study aimed to describe how project-based learning management supports the development of students’ collaboration and communication skills at SD Negeri 5 Muara Rupit. A descriptive qualitative approach was employed to examine classroom interaction, teacher facilitation, and students’ learning experiences during project-based learning activities. The participants were selected through purposive sampling and consisted of one school principal, three upper-grade classroom teachers, and six students who represented active, moderate, and less active participation in group work. Data were collected through classroom observations, semi-structured interviews, and documentation analysis, including teaching modules, lesson plans, project worksheets, students’ project products, classroom photographs, and school records. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, conclusion drawing, and verification. Trustworthiness was strengthened through source triangulation, technique triangulation, repeated observations, member checking, and detailed field notes. The findings showed that project-based learning was managed through instructional planning, structured group organization, task distribution, teacher guidance, classroom interaction control, and reflective evaluation. Collaboration skills were supported through task sharing, teamwork, peer assistance, and collective problem-solving, while communication skills were supported through group discussions, idea expression, active listening, peer responses, and project presentations. The findings also revealed that teacher facilitation was essential in encouraging passive students and maintaining balanced group interaction. However, unequal participation, low confidence, limited time, limited facilities, and group management challenges remained obstacles. This study suggests that project-based learning can support collaboration and communication skills when it is managed systematically and contextually.

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