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Muhammad Kristiawan
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Journal of Social Work and Science Education
Published by Yayasan Sembilan Pemuda Indonesia
ISSN : 27460827     EISSN : 27236919     DOI : https://doi.org/10.52690/jswse
Core Subject : Religion, Economy, Education, Social,
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media
The Journal of Social Work and Science Education (JSWSE) is firmly established as an authoritative voice in the world of social work and science education with E-ISSN: 2723-6919 and P-ISSN 2746-0827. JSWSE publishes scholarly papers that focus on the social science, teaching and learning, science in school settings ranging from early childhood to university education. It bridges the gap between research and practice, providing information, ideas and opinion. As a truly international journal, JSWSE welcomes contributions from any country provided that the authors explain their local contexts and demonstrate the significance of their work for a global readership. Special emphasis is placed on applicable research relevant to social sciences, educational practice, educational realities in systems, schools, colleges and universities. JSWSE is concerned with social science and science education but also welcomes manuscripts on the integration of STEM (Science, Technology, Engineering, Mathematics) or, geography, and the arts. It is published by Yayasan Sembilan Pemuda Indonesia and it will regularly be published three times a year, in April, August, and December.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 3 Documents
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Search results for , issue "Vol. 7 No. 2 (2026): Forthcoming Issue" : 3 Documents clear
The Integrated Influence of Principal Leadership, Emotional Ability, and Personality on Teacher Performance in Indonesian Madrasahs JM, Junaidi; Risnita, Risnita; Rosyadi, Kemas Imron
Journal of Social Work and Science Education Vol. 7 No. 2 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i2.1319

Abstract

This study aims to test the hypothesis of the relationship between leadership style, emotional abilities and personality of the Madrasah Principal, and the performance of Madrasah Aliyah Teachers in Riau Province. This research is a quantitative study using a survey method. The sampling technique used probability sampling with a sample size of 70 MAN teachers in Indragiri Hilir Regency. Hypothesis testing used correlation analysis with a significance level of ɑ = 0.05. The research results data conclude that both partially and simultaneously there are: 1) a direct relationship between leadership style (X1) and teacher performance (Y) with a correlation coefficient of 0.78; 2) a direct relationship between emotional ability (X2) and teacher performance (Y) with a correlation coefficient of 0.75); 3) a direct relationship between the personality of the madrasah principal (X3) and teacher performance (Y) with a correlation coefficient of 0.76; 4) a simultaneous direct relationship between the leadership style of the madrasah principal (X1), the emotional ability of the madrasah principal (X2), and the personality of the madrasah principal (X3) and teacher performance (Y), with an Fcount value of 245.81 and an Ftable of 4.01 with a correlation coefficient (Rx1x2x3Y) of 0.88. The implication of this research is that, based on the analysis, it is known that teacher performance simultaneously has a higher correlation value than the partial analysis of each variable with the dependent variable, including the relationship between the principal’s leadership style and teacher performance, the relationship between emotional ability and teacher performance, and the relationship between the principal’s personality empowerment and teacher performance. Based on these findings, the priority for improving teacher performance can be achieved through improving the principal’s leadership style, emotional ability, and personality.
Language Teaching for a Sustainable Future: Integrating Sustainability in ELT Wahyuni, Dewi Sari; Fatdha, T. Sy Eiva
Journal of Social Work and Science Education Vol. 7 No. 2 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i2.1372

Abstract

This study investigates how sustainability principles can be integrated into English Language Teaching (ELT) to enhance educational quality and foster global citizenship. Adopting a qualitative integrative literature review design, we synthesized findings from 35 publications (2013–2025). It includes two recent systematic reviews and a case study to identify pedagogical strategies, challenges, and outcomes of incorporating sustainability in ELT. The results reveal a range of practical approaches, including Content and Language Integrated Learning (CLIL) curricula, project-based learning centered on the Sustainable Development Goals (SDGs), eco-critical language awareness activities, and targeted teacher training. These approaches were found to enhance language proficiency while increasing learners’ sustainability awareness and engagement. However, significant challenges remain, notably a lack of appropriate teaching resources and teacher preparedness, as well as misalignment between sustainability topics and traditional language curriculum goals. As a novel contribution, this study proposes a synthesized framework for embedding sustainability into ELT, along with evidence-based recommendations to overcome implementation barriers. In practical terms, integrating sustainability content and practices in ELT engages students with real-world issues, fostering critical thinking and global citizenship skills alongside language development. The study’s findings offer new insights by explicitly linking ELT to Education for Sustainable Development (ESD) goals and provide ELT professionals with concrete strategies to help build a more sustainable future through language education.
The Effect of the Implementation of Project-Based Learning Model on Improving Literacy and Numeracy of Grade V Elementary School Students Asnaria, Asnaria; Abdullah, Umar; Juhana, Juhana
Journal of Social Work and Science Education Vol. 7 No. 2 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i2.1419

Abstract

The average literacy and numeracy scores of Indonesian students are still below the minimum standard, with PISA 2018 achievement in the level 1 category and only 30% of students achieving basic competencies in the National Assessment. This study aims to analyze the effect of the PjBL model on improving the literacy and numeracy skills of fifth-grade students at SD Negeri 1 Banyuasin III. PjBL was chosen because it is considered relevant to the cognitive development stage of students aged 10–11 years and supports the integration of real contexts in learning. This study used a quantitative method with a nonequivalent pretest-posttest control group quasi-experimental design. The sample consisted of 56 fifth-grade students divided into experimental and control groups. The instruments used included empirically validated literacy and numeracy questions and an analytical rubric based on cognitive and contextual indicators. Data analysis was performed using MANOVA. The results showed that the PjBL model had a significant effect on improving literacy and numeracy simultaneously (Pillai’s Trace = 0.319; p = 0.000). Partially, literacy gains were higher (F = 18.195; R² = 0.252) than numeracy gains (F = 10.075; R² = 0.165), with an average N-Gain of 0.49 for literacy and 0.40 for numeracy. This effectiveness reflects the successful integration of literacy and numeracy through simple project activities. This finding implies the need to implement PjBL as a curricular strategy to support the strengthening of literacy and numeracy in the Independent Curriculum.

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