Journal of Social Work and Science Education
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.
Articles
581 Documents
<![CDATA[The Role of Social Studies Teachers in Student Character Building Through Problem-Based E-Learning ]]>
<![CDATA[Nasution, Syahfitri Hairani]]>; Ponidi, Ponidi
<![CDATA[ Journal of Social Work and Science Education Vol. 6 No. 3 (2025): Journal of Social Work and Science Education ]]>
Publisher : <![CDATA[Yayasan Sembilan Pemuda Indonesia ]]>
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DOI: 10.52690/jswse.v6i3.1224
<![CDATA[This study aims to describe the role of Social Studies teachers in building student character through the Problem-Based E-Learning (PBeL) approach in Grade IX at Budisatrya Junior High School, Medan. PBeL was selected as an innovative learning strategy that integrates contextual problem-solving with the use of digital technology in character education. This research employed a qualitative case study method, with data collected through observations, in-depth interviews, and documentation. The findings reveal that Social Studies teachers serve as facilitators, motivators, and moral guides throughout the online learning process. Through the implementation of PBeL, students are encouraged to analyze real-life social problems and present solutions collaboratively. Character values such as responsibility, tolerance, empathy, cooperation, and digital discipline developed significantly during the learning activities. Despite challenges such as limited digital literacy and technological infrastructure, teachers were able to adapt instructional strategies to remain effective in fostering character values. These findings highlight the potential of PBeL to integrate character education into digital learning while contributing to the development of a 21st-century learning model that is both humanistic and contextual. The study recommends teacher training and the strengthening of digital infrastructure to support the sustainable implementation of PBeL in secondary school character education.]]>
<![CDATA[Effectiveness of Group Counseling with Self-Control Techniques to Reduce Anger in Adolescents ]]>
<![CDATA[Susilo, Dwi Amalia]]>;
<![CDATA[Lubis, Saiful Akhyar]]>
<![CDATA[ Journal of Social Work and Science Education Vol. 6 No. 3 (2025): Journal of Social Work and Science Education ]]>
Publisher : <![CDATA[Yayasan Sembilan Pemuda Indonesia ]]>
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DOI: 10.52690/jswse.v6i3.1225
<![CDATA[This quasi-experimental study evaluated the effectiveness of group counseling with self-control techniques in reducing anger among 19 eighth-grade students at UPT SMPN 22 Medan, Indonesia. The research employed a pretest-posttest control group design, with anger levels assessed using the Clinical Anger Scale (Snell et al., 1995). Quantitative results revealed a significant reduction in anger scores among the treatment group (pretest M = 36.67, posttest M = 15.22, p < 0.001), indicating a strong effect of the intervention. The data met assumptions of normality (Shapiro-Wilk p > 0.05) and homogeneity of variance (Levene’s p = 0.249), supporting the validity of statistical analyses. Complementary qualitative data collected through participant observation and brief interviews emphasized improvements in emotional self-regulation, interpersonal communication, and peer support. These findings suggest that integrating self-control techniques into group counseling can serve as a practical and culturally responsive strategy for managing adolescent anger in Indonesian school contexts. The study contributes to the limited body of research on school-based mental health interventions in non-Western educational environments.]]>
<![CDATA[Group Guidance with Alternative Interpretation Techniques to Enhance Social Self-Acceptance in Vocational Students ]]>
<![CDATA[Hajar, Siti]]>;
<![CDATA[Siregar, Alfin]]>
<![CDATA[ Journal of Social Work and Science Education Vol. 6 No. 3 (2025): Journal of Social Work and Science Education ]]>
Publisher : <![CDATA[Yayasan Sembilan Pemuda Indonesia ]]>
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DOI: 10.52690/jswse.v6i3.1226
<![CDATA[This quasi-experimental study evaluated the effectiveness of group guidance with alternative interpretation techniques to enhance social self-acceptance in 16 vocational students (Vocational High School PAB 12 SAENTIS, Indonesia). Using a pretest-posttest control design, social self-acceptance was measured via a Likert-scale questionnaire based on Sheerer’s (2010) framework. Results showed significant improvement in the experimental group (pretest M = 68.75, posttest M = 127, p < 0.001), with normality (Shapiro-Wilk p > 0.05) and homogeneity (Levene’s p = 0.564) confirmed. Qualitative findings highlighted increased self-confidence and peer support. The study demonstrates that alternative interpretation techniques effectively improve social self-acceptance, addressing a gap in non-Western educational settings. Despite its promising results, the study is limited by a small sample size, short intervention duration, and lack of long-term follow-up. Future research should involve larger and more diverse populations and explore sustained behavioral outcomes over time. The findings have practical implications for integrating structured cognitive techniques into school counseling programs to support students’ psychosocial development.]]>
<![CDATA[Social Media Based Marketing Strategy to Build a Positive Image ]]>
<![CDATA[Fitri, Adelia]]>;
<![CDATA[Daulay, Nurika Khalila]]>
<![CDATA[ Journal of Social Work and Science Education Vol. 6 No. 3 (2025): Journal of Social Work and Science Education ]]>
Publisher : <![CDATA[Yayasan Sembilan Pemuda Indonesia ]]>
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DOI: 10.52690/jswse.v6i3.1227
<![CDATA[This research aims to describe and analyze the social media-based marketing strategies implemented by MTS Al-Washliyah Km 6 Medan in building a positive image of the institution amidst the increasingly competitive educational institution rivalry. In the digital era, social media has become a strategic means of conveying information, fostering communication, and strengthening the branding of Islamic education. This research employs a qualitative approach with data collection techniques through observation, in-depth interviews, and documentation involving social media managers, school principals, and related stakeholders. The results indicate that utilizing platforms such as Instagram, Facebook, and WhatsApp with educational content, promotional activities of the school, as well as testimonials from students and alumni. This strategy is effective in increasing the visibility of schools and shaping a positive perception of the quality of education and Islamic values in the community. This study fills a gap in the literature by examining how Islamic values are integrated into social media marketing for madrassas, a topic that has been less explored in existing research. The findings emphasize that social media marketing can be an important instrument in building a positive image of schools if implemented consistently, communicatively, and in accordance with the characteristics of the audience.]]>
<![CDATA[Improving the Psychological Well-Being of Social Media Users Through Group Counseling Services Using Stress Inoculation Techniques on Students ]]>
<![CDATA[Dlt, Hapni Madini]]>;
<![CDATA[Nasution, Fauziah]]>
<![CDATA[ Journal of Social Work and Science Education Vol. 6 No. 3 (2025): Journal of Social Work and Science Education ]]>
Publisher : <![CDATA[Yayasan Sembilan Pemuda Indonesia ]]>
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DOI: 10.52690/jswse.v6i3.1228
<![CDATA[This study aims to determine the effectiveness of group guidance services using the Stress Inoculation Training (SIT) technique in enhancing the psychological well-being of social media users at Budisatrya High School Medan. The research adopts a quantitative approach with a one-group pre-test - post-test design to evaluate changes before and after the intervention. The participants consisted of eight students identified with varying levels of psychological well-being, as assessed through an initial screening process. The intervention was conducted through a series of structured group counseling sessions integrating SIT phases: conceptual education, skills acquisition, and application. The statistical analysis revealed a significant improvement in psychological well-being, with the average score increasing from 91.00 (pretest) to 107.63 (post-test). The normality test indicated that the post-test data were normally distributed, while the pretest data were not. The homogeneity of variance was confirmed with a significance value of 0.533, allowing the use of parametric tests. The paired sample t-test yielded a value of t = -13.749 and Sig. = 0.000, indicating a statistically significant difference between the pre-test and post-test scores. These findings suggest that group guidance services incorporating SIT are effective in improving students’ psychological well-being, particularly in managing stress related to excessive social media use. The study underscores the importance of integrating psychological resilience training into school-based mental health programs to address the growing psychosocial challenges in the digital era.]]>
<![CDATA[Reducing Social Anxiety in Adolescents: The Efficacy of Group Counseling with Grounding Techniques ]]>
<![CDATA[Aulia, Najwa]]>;
<![CDATA[Rusman, Abdul Aziz]]>
<![CDATA[ Journal of Social Work and Science Education Vol. 6 No. 3 (2025): Journal of Social Work and Science Education ]]>
Publisher : <![CDATA[Yayasan Sembilan Pemuda Indonesia ]]>
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DOI: 10.52690/jswse.v6i3.1229
<![CDATA[This study examines the effectiveness of group counseling using grounding techniques in reducing social anxiety among seventh-grade students at State Junior High School 40 Medan, Indonesia. Social anxiety, characterized by an intense fear of social situations and concern over negative evaluation by others, has become increasingly common among adolescents, particularly in school environments. A total of 8 students identified as having moderate to high levels of social anxiety were selected through purposive sampling to participate in a four-session intervention program. Quantitative data were collected using a standardized social anxiety questionnaire administered before and after the intervention. Statistical analysis using the Wilcoxon Signed-Rank Test revealed a significant decrease in social anxiety levels following the intervention (p = 0.012), demonstrating the practical effectiveness of grounding strategies in alleviating symptoms of social discomfort and fear associated with peer interactions. These findings provide empirical support for integrating somatic and mindfulness-based techniques into school counseling services, especially for adolescents who are vulnerable to social anxiety. The study offers a promising direction for mental health practitioners and school counselors in developing non-pharmacological, easily applicable methods to support student well-being.]]>
<![CDATA[Effectiveness of Group Guidance Services Using Shaping Techniques to Reduce Student Doomscrolling Behavior ]]>
<![CDATA[Adella, Mutia]]>;
<![CDATA[Siregar, Alfin]]>
<![CDATA[ Journal of Social Work and Science Education Vol. 6 No. 3 (2025): Journal of Social Work and Science Education ]]>
Publisher : <![CDATA[Yayasan Sembilan Pemuda Indonesia ]]>
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DOI: 10.52690/jswse.v6i3.1231
<![CDATA[The purpose of this study is to determine the effectiveness of group guidance services using the shaping technique in reducing doomscrolling behavior among junior high school students. The method used is a quantitative approach with a quasi-experimental method employing a Nonequivalent Control Group Design (pretest-posttest). The research population consists of 50 students from the eighth grade of State Junior High School 1 Natal. The sample consists of 20 students selected through purposive sampling, consisting of 10 students in the experimental group and 10 students in the control group. The research instrument is a Doomscrolling Scale with 15 statement items using a Likert scale of 1–7. Prerequisite tests were conducted with normality tests (Shapiro-Wilk) and homogeneity tests, while data analysis used an independent sample t-test with the assistance of SPSS 25.0. The research results indicate a significant influence of the group guidance service using the shaping technique on the reduction of doomscrolling behavior, with a significance value of 0.000 (p < 0.05). The average doomscrolling score of the experimental group decreased from 77.50% to 30.70%, while the control group experienced an insignificant decrease, from 76.40% to 75.50%. The novelty of this study lies in the application of the shaping technique in the context of negative digital behavior, which has still been rarely studied in depth among high school students. The practical implications of these findings are that guidance teachers and school counselors can integrate the shaping technique into guidance programs to address excessive addiction to consuming negative content on social media. The contribution of this study adds empirical literature on behavior interventions based on psychological techniques in the fields of education and counseling, particularly related to digital mental health issues among adolescents.]]>
<![CDATA[The Mediating Role of Green Attitude in Generation Z’s Green Purchase Intention: Individual and Social Media Influences in Malang City ]]>
<![CDATA[Puspitasari, Titi]]>;
<![CDATA[Hidayati, Nur]]>;
<![CDATA[Supriyanto, Supriyanto]]>
<![CDATA[ Journal of Social Work and Science Education Vol. 6 No. 2 (2025): Journal of Social Work and Science Education ]]>
Publisher : <![CDATA[Yayasan Sembilan Pemuda Indonesia ]]>
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DOI: 10.52690/jswse.v6i2.1248
<![CDATA[The purpose of this study is to analyze the influence of environmental knowledge, environmental concern, and social media on green purchasing intention and how the mediating role of green attitude as an intermediary of the relationship between the three independent variables on green purchasing intention of generation Z in Malang City. The research method uses quantitative descriptive with data collection from direct questionnaire distribution and google form to generation Z Malang City aged 17-27 years. The sampling technique is purposive sampling with a total of 154 respondents. The data analysis technique uses PLS-SEM with the help of the SmartPLS application. The findings of this study indicate that environmental concern and social media have a positive effect on green attitudes, while environmental knowledge does not show a significant effect. These three factors, together with green attitudes, significantly influence green purchasing intention. Green attitudes mediate the influence of environmental concern and social media on green purchasing intention, but not environmental knowledge. The novelty of the study shows the importance of the mediating role of green attitudes in predicting the influence of social media on green purchasing intention which has theoretical implications for including social media in the TPB model for further research. Practical implications require educational institutions to maximize the Pendidikan Lingkungan Hidup (PLH) curriculum to foster high environmental morale, and policymakers need to integrate it with behavioral interventions. Companies should also implement green marketing by producing green products and building a positive consumer image.]]>
<![CDATA[Enhancing Problem-Solving Skills on Ethnic Diversity Through Problem-Based Learning in Fifth-Grade Students ]]>
<![CDATA[Handoyo, Wiryo Sastro]]>;
<![CDATA[Safran, Safran]]>
<![CDATA[ Journal of Social Work and Science Education Vol. 6 No. 3 (2025): Journal of Social Work and Science Education ]]>
Publisher : <![CDATA[Yayasan Sembilan Pemuda Indonesia ]]>
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DOI: 10.52690/jswse.v6i3.1251
<![CDATA[This study aims to examine the application of Problem-Based Learning (PBL) strategies in improving students’ problem-solving skills on the topic of ethnic diversity in fifth grade at MIS Hidayatussalam. PBL was chosen as a learning approach to encourage students not only to understand the material theoretically, but also to think critically and develop problem-solving skills relevant to social issues in everyday life. The method used in this study is a qualitative method with a descriptive approach, which involves participatory observation and interviews with teachers and students. The results of the study indicate that the successful implementation of PBL improves students’ critical thinking skills and their ability to analyze and solve social problems related to ethnic diversity. Students become more active in class discussions, more confident in expressing opinions, and better able to connect learning materials with social issues that occur in society. Despite challenges, such as low initial student participation and difficulties in connecting the material to real life, the implementation of PBL has proven effective in improving students’ problem-solving skills. This study recommends that PBL can be an alternative effective learning strategy to develop students’ critical thinking and problem-solving skills in schools.]]>
<![CDATA[The Influence of Principal’s Situational Leadership Style and Work Culture on the Professionality of Public Elementary School Teachers ]]>
<![CDATA[Asnaini, Desi]]>;
<![CDATA[Ahmad, Syarwani]]>;
<![CDATA[Rohana, Rohana]]>
<![CDATA[ Journal of Social Work and Science Education Vol. 6 No. 2 (2025): Journal of Social Work and Science Education ]]>
Publisher : <![CDATA[Yayasan Sembilan Pemuda Indonesia ]]>
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DOI: 10.52690/jswse.v6i2.1262
<![CDATA[This study examines the influence of principals’ situational leadership style and work culture on the professionalism of state elementary school teachers in Palembang. Specifically, it seeks to (1) assess the impact of situational leadership style on teacher professionalism, (2) analyze the effect of work culture on teacher professionalism, and (3) evaluate the combined influence of situational leadership and work culture on teacher professionalism. A quantitative approach was employed, with data collected from principals and teachers across several state elementary schools in Palembang. A pilot study was conducted at SD Negeri 143 Palembang, involving one principal and 31 teachers. The main study expanded to include teachers from SD Negeri 143, 144, 147, and 149 Palembang, using a 30-item questionnaire per variable. Data analysis was performed to determine the predictive power of the independent variables (leadership style and work culture) on teacher professionalism (dependent variable). The estimation trial yielded an R-squared value of 0.445, indicating that 44.5% of the variation in teacher professionalism is explained by situational leadership style and work culture, while the remaining 55.5% is attributed to other external factors. This study contributes to the existing literature by integrating situational leadership theory with work culture dynamics in the context of Indonesian elementary education, offering localized insights into factors shaping teacher professionalism. The findings suggest that school principals should adopt adaptive leadership strategies tailored to specific contexts while fostering a positive work culture to enhance teacher professionalism. Policymakers and school administrators can use these insights to design leadership training programs and cultural interventions that promote teacher development. This research provides empirical evidence on the interplay between leadership adaptability and organizational culture in improving teacher professionalism, offering a framework for educational institutions to strengthen workforce quality.]]>
