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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 581 Documents
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Implementation of the Alef Education Learning Platform in English Language Subjects (Best Practice at MTs Negeri Gunungsitoli) Lubis, Lismaya; OK, Azizah Hanum; Budianti, Yusnaili
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1325

Abstract

This study investigates the implementation of the Alef Education platform in English learning at MTs Negeri Gunungsitoli as a model of digital pedagogical innovation in Islamic secondary education. The research aims to: (1) describe the planning and integration process of Alef Education, (2) analyze its instructional practices, and (3) evaluate its pedagogical impact. A qualitative descriptive method with a case study design was applied. Participants included English teachers and students from grades VIII and IX. Data were collected through observation, interviews, and documentation, then analyzed thematically following Braun and Clarke’s framework. Results indicate that Alef Education enhances student engagement through interactive exercises, automated feedback, and curriculum alignment. Institutional support, teacher readiness, and learner motivation emerged as enabling factors, while limited internet connectivity and uneven digital literacy were key constraints. Effective practices include lesson plan integration, automated assessment use, and continuous teacher mentoring. The study concludes that Alef Education can improve English learning outcomes when supported by adequate ICT infrastructure, adaptive pedagogy, and sustained professional development.
Themes in the Indonesian Discourse on Educational Philosophy: A Systematic Review Sulastri, Sulastri; Atnelie, Mike; Lelaini, Lelaini; Muryanti, Tri; Anggraini, Gusti
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1328

Abstract

The philosophy of education in Indonesia reflects a conceptual foundation rooted in the cultural values, ethics, and thought heritage of Ki Hajar Dewantara, as well as the principles of Pancasila. However, academic literature on the philosophy of education remains scattered and has not been systematically mapped. This study aims to identify and analyze key themes emerging in the discourse on the philosophy of education in Indonesia through a Systematic Literature Review (SLR). This study follows the PRISMA 2020 protocol by examining 15 scientific articles published between 2020 and 2024, obtained from indexed national and international databases. The analysis shows that dominant themes in the literature include character education, strengthening Pancasila values, integrating local wisdom, the moral and spiritual dimensions of education, and the application of humanism and pragmatism in the context of modern education. These findings indicate that the discourse on the philosophy of education in Indonesia is evolving toward a more contextual, value-oriented, and responsive direction to national social and cultural challenges, rather than simply following classical philosophical schools of thought such as idealism or realism. This research contributes to providing a conceptual map of the direction of development of educational philosophy studies in Indonesia and offers a basis for strengthening philosophical reflection that is relevant to the needs of contemporary education.
Application of Educational Philosophy in School Practice: A Systematic Literature Review Atnelie, Mike; Sulastri, Sulastri; Sari, Tanti Permata; Rostari, Tri Emelia; Muryanti, Tri
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1334

Abstract

This study aims to comprehensively examine how the application of educational philosophy manifests itself in modern school practice. Although the theoretical importance of educational philosophy has been widely discussed, a gap remains between the conceptual realm and its practical implementation in the educational field. To address this issue, this study employed the Systematic Literature Review (SLR) method guided by the PRISMA protocol. Data were collected through a systematic search of databases such as Scopus, ERIC, and Google Scholar. The inclusion criteria were articles published between 2020 and 2025 that discussed the application of educational philosophy, particularly Constructivism, Progressivism, Humanism, and Existentialism, in the context of elementary and secondary school practice. The PRISMA process included identification, screening, eligibility, and inclusion of articles to ensure transparency and validity of the study results. The review revealed that the application of educational philosophy in schools remains partial and dependent on the policy context, teacher readiness, and institutional culture. However, there is a positive trend toward a more reflective, participatory, and learner-centered approach. This research emphasizes the importance of integrating educational philosophy into pedagogical practices and policy recommendations so that philosophical values ​​do not stop at the ideal level, but are realized in real classroom actions.
Bridging Theory and Practice: A Systematic Review of Educational Philosophy in Digital Learning Contexts Sylvianica, Devi; Angraini, Dewi; Susanti, Yeni; Irzaleny, Meli; Herawati, Netti
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1337

Abstract

The integration of digital technology into education presents both transformational opportunities and complex challenges for today's learning systems. This research aims to bridge classical educational philosophy theories—particularly pragmatism, constructivism, and humanism with the realities of digital learning. Using the Systematic Literature Review (SLR) method, this research synthesizes findings from scientific articles published between 2020 and 2025 to analyze the application of philosophical principles in technology-based pedagogical practices. The results show that educational philosophy continues to play a crucial role in shaping meaningful digital learning by fostering critical thinking, creativity, independent learning, and ethical awareness. However, issues such as the digital divide, shallow learning engagement, and ethical dilemmas related to data privacy remain key challenges. The novelty of this research lies in its integrative philosophical mapping that connects classical theories with the dynamics of 21st-century digital learning. Practically, the results of this study emphasize the importance of designing a digital education framework grounded in humanistic and reflective values. This research provides conceptual contributions for educators, policy makers, and learning designers to ensure that technology functions as a means of supporting the humanitarian goals of education, not as a determinant of the direction of education itself.
The Influence of Principal Leadership and Teacher Performance on Student Achievement: A Survey Study in Indonesia Ahmadi, Ahmadi; Rosani, Meilia; Mulyadi, Mulyadi
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Forthcoming Issue
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.
The Implementation of the Merdeka Mengajar Platform and Google Workspace for Education on Teacher’s Competence Anwar, Ibnu; Eddy, Syaiful; Ahyani, Nur
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1340

Abstract

This study aimed to analyze the influence of the Merdeka Mengajar Platform and Google Workspace for Education on the professional competence of elementary school teachers in Teluk Gelam District. A quantitative research approach was employed, utilizing simple and multiple linear regression analysis to measure the individual and combined effects of the two digital platforms on teacher competence. The results demonstrate significant positive influences: (1) The Merdeka Mengajar Platform significantly affects teacher competence, accounting for 61.1% of its variance; (2) Google Workspace for Education also shows a significant effect, explaining 64.8% of the variance; (3) Together, both platforms contribute 72.3% to teacher competence, leaving 27.7% attributable to other factors not examined in this study. To optimize the benefits, it is recommended that the Ministry of Education enhance training and module development, schools establish continuous mentoring programs and provide necessary infrastructure, and teachers actively engage with these platforms for their professional growth. This study provides empirical evidence on the substantial combined impact of two major digital platforms on teacher competence within a specific Indonesian district. It quantifies their individual and synergistic contributions, offering a data-driven basis for targeted interventions and highlighting the need for integrated digital tool adoption in teacher development programs.
The Role of the Philosophy of Science in Critical Thinking and Ethical Decision-Making: A Systematic Literature Review Jelestari, Nerma; Septi, Elni; Sunayah, Sunayah; Astria, Yeni; Angraini, Dewi
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1343

Abstract

The philosophy of science plays a vital role in shaping scientific inquiry, guiding the way knowledge is constructed, validated, and applied across disciplines. However, there remains a lack of comprehensive understanding regarding its relevance and application in the context of contemporary education and technology. Therefore, this study aims to systematically review recent research trends and conceptual developments related to the philosophy of science within the 21st-century academic landscape. This study employed a Systematic Literature Review (SLR) approach using publications indexed in Scopus from 2015 to 2025. A total of 85 articles were analyzed through bibliometric mapping and qualitative synthesis to identify emerging patterns and dominant themes. The results reveal three major synthesized themes: (1) the integration of the philosophy of science in educational practices to strengthen epistemological awareness; (2) its role in navigating the ethical and epistemic challenges of digital technology; and (3) its contribution to fostering critical and reflective scientific thinking. The novelty of this study lies in highlighting the evolving interface between philosophy of science and technological transformation in education. Practically, the findings provide a conceptual framework for integrating philosophical reflection into scientific and technological curricula. This study contributes to the advancement of science and technology by offering a holistic understanding of how philosophical foundations can support the development of responsible, innovative, and reflective scientific practices.
Islamic Philosophy as the Foundation of Modern Education: A Systematic Review Muryanti, Tri; Sulastri, Sulastri; Lestari, Dian; Atnelie, Mike; Lelaini, Lelaini
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1344

Abstract

Modern education is often dominated by pragmatic and secular approaches that emphasize technological progress and efficiency, while tending to neglect spiritual and ethical dimensions. Islamic philosophy, with its holistic view of humankind, knowledge, and the purpose of life, offers a normative and epistemological foundation that can integrate intellectual, moral, and spiritual aspects into contemporary education. This study conducted a Systematic Literature Review (SLR) to identify and analyze key themes in the discourse of educational philosophy in Indonesia. This study searched international and national indexed databases such as Scopus, Google Scholar, ERIC, and DOAJ, and selected 15 scientific articles published between 2020 and 2024. Using the PRISMA 2020 protocol, the analysis shows that Islamic philosophy makes a significant contribution to modern education through three aspects: (1) the integration of revelation and reason as the epistemological basis of education; (2) the formation of character and morals as a pedagogical orientation; and (3) the balance between worldly and hereafter knowledge in the curriculum. These findings affirm the role of Islamic philosophy as a foundation for modern education, capable of bridging knowledge and values, and shaping intelligent, moral, and civilized individuals. Further empirical research is needed to evaluate the implementation of these principles in curricula and educational practices in the digital age.
Integrating Total Quality Management into National Education Quality Assurance: A Conceptual Analysis of the Indonesian SPMP Luthfiani, Luthfiani; Widiastuti, Widiastuti; Madhakomala, Madhakomala
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1349

Abstract

This study aimed to examine the integration of Total Quality Management (TQM) principles and models within the framework of the Indonesian National Education Quality Assurance System (SPMP). The research employed a literature review methodology, analyzing related regulations, theoretical frameworks, and documented implementation strategies pertaining to TQM and the SPMP. The analysis indicates that TQM, including the PDCAE model and principles like stakeholder involvement and a customer-centered approach, has been formally adopted into the SPMP in Indonesian schools. However, its implementation has not been optimal, hindered by constraints such as limited funding, inadequate resources, and an unsupportive operational environment. Consequently, TQM integration remains largely theoretical and has not yet solidified into a pervasive, practical quality culture within the school system. To move beyond theoretical adoption, education policymakers and school administrators must prioritize securing adequate resources, building institutional capacity, and fostering an organizational environment that actively supports the practical application of TQM principles to establish a sustained quality culture. This study provides a structured analysis of the specific challenges in translating TQM theory into practice within Indonesia’s national education quality assurance framework. It contributes by highlighting the commonality of this theory-practice gap in developing countries and by clearly identifying the systemic barriers financial, resource-based, and cultural that impede the full realization of a TQM-based quality culture in schools.
From Agrarian Ritual to Cultural Performance: The Social Representation and Educational Values of Kungkurung Music among the Dayak Meratus Najamudin, Muhammad; Sukmayadi, Yudi; Masunah, Juju; Karyono, Tri
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1354

Abstract

This study explores the transformation of Kungkurung music among the Dayak Meratus community in Piani Village, Tapin Regency, South Kalimantan, from its origin as an agrarian ritual toward a contemporary form of cultural performance. Employing a qualitative ethnographic approach, data were collected through participant observation, in-depth interviews, and documentation to reveal the symbolic, social, and pedagogical dimensions of Kungkurung. The findings demonstrate that Kungkurung functions as a medium of collective identity formation and ecological spirituality, reflecting Pierre Bourdieu’s concept of habitus and Merriam’s tripartite framework of music as concept, behavior, and sound. The shift from ritual to public performance exemplifies Jeff Todd Titon’s idea of “continuity in change,” indicating that the community’s adaptation preserves traditional meanings while embracing new socio-cultural contexts. Ethnopedagogically, Kungkurung embodies four educational values collectively, discipline, spirituality, and ecological harmony that sustain intergenerational transmission of cultural wisdom. The study concludes that Kungkurung represents not merely a musical expression but an evolving pedagogical system that integrates art, environment, and social cohesion, thus contributing to cultural sustainability and character education rooted in local wisdom.

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