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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 663 Documents
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Transformational Leadership, Organizational Culture, and Member Performance: The Mediating Role of Motivation Akbarurrijal, Arif; Hidayati, Nur; Nurhidayah, Nurhidayah
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1373

Abstract

This study examines the influence of transformational leadership and organizational culture on member performance, with motivation as a mediating variable. Using a quantitative approach, data were collected through questionnaires from 187 members of the Islamic Students Association (HMI) Malang Branch. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that organizational culture has a positive and significant influence on member performance and motivation. Transformational leadership has a positive and significant influence on member performance but does not have a significant influence on motivation. Motivation has a positive and significant influence on member performance. Furthermore, motivation mediates the relationship between organizational culture and member performance, but does not mediate the relationship between transformational leadership and member performance. These findings suggest that organizational culture and transformational leadership are important for improving member performance, but the role of motivation as a mediator is only confirmed for organizational culture in the context of voluntary and non-profit student organizations. This study contributes to the literature by clarifying the mediating role of motivation in the context of student organizations.
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): Journal of Social Work and Science Education
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.
Reconstructing Education through Progressivism: A Systematic Review of Recent Evidence Rostari, Tri Emelia; Sari, Tanti Permata; Elesti, Yesmi; Irzaleny, Meli; Sulastri, Sulastri
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1333

Abstract

This study aims to examine how the principles of progressivist educational philosophy are implemented in contemporary learning practices and to analyze their influence on the effectiveness of the teaching and learning process. The review addresses a clear research gap, namely the lack of recent systematic syntheses that critically examine progressivism-based learning within the context of modern educational challenges and empirical classroom practices. This study employs a Systematic Literature Review (SLR) method by analyzing peer-reviewed journal articles published between 2019 and 2024. Relevant studies were retrieved from reputable databases such as Google Scholar, Scopus, and ERIC, using predefined inclusion criteria (focus on progressivist learning, empirical or conceptual relevance to education) and exclusion criteria (non-educational focus, non-peer-reviewed sources, and incomplete data). The results indicate that progressivist approaches consistently enhance learning quality by fostering student activeness, creativity, critical thinking, and intrinsic motivation. The synthesis highlights the central role of teachers as facilitators and the effectiveness of experiential learning in connecting educational content with real-life contexts. The novelty of this study lies in its integrative synthesis of recent literature that positions progressivism not only as a philosophical foundation but also as a practical framework for addressing current educational demands. Practically, the findings imply that educators and policymakers can adopt progressivist principles to design more student-centered, adaptive, and future-oriented learning environments.
Enhancing the Pedagogical Competence of Prospective Arabic Teachers through the MBKM Teaching Assistance Program Khasanah, Zulaikha Nur; Madjid, Muh. Naim
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1336

Abstract

The low pedagogical competence of teachers continues to be a significant concern in Indonesian education, particularly in the context of Arabic language instruction. This study explores the role of the MBKM teaching assistance program in fostering pedagogical competence and Pedagogical Content Knowledge (PCK) among prospective Arabic teachers. Using a qualitative systematic literature review, this research examines relevant national and international studies published between 2020 and 2025 to understand how experiential learning in school settings supports teacher development. The results reveal that participation in the MBKM Teaching Assistance program contributes to the enhancement of instructional planning, classroom management, assessment skills, and reflective practices. In addition, the program supports the integration of pedagogical approaches with subject-specific knowledge, which is essential for addressing the structural and linguistic complexities of Arabic. Nevertheless, the success of the program is shaped by factors such as mentoring effectiveness, coordination between institutions, and the initial pedagogical preparedness of participants. This study concludes that the MBKM teaching assistance program offers a promising framework for strengthening pedagogical competence and PCK in Arabic teacher education, particularly when accompanied by systematic mentoring and continuous evaluation.
The Implementation of the Constructivist Paradigm in the Curriculum Merdeka: Strategies, Challenges, and Its Implications for 21st-Century Education Andani, Meri; Sari, Tanti Permata; Lestari, Dian; Muryanti, Tri; Sulastri, Sulastri
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1345

Abstract

This study aims to explore the implementation of the constructivist paradigm within Indonesia’s Curriculum Merdeka and its implications for developing 21st-century competencies. Employing a Systematic Literature Review (SLR) methodology, it synthesizes empirical and theoretical studies from major academic databases. The results confirm that constructivist principles student autonomy, experiential learning, collaboration, and reflection effectively cultivate critical thinking, creativity, and problem-solving skills. A key novelty is the explicit alignment of these principles with the local educational philosophy of Ki Hajar Dewantara, framing constructivism as a realization of ‘freedom to learn’ and holistic character development. However, significant implementation barriers are identified, including gaps in teacher pedagogical understanding, insufficient digital literacy, and inadequate systemic support. The primary practical implication is the urgent need for comprehensive teacher professional development, reformed assessment systems, and policy-practice alignment to enable meaningful constructivist learning. This study contributes a synthesized scholarly perspective that bridges global constructivist theory with Indonesia’s specific curricular reform and cultural context, offering evidence-based guidance for sustainable educational transformation.
The Role of Educational Philosophy in Student Character Formation for The Digital Age: A Systematic Literature Review Susanti, Yeni; Sylvianica, Devi
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1346

Abstract

The accelerating integration of digital technologies in education has reshaped learning environments while introducing complex challenges related to ethics, social behavior, and student character development. This study systematically examines how educational philosophy informs and supports character formation in the digital age. Employing a Systematic Literature Review (SLR) approach, 17 peer-reviewed studies published between 2020 and 2024 were identified through Scopus, screened using PRISMA procedures, and analyzed through thematic synthesis. The review identifies three major themes: (1) Foundational philosophical perspectives particularly perennialism, essentialism, and virtue ethics remain central in cultivating enduring moral values, discipline, and integrity; (2) Progressive and constructivist approaches offer dynamic pathways for fostering ethical reasoning, socio-emotional skills, multicultural understanding, and collaborative digital citizenship through dialogic and inquiry based learning; and (3) a persistent digital-philosophical gap, wherein rapid technological adoption in schools is not yet accompanied by adequate philosophical grounding, teacher preparedness, or ethical digital frameworks. The study contributes a synthesized conceptual lens linking philosophy, character education, and digital learning, demonstrating that effective digital moral formation requires harmonizing classical virtues with reflective, technologically responsive pedagogies. This review urges policymakers and educators to embed philosophical literacy and ethical reasoning into digital education reforms, teacher professional development, and curriculum design. Future research should empirically validate integrated philosophical-digital character models across diverse educational contexts.
Enhancing Learning Interest in Mathematics: Integrating Problem-Based Learning with a Kinesthetic Game and Music Cahyani, Desy; Nevrita, Nevrita; Abdulhajar, Encik; Kurmalasari, Tety
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1355

Abstract

This study was motivated by the low level of learning interest in mathematics among tenth-grade students and aimed to analyze the effect of integrating Problem-Based Learning (PBL) with the kinesthetic game Walking Marker, accompanied by music, on students’ interest in learning mathematics. The research employed a quasi-experimental design with a non-equivalent control group design. The participants consisted of 64 tenth-grade students from SMA Negeri 1 Bintan Timur, who were divided into an experimental group (n = 32) and a control group (n = 32). The experimental group received PBL instruction integrated with a kinesthetic game and music, while the control group was taught using conventional PBL. Students’ learning interest was measured using a validated learning interest questionnaire administered before and after the intervention. Data analysis included tests of normality, homogeneity, and an independent samples t-test. The results indicated that integrating the Problem-Based Learning (PBL) model with the kinesthetic game Walking Marker, accompanied by music, significantly enhanced students’ interest in learning mathematics. This finding was supported by the results of the independent samples t-test, which revealed a significant difference between the experimental and control groups, t(62) = 9.920, p < .001, with a mean difference of 11.03 points and a large effect size (Cohen’s d = 1.18). This study offers novelty through the integration of PBL, a kinesthetic game, and music as an effective multimodal approach to increasing students’ interest in learning mathematics and provides practical implications for teachers in designing more engaging and meaningful learning experiences. Furthermore, this study contributes empirical evidence regarding the effectiveness and magnitude of the impact of a multimodal PBL approach on students’ learning interest in mathematics education.
The Influence of Product Quality, Packaging, and Brand Image on Purchase Decisions: The Mediating Role of Perceived Value in MSME Bakery Context Wijaya, Ababil Karhoma; Wahyudi, Handri Dian; Siswanto, Ely; Munir, Misbahul; Yusof, Murni Binti
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1357

Abstract

Micro-small-medium enterprises (MSMEs) in the food sector often struggle to compete with established brands. This study examines how product quality, brand image, and packaging influence purchase decisions, with perceived value as a mediator, in the context of MSME bakery in Indonesia. Data from 100 consumers were analyzed using PLS-SEM in quantitative method. The results indicate that product quality, product packaging, and perceived value significantly and positively affect purchase decisions. Product quality and product packaging also exert significant effects on perceived value, whereas brand image does not. Mediation analysis reveals that perceived value mediates the relationship between product quality and purchase decision, as well as between product packaging and purchase decision, but not between brand image and purchase decision. These findings indicate that consumers prioritize tangible cues, such as product quality and packaging design over symbolic brand associations when evaluating bread MSME products. The study concludes that improving product quality and packaging is crucial for enhancing perceived value and driving purchasing behavior, while brand development remains a long-term strategic goal. Future research should involve multiple MSMEs and additional constructs such as customer satisfaction, brand trust, and price fairness to expand generalizability within Indonesia’s food industry context.
The Developing Discourse of Educational Philosophy in Indonesia 2020-2024: Systematic Literature Review Anggraini, Gusti; Sulastri, Sulastri
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1360

Abstract

This study highlights the state of research in the philosophy of education in Indonesia during the 2020–2024 period through a Systematic Literature Review (SRB) using the PRISMA framework. The analysis process included the identification, screening, and synthesis of primary literature from various major databases, such as Google Scholar, DOAJ, and Garuda, to obtain a comprehensive overview of the trends, themes, and evolution of contemporary educational philosophy discourse. The review results indicate that key thematic clusters include the revitalization of local thinkers, responses to the digital era, and character education, which have become dominant focuses in current research developments. Indonesian educational philosophy discourse is typically value-oriented and contextual, emphasizing the integration of Pancasila values, local wisdom, and social ethics into educational practice. However, significant gaps remain, such as the lack of analysis based on student age levels. The limited representation of Western philosophical schools and the fragmented research landscape, which has not yet comprehensively mapped the relationships between themes, underscore the need for more systematic, holistic, and multidimensional research to support the development of educational theory, practice, and policy that adapts to global challenges, digital transformation, and the need to develop an intelligent, critical, and character-driven generation. Therefore, this research not only contributes to the literature mapping but also serves as a foundation for innovative strategies in education in Indonesia.
The Synergistic Effect of Academic Supervision and Principal Motivation on Teacher Performance: Evidence from Public High Schools in Indonesia Harlena, Deti; Putra, Alhadi Yan; Nurlina, Nurlina
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1369

Abstract

Teacher performance gaps remain a persistent challenge in improving educational quality, influenced by the effectiveness of academic supervision and principals’ motivational leadership. This study examines the extent to which these two factors contribute to the performance of public senior high school teachers in Banyuasin Regency. Employing a quantitative approach with a correlational design, the research involved 126 teachers selected through random sampling. The measurement instruments demonstrated adequate construct validity (AVE > 0.50) and reliability (Cronbach’s Alpha > 0.70). Multiple linear regression analysis revealed that academic supervision (β = 0.261; p = 0.003) and principal motivation (β = 0.373; p < 0.001) exert significant positive effects on teacher performance, both individually and jointly (F = 11.222; p < 0.001), yielding an R² value of 0.154. These findings underscore the relevance of Self-Determination Theory in explaining how leadership support fulfills teachers’ psychological needs. Practically, the results highlight the importance of strengthening coaching-based supervision and motivational strategies to foster a more supportive professional environment and promote continuous performance improvement.

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