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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 663 Documents
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The Influence of Infrastructure Management and Teacher Performance on School Quality Fitriani, Wiwin; Rohana, Rohana; Lestari, Neta Dian
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.v7i2.1457

Abstract

This study aims to analyze the influence of infrastructure management and teacher performance on school quality in State Junior High Schools within Tebing Tinggi District, examining both partial and simultaneous effects. Employing a quantitative ex post facto method, data were collected via questionnaires and documentation from a sample of 134 teachers and analyzed using SPSS. The results confirm that both infrastructure management and teacher performance individually have a significant positive influence on school quality. Critically, their combined effect demonstrates a statistically stronger, synergistic impact. The novelty of this research lies in its integrated investigation of tangible resource management and human resource effectiveness within a specific district context, highlighting their interdependence as pillars of institutional quality. A key practical implication is that school administrators and district policymakers must adopt holistic improvement strategies that concurrently optimize facility utilization and support teacher development initiatives. This study contributes to educational management theory by providing empirical evidence that sustainable school quality is best achieved through a dual-focused approach, effectively bridging operational management with pedagogical excellence.
Smartphone and Learning: Time Management as a Key Mediator of Negative Effects in High School Students Situmorang, Efi Yanita; Connie, Connie; Kristiawan, Muhammad
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.v7i2.1458

Abstract

The smartphone represents a double-edged sword in education a gateway to infinite knowledge that paradoxically fragments the very attention required for deep learning. This study investigates the direct and indirect effects of smartphone usage intensity on learning effectiveness, with study time management as a mediating variable, among high school students in Bengkulu City, Indonesia. Employing a quantitative mediation design, data were gathered from 75 students (N=75) at Pelita Kasih High School through total sampling. Validated Likert-scale questionnaires assessed all constructs, and hypotheses were tested using Partial Least Squares Structural Equation Modeling (PLS-SEM) mediation analysis with bootstrapping (5,000 resamples) in SmartPLS 4.0. Descriptive analysis indicates moderate smartphone usage intensity, alongside high levels of study time management and learning effectiveness. Path analysis reveals that smartphone usage intensity negatively affects learning effectiveness directly (β = -0.337, p < 0.05) and strongly diminishes study time management (β = -0.689, p < 0.001), which positively predicts learning effectiveness (β = 0.520, p < 0.01). The indirect effect (β = -0.358) compounds into a substantial total effect (β = -0.695). With a Variance Accounted For (VAF) of 51.51%, study time management partially mediates this relationship, revealing that over half of smartphone’s detrimental influence operates through disrupted time management. The model explains 62.4% of learning effectiveness variance. These results establish time management as a pivotal buffer against smartphone-induced academic disruption. Practically, this study recommends that schools design comprehensive intervention frameworks integrating digital literacy education with structured time management training, thereby transforming smartphone use from a liability into an educational asset.
Stress Management in Improving Teachers’ Commitment to School Ardiansyah, Ardiansyah; Syukri, Ahmad; Idarianti, Idarianti
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.v7i2.1470

Abstract

This research aims to formulate a theory of stress management in enhancing teachers’ commitment to the school at SMA Negeri 12 Bungo. The background of the study is the low level of teachers’ commitment to the school, which is assumed to be influenced by high levels of stress. The objectives of this research are: (1) to analyze stress management, (2) to analyze school commitment, (3) to reveal how stress management can enhance teachers’ commitment to the school, (4) to identify factors influencing stress management in improving teachers’ commitment to the school, and (5) to formulate a stress management theory as an effort to strengthen teachers’ commitment to the school at SMA Negeri 12 Bungo. The research method used is phenomenology with a qualitative descriptive approach, aiming to explore teachers’ and staff’s subjective experiences in managing stress and their commitment to the school. Data were collected through in-depth interviews, observation, and document analysis to gain a deeper understanding of the interaction between stress management and school commitment. The results show that teachers’ stress management at SMA Negeri 12 Bungo still faces challenges related to workload, support, and recognition. Teachers’ commitment is generally good, especially affective commitment, but still requires reinforcement in terms of sustainability. Stress management significantly contributes to enhancing commitment through coping strategies, social support, and work–life balance. The study formulates a stress management theory based on psychological balance, institutional support, and spiritual values as a framework to strengthen teachers’ commitment.
The Effect of PPPK Teacher Placement on Teacher Effectiveness and Motivation Insyarikaduana, Insyarikaduana; Lian, Bukman; Putra, Muhammad Juliansyah
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.v7i2.1471

Abstract

This study aims to analyze the influence of Government Contract (PPPK) teacher placement on the effectiveness and motivation of high school teachers in Tulung Selapan District. Employing a quantitative correlational approach, data were collected via questionnaires, observation, and documentation from a sample of 58 PPPK teachers and analyzed using multivariate linear regression and MANOVA. The key result is that placement location has no statistically significant effect on either teacher effectiveness (R²=0.004, p=0.637) or motivation (R²=0.001, p=0.778), as confirmed by MANOVA (Sig.=0.843). The novelty of this research lies in its counterintuitive findings, which challenge the common policy assumption that strategic placement is a primary driver of teacher performance within the Indonesian PPPK system. A major practical implication is that educational authorities should reallocate focus and resources from placement logistics toward strengthening teacher competence, professional development, and supportive school environments. This study contributes evidence-based insight to human resource management in education, suggesting that intrinsic factors and professional capacity are more critical for sustaining high teacher effectiveness and motivation than geographic or institutional assignment.
The Influence of Transformative Leadership and Adversity Quotient on Teacher Performance Mandiri, Sedio; Wardiah, Dessy; Rahman, Andi
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.v7i2.1472

Abstract

This study aims to analyze the influence of transformational leadership and adversity quotient (AQ) on teacher performance at Sekolah Mandiri Yayasan Jiwa Mandiri Utama Palembang. Employing a quantitative survey method, data were collected via questionnaires, observation, and documentation from all 80 teachers (saturated sample) and analyzed using descriptive statistics, t-tests, F-tests, and coefficient of determination. The results confirm that both transformational leadership and AQ individually have a significant positive effect on teacher performance. Moreover, these factors together exert a significant simultaneous influence, accounting for 35.3% of the variance in performance. The novelty of this research lies in its integration of psychological resilience (AQ) with leadership theory within a private school context in Indonesia, highlighting their combined role in enhancing educator efficacy. A key practical implication is the need for institutional policies that concurrently develop school leaders’ transformational capabilities and foster teachers’ resilience through targeted training and support systems. The study contributes to the field of educational management by demonstrating that teacher performance is optimally strengthened through dual-focused strategies that address both inspirational leadership and individual psychological capacity to overcome challenges.
Preventing Bullying in Schools: A Case Study of Restorative Justice Implementation and Counseling Service Management Delisi, Ferna; Danim, Sudarwan; Kristiawan, Muhammad
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.v7i2.1475

Abstract

This study examines efforts to prevent bullying cases in junior high schools through the implementation of restorative justice approaches and guidance and counseling (GC) service management. The aim is to investigate the factors causing bullying, the effectiveness of GC service management, the applicability of restorative justice, and challenges faced by schools in preventing bullying. Using a qualitative case study method, data were collected from SMP Negeri 1 Kepahiang, Indonesia, through open-ended questionnaires, observations, and document analysis involving principals, GC teachers, students, and parents. Results revealed that bullying stems from both internal factors (personality, emotional intelligence) and external factors (family environment, peer pressure, social media influence). The GC service management system effectively implements preventive services through classroom guidance and responsive services through individual counseling and mediation. Restorative justice successfully resolves verbal, social, and minor cyberbullying cases by fostering dialogue and reconciliation between perpetrators and victims. However, severe physical bullying, sexual harassment, and severe cyberbullying require legal intervention beyond restorative approaches. The novelty of this research lies in examining the integration of restorative justice within Indonesian school counseling systems. Practical implications suggest that schools should strengthen anti-bullying policies, enhance GC teacher competencies, establish safe reporting mechanisms, and develop clear standard operating procedures distinguishing cases suitable for restorative justice from those requiring legal action. This study contributes to educational administration literature by providing empirical evidence on holistic bullying prevention strategies in the Indonesian context.
The Effect of Principal’s Transformational Leadership and Teacher Self-Efficacy on Student’s Achievement Megawati, Silvia; Danim, Sudarwan; Kristiawan, Muhammad
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.v7i2.1476

Abstract

This study aims to analyze the effect of principals’ transformational leadership and teachers’ self-efficacy on students’ academic achievement at SD Pelita Kasih Curup. This research employed a quantitative approach with a descriptive correlational design. The research population consisted of the principal, teachers, and students of SD Pelita Kasih Curup, while samples were selected using simple random sampling. Data were collected through questionnaires, observations, and documentation, and analyzed using descriptive and inferential statistical techniques. The results indicate that: (1) principals’ transformational leadership has a positive and significant effect on students’ academic achievement; (2) teachers’ self-efficacy has a positive and significant effect on students’ academic achievement; (3) principals’ transformational leadership has a positive and significant effect on teachers’ self-efficacy; and (4) principals’ transformational leadership and teachers’ self-efficacy simultaneously have a positive and significant effect on students’ academic achievement. These findings suggest that inspirational and supportive school leadership enhances teachers’ confidence in performing instructional tasks, which ultimately contributes to improved student achievement. Therefore, school principals are encouraged to consistently implement transformational leadership practices, while teachers are expected to continuously develop their self-efficacy to improve the quality of learning.
Improving the Ability to Write Procedural Texts Using the ARIAS Learning Model with Pop-Up Book Media Anggraini, Ratih Tria; Wardiah, Dessy; Ali, Muhammad
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.v7i2.1479

Abstract

This study aimed to enhance fifth-grade students’ procedural text writing skills at SD Negeri 11 Talang Kelapa by integrating the ARIAS learning model with Pop-Up Book media, addressing issues of low motivation and poor textual organization. Employing classroom action research across two cycles (each involving planning, action, observation, reflection), data were gathered via observation and written tests. Analysis utilized both quantitative and qualitative techniques. Significant improvement was observed. Mastery learning increased from 42.86% (pre-action) to 64.28% (Cycle I) and 89.29% (Cycle II). Students exhibited heightened motivation, engagement, and a better grasp of procedural text structure. The research innovatively combines the structured ARIAS motivational framework with interactive, three-dimensional Pop-Up Book media to teach procedural writing. This integrated approach provides teachers with an effective, replicable strategy for improving writing instruction and student engagement in elementary classrooms. The study confirms the efficacy of the ARIAS-Pop-Up Book synergy, offering a validated model for enhancing both the cognitive and affective dimensions of procedural writing skills.
The Influence of Empowering Leadership and Adversity Quotient on Teacher Performance in Public Elementary Schools Thoibah, Thoibah; Wardiah, Dessy; Rahman, Andi
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.v7i2.1480

Abstract

This study aims to analyze the influence of empowering leadership and adversity quotient (AQ) on teacher performance in public elementary schools, addressing persistent performance variations. The research employs a quantitative, correlational design. Data were collected from 95 teachers, selected via proportional random sampling from a population of 123, using validated and reliable instruments. Analysis was conducted using simple and multiple linear regression to test partial and simultaneous effects. The results confirm that both factors significantly enhance performance. Empowering leadership has a positive, significant effect (regression coefficient: 0.386), explaining 16.6% of variance. AQ also shows a positive, significant influence (coefficient: 0.321), contributing 10.3%. Together, they account for 30.6% of performance variance (F-value: 20.138), demonstrating a substantial combined impact. The novelty lies in concurrently investigating the synergy between a specific leadership style (empowering) and a psychological resilience construct AQ within an Indonesian elementary school context. A key practical implication is that school administrators should implement leadership training focused on empowerment while fostering programs to build teacher resilience, as their combination optimally boosts performance. The study contributes an empirically validated model highlighting that both external leadership support and internal psychological capacity are critical, interdependent levers for improving educational outcomes.
Implementation of the MBG Program in Synergizing School Health Efforts at SD Mandiri Palembang Mustika, Mega; Harapan, Edi; Nurlina, Nurlina
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.v7i2.1481

Abstract

This study aims to describe the implementation of the Free Nutritious Meal Program (MBG) and its operational synergy with the School Health Program (UKS) at SD Mandiri Palembang, focusing on planning, execution, supervision, and follow-up, while identifying constraints and solutions. Employing a qualitative approach, data were collected through interviews, observations, and documentation. The results show that structured planning based on nutritional mapping and multi-stakeholder coordination enables effective implementation, featuring regular meal distribution and integrated nutrition education. Continuous supervision, including hygiene monitoring and nutritional status checks, strengthens the MBG-UKS synergy. Follow-up actions adapt menus and improve coordination to address challenges such as varying student appetite. The novelty lies in empirically illustrating how a feeding program can be systematically integrated into a school health framework within a specific Indonesian context. A key practical implication is the provision of a replicable implementation model for other schools seeking to link nutrition and health services. The study contributes a detailed qualitative case study to the field of school health management, demonstrating that structured processes and cross-program collaboration are essential for sustaining integrated student well-being initiatives.

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