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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 Moral Values and Personalities of the Characters in the Film Budi Pekerti Directed by Wregas Bhanuteja Margareta, Thalia; Rukiyah, Siti; Effendi, Darwin
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i3.1494

Abstract

This study aims to describe the forms of moral values and to analyze the character personalities portrayed in Wregas Bhanuteja’s film Budi Pekerti (2023) through the lens of Sigmund Freud’s psychoanalytic theory. Employing a descriptive qualitative method, data were collected through documentation, observation, and note-taking. Data validity was ensured via triangulation, and analysis focused on identifying moral constructs and Freudian personality structures. The analysis identified five forms of moral values concerning relationships with oneself, others, society, nature, and God. Furthermore, 31 instances of Freudian personality structures were quantified: the Id (10 instances), the Ego (25 instances), and the Superego (6 instances), revealing the dynamic internal conflicts driving the characters. This research offers a novel psychoanalytic excavation of a contemporary Indonesian film, applying Freud’s tripartite model to quantify and interpret the manifestation of personality structures within a modern cinematic narrative. The study provides a framework for educators and media analysts to systematically deconstruct moral messaging and psychological depth in films, using them as tools for character education and media literacy. It contributes to the field of cultural studies by demonstrating the applicability of classical psychological theory to modern media, enriching the understanding of character construction and moral discourse in Indonesian cinema.
Social Values and Character Education in the Novel Rasa by Tere Liye Dellasari, Dessy; Fitriani, Yessi; Ali, Muhammad
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i3.1497

Abstract

This study aims to identify and analyze the character education values and social values embedded in Tere Liye's novel Rasa. A descriptive qualitative approach was employed using content analysis techniques, focusing on character portrayal, storyline development, and interactions among characters within the novel. The analysis revealed diverse social values, including caring, helping others, compassion, social responsibility, honesty, and cooperation. Dominant character education values identified encompassed religious attitudes, discipline, independence, hard work, appreciation of achievement, social concern, honesty, and responsibility. Through characters such as Linda, Bunda, Kak Adit, and Joan Bam Punjabam, the narrative demonstrates how individual character formation is profoundly shaped by social environment and life experiences. The research provides a comprehensive dual-analysis framework that simultaneously examines both character education values and broader social values within a single contemporary literary work, offering integrated insights into their interconnection. The novel can serve as a valuable pedagogical resource for educators seeking to cultivate moral awareness and character development in students through literary engagement. This study affirms literature's educational function beyond entertainment, contributing to the fields of literary pedagogy and character education by demonstrating how narrative fiction can effectively transmit cultural and moral values to readers.
Spelling Compliance and Institutional Professionalism: A Sociolinguistic Analysis of Official Documents in Indonesian Local Government Huplan, Huplan; Fitriani, Yessi; Utami, Puspa Indah
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i3.1500

Abstract

This study examines compliance with the General Guidelines for Indonesian Spelling (PUEBI) in official documents from the Palembang City Education Office and analyzes the sociolinguistic implications of spelling errors for institutional professionalism. Using qualitative content analysis of 20 official documents (official letters, memos, circulars, and activity reports) and semi-structured interviews with document preparers, we identified 152 spelling violations across six error categories. Word writing errors (28%), non-standard loanwords (17%), and punctuation mistakes (15%) were most prevalent. Critically, we documented serious errors including misspelled city names ("Palembang"), date inconsistencies, and invalid employee identification numbers errors that fundamentally undermine document credibility. Sociolinguistic analysis reveals these errors reflect a weak culture of linguistic accuracy and inadequate internalization of standard language ideology within bureaucratic practice. The findings suggest that spelling non-compliance is not merely technical but signals institutional attitudes toward language as a marker of professionalism. We recommend targeted language training, development of internal style guides, and strengthened editing protocols to enhance both linguistic quality and institutional image.
Managing Integrative Holistic Early Childhood Education in Resource-Limited Contexts: A Case Study of a ‘Satu Atap’ Kindergarten in Indonesia Simanjuntak, Martha Lasniroha; Eddy, Syaiful; Fahmi, Muhammad
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i3.1501

Abstract

This case study examines the implementation of integrative holistic early childhood education (IH-ECE) management at a ‘Satu Atap’ kindergarten in suburban Indonesia, where limited resources and farming community characteristics create unique implementation challenges. Drawing on in-depth interviews with the principal and teachers, participatory observation, and document analysis, we analyze how the institution operationalizes the four management functions (planning, organizing, actuating, controlling) within the constraints of high teacher-student ratios (1:20), dual educator roles, and limited technology. Findings reveal that despite resource limitations, the institution demonstrates best practices including child-centered planning, center-based environmental organization, and continuous supervision through reflective practice. However, implementation gaps exist between principal and teacher perspectives, and external stakeholder involvement in evaluation remains limited. Through SWOT analysis, we identify six priority strategies: human resource capacity strengthening, resource optimization, technology utilization, partnership strengthening, monitoring and evaluation system development, and learning organization cultivation. The study contributes to understanding how IH-ECE principles translate into practice in resource-constrained settings and offers implications for policy and practice in similar contexts across the Global South.
Local Wisdom as a Pedagogical Foundation: Developing Information Literacy Materials for 21st Century Skills in South Sumatra Sumarlin, Iwan; Rukiyah, Siti; Effendi, Darwin
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i3.1503

Abstract

This study aims to develop information literacy teaching materials based on South Sumatra’s local wisdom that are valid, practical, and effective in enhancing junior high school students’ 21st century skills specifically critical thinking, creativity, communication, and collaboration. A Research and Development (R&D) approach was employed using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The subjects were eighth-grade students at SMP Negeri 1 Tanjung Lubuk. Data were collected through expert validation sheets, teacher and student response questionnaires, observation sheets, and learning outcome tests. Expert validation by material, media, and language specialists confirmed the teaching materials as highly valid. Practicality testing yielded very positive responses from both teachers and students. Effectiveness evaluation, based on improved learning outcomes and 21st century skills assessment, demonstrated effective to highly effective categories. The research innovatively integrates indigenous South Sumatra local wisdom into information literacy instruction, creating culturally responsive pedagogy that simultaneously develops essential 21st century competencies. The validated teaching materials provide educators with ready-to-use, contextually relevant resources for cultivating information literacy while preserving and transmitting regional cultural heritage. This study contributes a replicable development model demonstrating how local wisdom can be systematically embedded within modern competency-based curricula, bridging cultural preservation with future-ready skill development.
Improving Students’ Procedural Text Writing Skills Through Project-Based Learning Sulkiman, Sulkiman; Fitriani, Yessi; Utami, Puspa Indah
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i3.1504

Abstract

This study aims to improve the procedural text writing ability of fifth-grade students at SDN 3 Banyuasin II through the implementation of the Project Based Learning (PjBL) model. Classroom Action Research (CAR) was conducted over multiple cycles, each comprising planning, action implementation, observation, and reflection. Subjects were 25 fifth-grade students in the 2025/2026 academic year. Data were collected through observation and written tests, using student activity observation sheets and a procedural text writing rubric assessing title, objectives, tools/materials, and steps. Analysis employed descriptive quantitative and qualitative techniques. The PjBL model proved highly effective in improving writing abilities. Student learning completion increased dramatically from 16% at initial condition to 88% at the final cycle, surpassing the established Learning Objective Achievement Criteria (KKTP). This significant improvement demonstrates that project-based learning enhances both student engagement and the quality of procedural text composition. The research provides empirical validation of PjBL’s effectiveness specifically for procedural text writing at the elementary level, a genre requiring sequential, practical skill demonstration. Teachers can adopt the PjBL model as a proven strategy for developing structured writing competencies, with the observed assessment rubric serving as a practical evaluation tool. The study contributes classroom-based evidence supporting project-based approaches for foundational literacy development, demonstrating how active, collaborative learning can transform writing instruction outcomes.
Navigating Diversity Through Homogeneity: A Comparative Study of Multicultural Value Implementation in Islamic and Christian Education at an Indonesian Junior High School Silaen, Irma Sulistia; Salminawati, Salminawati; Dahlan, Zaini
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i3.1507

Abstract

This study aims to analyze the implementation of multicultural values ​​in Islamic Religious Education and Christian Religious Education learning at SMP Negeri 2, Kualuh Selatan District. This study uses a qualitative approach with a descriptive case study method to gain a deep understanding of how multicultural values ​​are integrated into religious learning in a school environment with diverse religious backgrounds. Data collection techniques were carried out through observation, in-depth interviews with the principal, Islamic Religious Education teachers, Christian Religious Education teachers, and students, and supported by documentation studies. Data analysis used the interactive analysis model of Miles and Huberman which includes data reduction, data presentation, and conclusion drawing, while data validity was guaranteed through source triangulation and method triangulation. The results of the study indicate that religious teachers at SMP Negeri 2, Kualuh Selatan District have a good understanding of multicultural values ​​based on their respective theological perspectives. Islamic Religious Education teachers understand multicultural values ​​as a form of tolerance based on the teachings of the Qur’an and Islamic values, while Christian Religious Education teachers emphasize the value of universal love in Christian teachings as the basis for respect for fellow human beings. The implementation of multicultural values ​​in religious education is carried out through various strategies, such as collaborative learning, interactive discussions, the use of diverse learning media, religious literacy programs, and worship practices that emphasize mutual respect among students of different religions. This study concludes that religious education can be a strategic tool for instilling multicultural values ​​and strengthening tolerance among students in a pluralistic school environment.
Phenomenological Study: The Role of Literacy Activities in Developing Reading Interest Mustopa, Mustopa; Fitriani, Yessi; Utami, Puspa Indah
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i3.1510

Abstract

This study aims to explore students’ experiences in literacy activities, analyze perceptions and factors influencing reading interest, and examine the role of literacy activities in fostering sustainable reading engagement. Employing a qualitative research design with a phenomenological approach, data were collected through structured interviews, participant observation, and secondary documentation, and analyzed using Miles and Huberman’s interactive model. The findings reveal that effective literacy implementation depends on four interrelated pillars: teacher creativity, principal support, family involvement, and technology adaptation. Results further indicate that consistent innovation in literacy activities significantly enhances students’ intrinsic motivation, while cross-sector collaboration effectively addresses resource limitations and access disparities, enabling the sustainable development of a contextualized reading culture. The novelty of this study lies in its holistic identification of multi-actor collaboration and technology integration as fundamental, rather than peripheral, to literacy success. Practically, the findings equip educators and policymakers with evidence-based strategies for designing inclusive, adaptive literacy programs that transcend conventional classroom boundaries. The study contributes a comprehensive framework for understanding how systemic support structures and contextual adaptations collectively foster enduring reading interest in diverse educational settings.
Elementary School Learning Management Using a Central Approach Lestari, Ayu Meiva Agung; Widayatsih, Tri; Suherman, Suherman
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe the management, implementation, and supporting and inhibiting factors of the center learning model at SD Negeri 1 Pematang Panggang, Indonesia, during the 2025/2026 academic year. A qualitative approach with a descriptive method was employed, utilizing interviews, observation, and documentation to gather data from 15 teacher respondents implementing the center model. The findings reveal three key aspects. First, the management of learning centers encompasses comprehensive planning, organizing, actuating, and controlling processes, both internally and externally. Second, the implementation is structured around four distinct centers preparation, nature, blocks and creativity, and acting and physical exercise rotated from Monday to Thursday, with Fridays dedicated to thematic culmination activities. Third, evaluation is conducted in a staged manner, including daily, weekly, mid-semester, and end-of-semester assessments to monitor student progress and report to parents. The novelty of this study lies in its detailed documentation of a complete, phased management system for center-based learning within a specific Indonesian primary school context. Practically, these findings offer a replicable framework for other schools seeking to adopt or refine similar pedagogical models. The study contributes to educational literature by providing empirical evidence on the operational dynamics of center learning, demonstrating how structured management, diverse center types, and systematic evaluation collectively enhance the implementation of this approach in primary education.
Children’s Emotional Development and Its Impact on the Teaching and Learning Process Carsim, Carsim; Nurkhosidah, Nurkhosidah; Widiastuti, Risna; Marhamah, Siti
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i3.1514

Abstract

This study investigates children’s emotional development and its impact on the teaching and learning process at SD Negeri 11 Selat Penuguan. Employing a qualitative approach with descriptive methods, data were collected through observation, teacher interviews, and documentation from students and class teachers at the school. The findings reveal a varied landscape of emotional development among students. Those with well-managed emotions demonstrating anger control, acceptance of reprimands, and collaborative skills exhibited higher activity, confidence, focus, and motivation in class. Conversely, students struggling with emotional management showed poor concentration, irritability, low self-confidence, and difficulty comprehending material. A key finding highlights the teacher’s pivotal role in fostering emotional growth through empathetic approaches, motivation, and a supportive classroom environment. The novelty of this study lies in its contextualized, qualitative insights into the specific interplay between emotional maturity and classroom dynamics within this Indonesian primary school setting. Practically, it underscores the need for teacher training focused on socio-emotional support strategies to enhance learning effectiveness. This study contributes to the field by reinforcing that emotional development is not separate from academic success but is a foundational component of an effective primary education.

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