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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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Principal’s Strategies in Implementing Digital Literacy Valeves, Rana Arisma; Widayatsih, Tri; Mahasir, Mahasir
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.v7i3.1517

Abstract

This study aims to analyze the principal’s strategies in implementing digital literacy at SMK Negeri 1 Sekayu, Indonesia, focusing on planning, implementation, and supervision, as well as associated challenges and solutions. Employing a qualitative descriptive approach, data were collected through observation, in-depth interviews, and documentation involving the principal, vice principals, teachers, and educational staff. Data analysis followed an interactive model of reduction, display, and conclusion drawing. The findings reveal a multi-stage strategy. Planning involved integrating digital literacy into the curriculum and annual programs, developing technology-based instructional tools, and providing supporting facilities. Implementation centered on encouraging digital learning platforms, conducting professional development workshops to enhance teachers’ digital competencies, and promoting project-based learning with digital technology. Supervision was executed through regular monitoring and evaluation of classroom practices. Key challenges identified include suboptimal platform use, varying teacher digital competence, and infrastructure limitations. Solutions implemented involve strengthening teacher capacity through continuous training and optimizing available technological resources. The novelty of this study lies in its specific examination of leadership strategies for digital literacy within a vocational high school context in Indonesia, offering insights into the principal’s role as a central driver. Practically, the findings provide a strategic framework for school leaders in similar contexts to navigate digital integration. This study contributes to educational leadership literature by demonstrating that effective digital literacy implementation requires coherent, multi-level strategies from planning through to supervision, coupled with targeted solutions to address persistent challenges.
Digital Learning Management as a Catalyst for Quality Education Sesma, Asiah Ratu; Lian, Bukman; Putra, Muhammad Juliansyah
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.v7i3.1518

Abstract

This study aims to analyze the implementation of digital learning management specifically its planning, implementation, and evaluation in improving learning quality at MAN 3 Palembang. Employing a qualitative approach with a case study design, the research involved subjects including the head of the madrasah, curriculum vice principal, teachers, IT operators, students, supervisors, and parents. Data were collected through in-depth interviews, participatory observation, and documentation studies, analyzed using an interactive model with triangulation for validity. The findings reveal that digital learning management has been implemented systematically. Planning involves digital-based lesson design and strengthening teachers' digital competencies, supported by adequate infrastructure. Implementation utilizes Learning Management Systems (LMS), Google Classroom, interactive digital media, and technology-based assessments. Evaluation comprises formative and summative assessments, serving as a foundation for continuous improvement. The novelty of this study lies in its comprehensive, multi-stakeholder perspective on digital learning management within an Indonesian madrasah context, moving beyond mere technological availability to examine holistic management processes. Practically, it provides a replicable framework for educational institutions seeking to enhance learning quality through structured digital integration. The study contributes to educational management literature by offering empirical evidence that systematic digital learning management encompassing planning, implementation, and evaluation positively impacts learning quality in secondary Islamic education settings.
The Influence of Student Discipline and Learning Facilities on the Motivation of State Elementary School Teachers Alfiansyah, Alfiansyah; Arafat, Yasir; Furkan, Nuril
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.v7i3.1519

Abstract

This study aims to identify and describe the combined influence of student discipline and learning facilities on teachers’ motivation in public elementary schools in Sako District, Palembang, Indonesia. Employing a descriptive quantitative method, the research was conducted across 10 schools over six months (June-November 2025). The population comprised 225 teachers (civil servants, contract, and honorary staff), with a sample of 69 respondents determined through appropriate calculations. Data collection utilized questionnaires, observations, and documentation, while analysis involved normality, linearity, and multicollinearity tests, alongside simple and multiple correlation analysis, regression analysis, t-tests, and F-tests. The findings reveal a significant combined influence of student discipline and learning facilities on teacher motivation. Notably, the magnitude of this combined influence contributes 99.2% to teachers’ motivation, indicating an exceptionally strong predictive relationship. The novelty of this study lies in its quantitative demonstration of the near-total combined effect of these two specific school environment factors on teacher motivation within the Indonesian elementary school context, moving beyond isolated examinations of each variable. Practically, these findings underscore for school administrators and policymakers the critical importance of simultaneously fostering student discipline and improving learning facilities as dual strategies to enhance teacher motivation. This study contributes to educational management literature by providing robust empirical evidence on the synergistic impact of student behavior and physical resources on teacher morale, highlighting their interdependence in shaping a motivating work environment.

Page 67 of 67 | Total Record : 663

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