cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Kristiawan
Contact Email
muhammadkristiawan@unib.ac.id
Phone
+6282180914441
Journal Mail Official
jswsekarinosseff@gmail.com
Editorial Address
Jl. WR. Supratman, Pematang Gubernur, Muara Bangkahulu, Kota Bengkulu
Location
Kota bengkulu,
Bengkulu
INDONESIA
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 705 Documents
 67   68   69   70   71 
Teachers’ Professional Competence, School Climate, and Student Achievement: A Quantitative Study of Indonesian Public Senior High Schools Yusnita Yusnita; Tri Widayatsih; Muhammad Fahmi
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 examines the effect of teacher professional competence and school climate on student achievement in public senior high schools. A quantitative, cross-sectional survey design was employed with a sample of 152 respondents (100 students and 52 teachers) selected through proportionate stratified random sampling from three public senior high schools in Sungai Lilin District, South Sumatra, Indonesia. Data were collected using validated questionnaires (90 items, 5-point Likert scale) and analyzed using simple and multiple linear regression. Findings indicate that: (1) teacher professional competence has a significant positive effect on student achievement (β = 0.569, p < 0.001); (2) school climate also significantly affects student achievement (β = 0.219, p < 0.001); and (3) jointly, both variables explain 56.4% of the variance in student achievement (F = 34.015, p < 0.001, R² = 0.564). These results underscore the importance of investing in teacher professional development and fostering a positive school climate to enhance academic outcomes. However, the cross-sectional design precludes causal inference, and generalizability is limited to similar Indonesian rural-adjacent contexts. Future research should employ longitudinal designs and include objective achievement measures beyond self-reported perceptions.
Teachers’ Professional Competence and Student Character as Predictors of Academic Achievement in Indonesian Elementary Schools: A Quantitative Ex Post Facto Study Misnawati Misnawati; Tri Widayatsih; Muhammad Fahmi
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 examines the influence of teacher professional competence and student character on academic achievement in public elementary schools in Banyuasin District, Indonesia. A quantitative ex post facto design was employed, with 86 teachers selected via proportionate stratified random sampling. Data were collected using validated Likert-scale questionnaires, observation sheets, and report card documentation, then analyzed using multiple linear regression. Descriptive results indicated that teacher professional competence and student character were categorized as high, and student achievement was good, with all prerequisite tests (normality, linearity) satisfied. Partially, teacher professional competence significantly predicted student achievement (t = 102.32, p < 0.001), contributing 66.1%; student character also significantly predicted achievement (t = 101.61, p < 0.001), contributing 80%. Simultaneously, both variables explained 80% of the variance in student achievement (adjusted R² = 0.800, F = 4897.94, p < 0.001). The study concludes that teacher competence and student character function synergistically to enhance academic outcomes, with student character showing a slightly stronger predictive contribution. The novelty lies in empirically demonstrating the near-equal and substantial combined predictive power of both variables within the underexplored context of Indonesian public elementary schools, moving beyond isolated examinations of each factor. Practically, these findings suggest that schools should invest equally in professional development programs for teachers and character education initiatives for students to maximize academic achievement. This study contributes to educational psychology and school management literature by providing robust quantitative evidence that academic success is co-determined by instructional quality and student non-cognitive attributes, highlighting the need for integrated interventions addressing both domains simultaneously.
Between Development and Democracy: A Comparative Analysis of Neo-Developmentalism in Indonesia and Singapore Yusa Djuyandi; Luis Fiska Rahayu; Herry Soesanto
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.v7i3.1568

Abstract

This article provides a comparative analysis of developmentalism and neo-developmentalism in Indonesia and Singapore, two Southeast Asian states with divergent political systems but shared development aspirations. While Singapore is widely recognized as a model developmental state, Indonesia under President Joko Widodo has been characterized as adopting a neo-developmentalist approach. This study asks: what are the key preconditions for successful developmentalism, and what are its political implications in these two contexts? Using a qualitative, comparative case study design based on secondary sources, we find that Singapore’s success rests on prior, deep bureaucratic reforms including anti-corruption measures and meritocracy that enabled effective state intervention. In contrast, Indonesia’s neo-developmentalism prioritizes debureaucratization and deregulation (e.g., the Omnibus Law), reflecting a stronger neoliberal influence. Both countries, however, show a similar consequence: the subordination of civil liberties and democratic rights to developmental goals. The article concludes that pre-conditions matter more than policy slogans, and that the trade-off between development and political freedom remains unresolved in both models.
Communication, Resources, Disposition, and Bureaucracy: Evaluating the Smart Indonesia Program Implementation at SMA Negeri 1 Sungai Lilin Nursilawati Nursilawati; Nila Kesumawati; Dessy Wardiah
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.v7i3.1569

Abstract

This study examines the implementation of Indonesia's Smart Indonesia Program (Program Indonesia Pintar/PIP) at SMA Negeri 1 Sungai Lilin, Musi Banyuasin Regency, using George C. Edwards III's policy implementation framework (communication, resources, implementer disposition, and bureaucratic structure). A descriptive qualitative case study design was employed. Data were collected through in-depth interviews, observation, and document analysis involving purposively selected participants including the principal, vice principal, school operator, student beneficiaries, and parents (total n = 22). Analysis followed the interactive model of Miles, Huberman, and Saldaña. Findings reveal that PIP implementation has improved educational access for economically disadvantaged students but faces four key constraints: (1) communication barriers due to parents' limited administrative literacy and digital access; (2) resource constraints including inadequate digital infrastructure and heavy operator workload; (3) generally positive implementer disposition, though bureaucratic rigidity persists; and (4) a bureaucratic structure with clear role division but insufficient integration of standard operating procedures and follow-up documentation. The study concludes that PIP's effectiveness depends on the integration of all four Edwards III dimensions. Strengthening data accuracy, digital infrastructure, service-oriented dispositions, and accountable bureaucratic governance is recommended. Limitations include single-site design and reliance on self-reported data. Future research should compare implementation across multiple schools and regions.
From Open Dumping to Circular Economy: Institutional Challenges in Solid Waste Governance in Tangerang Regency, Indonesia Syamsoe Astra Negara; Effie Tristinawati; Alya Nurayu Sulisman; Christianto Deni Saputro; Yugni Maulana Aziz; Jaka Permana
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.v7i3.1570

Abstract

Rapid urbanization within the Jabodetabekpunjur agglomeration has intensified solid waste management challenges in peri-urban regions such as Tangerang Regency, Indonesia. This study analyzes sustainable solid waste governance in Tangerang Regency, focusing on institutional coordination, integrated waste services, and contributions to urban resilience. Using a descriptive qualitative approach, data were collected through policy document analysis, government reports, academic literature, and observational notes from official forums (2024-2026). Analysis employed thematic synthesis organized around three dimensions: institutional governance, service integration, and resilience building. Key findings reveal: (1) Tangerang Regency generates approximately 2,515 tons of waste daily (0.71 kg/person/day), with non-household sources contributing 66% of total waste; (2) service coverage reaches 87%, yet only 60% of generated waste is transported to final disposal facilities; (3) the Jatiwaringin landfill has less than 5 hectares of remaining capacity from its original 33 hectares; (4) institutional fragmentation, limited waste segregation (only 34% household waste), and reliance on open dumping practices have led to a national “waste emergency” designation (Ministerial Decree No. 2567/2025). The study concludes that sustainable waste governance requires transformation from disposal-oriented to circular economy systems, supported by interregional coordination, green financing mechanisms (including carbon credits), and inclusive participation of formal and informal actors. Limitations include single-region focus and reliance on secondary data. Implications for policy emphasize the urgency of upstream waste reduction, segregated collection systems, and metropolitan-scale governance coordination.
Examining the Effects of Professional Competence and Professional Commitment on Lecturer Performance through Organizational Commitment Rahindra Bayu Kumara; Zhao Jing; Ganjar Ndaru Ikhtiagung; Lodis Ramadhan; Costantein Imanuel Sarapil
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.v7i3.1571

Abstract

This study examines the effects of professional competence and professional commitment on lecturer performance, with organizational commitment serving as a mediating variable in maritime higher education institutions in Semarang City, Indonesia. A quantitative explanatory approach was employed using a census of 116 lecturers from three maritime higher education institutions. Data were collected through a 7-point Likert scale questionnaire and analyzed using multiple regression, path analysis, and the Sobel test. The findings indicate that professional competence and professional commitment have positive and significant effects on both organizational commitment and lecturer performance. Organizational commitment was identified as the strongest predictor of lecturer performance (β = 0.493; p < 0.001). Furthermore, organizational commitment significantly mediates the relationships between professional competence and lecturer performance, as well as between professional commitment and lecturer performance. The results suggest that lecturer performance improvement cannot rely solely on enhancing professional competence and professionalism but also requires strengthening organizational commitment. This study contributes to the human resource management literature in vocational maritime education by providing empirical evidence that organizational commitment functions as an important mechanism linking professional attributes to lecturer performance. The findings offer practical implications for maritime higher education institutions in designing integrated strategies for lecturer development and organizational strengthening.
Work Stress and Parenting Quality in Working Mothers: Does Emotion Regulation Moderate the Relationship? Nurul Intan Willyanti; Naomi Soetikno
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.v7i3.1572

Abstract

This study examined whether emotion regulation moderates the relationship between work stress and parenting quality among working mothers with children aged 7–11 years. A quantitative, correlational design was employed with purposive sampling. Participants were 304 formally employed working mothers (civil servants and non-shift private employees) from Indonesia; an initial pool of 384 respondents was collected, of whom 80 were excluded due to non-consent, trial entries, or irregular response patterns. Work stress was measured using the HSE Management Standards Indicator Tool (HSE-MS IT), parenting quality using the PAFAS-Parenting subscale, and emotion regulation using the Emotion Regulation Questionnaire (ERQ), assessing cognitive reappraisal and expressive suppression separately. Moderated regression analysis revealed that work stress was negatively and significantly associated with parenting quality (β = −0.284, p < .001, R² = 0.081), indicating that higher work stress is associated with lower parenting quality. However, neither cognitive reappraisal (interaction β = −0.007, p = .897) nor expressive suppression (interaction β = −0.028, p = .618) moderated this relationship. The null moderation effect suggests that general, trait-level emotion regulation may not buffer the impact of work stress on parenting behavior, possibly because stress spills over into parenting through mechanisms other than emotion regulation (e.g., reduced time, fatigue). These findings highlight the importance of direct work stress management interventions for working mothers rather than relying solely on emotion regulation training. Limitations include self-report data, cross-sectional design, and the low reliability of the cognitive reappraisal subscale (α = 0.629). Future research should explore mediating mechanisms and use context-specific measures of parenting-related emotion regulation.
The Effect of Principal Transformational Leadership and Job Satisfaction on the Performance of State Elementary School Teachers Dwi Sartika Sari; Rohana Rohana; Yasir Arafat
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.v7i3.1574

Abstract

This study analyzes the influence of principal's transformational leadership and job satisfaction on teacher performance at public elementary schools in Sematang Borang District, Indonesia. Employing a quantitative approach, the research targeted a population of 101 teachers, all of whom were selected as samples using saturated sampling technique. Data were collected through Likert-scale questionnaires and documentation, then analyzed using regression tests, t-tests, and F-tests. The results reveal three key findings: first, principal's transformational leadership has a positive and significant influence on teacher performance; second, job satisfaction also demonstrates a positive and significant influence on teacher performance; and third, both variables simultaneously exert a positive and significant influence on teacher performance. The study concludes that improving teacher performance requires strengthening both transformational leadership practices and job satisfaction levels concurrently. The novelty lies in examining the combined effects of these two variables within the underexplored context of elementary schools in Sematang Borang District, providing localized empirical evidence. Practically, school principals should adopt transformational behaviors such as intellectual stimulation and individualized consideration while also systematically addressing teacher job satisfaction through recognition, supportive working conditions, and professional growth opportunities. This study contributes to educational leadership literature by confirming that transformational leadership and job satisfaction are not mutually exclusive but rather complementary drivers of teacher performance, suggesting that holistic interventions targeting both leadership style and teacher welfare yield optimal results in elementary school settings.
Program Effectiveness, Governance, and Household Welfare: A Path Analysis of Indonesia’s Free Nutritious Meal Program in East Jakarta Audrey Belinda Indria
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.v7i3.1577

Abstract

This study analyzes the influence of Free Nutritious Meal Program (MBG) effectiveness and program governance on household economic welfare in East Jakarta, Indonesia. Using a quantitative survey design, data were collected from 402 MBG beneficiary households selected through purposive sampling. Path analysis was employed to examine direct and indirect relationships among program governance, program effectiveness, and household economic welfare. Results indicate that program governance has a positive and significant effect on program effectiveness (β = 0.323, p < 0.001), and program effectiveness in turn has a positive and significant effect on household economic welfare (direct effect not fully reported in current manuscript). However, the model explains only 10.5% of the variance in program effectiveness and 6.7% of the variance in household economic welfare, suggesting that unmeasured factors such as household income, employment status, food prices, and social support networks play substantial roles in determining welfare outcomes. These findings confirm that good governance (transparency, accountability, and efficient distribution) enhances program effectiveness, and effective programs contribute to household welfare by reducing food expenditure burdens. The study contributes to the literature on social protection governance by demonstrating that program success depends not only on resource allocation but also on governance quality. Limitations include cross-sectional design (precluding causal inference), low explanatory power, and geographic restriction to East Jakarta. Future research should incorporate additional welfare determinants and employ longitudinal designs.
Digital Transformation of Victim Reporting Systems: Applying DEG Framework to Indonesia’s SIMFONI PPA Novalia Novalia; Nandang Alamsah Deliarnoor; Antik Bintari
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.v7i3.1578

Abstract

The digitalization of public services in the women and child protection sector faces challenges including institutional fragmentation, weak data integration, and limited regional capacity. This study analyzes the application of Digital Era Governance (DEG) in the Online Information System for Women and Child Protection (SIMFONI PPA), Indonesia’s national system for recording and reporting violence victims. Using a qualitative case study design, data were collected through in-depth interviews (n = 15 key informants including ministry officials, regional UPTD heads, and service users), observations, and analysis of regulations, policy documents, and digital sources (2024-2026). Thematic coding based on DEG’s three dimensions reintegration, needs-based holism, and digitalization revealed three main findings. First, SIMFONI PPA functions as a governance reintegration tool by unifying workflows and data across central and regional governments without formal institutional restructuring. Second, the system promotes a holistic, needs-based service orientation by facilitating continuous case handling and victim-centered data integration. Third, digitalization has not fully resulted in equitable governance transformation due to persistent disparities in human resource capacity, infrastructure, and cross-sector integration at local levels. The study contributes to digital governance literature by extending DEG framework application to gender-based violence recording systems. Limitations include single-country focus and limited cross-sectoral data integration analysis. Policy implications emphasize strengthening local capacity, expanding interoperability with health and legal systems, and balancing digital standardization with contextual service practices.

Page 70 of 71 | Total Record : 705

 67   68   69   70   71 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 3 (2026): Forthcoming Issue Vol. 7 No. 2 (2026): Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education Vol. 6 No. 3 (2025): Journal of Social Work and Science Education Vol. 6 No. 2 (2025): Journal of Social Work and Science Education Vol. 6 No. 1 (2025): Journal of Social Work and Science Education Vol. 5 No. 3 (2024): Journal of Social Work and Science Education Vol. 5 No. 2 (2024): Journal of Social Work and Science Education Vol. 5 No. 1 (2024): Journal of Social Work and Science Education Vol. 4 No. 3 (2023): Journal of Social Work and Science Education Vol. 4 No. 3 (2023): Journal of Social Work and Science Education (Special Issue) Vol. 4 No. 2 (2023): Journal of Social Work and Science Education Vol. 4 No. 1 (2023): Journal of Social Work and Science Education Vol. 3 No. 3 (2022): Journal of Social Work and Science Education Vol. 3 No. 2 (2022): Journal of Social Work and Science Education Vol. 3 No. 1 (2022): Journal of Social Work and Science Education Vol. 2 No. 3 (2021): Journal of Social Work and Science Education Vol. 2 No. 2 (2021): Journal of Social Work and Science Education Vol. 2 No. 1 (2021): Journal of Social Work and Science Education Vol. 1 No. 3 (2020): Journal of Social Work and Science Education Vol. 1 No. 2 (2020): Journal of Social Work and Science Education Vol. 1 No. 1 (2020): Journal of Social Work and Science Education More Issue