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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 788 Documents
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Principal Leadership and Work Discipline as Predictors of Teacher Performance: A Quantitative Study in Indonesian Public Junior High Schools Meditran Meditran; Nur Ahyani; Mahasir Mahasir
Journal of Social Work and Science Education Vol. 7 No. 3 (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.v7i3.1602

Abstract

This study examines the influence of principal leadership and teacher work discipline on teacher performance in public junior high schools in Banyuasin III District, Indonesia. Teacher performance is a critical determinant of educational quality, yet empirical evidence regarding its predictors in Indonesian junior high school contexts remains limited. Using a quantitative approach with a survey design, data were collected from 106 teachers selected through Slovin formula sampling from a population of 145 teachers. Multiple linear regression analysis was employed to test the hypotheses. The findings reveal that: (1) principal leadership has a positive and significant effect on teacher performance (β = 0.487, p < 0.05); (2) teacher work discipline has a positive and significant effect on teacher performance (β = 0.646, p < 0.05); and (3) both variables simultaneously explain 44.6% of the variance in teacher performance (F = 41.78, p < 0.05). These results underscore the importance of effective school leadership and consistent work discipline in enhancing teacher professionalism. The study contributes empirical evidence to educational management literature and offers practical recommendations for school principals and education policymakers in developing strategies for sustainable teacher performance improvement. Future research should explore mediating variables and conduct qualitative investigations to deepen understanding of these relationships.
Regulatory Harmonization in Indonesian Labor Law: The Principle of Lex Posterior Derogat Legi Priori and Outsourcing Regulations After Minister of Manpower Regulation No. 7 of 2026 Turija Turija; Suandi Suandi; Nasaruddin Nasaruddin
Journal of Social Work and Science Education Vol. 7 No. 3 (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.v7i3.1604

Abstract

The issuance of Minister of Manpower Regulation Number 7 of 2026 has introduced significant changes to Indonesia’s outsourcing regime and has raised concerns regarding its consistency with existing labor regulations. These developments have intensified debates on legal certainty and the appropriate methods for resolving conflicts among labor law provisions. This study examines the relevance of the principle of lex posterior derogat legi priori in addressing inconsistencies within the legal framework governing outsourcing practices in Indonesia. Using a normative legal research method, the study applies statutory, conceptual, and case-based approaches to analyze several key legal instruments, including the Manpower Law, the Job Creation Law, Constitutional Court Decision Number 168/PUU-XXI/2023, and Minister of Manpower Regulation Number 7 of 2026. The analysis demonstrates that the principle of lex posterior derogat legi priori cannot independently resolve regulatory conflicts. Its implementation must be complemented by the principle of lex superior derogat legi inferiori and supported through broader legislative harmonization efforts. The study also identifies persistent uncertainties concerning employment relationships, worker protection, and the allocation of legal responsibilities between outsourcing providers and user companies. Therefore, stronger regulatory harmonization, effective enforcement, and clear transitional arrangements are necessary to ensure legal certainty and a more balanced outsourcing system.
Curriculum Planning and Teacher Organizational Commitment as Predictors of Education Quality in Indonesian Public Elementary Schools Eliyana Eliyana; Bukman Lian; Suherman Suherman
Journal of Social Work and Science Education Vol. 8 No. 1 (2027): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v8i1.1609

Abstract

Education quality in elementary schools depends on multiple factors, including managerial planning and teacher commitment. This study examined the effects of school curriculum planning and teachers’ organizational commitment on education quality in public elementary schools in Cempaka District, Ogan Komering Ulu Timur Regency, Indonesia. A quantitative correlational design was employed with a sample of 20 teachers selected from ten public elementary schools (two teachers per school). Data were collected through Likert-scale questionnaires, observation, and documentation. Instrument validity was tested using Pearson product-moment correlation, while reliability was assessed using Cronbach’s alpha (α = 0.953 for curriculum planning, α = 0.930 for teacher commitment, α = 0.969 for education quality). Data were analyzed using descriptive statistics, normality and linearity tests, simple regression, and multiple regression. Results indicated that curriculum planning positively and significantly affected education quality (B = 0.350; β = 0.402; t = 3.724; p < 0.001; R² = 0.262). Teachers’ organizational commitment also had a positive and significant effect (B = 0.382; t = 5.174; R² = 0.369). Simultaneously, both variables explained 59.6% of the variance in education quality (R² = 0.596; F = 14.903; p < 0.001). These findings highlight the necessity of integrating systematic curriculum planning with strengthened teacher commitment to improve education quality. The study contributes to educational management literature by demonstrating that quality improvement requires both structural planning and human resource commitment.
The Influence of Merdeka Curriculum Implementation and Teacher Motivation on Student Academic Achievement in Rural Indonesian Senior High Schools Rasyid Siddik; Bukman Lian; Mahasir Mahasir
Journal of Social Work and Science Education Vol. 8 No. 1 (2027): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v8i1.1610

Abstract

This quantitative correlational study examined the influence of curriculum implementation and teacher motivation on student academic achievement at SMA Negeri 1 Semendawai Barat, South Sumatra, Indonesia, during the implementation of the Merdeka Curriculum. Data were collected from 41 teachers and principals using validated Likert-scale questionnaires (Cronbach's α = 0.982 for curriculum, 0.942 for motivation, 0.927 for achievement) and documented academic records. Multiple regression analysis revealed that curriculum implementation significantly predicted student achievement (β = 0.824, p < 0.001), explaining 67.9% of the variance. Teacher motivation also demonstrated significant predictive power (β = 0.742, p < 0.001). Simultaneously, both variables accounted for 76.9% of the variance in student academic achievement (F = 100.086, p < 0.001). These findings highlight that curriculum reform effectiveness depends on motivated teachers who can translate policy into meaningful classroom practice. The study contributes empirical evidence from an under-researched rural Indonesian context and offers practical implications for curriculum leadership, teacher professional development, and instructional supervision in similar settings. School improvement efforts should integrate curriculum strengthening with teacher motivation strategies rather than addressing them separately.
Student Discipline and Learning Facilities as Predictors of Teacher Motivation: A Study of Public Elementary Schools in Rural Indonesia Fitriyanti Fitriyanti; Bukman Lian; Mahasir Mahasir
Journal of Social Work and Science Education Vol. 8 No. 1 (2027): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v8i1.1611

Abstract

Teacher motivation is fundamental to instructional quality, yet research examining its contextual determinants in rural elementary schools remains limited. This study investigated the effects of student discipline and learning facilities on teacher motivation in public elementary schools in Semendawai Barat District, Indonesia. A quantitative cross-sectional survey design was employed with a sample of 60 teachers selected purposively from three representative schools. Data were collected using validated Likert-scale questionnaires measuring student discipline, learning facilities, and teacher motivation. Multiple linear regression analysis revealed that student discipline significantly predicted teacher motivation (β = 0.506, p < 0.001), and learning facilities also demonstrated a significant positive effect (β = 0.335, p < 0.001). Together, both predictors explained 77.3% of the variance in teacher motivation (R² = 0.773, adjusted R² = 0.769). Student discipline emerged as the stronger predictor, suggesting that classroom behavioral climate is particularly influential in shaping teachers’ professional motivation. The findings indicate that teacher motivation is substantially shaped by the immediate teaching environment rather than being solely an individual psychological attribute. Strengthening student discipline through consistent school policies and improving learning facilities through targeted resource allocation should be integrated priorities in elementary school management. This study contributes empirical evidence from a rural Indonesian context to the growing literature on teacher motivation as an ecological construct.
Integrated Management of Food Security and National Defense Systems to Face Global Challenges Yudianto Putrajaya; Setyo Riyanto; Dewi Nusraningrum; Mafizatun Nurhayati; Guntur Eko Saputro
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.v7i2.1566

Abstract

The integration of food security with the national defense system faces significant challenges in the ever-changing global dynamics. Food crises triggered by climate change, geopolitical conflicts, and dependence on food imports pose serious threats to national sovereignty. From a management perspective, this integration requires a comprehensive and sustainable management strategy. One of the main challenges is the high dependence on food imports, which creates vulnerability to global supply disruptions. Therefore, integrated management is needed that emphasizes efficiency, cross-sector coordination, and strengthening local capacity in food provision. The purpose of this study is to analyze the relationship between food security and the national defense system within the framework of strategic management in facing global challenges, such as climate change, dependence on food imports, and potential threats of economic and geopolitical crises. The theory used is Food System Theory, which views food as an interconnected system ranging from production, distribution, to consumption. The research method used is a literature study with a managerial approach, namely reviewing, analyzing, and synthesizing various relevant literature sources. The results of the study indicate several important indicators in the management of the integration of food security and national defense, including: Local Food Availability Management, strengthening domestic production. Defense and Food Security Policy, integration of cross-sector policies. Import Dependency Risk Management, reducing vulnerability to global supply. Utilization of Technology and Innovation, increasing production and distribution efficiency. Inter-Agency Collaborative Management, strengthening synergy between government, communities, and the private sector.
Inclusive Classroom Management to Accommodate Diverse Student Characteristics and Learning Preferences in Indonesian Primary Education: A Qualitative Case Study Khairiyah Khairiyah; Manap Somantri; Muhammad Kristiawan
Journal of Social Work and Science Education Vol. 7 No. 3 (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.v7i3.1587

Abstract

This qualitative case study examined inclusive classroom management practices accommodating diverse student characteristics and learning preferences at SD Negeri 6 Muara Rupit, a public elementary school in Indonesia. Participants included two classroom teachers, twenty-eight students, and the school principal, selected purposively. Data were collected through semi-structured interviews, non-participant classroom observations, and document analysis (lesson plans and teaching modules). The interactive model of data reduction, data display, and conclusion drawing guided data analysis. Findings revealed four main themes. First, teachers implemented systematic planning by designing varied instructional activities and flexible seating arrangements before instruction. Second, classroom implementation involved interactive strategies, including group discussions, collaborative learning, questioning sessions, and positive behavior management rather than punitive approaches. Third, classroom organization featured flexible seating rearrangements and heterogeneous grouping to facilitate peer interaction. Fourth, teachers employed adaptive strategies such as simplifying explanations, providing individual guidance, and varying instructional methods to address challenges including student diversity, limited instructional time, and constrained resources. Supporting factors included teacher competence, positive teacher-student relationships, school leadership support, and available facilities. The study concludes that inclusive classroom management extends beyond behavioral control to function as a comprehensive pedagogical framework for creating participatory, student-centered learning environments. Practical implications recommend targeted professional development in differentiated instruction, flexible classroom design, and positive behavior support. Limitations include the single-site focus and a stronger emphasis on teacher perspectives than student voices. Future research should examine inclusive classroom management across diverse school contexts and include student perspectives more extensively.
Integrating Local Wisdom into Science Instruction to Strengthen Scientific Literacy: A Qualitative Study of a Rural Indonesian Junior High School Merty Sari; Manap Somantri; Azizatul Khairi
Journal of Social Work and Science Education Vol. 7 No. 3 (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.v7i3.1588

Abstract

This qualitative descriptive study examined the integration of local wisdom into science instruction to strengthen students’ scientific literacy at SMP Negeri 1 Muara Rupit, a rural junior high school in South Sumatra, Indonesia. Participants included the principal, four science teachers, and ten students, selected purposively. Data were collected through classroom observations, semi-structured interviews, and documentation analysis (lesson plans, student worksheets, photographs) over four months. The interactive model of Miles, Huberman, and Saldaña guided data analysis. Findings revealed that local wisdom-based science instruction was implemented through planning, implementation, and evaluation stages. Teachers integrated local environmental contexts river ecosystems, agricultural activities, and local vegetation into learning objectives, instructional activities, and classroom discussions. This contextual approach enhanced students’ conceptual understanding, science process skills (observation, questioning, discussion), environmental awareness, and classroom engagement. However, the integration of comprehensive scientific literacy dimensions (evidence-based reasoning, systematic inquiry, analytical explanation) remained limited and unsystematic within instructional planning and assessment. Supporting factors included school leadership support, rich environmental resources, and student enthusiasm. Inhibiting factors comprised limited facilities, insufficient instructional time, and varying teacher readiness. The study concludes that local wisdom-based science instruction has significant potential to strengthen scientific literacy through contextual and meaningful learning experiences, but requires more systematic planning, scientific literacy-oriented assessment, and teacher professional development. Implications recommend designing structured local wisdom-based instructional frameworks and assessment instruments targeting higher-order scientific reasoning.
Fostering a Positive Learning Climate through Classroom Management: A Case Study from Rural Indonesian Elementary Education Suci Anggraini; Manap Somantri; Azizatul Khairi
Journal of Social Work and Science Education Vol. 7 No. 3 (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.v7i3.1589

Abstract

This qualitative case study explored the implementation of positive learning climate-based classroom management at SD Negeri 4 Muara Rupit, a public elementary school in rural Indonesia. Participants included three classroom teachers, the school principal, two vice principals, and twelve students, selected purposively. Data were collected over three months through classroom observations, semi-structured interviews, and documentation analysis involving lesson plans, classroom rules, teaching modules, reflective notes, and photographs. Data analysis was conducted iteratively through coding, categorization, thematic display, and verification across data sources. Findings revealed that classroom management was implemented through four interconnected processes: systematic planning, interactive implementation, continuous evaluation, and adaptive strategies for addressing classroom challenges. Planning involved participatory classroom rules, flexible seating arrangements, supportive physical environments, and active learning strategies. Implementation was characterized by communicative teacher-student interaction, positive reinforcement, educative discipline, emotional support, and collaborative learning. Evaluation occurred continuously through teacher reflection and observation of student participation, interaction quality, and classroom atmosphere. Supporting factors included school leadership support, teacher collaboration, and cooperative student behavior, whereas inhibiting factors comprised diverse student characteristics and limited educational facilities. Despite these challenges, teachers demonstrated reflective and flexible practices that supported students’ academic and socio-emotional development. The study concludes that positive learning climate-based classroom management contributes to safe, participatory, and supportive elementary classrooms. Limitations include the single-site design and limited student voice. The findings imply a need for professional development in reflective practice, positive discipline, and adaptive classroom management.
When Comedy Meets Politics: Symbolic Capital and The Electoral Phenomenon of Komeng in Indonesia’s 2024 DPD Election Muhammad Fadhil Abdur Rahim; Yusa Djuyandi; Ratnia Solihah
Journal of Social Work and Science Education Vol. 7 No. 3 (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.v7i3.1590

Abstract

This study analyzes how Alfiansyah Bustami Komeng utilized symbolic capital to secure 5,399,699 votes, the highest nationally in Indonesia’s 2024 Regional Representative Council (DPD) election from West Java. Employing a descriptive qualitative approach with a single instrumental case study grounded in Bourdieu’s theory of capital, the research draws on official KPU documents, national media coverage (January–April 2024), social media data, and academic literature. The findings identify two primary symbolic capital dimensions: (1) popularity/fame accumulated over 35 years in the entertainment industry, and (2) a positively perceived charismatic image reinforced by an anti-expensive-politics narrative and absence of scandal. The study reveals that the DPD’s non-partisan, personal-vote-based First-Past-The-Post system structurally advantages high-symbolic-capital candidates. Komeng’s atypical zero-cost campaign centered on a viral ballot photograph and official name change amplified his symbolic capital into substantial electoral appeal. This research extends Bourdieusian theory by demonstrating how symbolic capital functions as a legitimacy heuristic in Global South democracies characterized by information asymmetry. The findings carry implications for understanding celebrity politics, institutional design of non-partisan representation, and the quality of electoral democracy in Indonesia.

Page 72 of 79 | Total Record : 788

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