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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 788 Documents
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Implementation of the Tirta Coaching Model in the Development of Elementary School Teachers’ Professionalism Budi Saputra; Syaiful Eddy; Djunaidi Djunaidi
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.v8i1.1597

Abstract

This study examines the implementation of the TIRTA Coaching model (Goal, Identification, Action Plan, Responsibility) in developing teacher professionalism at SD Negeri 1 Sumber Marga Telang, Banyuasin Regency, South Sumatra, within the context of Merdeka Curriculum implementation in a peripheral school setting. A phenomenological qualitative approach was employed to explore teachers’ lived experiences during coaching. Purposively selected informants included the principal, seven certified teachers, and a school supervisor. Primary data were gathered through in-depth interviews, passive participatory observation, and documentation, analyzed using Miles and Huberman’s interactive model, with validity ensured through source and technique triangulation. Findings reveal that the TIRTA model shifts supervision from evaluative to reflective-dialogic approaches, fostering trust and psychological safety. Teachers internalized professionalism as ongoing reflection, contextual innovation, and independent commitment. However, constraints included administrative burdens, limited facilities, and swamp geography challenges. This study provides contextualized evidence of the TIRTA model’s applicability in a geographically isolated Indonesian elementary school, an underrepresented setting in coaching literature. The model offers a replicable framework for school principals to conduct non-evaluative, empowering coaching that sustains teacher professional growth despite infrastructural limitations. This research contributes empirical insights that the TIRTA Coaching model effectively supports curriculum reform and teacher development in peripheral schools, demonstrating that relational, reflective coaching can overcome geographic and resource constraints to enhance professional practice and educational quality.
The Influence of the Principal’s Transformational Leadership and Organizational Work Culture on Teachers’ Performance at Public Middle Schools Ruli Zardi; Syarwani Ahmad; Heri Setyo Nugroho
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.v7i2.1605

Abstract

This study aims to analyze the influence of principal’s transformational leadership and organizational work culture on teachers’ performance in Public Junior High Schools in Banyuasin III District. Employing a quantitative causal-associative design, the research involved 103 teachers selected through Slovin’s formula and proportional random sampling. Data were collected using Likert-scale questionnaires and analyzed via multiple linear regression. The results reveal that: (1) transformational leadership has a positive and significant partial effect on teachers’ performance; (2) organizational work culture also exerts a positive and significant partial effect; and (3) simultaneously, both variables significantly predict teachers’ performance, with an Adjusted R Square of 0.905, indicating that 90.5% of the variance in performance is explained by the two predictors. The novelty lies in empirically demonstrating the combined dominance of these factors within a specific regional context, where prior studies often examined them separately. Practically, these findings underscore that sustainable teacher professionalism hinges on the synergy between visionary principals and a conducive workplace climate. This study contributes actionable evidence for educational policymakers and school administrators, emphasizing that investment in leadership development and cultural strengthening is not ancillary but essential for optimizing human resource quality in public secondary education.
Electronic Word-of-Mouth, Destination Image, and Tourist Visit Intention: A Study of Lemukutan Island, Indonesia Vanesa Claudia Vina; I Made Darsana; Gusti Praminatih
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.v7i3.1613

Abstract

This study investigates the effects of electronic word of mouth (e-WOM) and destination image on tourists’ visit intention toward Lemukutan Island, West Kalimantan, an emerging marine tourism destination with limited digital promotional exposure. A quantitative research design was employed using a structured questionnaire administered to 100 respondents selected through accidental sampling between September 2025 and March 2026. The collected data were analyzed using multiple linear regression after passing validity, reliability, and classical assumption tests. The findings reveal that e-WOM and destination image simultaneously have a positive and significant effect on tourists’ visit intention (F = 48.059, p < 0.001), explaining 48.7% of the variance in visit intention (Adjusted R² = 0.487). Partially, e-WOM exerts the strongest influence (β = 0.552; t = 7.647; p < 0.001), followed by destination image (β = 0.402; t = 5.579; p < 0.001). Unlike previous studies that typically examined these variables independently or in well-established destinations, this study demonstrates their integrated effects within the context of an emerging island tourism destination characterized by limited market exposure and promotional constraints. The findings highlight the strategic importance of strengthening positive online reviews and enhancing destination image to stimulate tourists’ behavioral intentions. This study contributes to the tourism marketing literature by extending empirical evidence on tourist behavioral intention in emerging marine tourism destinations and provides practical recommendations for destination managers to optimize digital marketing strategies and destination branding.
The Influence of Principal Leadership and Teachers’ Motivation on Students’ Ability in Elementary Schools Hernawati Hernawati; Syarwani Ahmad; Yessi Fitriani
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.v7i2.1616

Abstract

This study examines the influence of principal leadership and teacher motivation on student academic abilities at the elementary school level in Sumber Marga Telang District, an area with geographical constraints. Employing a quantitative survey design, data were collected from a simple random sample of teachers and students using Likert-scale questionnaires for leadership and motivation, and academic grade documentation for student ability. Multiple linear regression, t-tests, and F-tests were applied for analysis. Results reveal that both principal leadership and teacher motivation significantly affect student abilities, both partially and simultaneously. The coefficient of determination (R² = 0.62) indicates that these two variables explain 62% of the variance in student outcomes, with the simultaneous test further confirming the model’s robustness (F-count 15.87 > F-table 3.10). The novelty lies in contextualizing these relationships within a geographically limited setting, where systemic support is often scarce. Practically, the findings underscore the urgent need for sustained investment in principals’ managerial capacity and teachers’ motivational welfare as strategic levers for educational quality improvement. The study contributes empirical evidence from an under-researched rural context, reinforcing that human capital factors in school leadership are pivotal to student success, and offers actionable insights for policymakers aiming to elevate basic education outcomes in similar underserved regions.
Principal Leadership Strategies for Enhancing Teacher Motivation in Rural Elementary Education: A Qualitative Study Da’im Da’im; Yasir Arafat; Muhammad Juliansyah Putra
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.v7i2.1617

Abstract

This study examines principal leadership strategies for enhancing teacher motivation in a rural elementary school setting, specifically addressing the contextual challenges of resource-limited environments. Using a descriptive qualitative approach, the research was conducted at SDN 6 Empat Petulai Dangku, Muara Enim Regency, South Sumatra. Participants included the principal, supervisor, teachers, students, committee representatives, and administrative staff, selected via purposive sampling. Data were collected through interviews, observation, and documentation, then analyzed using data reduction, display, and conclusion drawing, with trustworthiness ensured through source and technique triangulation. Findings reveal that the principal strengthened teacher motivation through participatory planning, academic supervision, professional development, appreciation, discipline coaching, and supportive communication. However, major obstacles persisted, including limited facilities, uneven teacher discipline, low digital competence, heavy administrative loads, and scarce external support. This study offers a contextualized leadership model tailored to rural Indonesian elementary schools, integrating instructional, democratic, and emotional dimensions rarely combined in prior research. The results underscore the need for district policymakers to provide targeted infrastructure, digital training, and workload relief to complement school-level leadership efforts. This research contributes empirical evidence that effective rural principalship demands a balanced synthesis of instructional guidance, participative decision-making, emotional support, and strategic resource optimization to sustain teacher motivation and elevate learning quality despite geographical and infrastructural constraints.
Principal Leadership and Merdeka Curriculum Implementation as Predictors of Elementary School Teacher Performance Fatra Astaman; Bukman Lian; Pahlawan Pahlawan
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.v8i1.1618

Abstract

This study examines the effects of principal leadership and the Merdeka Curriculum on teacher performance in elementary education, recognizing teacher performance as a central indicator of educational quality. A quantitative causal-correlational design was employed, involving 48 teachers from SD Negeri 4 Menanga, Semendawai Barat District, Ogan Komering Ulu Timur Regency, Indonesia. Data were collected through Likert-scale questionnaires, observation, and documentation. Instrument validity was tested using Pearson product-moment correlation, and reliability via Cronbach’s alpha. Analyses included descriptive statistics, normality, homogeneity, linearity, correlation, simple regression, and multiple regression. Principal leadership significantly and positively affected teacher performance (B = 1.205; t = 15.142; p < 0.001; R² = 0.649), as did the Merdeka Curriculum (B = 1.282; t = 20.159; p < 0.001; R² = 0.766). Simultaneously, both variables explained 81.2% of the variance in teacher performance (F = 265.744; p < 0.001). This study uniquely integrates leadership and curriculum reform as joint predictors of teacher performance within a rural elementary school context, an underexplored combination in existing literature. Findings emphasize the necessity for school administrators to combine instructional leadership with targeted curriculum assistance to optimize teacher effectiveness. This research provides empirical evidence that strategic leadership and responsive curriculum implementation are mutually reinforcing drivers of teacher performance, offering actionable insights for policymakers and school leaders in similar rural settings.
School and Family Environment as Predictors of Students’ Learning Interest in Rural Elementary Education Apriyanti Apriyanti; 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.v8i1.1619

Abstract

This study examines the influence of school environment and family environment on students’ learning interest in a rural elementary school setting, where external motivational supports are often limited. A quantitative correlational design was employed at SD Negeri 01 Adu Manis, Semendawai Barat District, Ogan Komering Ulu Timur Regency, South Sumatra. The population comprised 97 students, with a sample of 47 students from grades III, IV, and V selected through proportional sampling. Data were collected using questionnaires, observation, and documentation. Instruments measured school environment, family environment, and learning interest, with data analyzed using simple and multiple linear regression via SPSS. Results – The school environment demonstrated a positive and significant influence on learning interest (R² = 0.986), as did the family environment (R² = 0.833). Simultaneously, both variables collectively explained 99.2% of the variance in learning interest (R² = 0.992), indicating an exceptionally strong predictive capacity. This study provides empirical evidence from an underexplored rural Indonesian context, demonstrating the near-total combined explanatory power of school and family environments on student engagement. Findings underscore the critical need for structured school-family partnership programs to sustain and enhance learning interest, particularly in geographically isolated areas. This research contributes actionable insights for educators and policymakers, affirming that synergistic investments in both school climate and parental involvement are indispensable for fostering student motivation and academic persistence in rural elementary education.
School-Based Management and Pedagogical Competence as Predictors of Teacher Performance Ari Yunita; 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.v8i1.1621

Abstract

This study examines the influence of school-based management and teachers’ pedagogical competence on teacher performance in a rural public elementary school context, where systemic support and professional development are often constrained. A quantitative correlational design was employed at SD Negeri 2 Tugumulyo, Belitang Madang Raya District, OKU Timur Regency, South Sumatra. The population comprised 86 teachers from two public elementary schools, with a sample of 44 teachers from SD Negeri 2 Tugumulyo selected through purposive sampling. Data were collected using Likert-scale questionnaires, supported by observation and documentation. Instruments measured school-based management, pedagogical competence, and teacher performance. Analyses included validity and reliability tests, assumption tests, simple regression, and multiple regression using SPSS. School-based management positively and significantly influenced teacher performance (R = 0.806; R² = 0.649; t = 15.142; p < 0.001), as did pedagogical competence (R = 0.875; R² = 0.766; t = 20.159; p < 0.001). Simultaneously, both variables explained 81.2% of the variance in teacher performance (R = 0.901; R² = 0.812; F = 265.744; p < 0.001). This study uniquely integrates school-based management and pedagogical competence as joint predictors of teacher performance within a rural Indonesian elementary setting, an underexplored combination in existing literature. Findings emphasize that school autonomy and participatory management must be accompanied by sustained pedagogical capacity-building to optimize teacher effectiveness. This research contributes empirical evidence that teacher performance is substantially strengthened when institutional autonomy and instructional competence are developed synergistically, offering actionable insights for school leaders and policymakers in similar rural contexts.
Reducing Red Tape to Strengthen Teachers’ Organizational Citizenship Behavior in Boalemo Local-Wisdom Elementary Schools Dwi Indah Yuliani Solihin; Asna Aneta; Heldi Vanni Alam; Novianty Djafri
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.v7i3.1622

Abstract

This study aims to strengthen teachers’ Organizational Citizenship Behavior (OCB) by reducing local bureaucratic red tape and developing a creative-adaptive elementary school ecosystem grounded in Boalemo local wisdom. Using Participatory Action Research combined with Asset-Based Community Development at SD Negeri 3 Tilamuta, Boalemo Regency, the study involved 25 grade 4–6 teachers, one principal, and three district education office staff. Data were collected through focus group discussions, OCB and red tape questionnaires, field observation, module document review, and photographic documentation. The intervention comprised four stages: red tape diagnosis, OCB and bureaucracy-literacy workshops, mentoring for Ayambo local-wisdom modules using project-based learning, and policy blueprint validation. Six red tape points were identified. Teachers’ mean OCB score increased from 3.21 to 4.22, five Ayambo-based learning modules were produced with accompanying lesson plans, worksheets, and assessment rubrics, and a school bureaucracy simplification blueprint was validated with the district education office. This study uniquely integrates red tape reduction, OCB strengthening, and culturally responsive school-based management within a single participatory framework. The model offers a replicable intervention for enhancing teacher engagement and streamlining administrative processes in other elementary schools. This research contributes actionable evidence that combining local wisdom with participatory capacity-building effectively reduces bureaucratic burdens and elevates teachers’ discretionary efforts, providing a contextualized blueprint for sustainable school transformation in similar rural settings.
Transformation of Principal’s Leadership in Building Teacher’s Motivation and Performance Muhamad Sofiul Fuad; Tri Widayatsih; Mulyadi Mulyadi
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.v8i1.1623

Abstract

This study aims to: (1) describe the implementation of the four dimensions of the principal's transformational leadership (idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration) at SDN 10 Muara Sugihan; (2) analyze the principal's strategies in building and sustaining teacher work motivation through a transformational approach; and (3) explore the implications of these leadership practices on improving teachers' performance in the learning process. Employing a qualitative case study design, data were collected through in-depth interviews, participatory observation, and documentation from purposively selected informants, including the principal, five teachers, a school supervisor, and administrative staff. Analysis followed the interactive model of Miles, Huberman, and Saldaña, with validity ensured through triangulation and member checking. The principal demonstrated transformational leadership through concrete role modeling, contextual vision communication, and consistent appreciation of teacher performance. Motivation-building strategies included creating a humanistic organizational climate, strengthening teachers' sense of belonging, and employing emotionally supportive approaches. These practices tangibly improved teacher performance in lesson planning, teaching creativity, and professional discipline. This study uniquely positions work motivation as a key mediating mechanism linking transformational leadership to teacher performance in a rural Indonesian elementary context. Findings emphasize that principals must adopt humanizing, emotionally supportive approaches alongside structural strategies to sustain teacher motivation effectively. This research contributes empirical evidence that transformational leadership, when enacted through relational and motivational dimensions, significantly enhances teacher professionalism, offering actionable insights for school leaders in similar underserved settings.

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