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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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Teacher Reflections as Researchers in Interpreting and Evaluating Learning Practices Through and Arts Exhibition Project at SMP Negeri 2 Demak Kinesti Alief; Sugiarto Eko
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.v7i2.1625

Abstract

This study investigates how teacher reflection, through an autoethnographic approach, contributes to understanding and evaluating learning practices implemented in an arts exhibition project in secondary school visual arts education. This qualitative autoethnographic study was conducted at SMP Negeri 2 Demak, Indonesia, involving one visual arts teacher as the researcher-participant, 32 Grade VIII students, the principal, and the vice principal for curriculum affairs. Data were collected through reflective journals, classroom observations, semi-structured interviews, and documentary evidence, and analyzed using Braun and Clarke’s thematic analysis integrated with autoethnographic interpretation. Four interconnected themes emerged: teacher reflection transformed pedagogical understanding from product-oriented to process-oriented and experiential learning; aesthetic interaction enabled collaborative meaning-making; the project encouraged a shift from product-based to authentic assessment emphasizing collaboration, creativity, and reflective thinking; and sustained reflection reconstructed teacher identity from instructional practitioner to reflective practitioner. Challenges included unequal student participation, increased assessment demands, and maintaining researcher reflexivity. This study uniquely positions teacher autoethnography as a methodological lens to capture pedagogical transformation during exhibition-based learning, an underexplored perspective in visual arts education research. Findings inform the design of authentic learning environments and reflective pedagogy in arts education. This research extends experiential learning, symbolic interactionism, and reflective practice theories by demonstrating that school-based art exhibitions function as pedagogical spaces where aesthetic engagement, authentic learning, and teacher professional development converge simultaneously.
Digital Rebranding and Customer Loyalty: Examining the Mediating Role of Brand Awareness and Interaction Quality among Instagram Users in Bali Christofer Setiawan; Dwi Sih Winarti; Ngurah Gede Dwi Mahadipta
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.v7i3.1626

Abstract

This study examines the influence of digital rebranding strategy, brand awareness, and digital interaction quality on customer loyalty toward ERSPO, a local Indonesian sports apparel brand, among Instagram users in Bali. A quantitative research design was employed using a purposive sampling technique involving 100 respondents who followed and interacted with ERSPO’s Instagram account. Data were analyzed using multiple linear regression with SPSS version 26. The findings indicate that digital rebranding strategy, brand awareness, and digital interaction quality each exert a positive and significant influence on customer loyalty, with the proposed model explaining a substantial proportion of customer loyalty variance. The study contributes to the digital marketing and brand management literature by providing empirical evidence that integrating digital rebranding initiatives with brand awareness and high-quality digital interactions strengthens customer loyalty in the context of local brands operating in digitally competitive markets. From a managerial perspective, the findings offer practical guidance for companies seeking to enhance consumer loyalty through effective social media branding and engagement strategies. Nevertheless, the cross-sectional design, single-brand focus, and geographically limited sample restrict the generalizability of the findings. Future studies are encouraged to adopt longitudinal designs, include multiple brands and regions, and explore additional variables that may influence customer loyalty.
Canva-Based Folklore Transformation to Improve Students’ Poetry Writing Skills Aisyah Sekar Sari; Yessi Fitriani; Puspa Indah Utami
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.v8i1.1627

Abstract

This classroom action research examined how Canva-based folklore transformation improved senior high school students’ poetry writing skills. The study responded to students’ persistent difficulty in transforming narrative folklore into concise poetic expression, particularly in theme alignment, figurative language, diction, and atmosphere. Twenty-three tenth-grade students participated in two cycles of action research consisting of planning, implementation, observation, and reflection. Data were collected through poetry writing performance tests, observation sheets, and classroom documentation, then analyzed through descriptive-comparative procedures across the pre-action stage, Cycle I, and Cycle II. The intervention integrated selected folklore or hikayat texts, visual brainstorming, Canva-based poem design, teacher scaffolding, and peer sharing through digital links. The results showed a significant improvement. Classical mastery increased from 22% in the pre-action stage to 87% in Cycle I and 96% in Cycle II. The mean writing score also rose from 65.5 in the pre-action stage to 81.78 in Cycle I and 89.70 in Cycle II. The strongest gain appeared when visual scaffolding was combined with explicit guidance on figurative language and diction. This study contributes a practical model for connecting local folklore, visual digital media, and creative writing instruction. Its practical implication is that teachers can use Canva not only as a design tool but also as a structured creative space for planning, revising, publishing, and discussing literary texts.
The Implementation of the Merdeka Curriculum and Academic Supervision on the Quality of Learning in Elementary Schools Juni Astuti; Reva Maria Valianti; Aswadi Jaya
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.v8i1.1628

Abstract

Muara Telang District, characterized by its unique water-surrounded geographical features, faces numerous educational challenges such as limited infrastructure, uneven teacher competency development, and suboptimal academic supervision. These issues highlight the need for a comprehensive study examining the influence of Merdeka Curriculum implementation and academic supervision on the quality of learning in elementary schools. The purpose of this study is to comprehensively analyze and describe the influence of the implementation of the Merdeka Curriculum and academic supervision on the quality of learning in Elementary Schools in Muara Telang District. This quantitative survey research involved 84 teachers selected through proportional random sampling. Data were collected using questionnaires and analyzed with SPSS version 26. The statistical tests included validity and reliability assessments, descriptive statistics, simple and multiple regression analyses, t-tests, F-tests, and coefficient of determination. The findings revealed that all three variables, implementation of the Merdeka Curriculum, academic supervision, and learning quality, were categorized as “good,” with mean scores of 120.04, 121.57, and 120.71, respectively. Hypothesis testing demonstrated significant partial and simultaneous effects of both independent variables on learning quality. The coefficient of determination (R²) of 0.68 indicated that 68% of the variance in learning quality could be explained by the two variables, while the remaining 32% was influenced by other external factors. This study underscores that sustainable improvement in learning quality can only be realized through consistent implementation of the Merdeka Curriculum supported by systematic and well-structured academic supervision focused on enhancing teachers’ professionalism.
Managing Early Literacy Learning in Grade One Elementary Classrooms Eka Syafitri; Dessy Wardiah; Syaiful Eddy
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.v8i1.1629

Abstract

Early literacy in the first grade is not only a technical matter of teaching children to identify letters, syllables, and simple words; it is also a managerial issue that requires planning, classroom organization, instructional enactment, assessment, and family-school coordination. This study describes how early literacy learning was managed in a Grade One classroom at an Indonesian public elementary school, identifies supporting and inhibiting factors, and formulates practical improvements for sustained literacy development. A qualitative case study was conducted at SD Negeri 96 Palembang. Data were collected through classroom observation, semi-structured interviews with one Grade One teacher, the principal, the school literacy coordinator, and three parents, and documentation of lesson modules, reading corners, assessment notes, and school literacy records. The data were analyzed thematically through reduction, display, verification, and triangulation across methods and sources. The findings show that early literacy management operated through coordinated planning, Merdeka Curriculum-based lesson modules, 10-15 minute daily reading routines, read-aloud, shared reading, guided reading, local folklore texts, ability-based grouping, reading corners, daily formative assessment, portfolios, and semester reflection. The novelty of this study lies in positioning early literacy as an integrated classroom-management and school-management practice rather than a single reading activity. The study contributes a practical model for strengthening early literacy through differentiated instruction, locally contextual materials, common teaching guidelines, and structured parental involvement.
Principal-Teacher Communication in Curriculum Development Putri Barkah; Edi Harapan; Yessi Fitriani
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.v8i1.1630

Abstract

This study examines principal-teacher communication in curriculum development, focusing on: communication patterns used by the principal, teachers’ roles in planning, implementing, and evaluating the curriculum, and the relationship between communication quality and teacher participation motivated by uneven teacher involvement in Merdeka Curriculum development despite existing communication channels. A descriptive qualitative design with an axiological orientation was employed to examine ethical, normative, and practical values reflected in principal-teacher communication. Data were collected through interviews, observation, and documentation involving eight informants: the principal, vice principal for curriculum, administrative staff, and five teachers. Analysis followed reduction, display, conclusion drawing, and verification. Findings reveal combinative communication integrating formal channels (coordination meetings, supervision) and informal channels (personal discussions, WhatsApp groups). However, dialogue openness was unevenly experienced, and follow-up on teacher input required strengthening. Teachers participated in planning, implementation, and evaluation, but engagement varied some demonstrated initiative in literacy, religious, and character-building activities, while others awaited direct instruction. This study uniquely integrates axiological analysis with communication patterns in curriculum development within the Merdeka Curriculum context. Clear, open, appreciative, and consistently followed-up communication strengthens teacher participation and supports collaborative curriculum development. This research contributes empirical evidence that communication quality, reinforced through interpersonal trust, Leader-Member Exchange, and intrinsic motivation, is pivotal for fostering equitable teacher engagement in curriculum reform, offering actionable insights for primary school leaders.
Work Discipline, Emotional Intelligence, and Teacher Performance in Public Elementary Schools Sopiyatun Sopiyatun; Meilia Rosani; Tri Widayatsih
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.v8i1.1631

Abstract

Teacher performance remains a central concern in elementary education because it reflects the quality of instructional planning, classroom implementation, assessment, and professional responsibility. This study examines the effects of work discipline and emotional intelligence on teacher performance in public elementary schools. A quantitative causal-associative survey was conducted in 13 public elementary schools in Sumber Marga Telang District, Indonesia. From a population of 170 teachers, 119 respondents were selected using proportionate stratified random sampling with a 5% error level. Data were collected using structured questionnaires measuring work discipline, emotional intelligence, and teacher performance. The instruments were tested for validity and reliability, while the data were analyzed using descriptive statistics, assumption tests, simple regression, and multiple regression with SPSS 26. The results show that work discipline had a positive and significant effect on teacher performance (B = 0.338; t = 9.026; p < 0.001; R2 = 0.411). Emotional intelligence also had a positive and significant effect (B = 0.295; t = 8.064; p < 0.001; R2 = 0.357). Simultaneously, work discipline and emotional intelligence explained 82.5% of teacher performance variance (R = 0.908; R2 = 0.825; F = 273.312; p < 0.001). The novelty of this study lies in integrating behavioral compliance and emotional maturity as complementary predictors of teacher performance in a geographically specific elementary-school context. The findings imply that school improvement should combine consistent discipline management with systematic emotional competence development.
Financial vs. Physical Resources: Comparing the Effects of Operational Budget Allocation and School Facility Adequacy on Student Learning Outcomes in Banyuasin Regency Sudarisman Sudarisman; Rohana Rohana; Andi Rahman
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.v8i1.1632

Abstract

This study aims to determine and analyze the influence of infrastructure and school operational assistance on the quality of learning at state elementary schools in Karang Agung Ilir District, Banyuasin Regency, both partially and simultaneously. A quantitative method with an ex post facto approach was employed, involving 91 teachers as the sample. Data were collected through questionnaires and documentation, with analysis conducted using the SPSS program. The findings conclude that: (1) infrastructure significantly influences learning quality; (2) school operational assistance significantly influences learning quality; and (3) simultaneously, both infrastructure and operational assistance exert a significant influence on learning quality at the state elementary schools in the district. This study offers empirical evidence from a less-accessible district context, demonstrating the combined explanatory power of physical resources and financial support on learning outcomes in an under-researched rural setting. Findings underscore the necessity for district policymakers to ensure equitable allocation of both infrastructure development funds and operational assistance to sustain and elevate learning quality, particularly in geographically challenged areas. This research contributes actionable insights for educational stakeholders, affirming that simultaneous investment in physical facilities and school operational funding is essential for optimizing learning quality. The results provide a foundational reference for resource distribution strategies aimed at narrowing inter-school quality gaps in similar rural Indonesian elementary education contexts.
The Influence of Merdeka Curriculum Learning and Teacher Work Motivation on Learning Quality in Public Elementary Schools Triyanto Triyanto; Nurlina Nurlina; Alhadi Yan Putra
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.v8i1.1633

Abstract

Learning quality is a major indicator of elementary school effectiveness because it reflects the quality of planning, classroom implementation, learning interaction, assessment, and continuous instructional improvement. This study examines the influence of Merdeka Curriculum learning and teacher work motivation on learning quality in public elementary schools in Karang Agung Ilir District, Banyuasin Regency. The study used a quantitative ex post facto design. The respondents were 91 teachers selected from public elementary schools in the district. Data were collected through questionnaires measuring Merdeka Curriculum learning, teacher work motivation, and learning quality. The instruments were developed from relevant indicators and were tested before being used in the main study. The data were analyzed using descriptive statistics, assumption testing, simple linear regression, and multiple linear regression with SPSS version 26. The results show that Merdeka Curriculum learning had a positive and significant influence on learning quality, with t = 7.545, R = 0.625, and R² = 0.390. Teacher work motivation also had a positive and significant influence on learning quality, with t = 5.042, R = 0.471, and R² = 0.222. Simultaneously, Merdeka Curriculum learning and teacher work motivation influenced learning quality, with F = 32.910, R = 0.654, and R² = 0.428. These findings indicate that learning quality improves when curriculum implementation is supported by motivated teachers. The study contributes to educational management by showing that curriculum reform and teacher motivation should be developed together to strengthen learning quality in elementary schools.
Digital Promotion, Digital Payment, and Consumer Satisfaction: The Mediating Role of Perceived Ease of Use Malwin P. Alamsyah; Adelina Lubis; Ikbar Pratama
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.v7i3.1638

Abstract

This study aims to examine the effects of digital promotion and digital payment applications on consumer satisfaction by investigating the mediating role of perceived ease of use at Samudera Kuphi Coffee Shop, Medan. A quantitative explanatory approach was employed using purposive sampling, involving 98 customers who had utilized digital promotion and digital payment services. Data were collected through structured questionnaires and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4.1.4. The findings reveal that digital promotion and digital payment applications positively and significantly influence perceived ease of use, while both variables also have significant positive effects on consumer satisfaction. In addition, perceived ease of use significantly enhances consumer satisfaction, although its mediating role in the relationship between digital promotion and consumer satisfaction was not statistically significant. Overall, the findings indicate that implementing user-friendly digital technologies can improve customer experiences and increase consumer satisfaction in the coffee shop industry. These results suggest that coffee shop managers should optimize digital promotion strategies and digital payment systems by improving application usability, transaction efficiency, and user experience to strengthen customer satisfaction. This study offers novelty by integrating digital promotion and digital payment within a single research model through the mediating role of perceived ease of use in the coffee shop context. Furthermore, it contributes to the Technology Acceptance Model (TAM) literature by providing empirical evidence that perceived ease of use is an important mechanism linking digital technologies to consumer satisfaction, while offering practical insights for businesses seeking to enhance digital service quality and customer experience.

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