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 788 Documents
 73   74   75   76   77 
Implementation of Deep Learning as Learning Activities in Elementary Education Rita Buana Sari; Tri Widayatsih; 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.v8i1.1641

Abstract

This article examines the implementation of deep learning as learning activities at SD Negeri 15 Banyuasin I. The study was developed from a qualitative case study that explored how deep learning was understood, planned, implemented, evaluated, and followed up by teachers in daily classroom practice. Data were obtained through interviews, observation, and documentation involving the principal, teachers, and students. The findings indicate that the school has begun to implement deep learning through student-centered planning, contextual learning activities, collaborative discussion, problem-based tasks, reflection, formative assessment, and follow-up activities in the form of remedial support and enrichment. Teachers have attempted to design meaningful learning by considering students’ needs, interests, and abilities, although the quality of planning still varies among teachers. Classroom implementation has also moved toward active and contextual learning, yet several challenges remain, including uneven student readiness, limited learning resources, inconsistent documentation, and variations in teachers’ pedagogical competence. Evaluation practices have begun to include reflection, feedback, and analysis of learning outcomes, but a more systematic documentation system is still needed to strengthen data-based decisions. The article concludes that deep learning at SD Negeri 15 Banyuasin I has been implemented as a developing learning culture rather than as a fully established model. Strengthening teacher capacity, collaborative planning, authentic assessment, and continuous follow-up is necessary to make deep learning more consistent, meaningful, and sustainable in elementary education.
Resistance of Female Characters Against Patriarchal Cultural Values in Dian Purnomo’s Novel Perempuan yang Menunggu di Lorong Menuju Laut Nadia Aprisilia; Yessi Fitriani; Muhammad Ali
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.v8i1.1642

Abstract

This article examines the resistance of female characters against patriarchal cultural values in Dian Purnomo’s novel Perempuan yang Menunggu di Lorong Menuju Laut through feminist literary criticism. The study applies a qualitative descriptive method by using the novel as the primary data source. Data were collected through close reading and note-taking, then classified according to patriarchal cultural values and three forms of female resistance: verbal, action, and psychological resistance. The results show that patriarchal culture in the novel is represented through male domination, restriction of women’s freedom, gender stereotypes, domestic expectations, and social pressure that limits women’s roles in family and society. Female characters respond to these pressures through critical utterances, slogans, speeches, demonstrations, sea actions, collective legal strategies, emotional endurance, and self-awareness. The discussion indicates that resistance in the novel is a continuous process: psychological awareness produces courage to speak, verbal resistance builds collective consciousness, and action resistance transforms awareness into social struggle. The novel therefore functions not only as a representation of women’s suffering under patriarchal culture, but also as a literary space that affirms women as active subjects, agents of change, and bearers of cultural criticism.
The Influence of Education Quality Management Strategies and Teachers’ Intrinsic Motivation on Teaching Innovation in Public Elementary Schools in Semendawai Barat Yesi Ulistina; 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.v8i1.1645

Abstract

This article examines the influence of education quality management strategies and teachers’ intrinsic motivation on teaching innovation in public elementary schools in Semendawai Barat. The study was developed from a quantitative survey conducted in the context of elementary education, where schools are expected to improve learning quality while responding to curriculum change, technology development, and the need for student-centered pedagogy. The research focused on three variables: education quality management strategy as the first independent variable, teachers’ intrinsic motivation as the second independent variable, and teaching innovation as the dependent variable. Data were collected from teacher respondents through questionnaires supported by observation and documentation. The instrument was organized using Likert-scale statements and tested for validity and reliability before being analyzed. Data analysis used prerequisite tests, simple regression, and multiple linear regression. The findings show that education quality management strategies have a positive and significant influence on teaching innovation. Teachers’ intrinsic motivation also has a positive and significant influence on teaching innovation. Simultaneously, both variables contribute significantly to the development of innovative teaching practices. The multiple regression model indicates that the combined contribution of quality management strategies and teachers’ intrinsic motivation explains 29.6% of the variation in teaching innovation, while the remaining proportion is influenced by other factors outside the research model. These findings indicate that teaching innovation cannot be built only through individual creativity or school policy alone. It requires an integrated relationship between systematic quality management, supportive leadership, continuous evaluation, professional development, and teachers’ internal willingness to improve their teaching. The article concludes that the strengthening of school quality management and intrinsic teacher motivation is essential for building sustainable teaching innovation in elementary education.
Principal Leadership Strategies for Improving Teacher Performance Ika Kania Putri; 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.v8i1.1646

Abstract

This article describes the principal leadership strategies used to improve teacher performance at SD Negeri 01 Kangkung, Semendawai Barat, Ogan Komering Ulu Timur, South Sumatra. The study was adapted from a descriptive qualitative thesis that focused on four strategic stages: planning, implementation, evaluation, and follow-up. Data were collected through in-depth interviews with the principal and teachers, direct observation of school leadership and teacher performance, and documentation review of school planning, supervision, evaluation, and professional development records. The findings show that leadership planning was conducted through needs analysis, teacher discussion, school meetings, and the preparation of structured programs such as academic supervision, internal training, workshops, and teacher working group activities. The implementation stage reflected a democratic, open, and persuasive leadership style, supported by academic supervision, motivation, appreciation, role modeling, and a harmonious working climate. The evaluation stage was carried out through periodic monitoring, classroom supervision, administrative checks, and feedback, although the depth of feedback and follow-up recommendations still requires strengthening. The follow-up stage included coaching, additional training, support for professional development, digitalization of learning administration, and the use of platforms and artificial intelligence tools to help teachers prepare learning modules. Overall, the leadership strategy created a supportive school climate and contributed to teacher discipline, commitment, instructional preparation, and professional growth. The study recommends strengthening documentation of innovation, expanding teacher participation, intensifying feedback, and increasing the continuity of professional development programs.
A Quantitative Ex Post Facto Study on the Influence of Academic Supervision and Principal Motivation on Teacher Discipline Yushartina Yushartina; 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.v8i1.1650

Abstract

This article examines the influence of academic supervision and principal motivation on teachers’ work discipline at SMA Negeri 1 Semendawai Barat, Ogan Komering Ulu Timur, South Sumatra. The study was developed from a quantitative ex post facto thesis using saturated sampling involving all 41 teachers at the school. Data were collected through closed questionnaires supported by interview and documentation data. Academic supervision was measured through harmonious relationships, needs analysis, strategy and media development, and evaluation or revision. Principal motivation was measured through achievement, affiliation, and power needs, while teacher work discipline was measured through punctuality, facility use, responsibility, and obedience to school rules. The instruments were valid and reliable, with Cronbach’s Alpha values of 0.980 for academic supervision, 0.978 for principal motivation, and 0.969 for teacher work discipline. The results show that academic supervision has a significant effect on teachers work discipline, with a reported contribution of 26.2%. Principal motivation also has a significant effect, with a reported contribution of 36.9%. Simultaneously, academic supervision and principal motivation have a significant influence on teachers work discipline, with a reported F value of 14.903 and a simultaneous contribution of 29.6%. These findings indicate that teacher discipline improves when principals provide systematic academic guidance and maintain motivational leadership. The study recommends that principals develop supervision programs that are collegial, constructive, and integrated with continuous motivation strategies.
Principal Strategies for Improving Students’ Literacy Skills Mardalena Mardalena; Nila Kesumawati; Nuril Furkan
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.v8i1.1651

Abstract

This article analyzes principal strategies for improving students’ literacy skills in an integrated Islamic junior high school context. The study was developed from qualitative case study conducted at SMP IT Al-Furqon Palembang. The research focused on four main aspects: the planning and implementation of the principal’s literacy strategy, the challenges and solutions in program implementation, the principal’s leadership role in strengthening literacy culture, and the impact of the strategy on students’ literacy development. Data were collected through in-depth interviews, participatory observation, and documentation involving the principal, school supervisor, curriculum vice principal, teachers, students, and parents. The findings show that the principal acted as both an instructional and transformational leader by integrating literacy into school vision, curriculum, classroom learning, Islamic values, and school culture. The main strategy was organized through Penggiat Literasi Al-Furqon (PELITA), including literacy corners, digital literacy, bulletin publication, wall magazines, book writing, and appreciation for active library users. Although the implementation faced challenges related to teacher competence, student reading interest, data-based evaluation, learning time, reading resources, and gadget influence, the school responded through teacher training, peer tutoring, varied literacy methods, strengthened coordination, and parent involvement. The strategy improved students’ literacy achievement, participation, confidence, creativity, and learning culture.
Principal Leadership Management in Improving Teacher’s Performance Tini Yaparaduna; 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.v8i1.1654

Abstract

This study aims to describe and analyze the leadership management of school principals in improving teacher performance at SD Negeri 01 Tanjung Kukuh through four management stages: planning, implementation, evaluation, and follow-up. A descriptive qualitative approach was employed. Data were collected through in-depth interviews with principals and teachers, participatory observation of leadership behavior and teaching performance, and documentation studies of learning tools and supervision reports. Analysis followed Miles and Huberman's interactive model, encompassing data reduction, data display, and conclusion drawing. Findings reveal that: (1) planning is conducted collaboratively, involving teachers in vision formulation and supervision scheduling; (2) implementation occurs through technical guidance, motivational awards, and exemplary principal discipline; (3) evaluation is carried out via periodic clinical supervision to monitor alignment between lesson plans and classroom practice; and (4) follow-up is realized by facilitating teachers' sustainable professional development through workshops and teacher working groups (KKG) to address identified obstacles. This study provides a holistic, stage-by-stage model of integrated leadership management in a rural elementary context, an approach rarely documented in Indonesian school leadership literature. Findings offer a replicable framework for principals seeking to systematically enhance teacher professionalism through structured, participatory, and reflective management practices. This research contributes empirical evidence that integrated leadership management across all four stages effectively improves teacher performance, demonstrating that collaborative planning, supportive implementation, clinical evaluation, and targeted follow-up are mutually reinforcing strategies for sustainable educational quality improvement.
Diglossia Interference in Arabic Language Acquisition: A Study of Indonesian Students at the Indonesian School of Mecca Chorrin Vitalia Putri; Arif Humaini
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.v7i3.1655

Abstract

This study examines the interference of ‘Amiyah (colloquial) Arabic in the use of Fuṣḥā (Modern Standard) Arabic among Indonesian diaspora students at the Indonesian School of Mecca, focusing on linguistic manifestations and contributing factors. A descriptive qualitative approach was employed with 16 fourth-grade students selected through purposive sampling. Data were collected via non-participant observation, semi-structured interviews, and documentation. Analysis followed Miles and Huberman’s interactive model integrated with Corder’s Error Analysis framework. Interference manifests in four domains: lexical, phonological, morphosyntactic, and grammatical (nahwu). Six contributing factors were identified: dominance of ‘Amiyah in daily communication, perceived ease of ‘Amiyah, limited Fuṣḥā practice opportunities, structural diglossia differences, foreign language anxiety, and pedagogical factors. This interference contributes to grammatical fossilization, reduced academic vocabulary, code-mixing, pronunciation deviations, and diminished speaking confidence. This study uniquely addresses Arabic diglossia interference within an Indonesian diaspora school context, an underexplored setting in Arabic sociolinguistics and second language acquisition research. Findings recommend sociolinguistically informed instruction incorporating explicit contrastive analysis between Fuṣḥā and ‘Amiyah to mitigate interference and enhance linguistic competence. This research contributes empirical evidence on diglossia interference patterns in diaspora educational contexts, offering actionable insights for curriculum designers and Arabic language educators to develop pedagogical strategies that address the unique challenges faced by learners in Arabic-speaking environments while strengthening Fuṣḥā proficiency.
The Influence of Principal Leadership and Teacher Collaboration on Public Elementary School Teachers’ Performance Noviliana Noviliana; Syaiful Eddy; Dessy Wardiah
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.v8i1.1656

Abstract

This study aims to determine and describe the influence of principal leadership and teacher collaboration on the performance of public elementary school teachers in Cluster 2, Tanjung Lubuk District, encompassing six schools. A quantitative descriptive method was employed. The population comprised 129 teachers, with a sample of 97 respondents determined through appropriate sampling techniques. Data were collected using questionnaires, observation, and documentation. Analyses included normality, linearity, multicollinearity tests, simple and multiple correlation, simple regression, t-tests, and F-tests. The findings reveal that principal leadership and teacher collaboration significantly influence teacher performance. The more professional teachers are in executing their duties and the higher the value of collaboration, the better their performance. The ANOVA test confirmed significance with F-count > F-table, leading to rejection of H₀. This study provides empirical evidence from a clustered rural school setting in Tanjung Lubuk District, demonstrating the combined predictive power of leadership and collaboration on teacher performance in an under-researched multi-school context. Findings underscore the need for school principals to simultaneously strengthen leadership capacity and foster collaborative teacher cultures to optimize performance outcomes. This research contributes actionable insights for educational policymakers and administrators, affirming that teacher performance is substantially enhanced when authoritative leadership is complemented by structured teacher collaboration, offering a foundational reference for performance improvement strategies in similar rural elementary school clusters.
Risk-Based Defense Planning in Archipelagic States: Strategic Analysis, Methodological Framework, and Technological Integration in the Indo-Pacific Revila Oulina; Guntur Eko Saputro; Sutanto Sutanto
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.v7i3.1663

Abstract

The volatile security environment of the Indo-Pacific demands that defense institutions adopt adaptive planning approaches beyond conventional threat-based models. This qualitative study examines Risk-Based Defense Planning (RBDP) implementation in archipelagic states, which face distinctive security challenges from dispersed territories, extensive maritime boundaries, and persistent sea blindness. Through systematic literature review and comparative analysis of defense planning frameworks in Indonesia and the Philippines, the study evaluates risk assessment methodologies including Multi-Criteria Decision-Making approaches specifically Fuzzy Analytic Hierarchy Process and Failure Mode and Effects Analysis for objective defense resource prioritization. The analysis also examines NATO’s Risk-Based Framework for Strategic Planning as a reference model. Findings reveal three key patterns: (1) archipelagic states are shifting toward risk-oriented defense strategies, evidenced by the Philippines’ Comprehensive Archipelagic Defense Concept and Indonesia’s Global Maritime Fulcrum vision; (2) emerging technologies—Maritime Domain Awareness systems, unmanned vehicles, and low-earth orbit satellites are critical for situational awareness and risk mitigation; and (3) effective RBDP requires integration of military and non-military policies within total defense frameworks, supported by regional cooperation. The study contributes a synthesized RBDP framework for archipelagic contexts and offers policy recommendations for addressing hybrid threats, maritime security challenges, and climate-related risks. Limitations include the focus on two case countries and reliance on secondary sources.

Page 75 of 79 | Total Record : 788

 73   74   75   76   77 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 8 No. 1 (2027): Forthcoming Issue Vol. 7 No. 3 (2026): Journal of Social Work and Science Education 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