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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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Fiqh Learning Strategies for Fostering Students’ Responsibility for Worship at MAS Darul Ihsan Nazaruddin Nazaruddin; Ahmad Darlis
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.v8i1.1681

Abstract

This study aimed to analyze the fiqh learning strategies used to foster students’ responsibility for worship at MAS Darul Ihsan, examine their implementation, and explore students’ responses and the challenges encountered. A qualitative case-study design was employed. Data were collected through in-depth interviews with fiqh teachers, homeroom teachers, and students, classroom observation, and analysis of curriculum and learning documents. The data were reduced, categorized, interpreted, and compared across sources and techniques. The findings show that teachers used contextual explanation, translation of Arabic texts, guided reading, interactive discussion, practical worship activities, supporting religious programs, and teacher modeling. Connecting fiqh concepts with daily worship helped students understand not only legal procedures but also the meaning and responsibility associated with worship. Practical activities, including worship examinations, funeral-management practice, and hajj simulations, strengthened students’ confidence, discipline, and readiness to apply their knowledge. The main challenges concerned the linguistic difficulty of Arabic texts, variations in students’ understanding, and maintaining consistency in worship. Teachers addressed these challenges through gradual translation, repeated explanation, collective reading, contextual examples, and continuous guidance. The study concludes that participatory, contextual, practice-oriented, and value-based fiqh instruction can support the internalization of worship responsibility. However, broader and longitudinal research is needed to examine the sustainability of these practices across different madrasah contexts.
Principal Leadership Practices for Strengthening Teacher Competence in Primary Education Hikmah Hikmah; Reva Maria Valianti; 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.v8i1.1682

Abstract

This study examined principal leadership practices for strengthening teacher competence, the conditions that supported or constrained those practices, and the strategies used to address the constraints. A descriptive qualitative case study was conducted at a public primary school in South Sumatra, Indonesia. Participants were one principal and three classroom teachers selected purposively because of their direct involvement in teacher development activities. Data were generated through semi-structured interviews, non-participant observation, and document analysis, then analyzed through data condensation, data display, thematic comparison, and conclusion verification. Trustworthiness was enhanced through source and technique triangulation. The findings show that teacher development was sustained through an integrated set of seven leadership roles: educator, manager, administrator, supervisor, leader, innovator, and motivator. These roles were enacted through Teacher Working Group participation, internal coaching, scheduled academic supervision, assistance with instructional administration, encouragement of digital learning, collegial problem solving, and recognition of teacher effort. Enabling conditions included the principal’s commitment, collegial cooperation, teacher motivation, professional learning opportunities, and basic infrastructure. Constraints involved limited funding and time, unequal digital competence, and administrative workload. The study contributes a context-sensitive model showing that principal leadership strengthens teacher competence when professional learning, supervision, organizational support, and adaptive problem solving operate as a coherent cycle rather than as separate activities.
Principal Strategies for Building a Quality-Oriented School Culture Reti Sartika; Bukman Lian; Yasir Arafat
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.v8i1.1683

Abstract

This study examined the principal’s strategies for building a school culture oriented toward educational quality in an Indonesian public elementary school. A descriptive qualitative design was used to explore strategic planning, implementation, obstacles, and improvement efforts. Data were collected through semi-structured interviews, observation, and documentation. The principal, a school supervisor, a teacher, a school committee representative, and a student were selected purposively as key information sources. Data were analyzed through condensation, thematic display, conclusion drawing, and verification, while trustworthiness was strengthened through source and technique triangulation and member confirmation. The findings show that the principal developed quality culture through participatory planning, routine coordination, fair task distribution, academic supervision, teacher working groups, professional coaching, positive habituation, leadership by example, parental communication, and continuous evaluation. These practices strengthened discipline, collaboration, teacher responsibility, student character, and the learning environment. Implementation was constrained by differences in teacher readiness, limited digital and instructional facilities, inconsistent discipline, restricted time, uneven parental participation, and external influences on student behavior. The principal responded through persuasive guidance, peer support, educational discipline, resource optimization, stakeholder cooperation, and follow-up evaluation. The study offers an integrated view of principal strategy as a cultural improvement cycle and provides practical actions for elementary schools seeking quality development under limited-resource conditions.
The Effect of Teacher Welfare and Teacher Work Motivation on the Professionalism of High School Teachers Ikram Arrazy; Nila Kesumawati; 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.v8i1.1684

Abstract

This study aims to determine and analyze the influence of teacher welfare and teacher work motivation on the professionalism of high school teachers in Sungai Lilin District. A quantitative approach with a survey method was employed. The population comprised public and private high school teachers in the district, with a sample of 108 teachers. Data were collected through questionnaires and analyzed using inferential statistics, including prerequisite tests, simple and multiple linear regression, t-tests, F-tests, and coefficient of determination. Findings reveal that: (1) teacher welfare significantly influences teacher professionalism (t = 8.544; p < 0.05); (2) teacher work motivation significantly influences teacher professionalism (t = 10.263; p < 0.05); and (3) simultaneously, both variables exert a positive and significant effect (F = 82.785; p < 0.05). The coefficient of determination (R² = 0.612) indicates that teacher welfare and work motivation jointly explain 61.2% of the variance in teacher professionalism, with the remaining 38.8% attributed to other factors. This study provides empirical evidence from a district-level context in Sungai Lilin, demonstrating the combined predictive power of welfare and motivation on teacher professionalism in an under-researched setting. Findings recommend that school principals, government, and stakeholders continuously prioritize teacher welfare, create supportive work environments, and provide awards and coaching to sustain motivation. This research contributes actionable insights affirming that teacher professionalism is substantially enhanced through integrated welfare improvement and motivation strengthening, offering a foundational reference for policy formulation in secondary education.
Principal Leadership Strategies in Building Teachers’ Organizational Commitment Delyani Delyani; Yasir Arafat; Rohana Rohana
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.v8i1.1685

Abstract

This study examines the principal’s leadership strategies in building teachers’ organizational commitment at SDN 148 Palembang. It focuses on the strategies implemented, the supporting and inhibiting conditions surrounding their implementation, and the solutions used to address persistent obstacles. A descriptive qualitative design was employed to understand leadership practices within the natural setting of the school. Six purposively selected informants participated: the principal, three teachers, one administrative staff member, and one school committee representative. Data were collected through semistructured interviews, moderate participant observation, and analysis of school documents. The data were reduced, organized, compared, and interpreted, while source and technique triangulation were used to strengthen credibility. The results show that the principal developed teacher commitment by continuously communicating the school vision, demonstrating discipline and responsibility, providing personal motivation and recognition, conducting developmental academic supervision, involving teachers in planning and decision making, and strengthening collaboration. These strategies increased teachers’ loyalty, discipline, responsibility, active participation, and sense of ownership. Supporting factors included an open communication climate, harmonious relationships, teacher competence, clear task distribution, administrative support, and cooperation from the committee and parents. The main barriers were uneven motivation, heavy administrative workloads, limited learning facilities, inefficient data systems, time pressure, and inconsistent parental participation. The principal addressed these issues through persuasive coaching, regular coordination, administrative digitalization, professional development, recognition, workload clarification, and stronger partnerships. The study highlights the importance of combining managerial direction with human-centered leadership to sustain teacher commitment in public elementary schools.
Integrating Massive Open Online Courses into Blended Learning in Indonesian Health Sciences Education: Development and Validation of the HS-MIF Framework Agus Riyanto; Imma Rachayu
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.v8i1.1686

Abstract

This mixed-methods study examines the integration of Massive Open Online Courses (MOOCs) into blended learning at STIKes Bhakti Husada Bengkulu, Indonesia, and validates the Health Sciences MOOCs Integration Framework (HS-MIF). Using a quasi-experimental pre-test/post-test control group design, 94 third-semester Health Information Management students were assigned to experimental (n=47, MOOCs-supported blended learning) and control (n=47, conventional instruction) groups over 14 weeks. Data collection included academic achievement tests, the newly developed and validated MOOCs Learning Engagement Scale (MLES, 32 items, α=0.887), motivation questionnaires based on the ARCS model, and focus group discussions with 12 students and 5 faculty members. The experimental group demonstrated significantly higher post-test scores (M=84.7 vs 72.3; t=6.82, p<0.001, Cohen’s d=0.89), motivation scores (M=81.4 vs 69.2, p<0.001), and an exceptional 87.2% course completion rate. The HS-MIF showed strong predictive validity (R²=0.79, p<0.001), with self-regulated learning as the strongest predictor (β=0.44). Qualitative findings revealed enhanced student engagement, perceived global competency, and faculty role transformation, alongside challenges in English language proficiency and internet connectivity. These findings provide empirical evidence for the effectiveness of structured MOOCs integration in health sciences education and offer a validated framework for implementation in resource-constrained institutions in developing countries.
Compensation and Principal Leadership as Determinants of Teachers’ Teaching Discipline Vivi Kesumah; Tri Widayatsih; Muhammad Fahmi
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.v8i1.1687

Abstract

This study examines the effects of compensation and principal leadership on teachers’ teaching discipline in public elementary schools. A quantitative explanatory survey was conducted among teachers working in public elementary schools in Talang Kelapa District. The population consisted of 173 teachers, and 58 complete questionnaires were included in the final analysis. Data were collected using three 30-item Likert-scale instruments measuring compensation, principal leadership, and teaching discipline. All instruments demonstrated strong validity and very high internal consistency. Descriptive analysis, normality testing, simple linear regression, partial t-tests, multiple regression, and an F-test were performed using statistical software. The results indicate that compensation has a positive and significant effect on teaching discipline, with a regression coefficient of 0.940, a t-value of 51.613, and a significance level below 0.001. Principal leadership also has a positive and significant effect, with a regression coefficient of 0.938, a t-value of 51.281, and a significance level below 0.001. The simultaneous test confirms that compensation and principal leadership jointly influence teaching discipline, producing an F-value of 67,317.737 with significance below 0.001. These findings show that teachers are more likely to demonstrate punctuality, instructional preparedness, compliance with school procedures, and administrative responsibility when they perceive compensation as fair and leadership as clear, supportive, consistent, and exemplary. The study emphasizes that teaching discipline should be managed through an integrated approach combining equitable rewards, professional recognition, effective supervision, communication, and consistent organizational expectations. It offers practical direction for strengthening teacher management in schools.
Principal Leadership in Strengthening Students’ Discipline Edi Purnomo; Meilia Rosani; Darwin Effendi
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.v8i1.1688

Abstract

This study examines how principal leadership strengthens student discipline at SMA Negeri 1 Sungai Lilin, Musi Banyuasin, Indonesia, within the school’s specific social and geographical context. A descriptive qualitative design was employed, collecting data from one principal, four teachers, and nine students through semi-structured interviews, non-participant observation, and document analysis. Data were reduced, organized thematically, displayed, and verified through source and technique triangulation. The principal performed interconnected roles as educator, manager, administrator, supervisor, leader, innovator, and motivator. Democratic leadership dominated, characterized by two-way communication, shared decision-making, and persuasive guidance, while situational firmness was applied for serious violations. Discipline management combined clear rules, exemplary behavior, point-based records, counseling, parental communication, CCTV monitoring, and application-based coordination. A multi-tier leadership pattern emerged wherein the principal influenced student behavior indirectly by developing teachers as consistent role models. Major constraints included weak discipline internalization, mobile-phone misuse, family supervision gaps, peer influence, geographic dispersal, and limited digital infrastructure. Responses included coordinated discipline teams, periodic evaluation, and data-informed monitoring. This study uniquely demonstrates a multi-tier, indirect leadership model for discipline management in a geographically dispersed plantation settlement context. Sustainable student discipline requires leadership integrating example, organizational consistency, technology, collaboration, and contextual flexibility. This research contributes empirical evidence that discipline is most effectively internalized as school culture through integrated leadership approaches, offering actionable insights for school leaders in similar rural Indonesian settings.
Development of Cultural Ecotourism-Based Microlearning Videos for Trading-Company Accounting Pransida Budaya; Dessy Wardiah; Neta Dian Lestari
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.v8i1.1689

Abstract

This study developed a microlearning teaching video for trading-company accounting by integrating visual content from South Sumatran cultural ecotourism, designed to address low student learning absorption, monotonous text-based instruction, and the difficulty of understanding abstract accounting concepts at SMKN 1 OKU Selatan. Educational Research and Development using the ADDIE stages (Analysis, Design, Development, Implementation, Evaluation) was employed. Data were collected through classroom observation, teacher interviews, expert validation sheets, student response questionnaires, implementation observation, and pre-test and post-test measures. The final three-minute Full HD video presented trading company concepts through contextual illustrations of packaged coffee, coffee plantations, Danau Ranau, and local cultural elements. Expert validation yielded a 90% feasibility score (highly feasible). Implementation showed student enthusiasm at 92%, ease of access at 88%, and content interaction at 85%. Learning scores increased from 54.20 (pre-test) to 86.50 (post-test), with a normalized gain of 0.70 (strong improvement), and mastery criterion achievement rose from 55% to 92%. This study uniquely integrates local cultural ecotourism visuals into microlearning accounting videos, an underexplored combination in vocational education. Short, locally contextualized videos reduce perceived complexity, sustain attention, and connect vocational concepts with students' immediate environment. This research contributes a feasible, practical, and effective instructional product for trading-company accounting, offering a replicable model for vocational schools seeking culturally responsive and technology-enhanced learning solutions.
Normative Ambiguity of Cohabitation in Indonesia’s National Criminal Code Shihaf Ismi Salman Najib; Sakti Boy Sihombing; Balqis Amalia; Fatikha Aisya Rahmi
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.v8i1.1691

Abstract

This study examines the normative ambiguity of the cohabitation offense in Article 412 of Law Number 1 of 2023 concerning the Indonesian Criminal Code, particularly the absence of measurable temporal criteria and objective indicators for the phrase “living together as husband and wife outside marriage.” It employs legal research using statutory and conceptual approaches. Primary legal materials include the 1945 Constitution and the national Criminal Code, while secondary materials consist of criminal-law scholarship on legality, legal certainty, privacy, overcriminalization, and evidentiary standards. The materials were inventoried, classified, interpreted, and analyzed deductively. The study finds that Article 412 distinguishes cohabitation from adultery by focusing on an enduring domestic pattern rather than a single sexual act, yet it does not define the duration, frequency, continuity, or corroborating evidence required to establish that pattern. This omission grants broad interpretive discretion to investigators, prosecutors, and judges and may produce inconsistent, arbitrary, or discriminatory enforcement. The article proposes a cumulative operational framework based on sustained co-residence, repeated overnight presence, shared domestic routines, reciprocal representation as a household, and verifiable documentary or testimonial evidence. The framework offers a practical basis for implementing guidelines while preserving the complaint-based character of the offense, the principle of lex certa, due process, and constitutional privacy.

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