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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 809 Documents
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Towards Educational Quality Improvement: an Integrated Educator Management Model in Indonesian Vocational High Schools Junaidi JM; Govi Saputra; Hamdan Junaidi; Dandun Setiawan Fambudi; Chandra Novianto
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.v7i3.1710

Abstract

This study examines educator management practices and their contribution to educational quality at YAPPAN Vocational High School (SMK YAPPAN), Indonesia. Using a qualitative descriptive approach, data were collected through semi-structured interviews, observations, and document analysis involving principals, vice principals, and teachers selected through purposive sampling. The findings reveal that educator management comprises three interconnected dimensions: (1) strategic planning based on school needs, student enrollment, and teacher competencies; (2) continuous professional development targeting pedagogical and professional competencies; and (3) performance evaluation serving both supervisory and developmental functions. These dimensions operate as an integrated cycle, with planning informing development needs, development strengthening instructional capacity, and evaluation providing feedback for future planning. This study contributes to educational management scholarship by demonstrating the interconnectedness of these three management functions within vocational education contexts and provides practical insights for school leaders seeking to optimize educator management for quality improvement. The findings underscore the necessity of systematic, continuous, and integrated educator management as a strategic mechanism for enhancing vocational education quality.
Implementation of Qur’an Learning Extracurricular Activities in Shaping Students’ Character at SMA Budi Satrya Medan Nisa Tsaniaturrahmah Sitorus; Zulfiana Herni
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.v8i1.1712

Abstract

This study aims to analyze the implementation of the extracurricular Qur’an learning program in shaping students’ character at SMA Budi Satrya Medan. A qualitative descriptive design was employed, with informants purposively selected from school leadership, the Qur’an extracurricular supervisor, and participating students. Data were collected through observation, semi-structured in-depth interviews, and documentation, and were then analyzed using the interactive model of data condensation, data display, and conclusion drawing/verification. The findings show that the program is implemented through systematic planning, adjustment of learning materials to students’ reading abilities, scheduled activities, and school support. Learning activities include collective prayer, Qur’an recitation, tahsin, talaqqi, direct reading practice, murojaah, feedback, and independent practice targets. Character formation is integrated through habituation, teacher role modeling, advice, motivation, and continuous guidance. The most visible character outcomes are discipline, responsibility, and religious practice, while honesty and tolerance did not emerge as dominant findings. The study’s originality lies in explaining how extracurricular Qur’an learning at the senior high school level functions simultaneously as literacy development and character habituation. Practically, the program can serve as a school-based model for strengthening Islamic values through structured extracurricular learning and sustained mentoring.
The Influence of Merdeka Curriculum Implementation and Teacher Motivation on Student Academic Achievement in Rural Indonesian Senior High Schools Rasyid Siddik; Bukman Lian; Mahasir Mahasir
Journal of Social Work and Science Education Vol. 8 No. 1 (2027): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

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

Abstract

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

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

Abstract

Teacher motivation is fundamental to instructional quality, yet research examining its contextual determinants in rural elementary schools remains limited. This study investigated the effects of student discipline and learning facilities on teacher motivation in public elementary schools in Semendawai Barat District, Indonesia. A quantitative cross-sectional survey design was employed with a sample of 60 teachers selected purposively from three representative schools. Data were collected using validated Likert-scale questionnaires measuring student discipline, learning facilities, and teacher motivation. Multiple linear regression analysis revealed that student discipline significantly predicted teacher motivation (β = 0.506, p < 0.001), and learning facilities also demonstrated a significant positive effect (β = 0.335, p < 0.001). Together, both predictors explained 77.3% of the variance in teacher motivation (R² = 0.773, adjusted R² = 0.769). Student discipline emerged as the stronger predictor, suggesting that classroom behavioral climate is particularly influential in shaping teachers’ professional motivation. The findings indicate that teacher motivation is substantially shaped by the immediate teaching environment rather than being solely an individual psychological attribute. Strengthening student discipline through consistent school policies and improving learning facilities through targeted resource allocation should be integrated priorities in elementary school management. This study contributes empirical evidence from a rural Indonesian context to the growing literature on teacher motivation as an ecological construct.
Cultivating Sustainability Awareness through Critical Pedagogy: Perspectives of English Education Master’s Students in Indonesia Rio Magsilang Reyes; Ahmad Buhkori Muslim; Nita Novianti
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.v7i3.1657

Abstract

Education for sustainable development (ESD) has gained increasing attention in English Language Teaching (ELT), particularly in alignment with the United Nations Sustainable Development Goals. While critical pedagogy (CP) offers a generative framework for cultivating sustainability awareness, its convergence with ESD in postgraduate ELT contexts remains underexplored, especially in Indonesia. This qualitative study examines how five English Education master’s students at an Indonesian public university use a critical pedagogy lens to shape their sustainability awareness. Data from semi-structured interviews were analyzed using thematic analysis. Findings reveal three key patterns: (1) participants demonstrated broadened conceptualizations of sustainability encompassing social justice, cultural preservation, and community solidarity beyond environmental concerns; (2) while CP principles were present in the program, they remained largely implicit and lecturer-dependent; and (3) engagement with CP fostered transformative teaching visions, yet institutional constraints, material scarcity, and knowledge gaps limited pedagogical enactment. Theoretically, the study extends CP scholarship by demonstrating how conscientization operates in a specific postgraduate ELT setting; practically, it offers teacher educators and curriculum designers concrete directions for embedding CP in graduate coursework, and signals to policymakers the need for institutional support, such as dedicated materials development and structured mentoring, to develop critically conscious, sustainability-oriented language teachers in non-Western higher education contexts.
The Use of Kodular and Python in Basic Programming Practical Training: A Study of Accounting Education Students Muhammad Rayhan Al Fitri; Suranto Suranto
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.v7i3.1705

Abstract

Practical programming instruction for Accounting Education students remains challenging because many learners enter the course without prior information-technology experience. This study examines how Accounting Education students experience basic programming through Kodular and Python and identifies the perceived benefits and challenges of combining visual and text-based programming. We used a descriptive qualitative design. Data were collected through semi-structured interviews, classroom observations, and documentation of learning materials and practical assignments, and were analyzed thematically through data reduction, data presentation, and conclusion drawing. The findings indicate that Kodular reduced initial syntactic barriers and helped students visualize algorithms, input-process-output relationships, and program flow. It also supported participation, confidence, experimentation, and collaborative problem solving. Python created greater difficulty because students had to manage syntax, indentation, variables, branching, loops, and debugging; however, these demands encouraged more systematic reasoning, attention to detail, and problem solving. The study’s novelty lies in examining the transition from block-based to text-based programming among Accounting Education students rather than computer-science majors. Practically, the findings support a staged curriculum in which visual programming is used as scaffolding before text-based programming. The study contributes a contextual explanation of how the two approaches can complement each other in developing digital and computational competencies.
Building Competitive Advantage in Islamic Full-Day Schools: Strategic Management Practices at SDIT Insan Harapan, Indonesia Indra Ruyani; Ahmad Syukri; Fadhilah Fadhilah
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.v7i3.1714

Abstract

The rapid growth of private Islamic schools in Indonesia has intensified institutional competition, requiring educational foundations to develop distinct competitive advantages. This study examines how an Islamic full-day school in Batam City formulates, implements, and evaluates strategic management practices to achieve competitive advantage against alternative educational models, particularly boarding schools. Employing a qualitative case study design, data were collected through observations, in-depth interviews, and document analysis at SDIT Insan Harapan, a full-day school operated by the Harapan Ibu Kepri Islamic Education Foundation. The findings reveal that competitive advantage is achieved through an integrated differentiation strategy centred on the vision of “Qur’anic, Creative, and Entrepreneurial Generation (GEN Q’REN),” operationalised through: (1) integration of national and JSIT curricula; (2) systematic religious habituation; (3) flagship creative and entrepreneurial programs (Business Day, creative performances); and (4) consistent evaluation with parental involvement. The study demonstrates that full-day schools can compete effectively with boarding schools by optimising time, engaging parents systematically, and developing a distinctive institutional identity rather than simply replicating boarding school models. These findings contribute to the literature on Islamic school strategic management by providing an empirically grounded framework for differentiation strategy in full-day Islamic schools and offer practical guidance for educational foundations navigating competitive urban educational markets.
From Programs to Practice: Principal Leadership in Developing Religious Character at State Madrasah Aliyah Schools in Indonesia Fardinal Fardinal; Maisah Maisah; Kasful Anwar Us
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.v7i3.1733

Abstract

The development of religious character in Islamic schools requires more than the provision of religious activities; it demands systematic institutional leadership that integrates religious values into curriculum, culture, and daily practice. This study examines how madrasah principals manage the strengthening of students' religious behaviour in State Madrasah Aliyah schools in Jambi Province, Indonesia. Employing a qualitative descriptive approach, data were collected through observations, in-depth interviews, and documentation at three State Madrasah Aliyah schools (MAN 1 Jambi City, MAN 1 Sungai Penuh, and MAN 1 Tanjung Jabung Barat). The findings reveal that while religious programs such as Qur'an recitation, congregational prayer, and Islamic studies have been implemented, their effectiveness is constrained by four interrelated factors: (1) predominantly formal and administrative planning with limited stakeholder participation; (2) weak integration between religious and general subject teaching; (3) inadequate monitoring and evaluation mechanisms; and (4) insufficient collaboration with parents and the community. Effective principal leadership was found to require not only program design but also continuous engagement, role modelling, and the strategic use of digital media to support religious education. The study contributes to the literature on Islamic school leadership by demonstrating that religious character development depends on the alignment of leadership, curriculum, teacher capacity, family involvement, and sustained evaluation. These findings have implications for principal preparation, professional development, and educational policy in Islamic schools across Indonesia and comparable contexts.
Integrated Management of Food Security and National Defense Systems to Face Global Challenges Yudianto Putrajaya; Setyo Riyanto; Dewi Nusraningrum; Mafizatun Nurhayati
Journal of Social Work and Science Education Vol. 7 No. 2 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i2.1566

Abstract

The integration of food security with the national defense system faces significant challenges in the ever-changing global dynamics. Food crises triggered by climate change, geopolitical conflicts, and dependence on food imports pose serious threats to national sovereignty. From a management perspective, this integration requires a comprehensive and sustainable management strategy. One of the main challenges is the high dependence on food imports, which creates vulnerability to global supply disruptions. Therefore, integrated management is needed that emphasizes efficiency, cross-sector coordination, and strengthening local capacity in food provision. The purpose of this study is to analyze the relationship between food security and the national defense system within the framework of strategic management in facing global challenges, such as climate change, dependence on food imports, and potential threats of economic and geopolitical crises. The theory used is Food System Theory, which views food as an interconnected system ranging from production, distribution, to consumption. The research method used is a literature study with a managerial approach, namely reviewing, analyzing, and synthesizing various relevant literature sources. The results of the study indicate several important indicators in the management of the integration of food security and national defense, including: Local Food Availability Management, strengthening domestic production. Defense and Food Security Policy, integration of cross-sector policies. Import Dependency Risk Management, reducing vulnerability to global supply. Utilization of Technology and Innovation, increasing production and distribution efficiency. Inter-Agency Collaborative Management, strengthening synergy between government, communities, and the private sector.

Page 81 of 81 | Total Record : 809

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