Journal of Social Work and Science Education
Journal of Social Work and Science Education 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. It 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. It 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 regularly published three times a year.
Language Teaching for a Sustainable Future: Integrating Sustainability in ELT
This study investigates how sustainability principles can be integrated into English Language Teaching (ELT) to enhance educational quality and foster global citizenship. Adopting a qualitative integrative literature review design, we synthesized findings from 35 publications (2013–2025). It includes two recent systematic reviews and a case study to identify pedagogical strategies, challenges, and outcomes of incorporating sustainability in ELT. The results reveal a range of practical approaches, including Content and Language Integrated Learning (CLIL) curricula, project-based learning centered on the Sustainable Development Goals (SDGs), eco-critical language awareness activities, and targeted teacher training. These approaches were found to enhance language proficiency while increasing learners’ sustainability awareness and engagement. However, significant challenges remain, notably a lack of appropriate teaching resources and teacher preparedness, as well as misalignment between sustainability topics and traditional language curriculum goals. As a novel contribution, this study proposes a synthesized framework for embedding sustainability into ELT, along with evidence-based recommendations to overcome implementation barriers. In practical terms, integrating sustainability content and practices in ELT engages students with real-world issues, fostering critical thinking and global citizenship skills alongside language development. The study’s findings offer new insights by explicitly linking ELT to Education for Sustainable Development (ESD) goals and provide ELT professionals with concrete strategies to help build a more sustainable future through language education.
Copyright (c) 2026 Dewi Sari Wahyuni, T. Sy Eiva Fatdha https://creativecommons.org/licenses/by-nc-sa/4.0
The Integrated Influence of Principal Leadership, Emotional Ability, and Personality on Teacher Performance in Indonesian Madrasahs
This study aims to test the hypothesis of the relationship between leadership style, emotional abilities and personality of the Madrasah Principal, and the performance of Madrasah Aliyah Teachers in Riau Province. This research is a quantitative study using a survey method. The sampling technique used probability sampling with a sample size of 70 MAN teachers in Indragiri Hilir Regency. Hypothesis testing used correlation analysis with a significance level of ɑ = 0.05. The research results data conclude that both partially and simultaneously there are: 1) a direct relationship between leadership style (X1) and teacher performance (Y) with a correlation coefficient of 0.78; 2) a direct relationship between emotional ability (X2) and teacher performance (Y) with a correlation coefficient of 0.75); 3) a direct relationship between the personality of the madrasah principal (X3) and teacher performance (Y) with a correlation coefficient of 0.76; 4) a simultaneous direct relationship between the leadership style of the madrasah principal (X1), the emotional ability of the madrasah principal (X2), and the personality of the madrasah principal (X3) and teacher performance (Y), with an Fcount value of 245.81 and an Ftable of 4.01 with a correlation coefficient (Rx1x2x3Y) of 0.88. The implication of this research is that, based on the analysis, it is known that teacher performance simultaneously has a higher correlation value than the partial analysis of each variable with the dependent variable, including the relationship between the principal’s leadership style and teacher performance, the relationship between emotional ability and teacher performance, and the relationship between the principal’s personality empowerment and teacher performance. Based on these findings, the priority for improving teacher performance can be achieved through improving the principal’s leadership style, emotional ability, and personality.
Copyright (c) 2026 Junaidi JM, Risnita Risnita, Kemas Imron Rosyadi https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of the Implementation of Project-Based Learning Model on Improving Literacy and Numeracy of Grade V Elementary School Students
The average literacy and numeracy scores of Indonesian students are still below the minimum standard, with PISA 2018 achievement in the level 1 category and only 30% of students achieving basic competencies in the National Assessment. This study aims to analyze the effect of the PjBL model on improving the literacy and numeracy skills of fifth-grade students at SD Negeri 1 Banyuasin III. PjBL was chosen because it is considered relevant to the cognitive development stage of students aged 10–11 years and supports the integration of real contexts in learning. This study used a quantitative method with a nonequivalent pretest-posttest control group quasi-experimental design. The sample consisted of 56 fifth-grade students divided into experimental and control groups. The instruments used included empirically validated literacy and numeracy questions and an analytical rubric based on cognitive and contextual indicators. Data analysis was performed using MANOVA. The results showed that the PjBL model had a significant effect on improving literacy and numeracy simultaneously (Pillai’s Trace = 0.319; p = 0.000). Partially, literacy gains were higher (F = 18.195; R² = 0.252) than numeracy gains (F = 10.075; R² = 0.165), with an average N-Gain of 0.49 for literacy and 0.40 for numeracy. This effectiveness reflects the successful integration of literacy and numeracy through simple project activities. This finding implies the need to implement PjBL as a curricular strategy to support the strengthening of literacy and numeracy in the Independent Curriculum.
Copyright (c) 2026 Asnaria Asnaria, Umar Abdullah, Juhana Juhana https://creativecommons.org/licenses/by-nc-sa/4.0
Culturally Responsive Teaching and Critical Thinking in Elementary Social Studies: A Quasi-Experimental Study
This research aims to examine how the implementation of Culturally Responsive Teaching affects the critical thinking skills of fourth-grade students in Social Studies at SD Negeri 054915. The research design is quasi-experimental with a nonequivalent control group design. The sample consisted of 43 students from two classes, divided into two groups: the experimental class (n = 23), which was taught using the Culturally Responsive Teaching approach, and the control class (n = 20), which was taught using traditional learning methods. Information was collected through pre-tests and post-tests that had been tested for validity and reliability. The research findings indicate that this method has an impact on students’ critical thinking skills in Social Studies. Based on hypothesis analysis using an independent t-test, the significance value (sig. 2-tailed) was 0.000 < 0.05, meaning that H0 was rejected and Ha was accepted. Therefore, the Culturally Responsive Teaching approach was proven effective in improving students’ analytical thinking skills in Social Studies education at the elementary school level. The control group, which did not use the Culturally Responsive Teaching approach, had an average (mean) score of 64.20, according to the data analysis. In contrast, the students in the experimental class, who were taught using the Culturally Responsive Teaching approach, achieved an average score of 74.52. These findings indicate that the Culturally Responsive Teaching approach has a significant impact on improving students’ critical thinking skills. By linking the learning material to students’ cultural backgrounds, the learning process becomes relevant, motivating, and encourages students to analyze information more deeply. The novelty of this research lies in the specific application of the Culturally Responsive Teaching approach in the Social Studies subject, particularly in the topic of cultural diversity, to develop critical thinking skills based on Ennis’ indicators. These findings provide supporting evidence for this approach as an effective learning strategy, and it is recommended that Culturally Responsive Teaching be more widely integrated into Social Studies education, with future research involving larger samples and long-term measurements.
Copyright (c) 2026 Intan Nuraini, Eka Yusnaldi https://creativecommons.org/licenses/by-nc-sa/4.0
Stress Management in Improving Teachers’ Commitment to School
This research aims to formulate a theory of stress management in enhancing teachers’ commitment to the school at SMA Negeri 12 Bungo. The background of the study is the low level of teachers’ commitment to the school, which is assumed to be influenced by high levels of stress. The objectives of this research are: (1) to analyze stress management, (2) to analyze school commitment, (3) to reveal how stress management can enhance teachers’ commitment to the school, (4) to identify factors influencing stress management in improving teachers’ commitment to the school, and (5) to formulate a stress management theory as an effort to strengthen teachers’ commitment to the school at SMA Negeri 12 Bungo. The research method used is phenomenology with a qualitative descriptive approach, aiming to explore teachers’ and staff’s subjective experiences in managing stress and their commitment to the school. Data were collected through in-depth interviews, observation, and document analysis to gain a deeper understanding of the interaction between stress management and school commitment. The results show that teachers’ stress management at SMA Negeri 12 Bungo still faces challenges related to workload, support, and recognition. Teachers’ commitment is generally good, especially affective commitment, but still requires reinforcement in terms of sustainability. Stress management significantly contributes to enhancing commitment through coping strategies, social support, and work–life balance. The study formulates a stress management theory based on psychological balance, institutional support, and spiritual values as a framework to strengthen teachers’ commitment.
Copyright (c) 2026 Ardiansyah Ardiansyah, Ahmad Syukri, Idarianti Idarianti https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of Interactive Video-Assisted Problem Based Learning Model on Computational Thinking Skills Based on Student Activeness
This study aims to test the effect of a Problem-Based Learning (PBL) model assisted by interactive videos on the computational thinking skills of second-grade elementary school students in Banyuasin III. Utilizing a quantitative approach with a quasi-experimental method, data were collected through tests and observations. Statistical analysis was performed using SPSS version 26 to examine the causal relationship between the instructional model and learning outcomes. The results demonstrate that students taught with the PBL and interactive video model achieved a significantly higher average computational thinking ability than those taught with a direct instruction model. The novelty of this research lies in its specific integration of interactive video media to scaffold the PBL process for very young learners, a demographic underrepresented in computational thinking research. A key practical implication is the actionable framework it provides for elementary teachers to enhance 21st-century skills by combining collaborative problem-solving with engaging digital visualization tools. The study contributes empirical evidence to the field of primary education technology, validating a multimedia-enhanced PBL strategy as an effective pedagogical intervention for developing foundational computational thinking.
Copyright (c) 2026 Dinalia Angglena, Andy Sapta, Novi Andri Nurcahyono https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of Using Prodigy Math Game on Elementary School Students’ Literacy, Numeracy, and Critical Thinking Skills
The purpose of this study is to assess how the Prodigy Math Game improves elementary school kids’ reading, numeracy, and critical thinking skills. The study employed a quasi-experimental approach with a pretest-posttest control group. The research sample consisted of Class 6A, comprising 24 students, who served as the experimental group and used the Prodigy Math Game in the learning process. Class 6B, also consisting of 24 students, functioned as the control group and received instruction through conventional teaching methods. The research tools included literacy, numeracy, and critical thinking assessments, as well as observation sheets and interviews to assess student participation. The study found that pupils in the experimental group improved significantly in literacy, numeracy, and critical thinking compared to the control group. The experimental group’s average posttest score was considerably higher, according to a t-test. Students’ ability to grasp text-based questions in the game indicated better reading, and their ability to answer math problems of various difficulty exhibited improved numeracy. Critical thinking skills are developed by using proper problem-solving tactics in games. These findings lend credence to a constructivist approach to learning, which stresses hands-on experience and personalized challenges. This study found that the Prodigy Math Game is an excellent, innovative way to improve primary school children’ literacy, numeracy, and critical thinking skills.
Copyright (c) 2026 Taufik Taufik, Muhajir Muhajir, Ahmad Hatip https://creativecommons.org/licenses/by-nc-sa/4.0
Leveraging Instagram for Nonprofit Growth: A Digital Marketing Strategy for Ruang Belajar Aqil
In the rapidly shifting digital landscape, nonprofits like Ruang Belajar Aqil (RBA) face the dual challenge of sustaining social impact while mastering platforms such as Instagram to foster engagement, visibility, and organizational growths. An effective marketing approach enables nonprofits to articulate the social value of their activities, attract support from donors, volunteers, partners, and build trust among participants regarding the benefits provided. This study aims to design and implement a visual identity (mood board) and a six-month content plan for Ruang Belajar Aqil (RBA), a nonprofit in Malang Indonesia, to strengthen its branding and online engagement. This research using a qualitative approach, including Focus group Discussion (FGDs), interviews, direct observation, social media audits, and the use of secondary data. The study resulted in a strategic framework that enhances visual consistency, improves audience engagement, and supports Ruang Belajar Aqil (RBA) sustainability. Therefore, the development of a mood board and a six-month content plan is proposed as a strategic initiative to enhance the branding and visibility of the nonprofit organization Ruang Belajar Aqil. This approach is expected to strengthen its public image and significantly contribute to its growth and sustainability. This offers a replicable model for other resource-constrained nonprofits.
Copyright (c) 2026 Safira Rusyda Azizah, Rayie Tariaranie Wiraguna, Della Ayu Zonna Lia, Meirna Puspita Permatasari, I Made Ariana, Nikita Amalia https://creativecommons.org/licenses/by-nc-sa/4.0
Determinants of Educational Quality in Vocational Schools: The Role of Principal Leadership, Teacher Competence, and School Well-Being in Merlung, Indonesia
Indonesia has made substantial efforts to improve the quality of education by strengthening leadership, developing teacher competencies, and creating supportive school environments. However, gaps in school performance persist, particularly in vocational schools located in developing areas. This study aimed to analyze the determinants of education quality by examining the influence of principal leadership, teacher competency, and school well-being in vocational high schools in Merlung Regency, Jambi Province. By using a quantitative design, the data were collected from 40 teachers through a validated questionnaire that measured the role of the principal, teacher competency, school well-being, and education quality based on national education standards. The data was analyzed using SPSS 25 to find descriptive statistics, classical assumption testing, multiple regression, and analysis of determination. The results indicated that all three variables: principal leadership, teacher competency, and school well-being jointly have a significant simultaneous effect on education quality (F = 3.037, Sig. = 0.041). However, a partial t-test indicated no significant individual effect of each variable on education quality. The coefficient of determination indicated that 20.2% of the variance in educational quality is explained by the combined predictors. This finding suggested that while leadership, teacher competency, and school well-being collectively contribute to school quality, none of the three independently demonstrated strong predictive power, likely due to limited optimization of leadership practices, inadequate teacher development, and inconsistencies in school well-being. This study highlighted the need for more responsive leadership, continuous professional development, and a stronger emphasis on creating a supportive school climate to improve the overall quality of vocational education.
Copyright (c) 2026 Luthfiani Luthfiani, Madhakomala Madhakomala https://creativecommons.org/licenses/by-nc-sa/4.0
A SIMA-Based Curriculum Data and Administration Management Model to Improve the Effectiveness of Teacher Performance in Public Senior High Schools in North Musi Rawas Regency
Effective management of curriculum data and school administration is essential for improving teacher performance in public senior high schools. However, many schools still face challenges related to fragmented data systems, high administrative workloads, and limited integration between management information systems and teacher performance indicators. This study aims to develop and evaluate a SIMA-based curriculum data and administration management model to improve teacher performance effectiveness in public senior high schools in North Musi Rawas Regency. This research employed a research and development (R&D) approach, involving needs analysis, model design, development, implementation, and evaluation. Data were collected through questionnaires, observations, and documentation involving teachers and school administrators. Teacher performance effectiveness was measured before and after the implementation of the SIMA-based management model. Data analysis was conducted using descriptive and inferential statistical techniques to examine changes in teacher performance effectiveness. The results indicate that the developed SIMA-based curriculum data and administration management model is valid, practical, and effective. The implementation of the model significantly improved teacher performance effectiveness, particularly in administrative efficiency, time management, accuracy of academic data, and focus on instructional tasks. These findings suggest that integrating curriculum and administrative management through a SIMA-based system can reduce teachers’ administrative burden and enhance their professional performance. This study contributes theoretically to educational management research and practically provides a reference model for schools and policymakers seeking to improve teacher performance through integrated management information systems.
Copyright (c) 2026 Meri Silvia, Nurul Astuty Yensy, Sudarwan Danim https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of Principal’s Leadership and School Culture on Teachers’ Performance in Public Junior High Schools
This study aims to examine the effect of school principal leadership and school culture on teacher performance in public junior high schools in Pangkalan Lampam District, Ogan Komering Ilir Regency. The research employed a quantitative approach with a correlational design, involving 83 teachers selected through proportional random sampling from a population of 104 teachers. Data were collected using Likert-scale questionnaires measuring school principal leadership, school culture, and teacher performance, and were analyzed through prerequisite tests (normality, linearity, multicollinearity, and heteroscedasticity) followed by multiple linear regression analysis using t-tests and F-tests at a 5% significance level. The results indicate that school principal leadership has a positive and significant effect on teacher performance, school culture also has a positive and significant effect on teacher performance, and both variables simultaneously exert a significant influence on teacher performance. These findings highlight that effective leadership practices and a strong, positive school culture are key organizational factors in enhancing teacher performance. The novelty of this study lies in its integrated analysis of principal leadership and school culture as joint predictors of teacher performance within the specific context of public junior high schools in Pangkalan Lampam District, providing localized empirical evidence that supports and extends existing theories of educational leadership and organizational culture. From a practical perspective, the findings imply that efforts to improve teacher performance should prioritize strengthening principals’ leadership capacities through continuous professional development and fostering positive school cultures characterized by collaboration, professionalism, and shared responsibility. In terms of contribution, this study enriches the literature on educational management by offering empirical insights into the systemic relationship between leadership, school culture, and teacher performance, and it provides a valuable reference for policymakers, school leaders, and future researchers in designing effective school improvement and leadership development strategies aimed at improving the quality of education.
Copyright (c) 2026 Resdayani Resdayani, Yasir Arafat, Nurlina Nurlina https://creativecommons.org/licenses/by-nc-sa/4.0
Management Strategies and Outcomes of a School-Based Nutritious Meal Program in Indonesia: A Qualitative Case Study at SD Negeri 157 Palembang
This study aimed to analyze the management strategies, the role of human resources, and the effectiveness of the national Nutritious Meal Program at Public Elementary School 157 Palembang. A descriptive qualitative approach was employed. Data were collected through observation, in-depth interviews, and documentation involving the principal, teachers, students, and Nutrition Service Unit (SPPG) representatives. Implementation was effective, supported by menu planning adhering to national standards, clear task distribution, strong cross-sectoral coordination, and continuous evaluation. The program positively impacted students’ health, concentration, and learning motivation. The research provides an early, in-depth case study of the program’s operational management at a single school, offering granular insight into the practical execution of a new national policy. The school’s management model centered on structured planning, collaboration, and monitoring serves as a replicable framework for ensuring effective and equitable program rollout in other primary schools. The study contributes empirical evidence on successful local-level implementation, highlighting critical managerial and human resource factors that translate national policy into tangible educational and health outcomes.
Copyright (c) 2026 Sunari Sunari, Edi Harapan, Hery Setiyo Nugroho https://creativecommons.org/licenses/by-nc-sa/4.0
School Quality Development Strategy Through Teachers’ Performance and Facilities at SMP Negeri 4 Palembang
This study aims to investigate the quality development approach at SMP Negeri 4 Palembang, which faces issues related to improving educational quality amid problems concerning inconsistent teacher performance and inadequate facilities. The core of this study is to formulate strategies for enhancing school quality, analyzed through two main components: teacher performance and availability of facilities. This study employs a qualitative approach at SMP Negeri 4 Palembang, with sources consisting of teachers, students, school officials (Principal and Administrative Staff), as well as students’ parents. Data analysis was conducted using the interactive model of Miles & Huberman, which includes the stages of data reduction, data presentation, and drawing conclusions. The findings of this study indicate that quality development at this school needs to focus on two main aspects. First, although most educators have good pedagogical competence (80% of interview results), there is a major challenge in the lack of integration of Information and Communication Technology (ICT), which requires immediate attention (70% of observations). Second, facilities are generally supportive for basic learning activities; however, there is a significant shortage in science laboratory facilities and supporting tools for practical learning (70% of the data indicate an urgent need). Recommended steps include implementing intensive and continuous ICT training programs for teachers to encourage innovation in digital learning, as well as upgrading and procuring more complete and modern laboratory equipment. The conclusion of this study emphasizes that quality development must be conducted holistically and sustainably, where improving teacher performance and fulfilling infrastructure serve as crucial inputs to achieve educational outcomes.
Copyright (c) 2026 Achmad Asyaari, Nur Ahyani, Darwin Effendi https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Principal Leadership Style and Work Motivation on Teacher Performance: Evidence from Public Elementary Schools in Indonesia
This study aims to analyze the influence of principal leadership style and teachers’ work motivation on the performance of elementary school teachers in Talang Kelapa District, Banyuasin Regency. Employing a quantitative approach with a survey design, the study involved 109 teachers from public elementary schools selected as research respondents. Data were collected using structured questionnaires that measured principal leadership style, teachers’ work motivation, and teacher performance. The collected data were then analyzed using simple and multiple linear regression techniques to examine both partial and simultaneous effects among the variables. The results of the t-test indicate that principal leadership style has a positive and significant effect on teacher performance (t = 4.420; Sig. = 0.000), contributing 15.4% to the variance in teacher performance. Similarly, teachers’ work motivation shows a positive and significant effect on teacher performance (t = 5.796; Sig. = 0.000), with a contribution of 23.9%. Furthermore, the results of the simultaneous test reveal that principal leadership style and teachers’ work motivation jointly have a significant effect on teacher performance (F = 19.693; Sig. = 0.000), with a coefficient of determination (R²) of 0.271. These findings confirm that teacher performance is influenced by both organizational and individual factors. Strengthening principal leadership practices and enhancing teachers’ work motivation are therefore essential strategies for improving teacher performance and supporting the effectiveness of elementary education.
Copyright (c) 2026 Irra Julia Saputri, Alhadi Yan Putra, Nurlina Nurlina https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Teachers' Certification and Work Motivation on the Professionalism of State Elementary School Teachers
This study aims to analyze the influence of teachers' certification and work motivation on the professionalism of State Elementary School teachers in Suak Tapeh District, both partially and simultaneously. Using a quantitative ex post facto approach, data were collected via questionnaires and documentation from 69 teachers and analyzed using SPSS. The results indicate that both certification and work motivation have significant positive effects individually, with motivation showing a slightly stronger influence. Furthermore, their combined impact is substantially greater, explaining a significant portion of the variance in professional standards. The novelty of this research lies in its localized examination of these interconnected factors within a specific Indonesian district, providing contextual empirical evidence. A key practical implication is that educational policy must not only maintain certification programs but also actively foster teacher motivation through systemic support to maximize professional outcomes. This study contributes to the academic literature by quantifying the synergistic relationship between certification and motivation, and offers actionable insights for local administrators seeking to enhance teaching quality through dual-focused strategies.
Copyright (c) 2026 Wilis Winarti, Tri Widayatsih, Suherman Suherman https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Infrastructure and Teachers’ Work Motivation on the Teachers’ Professionalism
This study aims to analyze the influence of educational facilities and infrastructure, as well as teachers’ work motivation, on the professionalism of public junior high school teachers in Suak Tapeh District. Employing a quantitative ex post facto approach, the research surveyed all 105 teachers from three state schools using validated questionnaires, with data analyzed via simple and multiple regression in SPSS. The results demonstrate that both factors have a significant positive influence: facilities account for 25.3% of the variance in professionalism, while work motivation explains 28.8%. Their combined simultaneous influence contributes 28.7%. The novelty of this study is its localized focus, integrating these two critical variables into a single empirical model within a specific Indonesian district context. A key practical implication is that school administrators and policymakers must adopt a dual strategy, concurrently improving physical infrastructure and implementing programs to enhance intrinsic teacher motivation to effectively raise professional standards. This research contributes by providing empirical evidence of these interconnected relationships and offering a targeted framework for improving educational quality in similar regional settings.
Copyright (c) 2026 Didik Saputra, Syaiful Eddy, Neta Dian Lestari https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Principal’s Leadership and Certification on Teachers’ Work Motivation
This study aims to analyze the influence of principal’s leadership and teachers’ certification on the work motivation of public elementary school teachers in Kedondong Raye Village, both partially and simultaneously. Using a quantitative ex post facto method, data were collected via questionnaires and documentation from 71 certified teachers and analyzed with SPSS. The results confirm that both principal’s leadership and certification individually have a significant positive effect on teacher motivation. Furthermore, their combined influence is also significant, indicating they function as complementary drivers. The novelty of this research lies in its specific examination of these two factors within the unique context of a rural village setting, providing localized insights into the drivers of teacher motivation. A key practical implication is that to enhance teacher motivation, educational stakeholders must adopt an integrated approach: school principals should strengthen supportive and transformative leadership practices, while systemic certification policies should be maintained and their professional benefits reinforced. This study contributes by offering empirical evidence on the synergistic relationship between leadership and certification, presenting a practical model for improving teacher motivation and, consequently, educational outcomes in similar rural or village-based school environments.
Copyright (c) 2026 Deasy Aryanti, Tri Widayatsih, Suherman Suherman https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Principal’s Leadership and Facilities on Teachers’ Performance
This study aims to analyze the influence of principal’s leadership and infrastructure on the performance of public junior high school teachers in Suak Tapeh District, Banyuasin Regency. This study is motivated by the condition of teachers’ performance that still needs to be improved, as seen from low professionalism, teaching motivation, and limited facilities that support the learning process. While previous studies have focused more on motivation, academic supervision, or teacher competence, this study fills the gap in research by simultaneously examining the influence of principal’s leadership and infrastructure in public schools in rural areas. The approach used is quantitative with an ex post facto method on all 105 public junior high school teachers in Suak Tapeh District and used as a saturated sample. Data were collected through a Likert scale questionnaire that has been tested for validity and reliability, as well as documentation. Data analysis was conducted using simple and multiple linear regression using SPSS version 26. The results showed that principal’s leadership has a positive and significant effect of 29.6% on teachers’ performance, while infrastructure has an effect of 31.7%. Simultaneously, these two variables have an effect of 37.8%. These findings confirm that effective leadership and adequate school facilities play a crucial role in improving teachers’ performance. The novelty of this study lies in combining these two variables in the context of secondary schools in rural Banyuasin.
Copyright (c) 2026 Siti Hajar, Syaiful Eddy, Yessi Fitriani https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Teachers’ Competence and School Management on Teachers’ Performance
This study examines the simultaneous and partial influence of teacher competence and school management on teacher performance at State Elementary Schools in Ilir Barat 1 District, Palembang. Using a quantitative descriptive method, data was collected via questionnaires from 229 teachers sampled from a population of 534 across 29 schools. Analysis involved normality, linearity, and multicollinearity tests, followed by correlation, regression, t-tests, and F-tests. The results confirm that both teacher competence and school management have a positive and significant effect on teacher performance, both partially and simultaneously. The novelty lies in quantifying their combined impact within this specific regional context. Practically, these findings underscore the need for integrated professional development and administrative training programs. The study’s contribution is empirical evidence for educational policymakers and school leaders to prioritize holistic strategies that enhance both individual teacher capabilities and overarching managerial systems to improve overall educational outcomes.
Copyright (c) 2026 Fitriyanti Fitriyanti, Syaiful Eddy, Suherman Suherman https://creativecommons.org/licenses/by-nc-sa/4.0
Participatory Humanistic Leadership and Teacher’s Professional Development in State Islamic Junior High Schools
This study aims to examine in depth the practice of humanism-based participatory leadership in the development of teaching staff professionalism at MTsN 17 Tanah Datar. The study employed a qualitative approach with a case study design. Data were collected through passive participant observation, in-depth interviews, and documentation. The principal of the madrasah served as the key informant, while supporting informants were selected using the snowball sampling technique. Data validity was ensured through source and technique triangulation as well as member checking, while data analysis was conducted using the Miles and Huberman interactive model. The findings indicate that humanism-based participatory leadership at MTsN 17 Tanah Datar is manifested through collective participation in program planning, collaborative dialogue, humanistic role modeling, mentoring in digital transformation, dialogical academic supervision, task distribution based on individual potential, and the provision of rewards and emotional support. These practices significantly contribute to the enhancement of teacher professionalism, the strengthening of motivation and professional autonomy, and the creation of an inclusive and collaborative organizational climate. This study integrates participatory leadership, a humanistic approach, and Islamic values within the context of madrasah education. Practically, the findings offer a leadership model that may serve as a reference for madrasah principals in sustainably developing the professionalism of teaching staff. Theoretically, this study enriches the discourse on educational leadership by providing a contextual humanistic-religious perspective.
Copyright (c) 2026 Eci Sriwahyuni, Jasrial Jasrial, Syahril Syahril https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of Empowering Leadership and Adversity Quotient on Teacher’s Performance
This study aims to examine the individual and simultaneous influence of empowering leadership and adversity quotient (AQ) on the performance of kindergarten teachers. Employing a quantitative survey method with a correlational approach, data were collected via questionnaires from 58 teachers in Ilir Barat I District, Palembang City, and analyzed using correlation and multiple regression. The results confirm significant positive influences: empowering leadership alone explains 43.9% of performance variance (r=0.664), while AQ alone explains 58.6% (r=0.766). Simultaneously, both variables account for 59.3% of performance variance (r=0.770), with the regression equation Ŷ = 36.606 + 0.15X1 + 0.585X2. The novelty lies in empirically testing this specific variable combination within early childhood education, a less explored context. A key practical implication is the need for integrated professional development programs that combine leadership empowerment with resilience training to optimize teacher efficacy. This study contributes concrete empirical data and a predictive model to the educational management literature, highlighting the substantial role of psychological resilience alongside leadership in enhancing teacher’s performance.
Copyright (c) 2026 Jasti Karyani, Dessy Wardiah, Andi Rahman https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Empowering Leadership and Certified Teachers on Teachers’ Performance
This study aims to analyze the influence of empowering leadership and teacher certification on teacher performance, both partially and simultaneously, within State Elementary Schools in Suak Tapeh District, Banyuasin Regency. Employing a quantitative expo-facto approach, data were collected via questionnaires and documentation from 83 teachers and analyzed using SPSS. The results indicate that both factors significantly and positively affect performance. Empowering leadership partially enhances teacher performance by fostering autonomy and support. Similarly, teacher certification status independently contributes to improved performance, likely through formal recognition and financial remuneration. Most substantially, the combined effect of empowering leadership and teacher certification exerts the strongest simultaneous influence on overall teacher performance. The novelty of this research lies in its specific examination of this dual-variable model in a rural educational context, highlighting how structural policy (certification) and daily managerial practice (leadership) interact. A key practical implication is the need for integrated school policies that combine certified teacher recruitment with ongoing leadership training for principals to cultivate an empowering work environment. This study contributes to the educational management literature by providing empirical evidence from a district-level setting, underscoring that both systemic incentives and localized leadership are critical levers for enhancing teacher efficacy.
Copyright (c) 2026 Eni Masanti, Nila Kesumawati, Andi Rahman https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Curriculum and Teacher Motivation on Students’ Learning Achievement
This study aims to analyze the combined influence of curriculum implementation and teacher motivation on student learning achievement in State Junior High Schools within Sematang Borang District. Employing a quantitative descriptive method, data were collected via questionnaires, observation, and documentation from a sample of 70 principals and teachers across two schools: SMP Negeri 23 and SMP Negeri 60 Palembang. Analysis involved normality, linearity, and multicollinearity tests, followed by correlation, regression, t-tests, and an F-test. The results indicate a statistically significant joint influence, with curriculum and teacher motivation together explaining 59.6% of the variance in student achievement. The novelty lies in empirically examining the synergistic effect of these two factors within a specific Indonesian district context. Practically, the findings underscore the need for integrated school improvement policies that simultaneously enhance curricular delivery and teacher incentive structures. This research contributes to educational management theory by quantifying the collective impact of institutional and human resource variables on academic outcomes.
Copyright (c) 2026 Tika Suri, Alhadi Yan Putra, Suherman Suherman https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Work Motivation and Work Discipline on the Performance of Public Elementary School Teachers
This study aims to analyze the combined influence of work motivation and work discipline on the performance of elementary school teachers in Rantau Bayur District. Employing a quantitative descriptive method, data were collected via questionnaires, observation, and documentation from a sample of 95 teachers and principals across 10 public elementary schools. Statistical analysis included normality, linearity, and multicollinearity tests, followed by correlation, regression, t-tests, and an F-test. The results demonstrate that both factors significantly and positively affect teacher performance, with their combined influence being substantially greater than their individual effects. The novelty of this research lies in its focused examination of the synergy between intrinsic motivation and behavioral discipline within a specific rural Indonesian educational context. A key practical implication is the need for school administrators to develop integrated policies that simultaneously enhance motivational incentives and reinforce disciplinary frameworks. This study contributes actionable empirical evidence to the field of educational management, highlighting that holistic human resource strategies, rather than isolated interventions, are critical for optimizing teacher performance in public elementary schools.
Copyright (c) 2026 Astria Ningsih, Tri Widayatsih, Mahasir Mahasir https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Principal Supervision and Organizational Culture Towards the Performance of Vocational Teachers
This study aims to analyze the influence of principal supervision and organizational culture on teacher performance within State Vocational Schools in Ogan Ilir Regency. Employing a quantitative descriptive method, data were collected via questionnaires from a sample of 67 teachers across five vocational schools. Statistical analysis included normality, linearity, and multicollinearity tests, followed by correlation, regression, t-tests, and an F-test. The results confirm that both principal supervision and organizational culture have a significant positive effect on teacher performance, with their combined influence explaining a substantial portion of the variance in performance outcomes. The novelty of this research lies in its focused examination of these two managerial factors within the specific context of Indonesian public vocational education, a sector critical to workforce development. A key practical implication is the need for district-level policies that train school principals in constructive supervision techniques while consciously fostering a collaborative and achievement-oriented school culture. This study contributes to the field of educational management by providing empirical evidence that strategic leadership and intentional cultural development are synergistic levers for enhancing teacher effectiveness in vocational settings.
Copyright (c) 2026 Linda Sukma Linda Sukma, Yasir Arafat, Pahlawan Pahlawan https://creativecommons.org/licenses/by-nc-sa/4.0
Implementation of the Utilization of the Identifikasi, Refleksi, and Benahi (IRB) Approach to Education Report Cards in an Effort to Improve Literacy
This study aims to describe the application of the Identifikasi, Refleksi, and Benahi (IRB) approach, utilizing Education Report data, to enhance literacy at SDN 223 Palembang. Using a descriptive qualitative method, data were collected through interviews, observations, and documentation, focusing on four aspects: planning, implementation, supervision, and improvement strategies. The results demonstrate that data-driven, collaborative planning and participatory program implementation including daily reading sessions and literacy-integrated learning significantly strengthened students' literacy skills and the school's reading culture. The novelty of this research lies in its detailed case study of the IRB framework as an adaptive, cyclical model for data-based educational management in a primary school setting. A key practical implication is the provision of a replicable blueprint for other schools to systematically transform assessment data into targeted literacy interventions. The study contributes a validated, holistic strategy to the field of school improvement, emphasizing that sustained literacy gains are achievable through structured collaboration, continuous reflective supervision, and capacity-building across the entire school community.
Copyright (c) 2026 Fidya Junisya, Tri Widayatsih, Mahasir Mahasir https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of the Availability of Infrastructure and Teachers’ Work Motivation on Teacher Professionalism
This study aims to analyze the influence of infrastructure facility availability and teacher work motivation on the professionalism of State Elementary School teachers in the Ikrar Cluster, Banyuasin III District, examining both partial and simultaneous effects. Employing a quantitative ex post facto method, data were collected via questionnaires and documentation from a sample of 138 teachers. Analysis was conducted using SPSS. The results confirm three key findings: (1) infrastructure availability has a significant positive influence on teacher professionalism; (2) teacher work motivation has a significant positive influence on professionalism; and (3) both factors together exert a statistically stronger combined influence. The novelty of this research lies in its empirical examination of the synergistic relationship between tangible resource allocation (infrastructure) and intangible human resource factors (motivation) within a specific Indonesian school cluster context. A central practical implication is that school district administrators must adopt integrated improvement policies that concurrently invest in physical facilities and foster motivational strategies to optimize teacher professionalism. The study contributes actionable empirical evidence to the field of educational management, demonstrating that teacher development is most effectively enhanced through a dual-focused strategy addressing both environmental and psychological supports.
Copyright (c) 2026 Asmawati Asmawati, Syaiful Eddy, Reva Maria Valianti https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Principal’s Leadership and Teachers’ Professionalism on Teachers’ Performance
This study aims to analyze the influence of principal’s leadership and teachers’ professionalism on the performance of State Elementary School teachers in Suak Tapeh District, Banyuasin Regency, examining both partial and simultaneous effects. Employing a quantitative ex post facto approach, data were collected via questionnaires and documentation from a sample of 115 teachers and analyzed using SPSS. The results confirm three findings: (1) principal’s leadership significantly influences teachers’ performance; (2) teachers’ professionalism significantly influences performance; and (3) both factors together exert a stronger, synergistic combined influence. The novelty of this research lies in its empirical demonstration of this synergy within a specific Indonesian district context, highlighting how leadership and professionalism interact to enhance outcomes. A key practical implication is the necessity for integrated school improvement policies that concurrently develop transformational leadership in principals and continuous professional growth for teachers. This study contributes to the field of educational management by providing evidence that teachers’ performance is optimally strengthened through dual-focused interventions targeting both administrative leadership and individual professional competence, offering a actionable model for district-level planning.
Copyright (c) 2026 Elen Sujana, Tri Widayatsih, Suherman Suherman https://creativecommons.org/licenses/by-nc-sa/4.0
The Urgency of Multicultural Islamic Education in Developing Tolerance and National Character
This study aims to describe the urgency of multicultural Islamic education in building national tolerance and character. Using a literature-based research method, this study analyzes various documents, books, and previous research results to provide a theoretical foundation for the issues being researched: First, the urgency of multicultural Islamic education in promoting tolerance and instilling a moderate religious understanding (wasathiyyah) lies in its function as a tool for social and spiritual change. Through a multicultural approach, students are encouraged to understand Islamic teachings contextually, appreciate diversity, and reject all forms of extremism. This moderate religious understanding lays a strong foundation for a harmonious, just, and cultured society. Second, Islamic education with a multicultural approach plays a crucial role in strengthening the character of the diverse Indonesian nation. By respecting differences, this education instills global values of harmony, justice, and humanity. It not only strengthens students’ Islamic identity but also shapes a national character grounded in solidarity and unity. Therefore, multicultural Islamic education serves as the main foundation for realizing an Indonesian society that is religious, moderate, and possesses a strong national character.
Copyright (c) 2026 Aisyh Anggun Putri, Najmi Nur Affifah, Titin Sumarni, Lutfiana Sukmaningrum, Asniti Karni, Dayun Riadi https://creativecommons.org/licenses/by-nc-sa/4.0
Multicultural Education and Its Impact on the Character of Religious Moderation in Students at Pancasila Islamic Boarding School, Bengkulu City
This study analyzes the implementation of multicultural education in shaping students’ character at the Pancasila Islamic Boarding School in Bengkulu City. The research focuses on three primary aspects: the forms of multicultural education, the strategies employed by kyai and ustadz in instilling multicultural values, and the subsequent impact on students’ character. Using a qualitative case study approach, data were collected through observation, in-depth interviews, and documentation. The analysis followed the interactive model of Miles, et. al., (2020) with triangulation techniques ensuring data validity. The findings reveal that multicultural education is implemented comprehensively by integrating the Islamic values of rahmatan lil ‘alamin with spirit of nationalism into the curriculum, social activities, and institutional culture. Key strategies include exemplary leadership (uswah hasanah), communal living, intercultural dialogue, and strengthening of national values. The result indicates a significant enhancement in students’ religiosity, tolerance, and national awareness. This study’s novelty lies in its contextual analysis of boarding school that harmonizes Islamic principles with Pancasila as the foundation of multicultural education. Practically, it demonstrates that Islamic boarding schools can serve as inclusive educational models for fostering a moderate and patriotic Muslim generation.
Copyright (c) 2026 Dilly Yuwita Utami, Enggar Aditya Widiyanto, Jasrin Abito , Asniti Karni , Dayun Riadi https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Academic Supervision and Principal’s Leadership Style on Learning Quality
This study aims to analyze the influence of academic supervision and the principal’s leadership style on learning quality in State Junior High Schools within Tebing Tinggi District, examining both partial and simultaneous effects. Employing a quantitative ex post facto method, data were collected via questionnaires and documentation from a sample of 101 teachers and analyzed using SPSS. The results confirm that both academic supervision and leadership style individually have a significant positive influence on learning quality. Furthermore, their combined effect is substantially greater, demonstrating a synergistic relationship. The novelty of this research lies in its integrated examination of these two managerial functions within a specific Indonesian district context, highlighting their interdependence in driving instructional improvement. A key practical implication is the necessity for district-level professional development programs that train principals to integrate formative academic supervision with supportive, transformational leadership practices. This study contributes to the field of educational leadership by providing empirical evidence that learning quality is best enhanced through a dual-strategy approach, simultaneously strengthening pedagogical oversight and fostering a positive, directive school climate.
Copyright (c) 2026 Rizka Septalia, Rohana Rohana, Reva Maria Valianti https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Infrastructure Management and Teacher Performance on School Quality
This study aims to analyze the influence of infrastructure management and teacher performance on school quality in State Junior High Schools within Tebing Tinggi District, examining both partial and simultaneous effects. Employing a quantitative ex post facto method, data were collected via questionnaires and documentation from a sample of 134 teachers and analyzed using SPSS. The results confirm that both infrastructure management and teacher performance individually have a significant positive influence on school quality. Critically, their combined effect demonstrates a statistically stronger, synergistic impact. The novelty of this research lies in its integrated investigation of tangible resource management and human resource effectiveness within a specific district context, highlighting their interdependence as pillars of institutional quality. A key practical implication is that school administrators and district policymakers must adopt holistic improvement strategies that concurrently optimize facility utilization and support teacher development initiatives. This study contributes to educational management theory by providing empirical evidence that sustainable school quality is best achieved through a dual-focused approach, effectively bridging operational management with pedagogical excellence.
Copyright (c) 2026 Wiwin Fitriani, Rohana Rohana, Neta Dian Lestari https://creativecommons.org/licenses/by-nc-sa/4.0
Smartphone and Learning: Time Management as a Key Mediator of Negative Effects in High School Students
The smartphone represents a double-edged sword in education a gateway to infinite knowledge that paradoxically fragments the very attention required for deep learning. This study investigates the direct and indirect effects of smartphone usage intensity on learning effectiveness, with study time management as a mediating variable, among high school students in Bengkulu City, Indonesia. Employing a quantitative mediation design, data were gathered from 75 students (N=75) at Pelita Kasih High School through total sampling. Validated Likert-scale questionnaires assessed all constructs, and hypotheses were tested using Partial Least Squares Structural Equation Modeling (PLS-SEM) mediation analysis with bootstrapping (5,000 resamples) in SmartPLS 4.0. Descriptive analysis indicates moderate smartphone usage intensity, alongside high levels of study time management and learning effectiveness. Path analysis reveals that smartphone usage intensity negatively affects learning effectiveness directly (β = -0.337, p < 0.05) and strongly diminishes study time management (β = -0.689, p < 0.001), which positively predicts learning effectiveness (β = 0.520, p < 0.01). The indirect effect (β = -0.358) compounds into a substantial total effect (β = -0.695). With a Variance Accounted For (VAF) of 51.51%, study time management partially mediates this relationship, revealing that over half of smartphone’s detrimental influence operates through disrupted time management. The model explains 62.4% of learning effectiveness variance. These results establish time management as a pivotal buffer against smartphone-induced academic disruption. Practically, this study recommends that schools design comprehensive intervention frameworks integrating digital literacy education with structured time management training, thereby transforming smartphone use from a liability into an educational asset.
Copyright (c) 2026 Efi Yanita Situmorang, Connie Connie, Muhammad Kristiawan https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of PPPK Teacher Placement on Teacher Effectiveness and Motivation
This study aims to analyze the influence of Government Contract (PPPK) teacher placement on the effectiveness and motivation of high school teachers in Tulung Selapan District. Employing a quantitative correlational approach, data were collected via questionnaires, observation, and documentation from a sample of 58 PPPK teachers and analyzed using multivariate linear regression and MANOVA. The key result is that placement location has no statistically significant effect on either teacher effectiveness (R²=0.004, p=0.637) or motivation (R²=0.001, p=0.778), as confirmed by MANOVA (Sig.=0.843). The novelty of this research lies in its counterintuitive findings, which challenge the common policy assumption that strategic placement is a primary driver of teacher performance within the Indonesian PPPK system. A major practical implication is that educational authorities should reallocate focus and resources from placement logistics toward strengthening teacher competence, professional development, and supportive school environments. This study contributes evidence-based insight to human resource management in education, suggesting that intrinsic factors and professional capacity are more critical for sustaining high teacher effectiveness and motivation than geographic or institutional assignment.
Copyright (c) 2026 Insyarikaduana Insyarikaduana, Bukman Lian, Muhammad Juliansyah Putra https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Transformative Leadership and Adversity Quotient on Teacher Performance
This study aims to analyze the influence of transformational leadership and adversity quotient (AQ) on teacher performance at Sekolah Mandiri Yayasan Jiwa Mandiri Utama Palembang. Employing a quantitative survey method, data were collected via questionnaires, observation, and documentation from all 80 teachers (saturated sample) and analyzed using descriptive statistics, t-tests, F-tests, and coefficient of determination. The results confirm that both transformational leadership and AQ individually have a significant positive effect on teacher performance. Moreover, these factors together exert a significant simultaneous influence, accounting for 35.3% of the variance in performance. The novelty of this research lies in its integration of psychological resilience (AQ) with leadership theory within a private school context in Indonesia, highlighting their combined role in enhancing educator efficacy. A key practical implication is the need for institutional policies that concurrently develop school leaders’ transformational capabilities and foster teachers’ resilience through targeted training and support systems. The study contributes to the field of educational management by demonstrating that teacher performance is optimally strengthened through dual-focused strategies that address both inspirational leadership and individual psychological capacity to overcome challenges.
Copyright (c) 2026 Sedio Mandiri, Dessy Wardiah, Andi Rahman https://creativecommons.org/licenses/by-nc-sa/4.0
Preventing Bullying in Schools: A Case Study of Restorative Justice Implementation and Counseling Service Management
This study examines efforts to prevent bullying cases in junior high schools through the implementation of restorative justice approaches and guidance and counseling (GC) service management. The aim is to investigate the factors causing bullying, the effectiveness of GC service management, the applicability of restorative justice, and challenges faced by schools in preventing bullying. Using a qualitative case study method, data were collected from SMP Negeri 1 Kepahiang, Indonesia, through open-ended questionnaires, observations, and document analysis involving principals, GC teachers, students, and parents. Results revealed that bullying stems from both internal factors (personality, emotional intelligence) and external factors (family environment, peer pressure, social media influence). The GC service management system effectively implements preventive services through classroom guidance and responsive services through individual counseling and mediation. Restorative justice successfully resolves verbal, social, and minor cyberbullying cases by fostering dialogue and reconciliation between perpetrators and victims. However, severe physical bullying, sexual harassment, and severe cyberbullying require legal intervention beyond restorative approaches. The novelty of this research lies in examining the integration of restorative justice within Indonesian school counseling systems. Practical implications suggest that schools should strengthen anti-bullying policies, enhance GC teacher competencies, establish safe reporting mechanisms, and develop clear standard operating procedures distinguishing cases suitable for restorative justice from those requiring legal action. This study contributes to educational administration literature by providing empirical evidence on holistic bullying prevention strategies in the Indonesian context.
Copyright (c) 2026 Ferna Delisi, Sudarwan Danim, Muhammad Kristiawan https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of Principal’s Transformational Leadership and Teacher Self-Efficacy on Student’s Achievement
This study aims to analyze the effect of principals’ transformational leadership and teachers’ self-efficacy on students’ academic achievement at SD Pelita Kasih Curup. This research employed a quantitative approach with a descriptive correlational design. The research population consisted of the principal, teachers, and students of SD Pelita Kasih Curup, while samples were selected using simple random sampling. Data were collected through questionnaires, observations, and documentation, and analyzed using descriptive and inferential statistical techniques. The results indicate that: (1) principals’ transformational leadership has a positive and significant effect on students’ academic achievement; (2) teachers’ self-efficacy has a positive and significant effect on students’ academic achievement; (3) principals’ transformational leadership has a positive and significant effect on teachers’ self-efficacy; and (4) principals’ transformational leadership and teachers’ self-efficacy simultaneously have a positive and significant effect on students’ academic achievement. These findings suggest that inspirational and supportive school leadership enhances teachers’ confidence in performing instructional tasks, which ultimately contributes to improved student achievement. Therefore, school principals are encouraged to consistently implement transformational leadership practices, while teachers are expected to continuously develop their self-efficacy to improve the quality of learning.
Copyright (c) 2026 Silvia Megawati, Sudarwan Danim, Muhammad Kristiawan https://creativecommons.org/licenses/by-nc-sa/4.0
Improving the Ability to Write Procedural Texts Using the ARIAS Learning Model with Pop-Up Book Media
This study aimed to enhance fifth-grade students’ procedural text writing skills at SD Negeri 11 Talang Kelapa by integrating the ARIAS learning model with Pop-Up Book media, addressing issues of low motivation and poor textual organization. Employing classroom action research across two cycles (each involving planning, action, observation, reflection), data were gathered via observation and written tests. Analysis utilized both quantitative and qualitative techniques. Significant improvement was observed. Mastery learning increased from 42.86% (pre-action) to 64.28% (Cycle I) and 89.29% (Cycle II). Students exhibited heightened motivation, engagement, and a better grasp of procedural text structure. The research innovatively combines the structured ARIAS motivational framework with interactive, three-dimensional Pop-Up Book media to teach procedural writing. This integrated approach provides teachers with an effective, replicable strategy for improving writing instruction and student engagement in elementary classrooms. The study confirms the efficacy of the ARIAS-Pop-Up Book synergy, offering a validated model for enhancing both the cognitive and affective dimensions of procedural writing skills.
Copyright (c) 2026 Ratih Tria Anggraini, Dessy Wardiah, Muhammad Ali https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Empowering Leadership and Adversity Quotient on Teacher Performance in Public Elementary Schools
This study aims to analyze the influence of empowering leadership and adversity quotient (AQ) on teacher performance in public elementary schools, addressing persistent performance variations. The research employs a quantitative, correlational design. Data were collected from 95 teachers, selected via proportional random sampling from a population of 123, using validated and reliable instruments. Analysis was conducted using simple and multiple linear regression to test partial and simultaneous effects. The results confirm that both factors significantly enhance performance. Empowering leadership has a positive, significant effect (regression coefficient: 0.386), explaining 16.6% of variance. AQ also shows a positive, significant influence (coefficient: 0.321), contributing 10.3%. Together, they account for 30.6% of performance variance (F-value: 20.138), demonstrating a substantial combined impact. The novelty lies in concurrently investigating the synergy between a specific leadership style (empowering) and a psychological resilience construct AQ within an Indonesian elementary school context. A key practical implication is that school administrators should implement leadership training focused on empowerment while fostering programs to build teacher resilience, as their combination optimally boosts performance. The study contributes an empirically validated model highlighting that both external leadership support and internal psychological capacity are critical, interdependent levers for improving educational outcomes.
Copyright (c) 2026 Thoibah Thoibah, Dessy Wardiah, Andi Rahman https://creativecommons.org/licenses/by-nc-sa/4.0
Implementation of the MBG Program in Synergizing School Health Efforts at SD Mandiri Palembang
This study aims to describe the implementation of the Free Nutritious Meal Program (MBG) and its operational synergy with the School Health Program (UKS) at SD Mandiri Palembang, focusing on planning, execution, supervision, and follow-up, while identifying constraints and solutions. Employing a qualitative approach, data were collected through interviews, observations, and documentation. The results show that structured planning based on nutritional mapping and multi-stakeholder coordination enables effective implementation, featuring regular meal distribution and integrated nutrition education. Continuous supervision, including hygiene monitoring and nutritional status checks, strengthens the MBG-UKS synergy. Follow-up actions adapt menus and improve coordination to address challenges such as varying student appetite. The novelty lies in empirically illustrating how a feeding program can be systematically integrated into a school health framework within a specific Indonesian context. A key practical implication is the provision of a replicable implementation model for other schools seeking to link nutrition and health services. The study contributes a detailed qualitative case study to the field of school health management, demonstrating that structured processes and cross-program collaboration are essential for sustaining integrated student well-being initiatives.
Copyright (c) 2026 Mega Mustika, Edi Harapan, Nurlina Nurlina https://creativecommons.org/licenses/by-nc-sa/4.0
Classroom Management as a Pedagogy of Character: Integrating Pancasila Values in Indonesian Civic Education
While classroom management is often perceived as a disciplinary mechanism, its potential as a deliberate pedagogy for values internalization remains under-explored, particularly in non-Western educational contexts such as Indonesia. This study examines how classroom management practices implemented by Civic Education (PPKn) teachers function as a pedagogical instrument for fostering Pancasila character among senior high school students. Employing a qualitative instrumental case study design at SMA Negeri 9 Kota Bengkulu, data were gathered through 36 hours of systematic classroom observation across 24 lessons, three in-depth teacher interviews, two student focus group discussions, and document analysis of lesson plans, policy documents, and behavioral logs. Preliminary field data revealed that unexplained student absences averaged 7.6%, and democratic classroom practices remained inconsistently implemented indicating a persistent gap between national character education policy and classroom reality. Data analysis followed the interactive model of Miles, Huberman, and Saldaña with trustworthiness established through methodological triangulation and member checking. Findings reveal that teachers employ a tripartite framework planning, implementation, and evaluation through which Pancasila values are deliberately embedded in classroom structures and routines. During planning, teachers integrate character objectives into lesson design and collaboratively establish classroom norms. During implementation, role modeling, democratic facilitation, cooperative learning, and positive reinforcement create a participatory learning environment. Evaluation employs attitude rubrics, peer and self-assessment, and behavioral documentation to support continuous character growth. Together, these dimensions cultivate five Pancasila character outcomes: religiosity, nationalism, unity, deliberation, and social justice. The study reconceptualizes classroom management as a core pedagogical strategy for citizenship education in culturally specific contexts.
Copyright (c) 2026 Isurmin Isurmin, Connie Connie, Muhammad Kristiawan https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of Principals’ Academic Supervision and Teachers’ Discipline on Teachers’ Teaching Performance in Junior High Schools
Improving teacher performance in resource-constrained rural schools remains a critical challenge. While principal supervision and teacher discipline are acknowledged factors, their combined and relative impact in such contexts is poorly understood. Utilizing a census of all teachers (N=85) from three public junior high schools in Kedurang District, Indonesia, this study employed multiple regression analysis on survey data. Results indicated that teacher discipline (β = 0.712, p < .001) was a significant positive predictor of teaching performance. Academic supervision showed a positive but non-significant relationship (β = 0.027, p = .797). Together, both variables explained 56.2% of the variance in teaching performance (R² = 0.562, p < .001). Teacher discipline alone accounted for 56.2% of the variance, while academic supervision contributed 33.0% when examined individually. This study addresses the gap in understanding how supervisory practices and professional discipline operate in non-urban Indonesian junior high schools, revealing that teacher discipline is the dominant factor while supervision’s effect is context-dependent. The results suggest that school principals in rural settings should prioritize reinforcing teacher discipline while improving the quality and developmental orientation of academic supervision to maximize teaching performance. The study underscores the necessity of integrated leadership strategies that combine developmental supervision with fostering intrinsic professional discipline to enhance teaching quality in rural settings.
Copyright (c) 2026 Noprianti Noprianti, Rambat Nur Sasongko, Asti Putri Kartiwi https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Deep Learning Strategies and Classroom Climate on Vocational Teacher Performance in Indonesian Public Vocational High Schools
Vocational teacher performance remains a critical determinant of educational quality, yet factors influencing this performance in regional Indonesian contexts remain underexplored. This study examines the influence of deep learning strategies and classroom climate on vocational teacher performance in public vocational high schools in North Bengkulu Regency, Indonesia. Using an ex post facto causal correlational design, data were collected from 122 vocational teachers through validated Likert-scale questionnaires. Simple and multiple linear regression analyses revealed that deep learning strategies significantly predict teacher performance (β = 0.412, p < 0.05), as does classroom climate (β = 0.587, p < 0.05), with classroom climate exhibiting a stronger influence. The combined model explained 68.3% of variance in teacher performance (R² = 0.683, F = 128.45, p < 0.001). Theoretical interpretation through Job Demands-Resources (JD-R) and Self-Determination Theory (SDT) frameworks reveals that organizational resources (climate) provide foundational support enabling pedagogical innovation, while supportive climates fulfill teachers' basic psychological needs for competence, autonomy, and relatedness. This study contributes novel insights into vocational education in non-metropolitan Indonesian settings, highlighting that teacher performance emerges from synergistic interaction between pedagogical approaches and environmental conditions. The findings carry critical implications for educational policy in developing contexts: policymakers must prioritize establishing supportive organizational climates through professional learning communities, adequate resource allocation, and administrative support systems before mandating pedagogical reforms, as deep learning implementation without corresponding climate investment creates unsustainable demand-resource imbalances that undermine rather than enhance teacher effectiveness. This resource-first, pedagogy-second sequencing represents a fundamental departure from conventional deficit models and offers a replicable framework for improving vocational education quality in resource-constrained regions globally.
Copyright (c) 2026 Dian Sucheri, Connie Connie, Asti Putri Kartiwi https://creativecommons.org/licenses/by-nc-sa/4.0
Navigating the Transition: A Qualitative Inquiry into Hybrid Administrative Systems in a Regional Indonesian Junior High School
While extensive scholarship addresses either fully manual or comprehensively digitalized school administration, transitional phases where both systems coexist remain critically underexplored. This qualitative single-case study examines how State Junior High School 03 of Central Bengkulu navigates digital transformation, revealing operational dynamics, efficiency implications, and strategic challenges inherent in hybrid administrative systems. Through interviews, document analysis, and observation with six administrative personnel, the investigation uncovers that digitalization remains confined to student affairs (Dapodik platform) and financial management (ARKAS system), whereas personnel administration, infrastructure management, and correspondence persist manually. This bifurcation creates duplication of effort, simultaneously enabling regulatory compliance while undermining operational efficiency. Four interconnected barriers emerged: intermittent internet connectivity, heterogeneous digital competencies, constrained budgets, and psychological resistance rooted in competence anxieties. These findings challenge linear stage models of technology adoption by demonstrating that hybrid systems in resource-constrained contexts function as semi-permanent organizational equilibria rather than temporary transitions. Theoretically, the study extends digital transformation scholarship by establishing hybridity as a distinct organizational form warranting its own analytical frameworks, not merely a developmental stage. Practically, findings inform context-sensitive implementation strategies for regional schools, emphasizing sequential roadmaps prioritizing high-impact domains, sustained competency development, and change management acknowledging staff apprehensions. This research contributes a reconceptualization of hybrid administration as potentially enduring rather than transitional, necessitating strategic management beyond linear digitalization assumptions.
Copyright (c) 2026 Sisi Suksesiawati, Sudarwan Danim, Asti Putri Kartiwi https://creativecommons.org/licenses/by-nc-sa/4.0
The Hierarchy of Needs and Personalities of Characters in the Novel Luka Cita by Valerie Patkar
This study aims to describe the portrayal of Abraham Maslow’s hierarchy of needs and Sigmund Freud’s tripartite personality structure within the characters of Valerie Patkar’s novel Luka Cita. Employing a descriptive qualitative method, the research used documentation for data collection, with the novel as the primary source. Data were analyzed through content analysis to identify and interpret the relevant psychological constructs. The analysis confirms the presence of both theoretical frameworks. All five stages of Maslow’s needs physiological, safety, love/belonging, esteem, and self-actualization are gradually fulfilled by the characters. Simultaneously, the interaction of Freud’s id, ego, and superego structures forms the internal conflicts driving character development. The research provides a novel, dual-theory psycho-literary analysis of a contemporary Indonesian novel, concurrently applying Maslow’s humanistic and Freud’s psychodynamic theories to interpret character motivation and conflict. The study demonstrates a replicable framework for literary criticism, enabling educators and scholars to conduct structured psychological analyses of character development in narrative fiction. It contributes to cross-cultural literary psychology by validating the applicability of these foundational Western psychological theories to modern Indonesian literature, enriching the interpretation of its thematic depth and character complexity.
Copyright (c) 2026 Siti Solekhah, Yessi Fitriani, Puspa Indah Utami https://creativecommons.org/licenses/by-nc-sa/4.0
Spelling Compliance and Institutional Professionalism: A Sociolinguistic Analysis of Official Documents in Indonesian Local Government
This study examines compliance with the General Guidelines for Indonesian Spelling (PUEBI) in official documents from the Palembang City Education Office and analyzes the sociolinguistic implications of spelling errors for institutional professionalism. Using qualitative content analysis of 20 official documents (official letters, memos, circulars, and activity reports) and semi-structured interviews with document preparers, we identified 152 spelling violations across six error categories. Word writing errors (28%), non-standard loanwords (17%), and punctuation mistakes (15%) were most prevalent. Critically, we documented serious errors including misspelled city names ("Palembang"), date inconsistencies, and invalid employee identification numbers errors that fundamentally undermine document credibility. Sociolinguistic analysis reveals these errors reflect a weak culture of linguistic accuracy and inadequate internalization of standard language ideology within bureaucratic practice. The findings suggest that spelling non-compliance is not merely technical but signals institutional attitudes toward language as a marker of professionalism. We recommend targeted language training, development of internal style guides, and strengthened editing protocols to enhance both linguistic quality and institutional image.
Copyright (c) 2026 Huplan Huplan, Yessi Fitriani, Puspa Indah Utami https://creativecommons.org/licenses/by-nc-sa/4.0
Managing Integrative Holistic Early Childhood Education in Resource-Limited Contexts: A Case Study of a ‘Satu Atap’ Kindergarten in Indonesia
This case study examines the implementation of integrative holistic early childhood education (IH-ECE) management at a ‘Satu Atap’ kindergarten in suburban Indonesia, where limited resources and farming community characteristics create unique implementation challenges. Drawing on in-depth interviews with the principal and teachers, participatory observation, and document analysis, we analyze how the institution operationalizes the four management functions (planning, organizing, actuating, controlling) within the constraints of high teacher-student ratios (1:20), dual educator roles, and limited technology. Findings reveal that despite resource limitations, the institution demonstrates best practices including child-centered planning, center-based environmental organization, and continuous supervision through reflective practice. However, implementation gaps exist between principal and teacher perspectives, and external stakeholder involvement in evaluation remains limited. Through SWOT analysis, we identify six priority strategies: human resource capacity strengthening, resource optimization, technology utilization, partnership strengthening, monitoring and evaluation system development, and learning organization cultivation. The study contributes to understanding how IH-ECE principles translate into practice in resource-constrained settings and offers implications for policy and practice in similar contexts across the Global South.
Copyright (c) 2026 Martha Lasniroha Simanjuntak, Syaiful Eddy, Muhammad Fahmi https://creativecommons.org/licenses/by-nc-sa/4.0
Local Wisdom as a Pedagogical Foundation: Developing Information Literacy Materials for 21st Century Skills in South Sumatra
This study aims to develop information literacy teaching materials based on South Sumatra’s local wisdom that are valid, practical, and effective in enhancing junior high school students’ 21st century skills specifically critical thinking, creativity, communication, and collaboration. A Research and Development (R&D) approach was employed using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The subjects were eighth-grade students at SMP Negeri 1 Tanjung Lubuk. Data were collected through expert validation sheets, teacher and student response questionnaires, observation sheets, and learning outcome tests. Expert validation by material, media, and language specialists confirmed the teaching materials as highly valid. Practicality testing yielded very positive responses from both teachers and students. Effectiveness evaluation, based on improved learning outcomes and 21st century skills assessment, demonstrated effective to highly effective categories. The research innovatively integrates indigenous South Sumatra local wisdom into information literacy instruction, creating culturally responsive pedagogy that simultaneously develops essential 21st century competencies. The validated teaching materials provide educators with ready-to-use, contextually relevant resources for cultivating information literacy while preserving and transmitting regional cultural heritage. This study contributes a replicable development model demonstrating how local wisdom can be systematically embedded within modern competency-based curricula, bridging cultural preservation with future-ready skill development.
Copyright (c) 2026 Iwan Sumarlin, Siti Rukiyah, Darwin Effendi https://creativecommons.org/licenses/by-nc-sa/4.0
Improving Students’ Procedural Text Writing Skills Through Project-Based Learning
This study aims to improve the procedural text writing ability of fifth-grade students at SDN 3 Banyuasin II through the implementation of the Project Based Learning (PjBL) model. Classroom Action Research (CAR) was conducted over multiple cycles, each comprising planning, action implementation, observation, and reflection. Subjects were 25 fifth-grade students in the 2025/2026 academic year. Data were collected through observation and written tests, using student activity observation sheets and a procedural text writing rubric assessing title, objectives, tools/materials, and steps. Analysis employed descriptive quantitative and qualitative techniques. The PjBL model proved highly effective in improving writing abilities. Student learning completion increased dramatically from 16% at initial condition to 88% at the final cycle, surpassing the established Learning Objective Achievement Criteria (KKTP). This significant improvement demonstrates that project-based learning enhances both student engagement and the quality of procedural text composition. The research provides empirical validation of PjBL’s effectiveness specifically for procedural text writing at the elementary level, a genre requiring sequential, practical skill demonstration. Teachers can adopt the PjBL model as a proven strategy for developing structured writing competencies, with the observed assessment rubric serving as a practical evaluation tool. The study contributes classroom-based evidence supporting project-based approaches for foundational literacy development, demonstrating how active, collaborative learning can transform writing instruction outcomes.
Copyright (c) 2026 Sulkiman Sulkiman, Yessi Fitriani, Puspa Indah Utami https://creativecommons.org/licenses/by-nc-sa/4.0
Phenomenological Study: The Role of Literacy Activities in Developing Reading Interest
This study aims to explore students’ experiences in literacy activities, analyze perceptions and factors influencing reading interest, and examine the role of literacy activities in fostering sustainable reading engagement. Employing a qualitative research design with a phenomenological approach, data were collected through structured interviews, participant observation, and secondary documentation, and analyzed using Miles and Huberman’s interactive model. The findings reveal that effective literacy implementation depends on four interrelated pillars: teacher creativity, principal support, family involvement, and technology adaptation. Results further indicate that consistent innovation in literacy activities significantly enhances students’ intrinsic motivation, while cross-sector collaboration effectively addresses resource limitations and access disparities, enabling the sustainable development of a contextualized reading culture. The novelty of this study lies in its holistic identification of multi-actor collaboration and technology integration as fundamental, rather than peripheral, to literacy success. Practically, the findings equip educators and policymakers with evidence-based strategies for designing inclusive, adaptive literacy programs that transcend conventional classroom boundaries. The study contributes a comprehensive framework for understanding how systemic support structures and contextual adaptations collectively foster enduring reading interest in diverse educational settings.
Copyright (c) 2026 Mustopa Mustopa, Yessi Fitriani, Puspa Indah Utami https://creativecommons.org/licenses/by-nc-sa/4.0
Children’s Emotional Development and Its Impact on the Teaching and Learning Process
This study investigates children’s emotional development and its impact on the teaching and learning process at SD Negeri 11 Selat Penuguan. Employing a qualitative approach with descriptive methods, data were collected through observation, teacher interviews, and documentation from students and class teachers at the school. The findings reveal a varied landscape of emotional development among students. Those with well-managed emotions demonstrating anger control, acceptance of reprimands, and collaborative skills exhibited higher activity, confidence, focus, and motivation in class. Conversely, students struggling with emotional management showed poor concentration, irritability, low self-confidence, and difficulty comprehending material. A key finding highlights the teacher’s pivotal role in fostering emotional growth through empathetic approaches, motivation, and a supportive classroom environment. The novelty of this study lies in its contextualized, qualitative insights into the specific interplay between emotional maturity and classroom dynamics within this Indonesian primary school setting. Practically, it underscores the need for teacher training focused on socio-emotional support strategies to enhance learning effectiveness. This study contributes to the field by reinforcing that emotional development is not separate from academic success but is a foundational component of an effective primary education.
Copyright (c) 2026 Carsim Carsim, Nurkhosidah Nurkhosidah, Risna Widiastuti, Siti Marhamah https://creativecommons.org/licenses/by-nc-sa/4.0
Principal’s Strategies in Implementing Digital Literacy
This study aims to analyze the principal’s strategies in implementing digital literacy at SMK Negeri 1 Sekayu, Indonesia, focusing on planning, implementation, and supervision, as well as associated challenges and solutions. Employing a qualitative descriptive approach, data were collected through observation, in-depth interviews, and documentation involving the principal, vice principals, teachers, and educational staff. Data analysis followed an interactive model of reduction, display, and conclusion drawing. The findings reveal a multi-stage strategy. Planning involved integrating digital literacy into the curriculum and annual programs, developing technology-based instructional tools, and providing supporting facilities. Implementation centered on encouraging digital learning platforms, conducting professional development workshops to enhance teachers’ digital competencies, and promoting project-based learning with digital technology. Supervision was executed through regular monitoring and evaluation of classroom practices. Key challenges identified include suboptimal platform use, varying teacher digital competence, and infrastructure limitations. Solutions implemented involve strengthening teacher capacity through continuous training and optimizing available technological resources. The novelty of this study lies in its specific examination of leadership strategies for digital literacy within a vocational high school context in Indonesia, offering insights into the principal’s role as a central driver. Practically, the findings provide a strategic framework for school leaders in similar contexts to navigate digital integration. This study contributes to educational leadership literature by demonstrating that effective digital literacy implementation requires coherent, multi-level strategies from planning through to supervision, coupled with targeted solutions to address persistent challenges.
Copyright (c) 2026 Rana Arisma Valeves, Tri Widayatsih, Mahasir Mahasir https://creativecommons.org/licenses/by-nc-sa/4.0
Digital Learning Management as a Catalyst for Quality Education
This study aims to analyze the implementation of digital learning management specifically its planning, implementation, and evaluation in improving learning quality at MAN 3 Palembang. Employing a qualitative approach with a case study design, the research involved subjects including the head of the madrasah, curriculum vice principal, teachers, IT operators, students, supervisors, and parents. Data were collected through in-depth interviews, participatory observation, and documentation studies, analyzed using an interactive model with triangulation for validity. The findings reveal that digital learning management has been implemented systematically. Planning involves digital-based lesson design and strengthening teachers' digital competencies, supported by adequate infrastructure. Implementation utilizes Learning Management Systems (LMS), Google Classroom, interactive digital media, and technology-based assessments. Evaluation comprises formative and summative assessments, serving as a foundation for continuous improvement. The novelty of this study lies in its comprehensive, multi-stakeholder perspective on digital learning management within an Indonesian madrasah context, moving beyond mere technological availability to examine holistic management processes. Practically, it provides a replicable framework for educational institutions seeking to enhance learning quality through structured digital integration. The study contributes to educational management literature by offering empirical evidence that systematic digital learning management encompassing planning, implementation, and evaluation positively impacts learning quality in secondary Islamic education settings.
Copyright (c) 2026 Asiah Ratu Sesma, Bukman Lian, Muhammad Juliansyah Putra https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Student Discipline and Learning Facilities on the Motivation of State Elementary School Teachers
This study aims to identify and describe the combined influence of student discipline and learning facilities on teachers’ motivation in public elementary schools in Sako District, Palembang, Indonesia. Employing a descriptive quantitative method, the research was conducted across 10 schools over six months (June-November 2025). The population comprised 225 teachers (civil servants, contract, and honorary staff), with a sample of 69 respondents determined through appropriate calculations. Data collection utilized questionnaires, observations, and documentation, while analysis involved normality, linearity, and multicollinearity tests, alongside simple and multiple correlation analysis, regression analysis, t-tests, and F-tests. The findings reveal a significant combined influence of student discipline and learning facilities on teacher motivation. Notably, the magnitude of this combined influence contributes 99.2% to teachers’ motivation, indicating an exceptionally strong predictive relationship. The novelty of this study lies in its quantitative demonstration of the near-total combined effect of these two specific school environment factors on teacher motivation within the Indonesian elementary school context, moving beyond isolated examinations of each variable. Practically, these findings underscore for school administrators and policymakers the critical importance of simultaneously fostering student discipline and improving learning facilities as dual strategies to enhance teacher motivation. This study contributes to educational management literature by providing robust empirical evidence on the synergistic impact of student behavior and physical resources on teacher morale, highlighting their interdependence in shaping a motivating work environment.
Copyright (c) 2026 Alfiansyah Alfiansyah, Yasir Arafat, Nuril Furkan https://creativecommons.org/licenses/by-nc-sa/4.0
The Impact of Digitalization and Higher Education in Improving Trade Performance in Southeast Asia with the Mediating Role of Private Sector Financing
This study examines the role of digitalization and higher education in trade performance in Southeast Asia by considering private sector financing as a mediating variable. The analysis is motivated by the growing importance of digital transformation and human capital quality as key determinants of trade performance in the context of global economic dynamics, as well as the role of financial systems in supporting real sector activities. The study adopts an explanatory quantitative approach using panel data from six Southeast Asian countries Indonesia, Malaysia, Thailand, Vietnam, the Philippines, and Singapore covering the period 2015–2024, sourced from the World Bank. Data analysis is conducted using Partial Least Squares–Structural Equation Modeling (PLS-SEM) with a bootstrapping procedure to examine both direct and indirect relationships among variables. The results indicate that digitalization plays a significant role in enhancing trade performance and is also significantly associated with private sector financing. Higher education is found to play a significant role in trade performance, but it does not show a significant relationship with private sector financing. Furthermore, private sector financing does not exhibit a significant role in trade performance and does not function as a mediating variable in the relationships between digitalization and trade performance, nor between higher education and trade performance. These findings suggest that the contributions of digitalization and higher education to trade performance in Southeast Asia tend to be direct, while the role of private sector financing as a transmission mechanism remains structurally constrained.
Copyright (c) 2026 Prasetyo Yuli Usaid https://creativecommons.org/licenses/by-nc-sa/4.0