Journal Evaluation in Education (JEE)

Emotional Intelligence and Leadership Style as Predictors of Conflict Management Skills: An Empirical Study of Educational Leaders

2025-10-08T13:19:07+07:00

Purpose of the study: School principals often face conflicts that undermine school climate and educational effectiveness, particularly in Indonesian educational settings where diverse stakeholders have competing interests. This study aims to examine the contribution of emotional intelligence and leadership style to the conflict management skills of school principals, particularly within the context of educational leadership in Muhammadiyah secondary schools.

Methodology: The study employed a quantitative approach with a cross-sectional design and utilized Structural Equation Modeling (SEM) to examine the direct relationships among variables. The measurement instruments included an emotional intelligence scale based on Goleman's model, a leadership style scale grounded in situational leadership theory, and a conflict management skills scale adapted from the Thomas–Kilmann model.

Main Findings: The results indicated that emotional intelligence (β = 0.531, p < 0.001) and leadership style (β = 0.309, p = 0.013) significantly contributed to conflict management skills, with emotional intelligence emerging as the stronger predictor. The research model demonstrated good fit (CFI = 0.95; RMSEA = 0.05) and accounted for 44.4% of the variance in conflict management skills. These findings highlight the importance of developing emotional intelligence–based leadership integrated with adaptive leadership styles to enhance conflict management effectiveness.

Novelty/Originality of this study: This study integrates the emotional intelligence model and situational leadership theory into a single conceptual framework, empirically tested within the Indonesian educational context, particularly in Muhammadiyah schools.

Development of MITEDA (Mitigation of Earthquake Damage) Media for Wave Physics Using a STEM Approach to Enhance Students’ Computational Thinking Skills

2025-10-08T14:07:40+07:00

Purpose of the study: The aim of this study is to develop and evaluate the effectiveness of a learning media called MITEDA (Mitigation of Earthquake Damage), which is based on the STEM approach and computational thinking, to support the teaching of wave physics. The study focuses on both the development process of the media and its impact on improving students’ computational thinking skills through contextual problem-solving using earthquake simulation and sensor-based data.

Methodology: The research method used is Research and Development (R&D) with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. Tools used include Arduino Uno, SW-420 vibration sensor, LCD 16x2, and a buzzer. Software includes Arduino IDE and Proteus. Data collection used expert validation sheets, student questionnaires, observations, and computational thinking tests.

Main Findings: The MITEDA learning media, comprising a digital seismograph kit and instructional module, was rated “highly feasible” by experts (Aiken’s V ≥ 0.80) and received positive student feedback for usability and engagement. Statistical analysis showed a significant improvement in computational thinking skills for the experimental group (N-Gain = 0.84) compared to the control group (N-Gain = 0.56), t(69) = 8.875, p < 0.001, d = 2.716, with the highest gains in abstraction and consistent high-level algorithmic performance.

Novelty/Originality of this study: This study presents an innovative learning media, MITEDA, integrating STEM and computational thinking through earthquake simulation using Arduino-based sensors. It advances wave physics learning by providing real-time vibration data and contextual problem-solving, enhancing students’ analytical skills.

Implementation of Lecturer Competency Development in Higher Education

2025-10-09T02:01:22+07:00

Purpose of the study: This study aims to describe the planning of lecturer competency development, organization of lecturer competency development, implementation of lecturer competency development, supervision of lecturer competency development, evaluation of lecturer competency development at the Syekh Abdul Halim Hasan Binjai Institute.

Methodology: This research method is a qualitative research method with a phenomenological research approach. This research was conducted to build knowledge through understanding and discovery based on a methodology that investigates a phenomenon and problem. Data collection techniques used are observation, interviews, documentation studies. Data management consists of data reduction, data display/data presentation, data analysis, drawing conclusions for research results.

Main Findings: The findings reveal that while the institute demonstrates strong commitment to improving teaching quality, several issues persist, such as limited resources, insufficient integration of technology, and supervision focused mainly on administrative compliance rather than pedagogical enhancement. The evaluation process also tends to emphasize attendance and reporting rather than measurable improvement in teaching skills or student outcomes. The study highlights the need for a more reflective and data-driven approach to faculty development, emphasizing participatory planning, effective feedback mechanisms, and the establishment of long-term evaluation systems.

Novelty/Originality of this study: The novelty of this research lies in its holistic assessment of lecturer competency development within an Islamic higher education context, bridging managerial and pedagogical dimensions. The implications extend to policy and practice in higher education, suggesting that competency development must transition from procedural routines to transformative learning experiences.