Journal Evaluation in Education (JEE)

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

Arif Budi Raharjo — 2025-10-08

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

Kristian Dinata — 2025-10-08

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

Satriyadi Satriyadi — 2025-10-09

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.

Management of Special Health Literacy Services: A Multi-Site Study at Madrasah Aliyah

Wasiyem Wasiyem — 2025-10-09

Purpose of the study: This study investigates the management of special health literacy services at Madrasah Aliyah Negeri 1 Medan and Madrasah Aliyah Negeri 2 Model Medan, focusing on four management functions: planning, organizing, implementation, and supervision.

Methodology: Using a qualitative multisite case study approach, data were collected through interviews, observations, and document analysis involving teachers, administrators, and students.

Main Findings: The findings reveal that both madrasahs show a strong commitment to integrating health literacy into their educational practices; however, they differ in formalization and consistency. MAN 1 Medan exhibits a structured and well-documented planning process with clear coordination through the School Health Unit (UKS), whereas MAN 2 Model Medan relies on informal planning and teacher initiative. Implementation at both institutions includes curricular and extracurricular activities, but MAN 1 Medan demonstrates stronger institutional coordination. Supervision mechanisms are largely informal, lacking standardized evaluation systems. The study concludes that while collaborative practices between teachers, students, and external health institutions exist, formal frameworks and documentation are limited.

Novelty/Originality of this study: The findings highlight the importance of developing structured systems, clear standard operating procedures, and formal evaluation mechanisms to enhance the effectiveness of health literacy services in religious schools. This study contributes to filling the research gap on health literacy management in madrasahs, offering practical insights for policymakers and educators in promoting health education that aligns with religious and cultural contexts.

Multiculturalism and Prior Knowledge as the Basis for Assessing Tolerance in Civic Education

Muhammad Nurman — 2025-10-09

Purpose of the study: This study aims to assess the impact of implementing a multicultural problem-based learning model and prior knowledge on students' tolerance attitudes in the Citizenship Education course.

Methodology: The sampling technique was carried out using cluster random sampling to determine the experimental and control classes. Data collection methods included tests and questionnaires. Tests were used to collect data on prior knowledge, while questionnaires were used to collect data on students’ tolerance attitudes. Data analysis was conducted descriptively and inferentially. Inferential analysis employed a two-way analysis of variance (ANOVA) 2 x 2.

Main Findings: The results of the analysis indicate that the implementation of a multicultural problem-based learning model and prior knowledge affect students' tolerance attitudes in the citizenship course.

Novelty/Originality of this study: The novelty of this research lies in the integration of two aspects that are rarely explicitly combined: multiculturalism as a socio-cultural framework and prior knowledge as a cognitive aspect in the assessment of tolerance attitudes. This approach produces a more comprehensive assessment instrument compared to previous studies.

Evaluation of Program on Basic Sciences Courses in Elementary School Teacher Education’s Singkawang

Eka Murdani — 2025-10-10

Purpose of the study: The purpose of this study is to evaluate the Basic Sciences courses by examining their effectiveness in developing 21st-century skills, particularly the 4Cs (critical thinking, communication, collaboration, and creativity). This evaluation aims to ensure that the courses not only measure knowledge but also assess essential competencies for future learning and work.

Methodology: This study employed the CIPP (Context–Input–Process–Product) evaluation model. The evaluators developed and implemented a Project-Based Learning (PjBL) model integrated with 4C competencies, abbreviated as PjBL4C. Data were collected through lesson plan analysis, pre-tests and post-tests for content knowledge and 4Cs, and performance assessments of communication and collaboration skills. Student satisfaction was also measured using a structured questionnaire.

Main Findings: The implementation of the PjBL4C model in Basic Sciences courses showed a significant improvement in students’ achievement and 4C competencies. The number of students reaching the standard level increased based on pre-test and post-test results. At the end of the course, the evaluation successfully identified the overall 4C profiles of students categorized into three levels: below, approaching, and at standard.

Novelty/Originality of this study: This study introduces PjBL4C as an innovative instructional model that simultaneously develops and measures 4C skills in higher education. Additionally, the 4C assessment instrument was designed and aligned with the PjBL syntax, enabling accurate classification of students’ competencies across multiple skill domains.

Linguistic and Textual Structure Representation in Biographical Writing: Insights from BIPA Learners

Yohana Monika Masing Wato — 2025-10-10

Purpose of the study: The study aims to comprehensively map the ability of BIPA students from Timor-Leste in writing biographical texts, while identifying their strengths and weaknesses in several key aspects: clarity of content, writing structure, creativity and language style, adherence to theme, and spelling and grammar accuracy.

Methodology: Data were collected through a biographical writing task, which was assessed using a specially designed rubric. A mixed-method approach was applied: quantitative analysis was used to examine the distribution of ability levels across categories, while qualitative analysis explored detailed patterns of strengths and weaknesses for each aspect.

Main Findings: The findings show that most students achieved a medium level for clarity of content (57.5%) and writing structure (60%). However, creativity (65% low) and spelling and grammar (52.5% low) emerged as the main challenges. Specific difficulties were identified in the formation of derived words, the use of temporal conjunctions, and the construction of complex sentences.

Novelty/Originality of this study: This study places biographical writing as an instrument for diagnosing the writing skills of BIPA students in the sociolinguistic context of Timor-Leste, a domain that is rarely explored. This approach allows for a more detailed mapping of students’ strengths and weaknesses rather than just measuring final scores for pedagogical intervention. The implications suggest that BIPA teachers should prioritize fostering grammatical cohesion, enhancing creativity, and refining the reorientation section of biographical texts. The implementation of a scaffolding model progressing from guided examples to independent production is recommended to systematically develop students’ writing competence.

Internalization Strategies for Islamic Educational Values Thru Quran Memorization Learning for Students at Junior High School

Husni Laili — 2025-10-21

Purpose of the study: Islamic education plays a vital role in shaping students’ character and spirituality, particularly through Tahfiz Quran programs that emphasize not only memorization but also moral and spiritual internalization. This study aims to explore effective strategies for internalizing Islamic values through Quran memorization at three Islamic junior high schools in Deli Serdang.

Methodology: This qualitative phenomenological study explores strategies for internalizing Islamic values through Quran memorization at three Islamic junior high schools in Deli Serdang: Junior High School Jabal Noor, Al-Hijrah, and Nurul Ilmi. Data were collected via observation, interviews, and documentation.

Main Findings: Islamic values occurs through various strategies, including habituation, exemplary role modeling, talaqqi (direct recitation), muraja’ah (systematic review), reinforcement systems, and active parental involvement. These approaches effectively cultivate students’ faith, worship discipline, morality, and social responsibility in daily life. Supporting factors include teachers’ pedagogical competence, strong religious school culture, and parental collaboration, while challenges arise from limited time, digital distractions, and inconsistent student motivation.

Novelty/Originality of this study: This study lies in its integration of classical Tahfiz pedagogy with a modern character education framework, offering a new model for value internalization that harmonizes traditional Islamic learning with contemporary educational demands. This research contributes theoretically by bridging spiritual formation and moral psychology, and practically by proposing a holistic Tahfiz-based model adaptable to modern schooling contexts. The study concludes that Tahfiz Quran, when integrated with reflective understanding, technological awareness, and community engagement, can effectively strengthen Qur’anic character and moral integrity among adolescents in the digital era.

Enhancing Mathematics Learning through Problem-Based and Digital Integration: A Study on Wordwall-Based Teaching Modules

Lisa Gustiana Bellatama — 2025-10-23

Purpose of the study: This study aims to determine the validity and practicality of a Problem-Based Learning (PBL) module integrated with the Wordwall application for teaching the topic of similarity in junior high school mathematics.

Methodology: The research adopts the Plomp development model, which includes five systematic stages: preliminary investigation, design, realization/construction, test-evaluation-revision, and implementation. Data were collected using expert validation sheets and student practicality questionnaires to assess the quality and usability of the developed module.

Main Findings: The results show that the PBL–Wordwall-integrated module achieved a validity score of 89.83% (Very Valid) and a practicality score of 88.5% (Very Practical). The high validity demonstrates that the module’s content, structure, and linguistic elements are consistent with curriculum standards and responsive to learners’ cognitive levels. Likewise, the high practicality indicates that teachers and students found the module engaging, interactive, and easy to apply in classroom settings.

Novelty/Originality of this study: The novelty of this study lies in the integration of the PBL approach with digital gamification through Wordwall, creating an innovative learning environment that fosters problem-solving, critical thinking, and motivation simultaneously. Unlike traditional static modules, this design embeds real-world contextual problems within interactive digital activities, bridging pedagogical theory and technological application. This research contributes both theoretically and practically by offering a replicable model for blending inquiry-based learning with gamified platforms in mathematics education. Overall, the developed module is effective, feasible, and capable of enhancing students’ engagement, conceptual mastery, and collaborative learning in mathematics.

Building Nationalist-Religious Character through Mosque Youth Organizations: Insights from Senior High Schools in Bandung, Indonesia

Rifa Anggyana — 2025-10-23

Purpose of the study: Character education is a strategic agenda in Indonesia’s nation-building, particularly in responding to globalization, moral degradation, and youth intolerance. Within secondary education, religious extracurricular organizations such as the Mosque Youth Association (Ikatan Remaja Masjid) play a vital role in fostering religiosity while strengthening nationalism. This study investigates the role of the Mosque Youth Association in cultivating nationalist-religious character among students in three high schools in Bandung.

Methodology: Using a qualitative case study approach, data were collected through in-depth interviews, participant observation, document analysis, and field notes. Seventeen respondents were selected purposively: school principals, association mentors, leaders, members, government officials, and academic experts. Data analysis employed Miles and Huberman’s interactive model data reduction, data display, and conclusion drawing validated through triangulation of sources, techniques, and time.

Main Findings: The findings indicate that the Mosque Youth Association functions as a behavioral laboratory, shaping students’ nationalist-religious character through regular activities such as religious studies, congregational prayers, social service, and leadership training. Consistent habit formation occurs through positive reinforcement (recognition, trust, leadership opportunities) and negative reinforcement (warnings, social sanctions). Key challenges include fluctuating participation, limited resources, repetitive content, and digital demands addressed through program innovation, collaboration, and technology use.

Novelty/Originality of this study: The study concludes that character development through the Mosque Youth Association aligns with behavioristic learning theory and provides insights for reinforcement-based character education compatible with the Merdeka Curriculum and the Pancasila Student Profile.

A Authentic Assessment of Literacy and Numeracy Based on Local Wisdom at Elementary School Level in Ternate City

Ode Zulaeha — 2025-10-16

Purpose of the study: To describe the implementation of authentic assessment of literacy and numeracy based on local wisdom in elementary schools in Ternate City and to assess the influence of authentic assessment standards based on local wisdom on improving the literacy and numeracy skills of elementary school students in Ternate City.

Methodology: This study used a mixed methods approach. The subjects were students from SDN 1, SDN 2, SDIT Nurul Hasan, and SDIT Fathul Munir. The subjects were 200 fifth-grade students, with 50 students from each school. Data collection techniques included classroom observation and local wisdom-based activities. Thematic analysis was used for qualitative data, and descriptive statistical analysis was used.

Main Findings: Authentic assessment based on local wisdom in Ternate has not been fully integrated into literacy and numeracy learning practices. Several effective strategies emerged from teachers' use of local wisdom-based literacy and numeracy learning: counting numbers using the Ternate language, students interviewing market vendors, and then conducting mathematical measurements during buying and selling activities at the local market.

Novelty/Originality of this study: Focus on integrating local wisdom (Ternate's cultural heritage) as a context for authentic assessment. Develop assessment instruments that are specific and relevant to the daily lives of students in Ternate City. Address the gap between authentic assessment theory and practice in areas rich in local culture and contribute to culturally equitable and contextualized educational policies and practices.

Better Research Proposals Thanks to AI? Evaluation the Effectiveness of Modern Project Learning

Yunita Wardianti — 2025-10-16

Improving the quality of research proposals is a challenge in Biology education at the tertiary level. Integrating project-based learning with artificial intelligence (AI) support offers an innovative approach to strengthening students’ proposal writing skills. This study aimed to determine the effect of AI-assisted project-based learning on the ability to write research proposals of Biology Education students. This study used a pretest-posttest quasi-experiment design with a control group. Two classes of Biology Education students were purposively selected. The experimental class applied AI-assisted project learning, while the control class used conventional methods. Data were collected through the assessment of the research proposal rubric and analyzed by t-test to assess the difference between the scores of the control class and experimental classes’ scores. The results showed that the average research proposal score of the experimental class increased significantly compared to the control class. The improvement includes aspects of structure, background, literature review, methodology, and quality of argument. The research results show that the average score of the experimental class proposal writing ability of 86.2 is greater than that of the control class proposal writing ability of 78.7. The results also show that the Sig. 0.0001 is smaller than 0.05, meaning that AI-assisted project-based learning affects the ability to write research proposals. This finding indicates that AI effectively supports students in designing and writing better research proposals.

EVALUATION OF THE LEARNING COMMUNITY PROGRAM IN IMPROVING THE PEDAGOGICAL ABILITIES OF LEARNING GUIDANCE IN SPNF-SKB KAUR DISTRICT

Trisna Apriani APRIANI — 2025-10-16

Study This aim For describe evaluation Program The SPNF-SKB Kaur learning community in improving the pedagogical abilities of Learning Facilitators based on an evaluation model CIPP. Study use approach descriptive qualitative with CIPP (Context, Input, Process, Product) evaluation model. The research subjects were the Head of SPNF SKB Kaur, the Learning Community Manager, and Learning Facilitators as participants in the learning community at SPNF SKB Kaur. Research data obtained from the interview results, observation and documentation. Research data analysis includes data reduction, data presentation, verification and drawing conclusions.The results of the study indicate that the management of the Learning Community Program at SPNF-SKB Kaur is effective and relevant to the needs of Pamong. This program is successful in planning, implementing, and providing resources, significantly improving the pedagogical competence of Pamong. Learning outcomes are applied in learning, impacting student academic improvement. Program management shows a match between program objectives and implementation in the field. However, there are still challenges such as low motivation of a small number of Pamong, limited Package A and B modules, and less than optimal support from the Regional Government. This study focuses on the evaluation of the learning community program in improving the pedagogical skills of Learning Facilitators. Although learning communities show great potential in developing the pedagogical skills of Learning Facilitators, there are not many comprehensive evaluative studies assessing the effectiveness of this program.

Evaluation of the Entrepreneurship Skills Education Program in Non-Formal Education Units-Learning Activity Centers South Bengkulu Regency

Sherry Andellia — 2025-10-16

This study aims to evaluate the Entrepreneurship Skills Education Program at the Non-Formal Education Unit-Learning Activity Center in South Bengkulu District. The method used is qualitative descriptive, with the evaluation model employed being CIPP (context, input, process, and product). The research subjects included the head of the Non-Formal Education Unit-Learning Activity Center, the program secretary, the program treasurer, instructors, and participants of the Entrepreneurship Skills Education Program at the Non-Formal Education Unit-Learning Activity Center in South Bengkulu District. Data collection techniques included in-depth interviews, direct observation, and document analysis. Data analysis included data reduction, data presentation, and drawing conclusions. The research findings indicate that the evaluation of the Entrepreneurship Skills Education Program at the Non-Formal Education Unit-Learning Activity Center in South Bengkulu District was based on an analysis of community needs, local potential, and resources, and was relevant to the business world (context). It was supported by competent human resources, a systematic and practical curriculum, adequate facilities and infrastructure, and transparent and accountable funding (input). The program implementation was structured, timely, and based on andragogy, accompanied by regular monitoring and evaluation (process). As a result, participants' skills in bridal makeup improved, participants began to start their own businesses, and confident and independent characters were formed, although there were still challenges in group collaboration and marketing strategies (product).