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Yohanes Umbu Lede
Universitas Katolik Weetebula, Indonesia

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The effectiveness of inquiry-based learning in improving students' learning outcomes Yohanes Umbu Lede; Mariana Dappa Moda
Educational Management and Advancement Journal Vol. 1 No. 1 (2026): February 2026
Publisher : Kadewa Bakti Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67958/edumaj.v1i1.56

Abstract

Teacher-centered learning results in low student engagement and learning achievement. This study aims to examine the quality of the learning process and student learning outcomes through the application of inquiry-based learning. The study used a classroom action research design conducted in two cycles on seventh-grade students at a public junior high school in Southwest Sumba Regency. The number of participants involved was 15 students. Data were collected through observation of learning activities and learning outcome tests to assess changes in learning practices, student engagement, and academic achievement. The results indicate a consistent improvement in student learning activities and learning outcomes from the first cycle to the second cycle. The application of the inquiry model encourages students to be more active in exploring concepts, expressing opinions, and building understanding independently through questioning and guided discussion. Inquiry-based learning contributed positively to strengthening student-centered learning and developing critical thinking and independent learning skills. It confirms the importance of developing pedagogical strategies and improving teacher competence in implementing innovative learning.
Principals' digital leadership on teacher performance and student competence in 21st-century education Yohanes Umbu Lede
Educational Management and Advancement Journal Vol. 1 No. 2 (2026): August 2026
Publisher : Kadewa Bakti Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67958/edumaj.v1i2.110

Abstract

Principal leadership has become increasingly important as schools respond to digital transformation and the demands of 21st-century learning. How principals guide the use of technology may be associated with the quality of teachers' professional practice and the development of students' competencies. This study examined the relationships among principals' digital leadership, teacher performance, and student competencies and assessed the mediating role of teacher performance in senior high schools in Southwest Sumba. A quantitative ex post facto design was employed, involving 30 teachers selected through proportional random sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed using reflective SEM-PLS. The results showed that principals' digital leadership was positively associated with both teacher performance and student competencies. Teacher performance was also positively associated with student competencies and significantly mediated the relationship between digital leadership and student competencies. These findings suggest that digital transformation in schools depends not only on principals' capacity to provide technological direction but also on teachers' ability to translate that direction into effective professional and instructional practices. Strengthening digital leadership should thus be accompanied by sustained teacher professional development and support for instructional innovation to create learning environments that foster students' competencies
The effect of role-play learning on students' learning outcomes in Catholic religious education Yohanes Umbu Lede; Bergita Ekasanti Milla Malo; Ethelreda Rosari Garung
Educational Management and Advancement Journal Vol. 1 No. 2 (2026): August 2026
Publisher : Kadewa Bakti Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67958/edumaj.v1i2.111

Abstract

Catholic Religious Education requires learning experiences that help students understand religious values and relate them to everyday situations, yet conventional classroom instruction may provide limited opportunities for active student participation. This study examined the effect of the Role Play learning model on students' learning outcomes in Catholic Religious Education, particularly in learning about the Good Samaritan. A quasi-experimental study using a non-equivalent control group design was conducted with 30 eighth-grade students at a junior high school in Wewewa Selatan, Indonesia. 15 students participated in Role-Play-Based learning as the experimental group, while 15 students received conventional instruction as the control group. Data were collected through multiple-choice achievement tests administered before and after the intervention. The data were analyzed using normality and homogeneity tests, followed by paired-samples and independent-samples t-tests. The findings showed that students who participated in Role Play-based learning achieved greater improvement in learning outcomes than those receiving conventional instruction, with the experimental group's posttest performance significantly exceeding that of the control group. These findings suggest that Role Play can provide a more active, experiential learning environment for Catholic Religious Education, particularly when instructional content includes narrative and moral values. The study contributes empirical evidence supporting the use of structured role-based activities as an alternative strategy for improving students' learning outcomes at the junior high school level.
Co-Authors Bergita Ekasanti Milla Malo Ethelreda Rosari Garung Mariana Dappa Moda