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Educational Leadership and Management Journal
Published by Universitas Jambi
ISSN : -     EISSN : 30314712     DOI : https://doi.org/10.22437/element.v1i1.29678
Core Subject : Education,
Education Other
1. leadership development, 2. organisational behaviour, 3. education policy 4. Education learning and management 5. Supervision 6. Organisational Behaviour
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 39 Documents
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Managing the Digitalization of Academic and Student Services in Higher Education: A Qualitative Case Study Utomo, Catur Priyo; Syahidul Haq, Mohammad; Khamidi, Amrozi
Educational Leadership and Management Journal Vol. 4 No. 1 (2026): Element - 2026
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v4i1.54951

Abstract

This study examines the digitalization of academic and student services in higher education to improve service efficiency, accessibility, and governance. Previous studies have mainly focused on technology adoption, system evaluation, or service quality separately, while limited research has explored digitalization as an integrated managerial process at the faculty level. This study aims to analyze the implementation of service digitalization at the Faculty of Education, Universitas Negeri Surabaya, identify supporting and inhibiting factors, and formulate an integrated implementation model. This study employed a qualitative case study approach. Data were collected through interviews, observations, and documentation involving faculty leaders, administrative staff, and system developers, and analyzed using thematic analysis. The findings show that service digitalization is influenced by needs-based planning, policy support, human resource readiness, infrastructure, and adaptive system development. Digitalization improved service efficiency, accessibility, and administrative organization, although challenges remain in digital competencies, coordination, system integration, and technical maintenance. The study proposes a cyclical implementation model consisting of planning, organizing, implementation, and continuous evaluation. The study contributes theoretically to implementation management and e-service studies in higher education digital transformation and provides practical guidance for managing digital services in a systematic and sustainable manner.
Acceptance and Utilization of Artificial Intelligence in Student Learning: Analysis with the UTAUT Model Ranti, Erivan Afri; Susanti, Nova; Kurniati, Erisa
Educational Leadership and Management Journal Vol. 4 No. 1 (2026): Element - 2026
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v4i1.54696

Abstract

Artificial Intelligence (AI) has increasingly been integrated into educational environments and has transformed the way students access information, solve problems, and support learning activities. Understanding the factors that influence students’ acceptance of AI technologies is therefore essential for promoting effective and sustainable implementation. This study investigates the determinants of students’ Behavioral Intention to use Artificial Intelligence for learning by extending the Unified Theory of Acceptance and Use of Technology (UTAUT). A quantitative research approach was employed, and data were collected from 257 students with experience using AI technologies for educational purposes. The proposed model incorporates Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, Perceived Compatibility, Self-Efficacy, Perceived Information Quality, and Actual Use as predictors of Behavioral Intention. Data were analyzed using Structural Equation Modeling (SEM). The results indicate that Performance Expectancy, Social Influence, Facilitating Conditions, and Perceived Information Quality significantly influence students’ Behavioral Intention to use AI. In contrast, Effort Expectancy, Perceived Compatibility, Self-Efficacy, and Actual Use do not significantly affect Behavioral Intention. The findings suggest that students’ acceptance of AI is primarily driven by perceived educational benefits, social support, institutional readiness, and information quality. This study extends the application of UTAUT in the context of Artificial Intelligence in Education and provides practical implications for educators, policymakers, and technology developers seeking to promote responsible and effective AI integration in educational settings.
Digital Financial Literacy of MSMEs in Emerging Countries: A Systematic Literature Review and Future Research Agenda Azis, Azolla Degita; Mukminin, Amirul; Zulma, Gandy Wahyu Maulana; Nugraha, Nugraha; Lyndon, Novel Anak
Educational Leadership and Management Journal Vol. 4 No. 1 (2026): Element - 2026
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v4i1.55636

Abstract

Digital Financial Literacy (DFL) has gained popularity in academic research over the past ten years, particularly as digital financial services have transformed the way individuals and businesses interact with the economic system. This paper presents a comprehensive systematic literature review (SLR) analysis of digital financial literacy studies in micro, small, and medium enterprises (MSMEs) in developing countries. The analysis uses VOSviewer to map the scholarly community, analyze the topic's evolution, and identify key contributors based on Scopus literature from 2016 to 2026. The number of articles decreased from 7,219 to a target collection of 26 articles using progressive classification. This study creates a conceptual framework for mapping digital financial literacy using the findings of the most cited studies. The result shows financial literacy, acceptance of fintech, digital financial inclusion, and financial risk behaviour are prevalent themes. The literature on digital financial literacy in the MSMEs area is still fragmented and under-theorized, despite the significant increase in academic contributions from emerging countries. In order to strengthen MSME financial resilience in the digital era, this review unifies scattered information and suggests a future research agenda that calls for context specific studies, comparative cross-country analysis, and more policy-oriented inquiry.
Assessing the Measurement Quality of a Model Lecturer TPACK Instrument: Evidence from Rasch Analysis Susanti, Nova; Iriani, Dewi; Aina, Mia
Educational Leadership and Management Journal Vol. 4 No. 1 (2026): Element - 2026
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v4i1.56664

Abstract

Technological Pedagogical Content Knowledge (TPACK) is a fundamental competency for educators in integrating technology, pedagogy, and content knowledge into effective teaching practices. Ensuring the psychometric quality of TPACK instruments is therefore essential for obtaining accurate and reliable measurement results. This study aimed to evaluate the measurement quality of a TPACK instrument for model lecturers using Rasch Measurement Theory. A quantitative survey design was employed involving 32 respondents who completed a 25-item TPACK questionnaire using a four-point Likert scale. Data were analyzed using WINSTEPS to examine respondent reliability, item reliability, item fit, item difficulty, and rating scale functioning. The results indicated excellent respondent reliability (0.91) and person separation (3.24), demonstrating that the instrument effectively differentiated respondents across multiple competency levels. However, item reliability (0.45) and item separation (0.91) revealed limited variation in item difficulty. The item difficulty measures ranged from −0.68 to 1.43 logits, with PCK4 identified as the most difficult item and TK1 and TK4 as the easiest. Most items fit the Rasch model, although several items (CK1, CK2, PK3, PCK4, and TPACK1) exhibited misfit characteristics requiring revision. Rating scale analysis showed that the four-point Likert categories generally functioned as intended, but response concentrations in the upper categories suggested a potential ceiling effect and limited discrimination among higher-ability respondents. The novelty of this study lies in the comprehensive application of Rasch Measurement Theory to evaluate a TPACK instrument within a Lesson Study context. The findings provide empirical evidence for improving instrument quality through item refinement, broader difficulty calibration, and optimization of response categories. This study contributes to the development of more valid and reliable assessment tools for measuring technology integration competencies in physics education and professional development programs.
Factors Influencing Classroom Management Ability among Teachers in Islamic Integrated School Fatriani, Fatriani; Masbirorotni, Masbirorotni; M. Rd. Ali, M. Rd. Ali
Educational Leadership and Management Journal Vol. 4 No. 1 (2026): Element - 2026
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v4i1.56744

Abstract

Classroom management ability is a fundamental competency that determines the effectiveness of teaching and learning processes in primary education. However, variations in teachers’ classroom management skills remain a challenge, particularly in Islamic integrated elementary schools that emphasize both pedagogical competence and character development. This study examined the simultaneous and partial effects of teaching experience, educational background, and teacher personality on classroom management ability among teachers at SDIT Ash-Shiddiiqi Jambi City. Using a quantitative explanatory survey design, data were collected from a saturation sample of 99 teachers through structured Likert-scale questionnaires. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that teaching experience, educational background, and teacher personality jointly explained 66.6% of the variance in classroom management ability (R2=0.666R^2 = 0.666R2=0.666). Teacher personality had the strongest and statistically significant effect (β = 0.630, p < 0.001; f2=0.649f^2 = 0.649f2=0.649), followed by educational background (β = 0.214, p < 0.001; f2=0.097f^2 = 0.097f2=0.097). In contrast, teaching experience did not significantly influence classroom management ability (β = 0.082, p = 0.268; f2=0.011f^2 = 0.011f2=0.011). These findings suggest that personality-related attributes contribute more substantially to effective classroom management than teaching experience within the context of this study. Therefore, teacher development programs in Islamic elementary schools should place greater emphasis on personality development, reflective professional learning, and holistic teacher recruitment practices to enhance educational quality.
Acquisition Planning for Local Wisdom: Sustaining the Jambi Malay Seloko Tradition through Curriculum Integration Sampoerno, Mohd. Norma; Nazurty, Nazurty; Kuntarto, Eko; Harjono, Hary Soedarto; Saadah, Maratun; Agustiyara, Agustiyara
Educational Leadership and Management Journal Vol. 4 No. 1 (2026): Element - 2026
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines Seloko Adat, a traditional oral tradition of the Jambi Malay community, through the lens of anthropolinguistic pragmatics and language planning. Utilizing a qualitative phenomenological approach, the research analyses Seloko performances across six stages of the wedding ceremony to determine how linguistic structures regulate social interaction and sustain communal identity. Findings reveal that these rituals utilize elaborate metaphors and indirect speech acts to uphold Malay social norms and interpersonal politeness. Pragmatic analysis demonstrates that Seloko serves as a critical mechanism for building inter-family relationships and managing social expectations within the ritual context. However, facing a critical decline in intergenerational transmission, the study explores the pedagogical potential of integrating these linguistic traditions into local curricula as a form of acquisition planning. By documenting this diminishing oral tradition, the research highlights the vital role of ritualized language in maintaining social cohesion and proposes concrete language-in-education frameworks for its curriculum integration to support language revitalization and character development within contemporary Indonesian society.
Analysis of the Use of Artificial Intelligence (AI) to Boost Student Motivation and Reduce Boredom in History Classes Maharani, Elsa Fauziah; Sulistyo, Urip; Masbirorotni, Masbirorotni
Educational Leadership and Management Journal Vol. 4 No. 1 (2026): Element - 2026
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v4i1.56951

Abstract

Advances in artificial intelligence (AI) technology have created new opportunities for educational transformation, particularly in enhancing student motivation and reducing boredom in high school history learning. This study aims to examine the structural relationships among Teachers’ AI Competence (TAC), Multidimensional Work Motivation (MWMS), Students’ Learning Agility (SLA), Student Engagement (SE), and Boredom in Learning (BIL) within AI-supported history education. Using a quantitative approach, data were collected from 101 public high school students in Jambi Province and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings revealed that teachers’ AI competence positively and significantly influenced students’ learning agility and engagement. In addition, student engagement was found to significantly reduce boredom in learning, indicating that students who were more actively involved in classroom activities experienced lower levels of boredom. The proposed model demonstrated substantial explanatory power in predicting student engagement and boredom outcomes. These findings highlight the importance of strengthening teachers’ AI-related competencies to foster more adaptive, engaging, and meaningful learning experiences. This study contributes to the growing body of literature on AI integration in secondary education by providing empirical evidence from history learning contexts and offering practical implications for the design of innovative and student-centered instructional practices.
Effects of Transformational Leadership Style, School Climate, and Teacher Competence on Teacher Career Advancement in Jambi Pratama, M Raditya Rizky; Sofwan, Muhammad; Habibi, Akhmad
Educational Leadership and Management Journal Vol. 4 No. 1 (2026): Element - 2026
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v4i1.57134

Abstract

Teacher career advancement is a core industry measure that sustains the stability of basic education teaching staff and drives improvements in regional teaching quality. The rationality of its evaluation mechanism directly shapes the long-term development momentum of faculty teams at private schools. At present, there is obvious ambiguity in the implementation of supporting policies for private junior high school teachers’ career advancement at the local level in Indonesia. A large number of private school teachers in the Jambi region cannot receive clear responses to their career advancement appeals, and there has long been a gap in local empirical research on the factors influencing this group’s career advancement. This study takes private junior high school teachers in the Jambi region as its sample, and uses quantitative empirical methods to explore the impact of three core categories of factors on teachers’ career advancement. The study confirms that all three categories of factors produce significant effects on career advancement outcomes. Based on these findings, it proposes an optimization plan that incorporates the three core categories of factors into a unified assessment framework. This conclusion can not only provide a practical basis for local faculty management, but also offer empirical support for improving private school faculty policies in other regions of Indonesia.
Humanitarian Diplomacy in Southeast Asia: ASEAN’s Strategies in Addressing the Thailand-Cambodia Border Crisis Impact Al Rasyid, Muhammad Aras; Husein, Rachmawati
Educational Leadership and Management Journal Vol. 4 No. 2 (2026): July - December 2026 (In Progress)
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v4i2.57913

Abstract

This study examines ASEAN's role in responding to the Thailand-Cambodia border crisis (2025-2026) through a humanitarian diplomacy approach amidst regional security dynamics. The primary focus is on strategies for mitigating humanitarian, political, and economic impacts, as well as the integration of digital technology and cross-border coordination. Using descriptive qualitative methods, data is sourced from official ASEAN Secretariat documents, AHA Centre technical reports, and related literature. The findings indicate that while humanitarian diplomacy was effective in defusing short-term tensions and coordinating aid through digital platforms, its overall effectiveness was hampered by disparities in political interests among member states. These barriers include a rigid adherence to the principle of non-intervention and unequal digital access, which slowed the response to the humanitarian crisis affecting hundreds of thousands of refugees. The study concludes that strengthening collective mediation mechanisms and digitizing preventive diplomacy are crucial for future regional stability.

Page 4 of 4 | Total Record : 39

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