Developing Prospective Physical Education Teachers’ Leadership through Community-Based Service-Learning Projects
Authors
-
Reza Hadinata
Universitas Jambi
-
Ely Yuliawan
Universitas Jambi
-
Wawan Junresti Daya
Universitas Jambi
-
Roli Mardian
Universitas Jambi
-
Fadli Zainuddin
Universitas Pendidikan Mandalika
DOI:
https://doi.org/10.36312/e-saintika.v10i2.4553Keywords:
Teacher Leadership, Service Learning, Pre-Service Teacher Education, Physical Education, Islamic Boarding SchoolsAbstract
This study addresses the limited understanding of how community-based service learning develops leadership as an enacted and contextually shaped practice among pre-service physical education teachers. It explored the leadership-development processes experienced by students enrolled in the Teacher Professional Education Program (PPG) while implementing community-based service-learning projects in Islamic boarding schools. A qualitative multiple-case study design was employed, involving four PPG students who conducted 10-week leadership projects in four Islamic boarding schools in Jambi, Indonesia. Data were collected through semi-structured interviews lasting 45–60 minutes, participatory observations during project implementation, project documents, and participants’ reflective notes. The data were analyzed using team-based thematic analysis supported by NVivo 12 through iterative coding, categorization, comparison, and theme development. The findings showed that participants enacted leadership through stakeholder coordination, role distribution, collaborative communication, negotiation, and adaptive decision-making. These practices were particularly evident when participants responded to limited facilities, structured religious routines, scheduling conflicts, and institutional expectations. Initial difficulties in team management and stakeholder communication became important learning opportunities when participants reflected on their experiences and adjusted their subsequent actions. The Islamic boarding school context therefore functioned not only as the project setting but also as a source of leadership demands that encouraged culturally responsive, adaptive, and collaborative practices. This study provides a process-oriented account of leadership development by demonstrating how contextual demands, situated action, and reflection jointly shape leadership practice. The findings support the integration of structured community engagement, explicit leadership outcomes, and guided reflection into pre-service teacher education programs.
Downloads
References
Afandi, A., & Hayati, I. (2025). Peningkatan Kompetensi Pedagogis Digital Guru melalui Pelatihan Media Interaktif Berbasis Service Learning di Al-Fikh Orchard, Malaysia. CARADDE: Jurnal Pengabdian Kepada Masyarakat, 8(2), 316–326. https://doi.org/10.31960/caradde.v8i2.3149
Afriyuandi, A. R., Pratama, A. K., Sungkawa, M. G. G., Al Hakim, M. J., Aulia, P. D., Karunia, S. I., Ummah, M. R., Daelami, M. I., Oktapianta, R., & Hakim, H. F. A. (2025). Strategi Belajar dan Pembelajaran Penjas Masa Kini. CV Eureka Media Aksara.
Ali, F. (2025). Transforming Primary Education in Under-Resourced Contexts: Leadership, Teacher Development, and Community Engagement for Sustainable Learning in Bangladesh. International Social Sciences and Education Journal, 3(4), 28–41. https://doi.org/10.61424/issej.v3i4.491
Alvi, E., & Gillies, R. M. (2021). Promoting self-regulated learning through experiential learning in the early years of school: A qualitative case study. European Journal of Teacher Education, 44(2), 135–157. https://doi.org/10.1080/02619768.2020.1728739
Angga, P. D., & Sari, A. J. (2025). Deep Learning: Bagaimana Implementasinya Pada Pembelajaran Pendidikan Jasmani, Olahraga dan Kesehatan (PJOK)? Jurnal Ilmiah Profesi Pendidikan, 10(2), 1373–1391. https://doi.org/10.29303/jipp.v10i2.3227
Ariyani, D., & Zuhaery, M. (2021). Principal’s Innovation and Entrepreneurial Leadership to Establish a Positive Learning Environment. European Journal of Educational Research, 10(1), 63–74. https://eric.ed.gov/?id=EJ1284336
Asenjo, J. T., Santaolalla, E., & Urosa, B. (2021). The impact of service learning in the development of student teachers’ socio-educational commitment. Sustainability, 13(20), 11445. https://doi.org/10.3390/su132011445
Bellibaş, M. Ş., Karaferye, F., & Walker, A. (2025). How cultural context shapes school leadership and its effectiveness: A systematic review. Educational Management Administration & Leadership, 17411432251396684. https://doi.org/10.1177/1741143225139
Bhardwaj, V., Zhang, S., Tan, Y. Q., & Pandey, V. (2025). Redefining learning: student-centered strategies for academic and personal growth. Frontiers in Education, 10, 1518602. https://doi.org/10.3389/feduc.2025.1518602
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Bringle, R. G., & Clayton, P. H. (2020). Integrating service learning and digital technologies: examining the challenge and the promise. RIED. Revista Iberoamericana de Educación a Distancia, 23(1), 43–56. https://doi.org/10.5944/ried.23.1.25386
Bringle, R. G., & Hatcher, J. A. (2023). International service learning. In International service learning (pp. 3–28). Routledge.
Cheruiyot, R., & Venter, R. (2024). Complex systems and sustainable leadership: Enhancing resilience and sustainability of community-based social enterprises in Soweto, South Africa. Sustainability, 16(19), 8555. https://doi.org/10.3390/su16198555
Chika-James, T. A. (2020). Facilitating service-learning through competencies associated with relational pedagogy: a personal reflection. Higher Education Pedagogies, 5(1), 267–293. https://doi.org/10.1080/23752696.2020.1820886
Chowdhury, S., & Alzarrad, A. (2025). Advancing community-based education: Strategies, challenges, and future directions for scaling impact in higher education. Trends in Higher Education, 4(2), 21. https://doi.org/10.3390/higheredu4020021
Clifton, J., Larsson, M., & Schnurr, S. (2020). Leadership in interaction. An introduction to the Special Issue. In Leadership (Vol. 16, Issue 5, pp. 511–521). SAGE Publications Sage UK: London, England. https://doi.org/10.1177/1742715020954
Colomer, J., Serra, T., Cañabate, D., & Bubnys, R. (2020). Reflective learning in higher education: Active methodologies for transformative practices. In Sustainability (Vol. 12, Issue 9, p. 3827). MDPI. https://doi.org/10.3390/su12093827
Creswell, J. W., & Creswell, J. D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). SAGE Publications.
Culhane, J., Niewolny, K., Clark, S., & Misyak, S. (2018). Exploring the Intersections of Interdisciplinary Teaching, Experiential Learning, and Community Engagement: A Case Study of Service Learning in Practice. International Journal of Teaching and Learning in Higher Education, 30(3), 412–422. https://eric.ed.gov/?id=EJ1199419
Dahlan, Z., Sulthan, A. R., & Faridah, E. S. (2025). Pembelajaran Aktif Sebagai Pendekatan Pembelajaran Yang Inovatif. AZKIA: Journal of Islamic Education in Asia, 2(1), 15–26.
Dal Magro, R., Pozzebon, M., & Schutel, S. (2020). Enriching the intersection of service and transformative learning with Freirean ideas: The case of a critical experiential learning programme in Brazil. Management Learning, 51(5), 579–597. https://doi.org/10.1177/135050762090
David, I., Massengale, S. H., Wolff, C., James, D., Russell, A., Haq, T., & Majee, W. (2026). Neighborhood leadership development: An exploration of features of successful community-based participatory leadership programs. Journal of Community Practice, 1–21. https://doi.org/10.1080/10705422.2026.2644398
Finkelstein, I., & Soffer-Vital, S. (2025). Cultural Empathy in AI-Supported Collaborative Learning: Advancing Inclusive Digital Learning in Higher Education. Education Sciences, 15(10), 1305. https://doi.org/10.3390/educsci15101305
Firmansyah, H., Putri, A. E., & Wiyono, H. (2025). Implementation of Experiential Learning to Enhance Students’ Historical Thinking Skills. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 17(1), 777–792. https://doi.org/10.37680/qalamuna.v17i1.7193
Fredagsvik, M. S. (2023). The challenge of supporting creativity in problem-solving projects in science: a study of teachers’ conversational practices with students. Research in Science & Technological Education, 41(1), 289–305. https://doi.org/10.1080/02635143.2021.1898359
Furco, A., & Norvell, K. (2019). What is service learning?: Making sense of the pedagogy and practice. In Embedding service learning in European higher education (pp. 13–35). Routledge.
Geithner, S., & Menzel, D. (2016). Effectiveness of learning through experience and reflection in a project management simulation. Simulation & Gaming, 47(2), 228–256. https://doi.org/10.1177/1046878115624
Haritha, G., & Rao, R. (2024). A holistic approach to professional development: Integrating Kolb’s experiential learning theory for soft skills mastery. Journal of Engineering Education Transformations, 415–424. https://www.journaleet.in/index.php/jeet/article/view/2426
Helate, T. H., Metaferia, T. F., & Gezahegn, T. H. (2022). English language teachers’ engagement in and preference for experiential learning for professional development. Heliyon, 8(10). https://doi.org/10.1016/j.heliyon.2022.e10900
Hermansah, B., Setyawati, H., Nasuka, N., & Hanani, E. S. (2025). PJOK berbasis budaya lokal: Model pembelajaran melalui permainan tradisional. Star Digital Publishing.
Huda, M., Mat Teh, K. S., Nor Muhamad, N. H., & Mohd Nasir, B. (2018). Transmitting leadership based civic responsibility: insights from service learning. International Journal of Ethics and Systems, 34(1), 20–31. https://doi.org/10.1108/IJOES-05-2017-0079
Indrašienė, V., Jegelevičienė, V., Merfeldaitė, O., Penkauskienė, D., Pivorienė, J., Railienė, A., & Sadauskas, J. (2023). Critical reflection in students’ critical thinking teaching and learning experiences. Sustainability, 15(18), 13500. https://doi.org/10.3390/su151813500
Jerdborg, S. (2022). Educating school leaders: Engaging in diverse orientations to leadership practice. International Journal of Leadership in Education, 25(2), 287–309. https://doi.org/10.1080/13603124.2020.1770867
Judson, E., Hailu, M. F., & Chhetri, N. (2024). Transformational leadership qualities of effective grassroots refugee-led organizations. Social Sciences, 13(2), 103. https://doi.org/10.3390/socsci13020103
Juniawati, R., Arifin, I., & Sutarno, S. (2025). Situational Leadership in Early Childhood Education: Strategies for Improving Teacher Competence: Kepemimpinan Situasional dalam Pendidikan Anak Usia Dini: Strategi Peningkatan Kompetensi Guru. PAUDIA: Jurnal Penelitian Dalam Bidang Pendidikan Anak Usia Dini, 14(2), 296–307. https://doi.org/10.26877/paudia.v14i2.1131
Khattak, A. N., & Karim, A. (2023). The situational leadership theory: Application in educational institutions of Pakistan. Global Educational Studies Review, 8(1), 93–100. https://doi.org/10.31703/gesr.2023(VIII-I).09
Kiersch, C., & Peters, J. (2017). Leadership from the inside out: Student leadership development within authentic leadership and servant leadership frameworks. Journal of Leadership Education, 16(1), 148–168. https://doi.org/10.12806/V16/I1/T4
Kohn, P. (2024). Simulations and Role-Plays: Enhancing Decision-Making and Problem-Solving Skills. In Elevating Leadership: Innovative Teaching Methods for Developing Future Leaders (pp. 41–57). Emerald Publishing Limited. https://doi.org/10.1108/978-1-83549-564-320241004
Lenkauskaitė, J., Colomer, J., & Bubnys, R. (2020). Students’ social construction of knowledge through cooperative learning. Sustainability, 12(22), 9606. https://doi.org/10.3390/su12229606
Lobo-de-Diego, F. E., Monjas-Aguado, R., & Manrique-Arribas, J. C. (2024). Experiences of service-learning in the initial training of physical education teachers [Experiencias de Aprendizaje-Servicio en la formación inicial del profesorado de Educación Física]. Espiral. Cuadernos Del Profesorado, 17(35), 35–68. https://doi.org/10.25115/ecp.v17i35.9688
Lorenzo Moledo, M. del M., Sáez-Gambín, D., Ferraces Otero, M. J., & Varela Portela, C. (2021). Reflection and quality assessment in service-learning projects. When, with whom, and why. Frontiers in Education, 5, 605099. https://doi.org/10.3389/feduc.2020.605099
MacGillivray, A. E. (2018). Leadership as practice meets knowledge as flow: Emerging perspectives for leaders in knowledge‐intensive organizations. Journal of Public Affairs, 18(1), e1699. https://doi.org/doi.org/10.1002/pa.1699
Marani, I. N., Muhyi, M., Ginanjar, S., Widyaningsih, H., Mustafa, P. S., Yono, T., Pratiwi, I. R., Sefriana, N., Siregar, F. S., & Surimeirian, M. A. (2024). Aspek Pembelajaran dan Metode Belajar Pendidikan Jasmani, Olahraga dan Kesehatan. In Akademia Pustaka. Akademia Pustaka.
Molderez, I., & Fonseca, E. (2018). The efficacy of real-world experiences and service learning for fostering competences for sustainable development in higher education. Journal of Cleaner Production, 172, 4397–4410. https://doi.org/10.1016/j.jclepro.2017.04.062
Mutambara, T. E. (2023). Service learning in teacher education programmes: A literature review on the rationale, benefits, and challenges. International Journal of Higher Education Management, 9(2), 63–76. https://doi.org/10.24052/IJHEM/V09N02/ART-5
Nadeem, M. (2024). Distributed leadership in educational contexts: A catalyst for school improvement. Social Sciences & Humanities Open, 9, 100835. https://doi.org/10.1016/j.ssaho.2024.100835
Nelson, T., & Squires, V. (2017). Addressing complex challenges through adaptive leadership: A promising approach to collaborative problem solving. Journal of Leadership Education, 16(4), 111–123. https://doi.org/10.12806/V16/I4/T2
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1609406917733847. https://doi.org/10.1177/1609406917733847
Ogunbayo, S., & Yassim, K. (2025). Impact of Leadership Styles and School Culture on Educational Institutional Management: A Study of Selected Schools. The International Journal of Educational Organization and Leadership, 32(2), 157. https://doi.org/10.18848/2329-1656/CGP/v32i02/157-178
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
Pantow, D. P., Lestari, D., Rohmiati, E., Darmawan, E., Maulana, I., Mauludy, M., Hartatik, N., Syahpira, R. F., Zuhra, S., & Khairunnisa, S. (2025). Kepemimpinan Inspirasional Berbasis SEL (Social Emotional Learning). Indonesia Emas Group.
Pérez-Ordás, R., Nuviala, A., Grao-Cruces, A., & Fernandez-Martinez, A. (2021). Implementing service-learning programs in physical education; teacher education as teaching and learning models for all the agents involved: A systematic review. International Journal of Environmental Research and Public Health, 18(2), 669. https://doi.org/10.3390/ijerph18020669
Rachman, M. A. (2021). Analisis Kebijakan Pemerintah Dalam Meningkatkan Kualitas Guru Bidang Studi Pendidikan Agama Islam Madrasah Aliyah Se-Kota Ende (Studi Evaluasi Di Kantor Kementerian Agama Kabupaten Ende Tahun 2019-2020). https://dspace.uii.ac.id/handle/123456789/35868
Ranczakowska, A. M., & Kuznetsova-Bogdanovitsh, K. (2025). The future is now: pioneering transformative approaches in higher education within creative fields. European Journal of Cultural Management and Policy, 14, 13171. https://doi.org/10.3389/ejcmp.2024.13171
Rivas-Valenzuela, J., Giles-Girela, F. J., Rivera-García, E., Moreno-Doña, A., & Pérez-Norambuena, S. (2026). Teacher perceptions of service-learning in physical education in Chile: a framework for inclusion in health and education. Sport, Education and Society, 1–15. https://doi.org/10.1080/13573322.2026.2633442
Ruiz-Montero, E. E., Sanchez-Trigo, H., Mohamed-Mohamed, K., & Ruiz-Montero, P. J. (2025). Developing prosocial leadership in primary school students: Service-learning and older adults in physical education. Education Sciences, 15(7), 845. https://doi.org/10.3390/educsci15070845
Salam, M., Iskandar, D. N. A., Ibrahim, D. H. A., & Farooq, M. S. (2019). Service learning in higher education: A systematic literature review. Asia Pacific Education Review, 20(4), 573–593. https://doi.org/10.1007/s12564-019-09580-6
Sott, M. K., & Bender, M. S. (2025). The role of adaptive leadership in times of crisis: A systematic review and conceptual framework. Merits, 5(1), 2. https://doi.org/10.3390/merits5010002
Suleman, M. A. (2024). Meningkatkan keterampilan komunikasi siswa melalui penerapan experiential learning. Ideguru: Jurnal Karya Ilmiah Guru, 9(3), 1530–1538. https://doi.org/10.51169/ideguru.v9i3.1101
Szeto, E., & Cheng, A. Y.-N. (2018). Principal–teacher interactions and teacher leadership development: Beginning teachers’ perspectives. International Journal of Leadership in Education, 21(3), 363–379. https://doi.org/10.1080/13603124.2016.1274785
Thomsen, B., Muurlink, O., & Best, T. (2021). Backpack bootstrapping: Social entrepreneurship education through experiential learning. Journal of Social Entrepreneurship, 12(2), 238–264. https://doi.org/10.1080/19420676.2019.1689155
Virskya, A. F., Fazira, N. H., Putri, S. D. K., & Muhtarom, T. (2025). Menciptakan Generasi Peduli Lingkungan Melalui Pendidikan di Sekolah Alam Dengan Metode Experiential Learning (Belajar melalui Pengalaman) Di SD IT Alam Nurul Islam. PESHUM: Jurnal Pendidikan, Sosial Dan Humaniora, 4(2), 1561–1567. https://doi.org/10.56799/peshum.v4i2.7102
Voon, X. P., Wong, L.-H., Chen, W., & Looi, C.-K. (2019). Principled practical knowledge in bridging practical and reflective experiential learning: Case studies of teachers’ professional development. Asia Pacific Education Review, 20(4), 641–656. https://doi.org/10.1007/s12564-019-09587-z
Vygotsky, L., & Cole, M. (2018). Lev Vygotsky: Learning and social constructivism. Learning Theories for Early Years Practice. UK: SAGE Publications Inc, 68–73. https://digital.casalini.it/9781529784282
Williamson, T. (2017). Listening to many voices: Enacting social justice literacy curriculum. Teaching and Teacher Education, 61, 104–114. https://doi.org/10.1016/j.tate.2016.10.002
Youngs, H. (2017). A critical exploration of collaborative and distributed leadership in higher education: Developing an alternative ontology through leadership-as-practice. Journal of Higher Education Policy and Management, 39(2), 140–154. https://doi.org/10.1080/1360080X.2017.1276662
Zamiri, M., & Esmaeili, A. (2024). Strategies, methods, and supports for developing skills within learning communities: A systematic review of the literature. Administrative Sciences, 14(9), 231. https://doi.org/10.3390/admsci14090231
Zhou, T., & Colomer, J. (2024). Cooperative learning promoting cultural diversity and individual accountability: A systematic review. Education Sciences, 14(6), 567. https://doi.org/10.3390/educsci14060567
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Reza Hadinata, Ely Yuliawan, Wawan Junresti Daya, Roli Mardian, Fadli Zainuddin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika agree to the following terms:
- For all articles published in Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agrees to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
