MAPPING THE CHARACTER OF STUDENT LEADERSHIP THROUGH PROJECT BASED LEARNING IN THE INDONESIAN DRAMA STUDY COURSE: GOLEMAN–STARRATT–PJBL INTEGRATIVE APPROACH

Abstract

Higher education acts as a leadership incubator through structured character development. We evaluated the effectiveness of Project-Based Learning (PjBL) in the Indonesian Drama Studies course. The subject of the study is 31 students of class 3A semester 3 of the Indonesian Language and Literature Education Study Program, Universitas Singaperbangsa Karawang. We used a descriptive qualitative approach with the help of the Briskteaching AI model to map student reflection patterns. The study integrates three theoretical frameworks: Goleman's emotional intelligence for the affective-relational dimension, Starratt’s leadership predisposition for the analytical-strategic dimension, as well as the managerial-operational indicators of PjBL. The findings show a mapping of 19 leadership indicators into four levels of consistency. The data reveal performance disparities: affective-relational and operational indicators achieve a high level of consistency (Communication 92%; Team Time Management 90%), while analytical-strategic indicators (Rejecting the Status Quo, 44%) show low consistency. These results confirm the effectiveness of PjBL in fostering the affective-relational leadership dimension, as well as identifying developmental mismatches in the analytical-strategic dimension of early year
students. The implications of this study emphasize the need for a gradual scaffolding strategy in the PjBL-based character education curriculum to balance the development of leadership competencies of early-level students.