Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Jurnal Manajemen Pendidikan EDUJAVARE: International Journal of Educational Research
Rijal Firdaos
Universitas Islam Negeri Sultan Maulana Hasanuddin Banten, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
The Impact of Interpersonal Communication and Organizational Climate on Early Childhood Education Teacher Performance: A Path Analysis in Pandeglang Regency Moch Faisal; Elis Haerani; Herni Srirahayu; Devi Fatwanti; Zakaria Syafei; Rijal Firdaos; Eka Sri Mulyani
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

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

Abstract

This study aims to comprehensively analyze and describe the impact of interpersonal communication and organizational climate on the performance of Early Childhood Education (PAUD) teachers in the Pandeglang region. This study departs from the urgency of understanding how interactions between educators and perceptions of the work environment can influence professionalism and work effectiveness. By adopting a causal associative quantitative research design, this study uses path analysis techniques to examine the relationship between variables. The study population involved 102 PAUD teacher respondents selected through cluster random sampling techniques. All data collected using survey instruments were analyzed and analyzed in depth using the Analysis of Moment Structural (AMOS) program version 21. The results show that there is a direct and significant influence of interpersonal communication on organizational climate, as well as a positive influence of organizational climate on the performance of PAUD teachers in the Pandeglang region. Empirical findings confirm that organizational climate plays a major role in achieving performance, with a correlation coefficient of 0.612 and a path coefficient of 0.442. This indicates that the synergy between open interpersonal communication and a conducive organizational climate is a fundamental prerequisite for improving educator professionalism. Managerial transformation based on strengthening the work climate has been proven to create a more productive and competitive educational environment.
MANAJEMEN KONFLIK DALAM ORGANISASI PENDIDIKAN ISLAM: DIMENSI KONSEPTUAL, TEMUAN EMPIRIS DI MADRASAH, DAN STRATEGI TRANSFORMASI MENUJU KONFLIK FUNGSIONAL Fatkhurrohman Fatkhurrohman; Atiqoh Atiqoh; Rasad Mulyadi; Zakaria Syafei; Eka Srimulyani; Rijal Firdaos
Jurnal Manajemen Pendidikan Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i4.3107

Abstract

Conflict is an unavoidable social phenomenon in organizations, including Islamic educational institutions, yet the integration of normative Islamic principles with contemporary conflict management theory remains limited, particularly when supported by field-level empirical evidence. This study aims to: (1) analyze the conceptual dimensions of conflict management within an Islamic epistemological framework; (2) identify conflict dynamics in pesantren, madrasah, and Islamic higher education institutions; (3) examine the impact of conflict on organizational effectiveness; and (4) formulate strategies for transforming dysfunctional conflict into functional outcomes grounded in the values of syura, ‘adl, and ukhuwah. A qualitative approach was employed, combining a systematic literature review of 47 scholarly sources with structured interviews of 15 teachers at a madrasah to triangulate conceptual findings with field realities. Data were analyzed using the Miles, Huberman, and Saldaña (2014) model of data reduction, display, and conclusion drawing. The results show that conflict develops through five sequential stages and is triggered by internal, external, and cultural factors; the interview findings confirm that miscommunication, role ambiguity, and resource constraints are dominant triggers, while deliberation (musyawarah), leadership justice, and brotherhood (ukhuwah) effectively transform conflict into renewed SOPs, policies, and stronger work solidarity
TRANSFORMASI SUPERVISI PENDIDIKAN ISLAM BERBASIS NILAI AMANAH UNTUK PENGEMBANGAN PROFESIONAL GURU: KAJIAN KONSEPTUAL Tia Atikah; Enung Nurhayati; Ridotul Inayah; Uyu Muawanah; Rijal Firdaos
Jurnal Manajemen Pendidikan Vol. 11 No. 5 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i5.3703

Abstract

The transformation of Islamic educational supervision is necessary when supervision is no longer understood merely as administrative inspection but as a professional development process that helps teachers continuously improve instructional quality. This conceptual article examines amanah as an ethical foundation for transforming Islamic educational supervision and strengthening teacher professionalism. The study employs a literature review of books and scholarly articles published between 2021 and 2026 concerning educational supervision, Islamic educational management, educational leadership, teacher professional development, and Islamic ethical values. The findings indicate that amanah can be operationalized through supervisor integrity, professional responsibility, fairness in assessment, transparent communication, protection of teacher dignity, and consistent follow-up. These principles shift supervision from inspection toward dialogic, collaborative, reflective, and continuous professional learning. Teachers are positioned as active subjects of development, while supervisors and school leaders act as facilitators of professional learning. The proposed cycle consists of needs assessment, transparent planning, observation, reflective dialogue, feedback, coaching, evaluation, and follow-up. The model strengthens the relationship among teacher professionalism, Islamic work ethics, organizational culture, and instructional quality.
Co-Authors Atiqoh Atiqoh Devi Fatwanti Eka Sri Mulyani Eka Srimulyani Elis Haerani Enung Nurhayati Fatkhurrohman Fatkhurrohman Herni Srirahayu Moch Faisal Rasad Mulyadi Ridotul Inayah Tia Atikah Uyu Muawanah Zakaria Syafei