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All Journal Journal of Teaching and Learning in Elementary Education JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) JURNAL PENDIDIKAN TAMBUSAI El-Ghiroh : Jurnal Studi Keislaman Jurnal Abdi Insani Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Media Informatika AKADEMIK: Jurnal Mahasiswa Humanis Jurnal Agroteknologi Pertanian dan Publikasi Riset Ilmiah (JAPPRI) HEUTAGOGIA: Journal of Islamic Education International Journal of Education and Teaching Zone Jurnal Ilmu Multidisplin Al-Miskawaih: Journal of Science Education (MIJOSE) Innovative: Journal Of Social Science Research Journal of Educational Management Research Ta'dib QAZI : Journal of Islamic Studies Jurnal Pendidikan Progresif
Jamrizal, Jamrizal
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Mismatched Teachers’ Experiences in Public Junior High Schools: A Phenomenological Research Harja, Harlina; Jamrizal, Jamrizal; Nadiyah, Nadiyah; Hidayati, Sri; Sari, Siti Rahma
Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i1.pp591-606

Abstract

Mismatched teachers’ experiences in Public Junior High Schools: A Phenomenological Research. Objectives: This research aimed to describe the mismatched teachers’ experiences who have shared the phenomenon of teaching non-related subjects for approximately two or more years in ten public junior high schools in Jambi City. More specifically, this study explored their experiences, challenges, and coping strategies in dealing with professional mismatches. Methods: This qualitative research utilized a transcendental phenomenological design, purposeful participant sampling, and interviews as the primary data collection. Moreover, the constant comparative method was used by the researcher to analyze the interviewing data in this research. Findings: The findings identified three major themes: belief in God, unsolvable problems, and receiving and giving regarding the mismatched teachers’ experiences in teaching non-related subjects in the current schools. This research found that belief in God played a central role in motivating teachers to persevere despite difficulties. Teachers also encountered systemic challenges, including a lack of administrative support, inadequate teaching materials, and mismatched recruitment policies. However, many teachers developed strategies to manage classroom challenges, student engagement, and discipline. Additionally, receiving and giving emerged as a crucial aspect of their professional lives, where teachers sought support from peers, administrators, and personal faith while also mentoring new teachers. Conclusion: There were three significant themes; believe in God, unsolvable problems, and receiving and giving discovered in this research.  These themes represent their emotional, professional, and institutional issues faced by mismatched teachers. These findings suggest the need for policy improvements, such as targeted professional development, access to appropriate teaching resources, and better recruitment practices to support mismatched teachers. Recognizing their dedication and struggles can lead to more effective educational policies that enhance teacher well-being and student outcomes. While mismatched teachers exhibit resilience and adaptability, addressing their challenges is essential to maintain educational quality in public schools. Keywords: phenomenological research, mismatched teachers.
Tinjauan Gaya Kepemimpinan Kepala Madrasah di Era Digitalisasi Repindo, Repindo; Jamrizal, Jamrizal; Hakim, Lukman
Innovative: Journal Of Social Science Research Vol. 5 No. 3 (2025): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v5i3.19210

Abstract

Perkembangan teknologi informasi dan komunikasi di era digital telah memberikan dampak signifikan terhadap dunia pendidikan, termasuk lembaga madrasah yang perlu melakukan transformasi digital guna menjaga relevansi dan meningkatkan kualitas pembelajaran. Kepala madrasah memegang peran strategis dalam mengarahkan perubahan tersebut melalui gaya kepemimpinan yang adaptif, visioner, transformasional, dan berbasis teknologi. Penelitian ini menggunakan pendekatan kualitatif deskriptif melalui studi pustaka untuk mengkaji berbagai gaya kepemimpinan dan kompetensi yang diperlukan dalam menghadapi tantangan digitalisasi. Hasil kajian menunjukkan bahwa keberhasilan transformasi digital di madrasah sangat bergantung pada kompetensi teknologi kepala madrasah serta kemampuannya menciptakan budaya kerja yang inovatif dan responsif terhadap perkembangan teknologi. Gaya kepemimpinan yang efektif, didukung visi strategis dan penguasaan teknologi, menjadi kunci utama dalam mendorong perubahan positif dan mempertahankan relevansi pendidikan madrasah di tengah percepatan kemajuan teknologi.
Eksplorasi Gaya Kepemimpinan Kepala Sekolah dalam Menghadapi Tantangan Kurikulum Merdeka di Sekolah Menengah Atas Negeri 5 Kota Jambi Afdhol, Ahmad Farhan; Jamrizal, Jamrizal; Hakim, Lukman
Innovative: Journal Of Social Science Research Vol. 5 No. 3 (2025): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v5i3.19394

Abstract

Penelitian ini bertujuan untuk mengeksplorasi gaya kepemimpinan kepala sekolah dalam menghadapi tantangan implementasi Kurikulum Merdeka di SMA Negeri 5 Kota Jambi. Menggunakan pendekatan kualitatif dan metode studi kasus, data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa kepala sekolah menerapkan gaya kepemimpinan transformasional yang efektif, mampu menginspirasi dan memberdayakan guru, serta menciptakan lingkungan kolaboratif. Meskipun terdapat tantangan seperti resistensi guru dan birokrasi yang kaku, kepala sekolah berhasil menjalankan perannya sebagai agen perubahan, memastikan implementasi kurikulum berjalan efektif.
The Affective Nexus: Weaving Individual Behavior and Organizational Culture in an Indonesian Islamic Boarding School Damayanti, Ripa; Hakim, Lukman; Jamrizal, Jamrizal
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.51-08

Abstract

This study investigates the intricate dynamics between individual behavior and organizational culture within the context of Islamic boarding school education. The primary aim is to explore the foundations of student motivation, the perception of the organizational climate, and the influence of emotion on the learning environment. This research employed a qualitative case study design at Aswaja Bungo Pesantren in Jambi, Indonesia. Data were gathered over two months through participant observation, semi-structured interviews with fifteen purposively selected teachers (ustadz), staff, and students (santri), and analysis of institutional documents. Thematic analysis, guided by the interactive model of Miles, Huberman, and Saldaña, was utilized to interpret the data. The findings reveal that student learning motivation is driven principally by non-material recognition from teachers and the contextual relevance of the curriculum, rather than by material rewards. A supportive organizational climate, characterized by informal and empathetic teacher-student interactions, was found to be fundamental in establishing psychological safety. Furthermore, the study identifies a strong correlation between teachers' positive emotional expressions and the collective classroom mood, which directly enhances student engagement and participation. A secondary finding indicates that teacher job satisfaction, fostered by institutional appreciation, positively influences the quality of their pedagogical interactions. This research underscores that affective and relational dynamics are not peripheral but central to the educational process in religious boarding schools. The study's implications suggest a need for educational leaders to integrate emotional pedagogy into teacher training and institutional strategies. This research is limited by its single-site design; therefore, caution is advised in generalizing the findings. Future research is recommended, utilizing longitudinal or comparative mixed-methods approaches to validate these insights across diverse institutional contexts.
Co-Authors Abid, Saihul Afdhol, Ahmad Farhan Afifah, Yuliana Ahmad Fikri Aldila, Raga Aldila, Romanda Amzi, Amzi Anisyah, Nur ansori ansori Apriliani, Annisa Ardaini, Ardaini Aryati, Aziza As'ad, As'ad Asrulla, Asrulla Atika Atika aziwantoro, juni Azliani, Mayaza Azmiyati, Yuli Bachtiar, Hambali Badarussyamsi, Badarussyamsi Badarusyamsi, Badarusyamsi Bafadhal, Izhar Damanik, Jainab Rayanti Damayanti, Ripa Eko Eko, Eko Ermawati Ermawati Fachry Abda El Rahman Fadlan, Achmad Fathul Anwar FIRMAN, ARHAM JUNAIDI Gandariyah Afkari, Sulistiyowati H. Imam Subekti Hadiyanto Zulbasri Hafizotun, Latansa Haqqi, Atiatul HARJA, HARLINA Hayup, Hayup Husin Husin, Husin Ikrom, Moh. Ikrom Mubarok Indrawati Indrawati Isma, As'ad Isma, As’ad Iwan Aprianto JOGIE SUADUON Juparno Hatta Khairul Anwar Latief, Muhktar Latif, Muchtar Lukman Hakim M, Zaharuddin M. Hamdan, M. Maisah Maisah Masdaudi, Fitri Rahmah Minnah El Widdah Mughni, Fajri Al Mukhtar Latif Mukri, Anang Muzan, Muzan Nadiyah Nadiyah Nasution, Nurul Annisa Dewantari Parida Parida Putra, Duwi Putri, Mega Sobri Rafii, Muhammad Rahman, Muhaimin Abdul Repindo, Repindo Ridwan, Ridwan Ristian, Ristian Riyantini, Safiyah Sahroni, Sahroni Samsu Samsu Sari, Siti Rahma Siti Aisyah Sri Hidayati Supangat Supangat Supriadi Supriadi Syamsul Huda Syaroh, Mai Tamsir, Tamsir Umanto, Umanto Umiati, Titik Yanto, Heri Tri Yosmardi, Harpen Yumesri, Yumesri YUNDRI AKHYAR Yunus, Abdullah Yusraini yusraini Zulkarnain Zulkarnain