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All Journal Jurnal PAJAR (Pendidikan dan Pengajaran) Jurnal Public Policy JP (Jurnal Pendidikan) : Teori dan Praktik International Journal of Research and Community Empowerment Journal of Islamic Religious Education (JoIRE)
Ralaivao Hanginiaina Emynorane
University of Toliara
Chemistry Education Mathematics Physics Social Sciences Other

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CONFLICT MANAGEMENT BETWEEN TEACHERS AND STUDENTS: CASE OF ESPERANTO PRIVATE HIGH SCHOOL IN MADAGASCAR Ralaivao Hanginiaina Emynorane; Hangivola Emyblonde Ratna; Yudin Citriadin; Arrive Tsitaire Jean; Razafiharimbola Larissa
Jurnal Pendidikan (Teori dan Praktik) Vol 9 No 2 (2024): Vol. 9 No. 2 (2024): Volume 9, Nomor 2, September 2024
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v9n2.p165-174

Abstract

This study aims to understand in depth the dynamics of management conflicts between teachers and students in school through a qualitative approach using interview techniques. This study involved teachers, students, parents and principal from Esperanto private High School in Madagascar who were selected purposively to represent a variety of perspectives. Interviews were conducted with the aim of identifying the factors that caused the conflicts and how each party proposed some solutions to manage the conflicts. The findings show that conflicts between teachers and students can appear in various forms, ranging from disagreements in teaching methods, differences in expectations between teachers and students, to student behavior problems that affect the learning process. Ineffective conflict management in school causes negative impacts, both on the learning environment and on students' emotional development. Some of the strategies found in this study include open communication, a more flexible approach from teachers, and providing space for students to actively participate in learning. With a deeper understanding of the causes and impacts of conflicts, school has to design more effective policies to address this problem, as well as improving the quality of learning to more inclusive and supporting student development.
CORPORAL PUNISHMENT AND ACADEMIC PERFORMANCE: A CASE STUDY IN SOUTHWESTERN MADAGASCAR Whega Danitsaike Bien-Aimé; Ralaivao Hanginiaina Emynorane; Koto Bernard
Journal of Islamic Religious Education Vol. 1 No. 4 (2025): Agustus
Publisher : Yayasan Nuraini Ibrahim Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70248/joire.v1i4.3098

Abstract

This study investigates the relationship between corporate punishment and academic performance in the southwestern region of Madagascar, where cultural traditions and official educational policies often stand in tension. The Ministry of Education formally prohibits physical discipline in schools, yet teachers and parents continue to use and defend it as a necessary tool for maintaining respect, order, and academic focus. Drawing on a qualitative approach, the study was conducted between 2023 and 2024 in Toliara I, Manombo, and Befandefa, involving 25 teachers, 30 parents, and 40 students aged 10 to 15 years. Data were collected through semi-structured interviews, classroom observations, and document analysis, then analyzed using thematic content analysis. The findings show that teachers often view corporal punishment as indispensable in resource-limited classrooms, parents especially in rural areas, perceive it as proof of care and responsibility, and students express ambivalence, recognizing both fear and increased compliance. The study highlights the contrast between international frameworks that condemn corporate punishment and local practices that legitimize it. It concludes that addressing this issue requires culturally sensitive interventions, greater investment in teacher training, and the development of practical alternatives to physical discipline. These results contribute new insights into the ongoing debate on education, discipline, and child rights in Madagascar.
Governance Failure in Village-Owned Enterprises: Formal–Informal Institutional Dynamics and Village Business Performance Muh Tang Abdullah; Ralaivao Hanginiaina Emynorane; Much Faisal Syaputra; Rizal Pauzi
Journal Public Policy Vol 12, No 3 (2026): July
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/jpp.v12i3.14538

Abstract

This study aims to analyze how interactions between formal and informal institutions generate governance failure in the management of Village-Owned Enterprises (BUM Desa) and explain variations in village business performance. Employing a qualitative multiple-case study design, the research was conducted in five villages in Mamuju Tengah Regency, Indonesia. Data were collected through in-depth interviews, document analysis, non-participant observation, and process tracing, and analyzed using thematic coding, process tracing, and cross-case comparison. The findings show that although formal governance instruments such as village regulations, bylaws, standard operating procedures, and accountability mechanisms are formally established, they are systematically undermined by dominant informal institutions, including patronage networks, kinship relations, elite control, and norms discouraging criticism. This institutional misalignment distorts decision-making, weakens accountability, and limits transparency, resulting in poor business planning and stagnation of BUM Desa business units. Cross-case analysis further reveals that governance outcomes are contingent rather than uniform, mediated by leadership style, administrative capacity, legal readiness, and social capital, which shape the balance between formal and informal institutions. The study concludes that governance failure in BUM Desa is driven less by technical or managerial deficiencies than by the dominance of informal institutions over weakly enforced formal rules. These findings underscore the importance of institutional reforms that address informal power relations and leadership accountability to strengthen village economic governance.
Integrating Career Orientation into High School Education: Preparing Students for Lifelong Success Hangivola Emyblonde Ratna; Muhammad Akbar; Muliadi Mau; Ralaivao Hanginiaina Emynorane
International Journal of Research and Community Empowerment Vol. 4 No. 1 (2026): February 2026
Publisher : Mitra Edukasi dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58706/ijorce.v4n1.p50-58

Abstract

Integrating career orientation into high school education is a critical step in equipping students to make informed and purposeful decisions about their future. Considering the growing diversity of career opportunities and the increasing competitiveness of the global labor market, such programs play a key role in helping students understand professional pathways and the competencies required for success. This study investigates the benefits and impact of structured career orientation initiatives on students' decision-making processes at the high school level. Using documentation analysis, the study examined 32 documents consisting of research reports, educational policy documents, journal articles, school activity records, and relevant theoretical sources that met specific criteria of relevance, recency, and completeness. The analysis followed three stages, namely data reduction, categorization, and conclusion verification, allowing for a systematic interpretation of how career orientation programs function in various educational settings. The findings indicate that career orientation not only introduces students to diverse fields of work but also enables them to recognize their individual interests, talents, and necessary skills to achieve long-term goals. Additionally, the program strengthens students' confidence in selecting appropriate career paths and emphasizes the collaborative role of parents and teachers in offering consistent guidance and support. These findings also contribute to the achievement of SDG 4 through inclusive quality education, SDG 8 by supporting students’ readiness for decent work, SDG 10 by reducing disparities in educational and career access, and SDG 17 through strengthened collaboration among schools, families, and stakeholders.
Community Involvement and ITS Impact On School Success In Madagascar Ralaivao Hanginiaina Emynorane; Marolahy Jacquot Urbain; Rabibisoa Giovanni; Hangivola Emyblonde Ratna; Soameva Léa
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 1 (2026): January
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i1.345

Abstract

This study aims to examine how community involvement influences school success in Sakaraha, a semi-urban district in the Atsimo-Andrefana region of Madagascar, where educational progress is often hindered by limited resources and social inequality. It sought to understand how local actors participate in school activities, the barriers they encounter, and the effects of their engagement on educational outcomes. A qualitative approach was employed, using semi-structured interviews, focus group discussions, and document analysis to collect data from 25 participants, including school principals, teachers, parents, community leaders, and education officers selected through purposive sampling. Thematic analysis was applied to identify key patterns and perspectives regarding community participation and its impact on school performance. The findings indicate that communities in Sakaraha contribute actively through practical actions such as maintaining school facilities, organizing local initiatives, and supporting student discipline; however, their participation remains limited in decision-making and long-term educational planning. Socioeconomic constraints, particularly poverty, low literacy levels, and weak communication between schools and families, continue to limit sustained collaboration. Despite these challenges, community participation was found to enhance student motivation, attendance, and the overall school environment, demonstrating its significance as a key driver of educational improvement. Strengthening participatory mechanisms and equipping communities with leadership and communication skills could transform this involvement into a more strategic and sustainable force for school development. The study highlights the need for stronger collaboration among the Ministry of National Education, local authorities, and non-governmental organizations (NGOs) to promote inclusive governance and shared responsibility in education. Enhancing community-school partnerships in Sakaraha and similar regions may contribute to a more equitable, resilient, and effective education system that supports long-term student success and community development.
Co-Authors Arrive Tsitaire Jean Hangivola Emyblonde Ratna Koto Bernard Marolahy Jacquot Urbain Mau, Muliadi Much Faisal Syaputra Muh Tang Abdullah Muh. Akbar Rabibisoa Giovanni Razafiharimbola Larissa Rizal Pauzi Soameva Léa Whega Danitsaike Bien-Aimé Yudin Citriadin