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All Journal Jurnal PAJAR (Pendidikan dan Pengajaran) JP (Jurnal Pendidikan) : Teori dan Praktik International Journal of Research and Community Empowerment Bisnis, Jasa dan Keuangan The Nexus Journal of Education, Management, and Entrepreneurship
Hangivola Emyblonde Ratna
Universitas Hasanuddin
Chemistry Economics, Econometrics & Finance 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.
Investing in Madagascar and Exploring Trends in Business, Services, and Financial Development Rakotoniriana Noelisoa Jean Michel; Razafitahindraza Erica Feyzine Sulla; Hangivola Emyblonde Ratna
Bisnis, Jasa dan Keuangan Vol. 2 No. 2 (2026): BISNIS JASA DAN KEUANGAN
Publisher : Yayasan Cendekia Citra Gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/qbngej92

Abstract

This study examines investment dynamics and emerging trends in business, service sector development, and financial systems in Madagascar, with the aim of understanding how these elements interact to shape economic transformation. Using a qualitative approach, data were collected from 35 key informants representing public institutions, private enterprises, financial services, and development organizations. The findings reveal that investment plays a central role in driving economic activity; however, its impact remains uneven across sectors and regions, with a strong concentration in export-oriented agriculture and selected urban services. Entrepreneurial activity is expanding, yet it continues to face significant structural barriers, including limited access to finance, regulatory challenges, and weak infrastructure. The service sector shows gradual growth, particularly through digital financial services such as mobile money, which have improved financial inclusion, although the depth and diversity of services remain limited. The study also highlights the importance of governance and decentralization in shaping investment outcomes, with inconsistent implementation affecting efficiency and accountability. Furthermore, sectoral dependency on primary commodities increases vulnerability to external shocks, while digital transformation emerges as a promising but underutilized driver of service sector development. The study concludes that Madagascar’s economic progress is constrained by structural and institutional challenges, requiring coordinated efforts to enhance infrastructure, strengthen financial systems, promote diversification, and support digital adoption. These findings provide important insights for policymakers and stakeholders seeking to foster inclusive and sustainable economic development
Students’ Perceptions of Job-Oriented Training Programs at the University of Toliara Hatimo Henintsoa Samira; Razafiharimbola Larissa; Hangivola Emyblonde Ratna
The Nexus Journal of Education, Management, and Entrepreneurship Vol. 1 No. 1 (2026): Nexjeme
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/nexjeme.v1i1.10

Abstract

This study aims to examine students’ perceptions of job-oriented training programs at the University of Toliara, with particular attention to their relevance to labor market needs, their contribution to skill development, their influence on career awareness, and the perceived effectiveness of institutional support. By focusing on students’ viewpoints, the study seeks to provide insights into how learners experience job-oriented training and how it supports their preparation for professional life. A qualitative approach was adopted to capture in-depth perspectives and lived experiences of students. Data were collected through direct observation of training-related activities and semi-structured interviews. A total of 20 students enrolled in programs within the Department of Law, Economy, Management and Sociology (DEGS) participated in the interviews. This methodological approach allowed for a detailed exploration of perceptions, supported by observations of learning contexts and student engagement. The findings indicate that students generally perceive job-oriented training as a valuable component of their academic experience, particularly in enhancing practical skills, professional confidence, and understanding of workplace expectations. Students acknowledged the role of training in improving career awareness and helping them reflect on future professional pathways. At the same time, challenges were identified, including concerns about alignment with labor market realities, continuity of training activities, and institutional resources, which influenced perceptions of overall effectiveness. This study offers original insights by centering students’ perceptions of job-oriented training at a public university in Madagascar. This setting remains underrepresented in the higher education literature. The findings offer practical implications for institutional improvement and provide a foundation for future studies on employability-oriented training in similar contexts.
Career Guidance in High School to Reduce University Dropout in Madagascar Rakotoniriana Noelisoa Jean Michel; Ralaivao Hanginiaina Emynorane; Razafitahindraza Erica Feyzine Sulla; Hangivola Emyblonde Ratna
The Nexus Journal of Education, Management, and Entrepreneurship Vol. 1 No. 2 (2026): Nexjeme
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/nexjeme.v1i2.13

Abstract

This study examines the role of career guidance in high school in reducing university dropout in Madagascar, with a focus on the Itasy region where students often face challenges in making informed academic and career decisions. The study aims to analyze how career guidance practices influence students’ readiness for higher education and their persistence in university. A qualitative approach was employed, involving 30 informants including high school students, teachers, school counselors, and university students. Data were collected through interviews, observation, and documentation, and analyzed using thematic analysis with triangulation to ensure credibility. The findings reveal that career guidance remains limited, irregular, and insufficiently integrated into school systems, leading to unclear career choices, low motivation, and difficulties in adapting to university studies. Social influences, particularly from families, also play a significant role in shaping students’ decisions, sometimes resulting in mismatches between interests and academic paths. The discussion emphasizes the importance of early, continuous, and context relevant career guidance to strengthen students’ self-awareness, adaptability, and decision-making skills. The study concludes that improving structured career guidance and fostering collaboration among schools, families, and communities can enhance students’ transitions to higher education and contribute to reducing university dropout in Madagascar.
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 Hatimo Henintsoa Samira Marolahy Jacquot Urbain Mau, Muliadi Muh. Akbar Rabibisoa Giovanni Rakotoniriana Noelisoa Jean Michel Ralaivao Hanginiaina Emynorane Ralaivao Hanginiaina Emynorane Razafiharimbola Larissa Razafiharimbola Larissa Razafitahindraza Erica Feyzine Sulla Soameva Léa Yudin Citriadin