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All Journal Thawalib: Jurnal Kependidikan Islam Asian Journal Collaboration of Social Environment and Education Interaction, Community Engagement, and Social Environment
Mufidah, Diroyatul
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Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences

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The principal's leadership in organizational culture development: A case study in the context of community engagement and social environment Mufidah, Diroyatul
Interaction, Community Engagement, and Social Environment Vol. 2 No. 2: (January) 2025
Publisher : Institute for Advanced Science Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/icese.v2i2.2025.1622

Abstract

Background: This study examines the role of the principal in developing organizational culture at XYZ Junior High School. The organizational culture at this school encompasses religious values, integrity, social interaction, cooperation, and politeness, which are implemented by the principal, teachers, educational staff, and students. Method: The research employs a qualitative approach with a case study method. Data collection techniques include interviews, observations, and documentation. Findings: The findings indicate that the principal performs five main roles: as an individual, educator, leader, manager, and entrepreneur. The principal adopts democratic, visionary, transformational, and bureaucratic leadership styles to foster organizational culture. The development of organizational culture at XYZ Junior High School includes literacy programs, teacher on-duty assignments, women’s studies groups, Qurban learning programs, Friday IKSAN activities (Faith, Cleanliness, Health, and Counseling), as well as forums for discussion and sharing best practices within the learning community. Conclusion: The success of organizational culture development is supported by effective communication, recognition of performance, and the principal's innovation in creating a conducive environment. Challenges include shifting the mindset of school members, which are addressed through supervision, coordination, and incentives. Novelty/Originality of this Study:  The research uniquely emphasizes the principal’s entrepreneurial role in education, demonstrating how strategic leadership can drive cultural and operational improvements in schools. This study underscores the importance of the principal's role in building an organizational culture that fosters a productive, harmonious learning environment aligned with contemporary developments.
Implementation of Vocational Life Skills Program to Strengthen Skills Education Mufidah, Diroyatul; Hanif, Muh.
Thawalib: Jurnal Kependidikan Islam Vol. 6 No. 1 (2025): Thawalib: Jurnal Kependidikan Islam
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/thawalib.v6i1.643

Abstract

The Vocational Life Skills Program is an educational breakthrough designed to equip students with applied skills, respond to globalization, and strengthen skill-based education in the madrasah environment. This study aims to analyze the implementation of the vocational life skills program to enhance skills education at State Islamic Senior High School 2 Banyumas. The researcher used a descriptive qualitative method with a case study design. Data were collected through observation, interviews, and documentation, and then analyzed interactively through data reduction, presentation, and conclusion drawing. The results show that the Life Skills Program is intrakurricular and dialectical, allowing students to choose majors based on their interests. Learning comprises 70% practical experience through industrial visits, a 160-hour internship, and 30% theory. It involves eight majors emphasizing Islamic values, independence, and job readiness. This program develops technical and soft skills, fosters professional ethics, teamwork, and communication, preparing graduates to be highly competitive and accomplished. Challenges include a complex curriculum, limited time, inadequate facilities, and teacher competency. Solutions involve project-based learning, industry collaboration, digital simulations, and continuous teacher training to keep the program relevant and practical. Conclusion: Strengthening the vocational life skills program is a strategic effort to equip students with practical skills, develop holistic character, and respond effectively to the challenges of 21st-century life.
Managing school-based conflicts as a social factor influencing educational environments: A case study approach Mufidah, Diroyatul
Asian Journal Collaboration of Social Environmental and Education Vol. 3 No. 1: (July) 2025
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/ajcsee.v3i1.2025.1939

Abstract

Background: Conflict in schools often arises from interactions among various parties with differing goals, values, or interests. This study aims to analyze the implementation of conflict management. Methods: The research method used is qualitative with a case study approach. Data collection techniques include interviews, observations, and document analysis. Findings: This study found that conflicts at the school involved students, teachers, educational staff, and even parents. The types of conflict identified include interpersonal conflict, intergroup conflict, and structural conflict. The causes of conflict include differences in values and goals, as well as a lack of effective communication. In resolving these conflicts, the school implements various conflict management approaches such as collaboration, compromise, and accommodation. These implementations are supported by internal policies and coordination efforts led by the principal, teachers, and other relevant stakeholders. The findings indicate that appropriate conflict management approaches can foster a conducive learning environment, enhance communication quality, and strengthen collaboration among school stakeholders. Conclusion: Conflicts in this study arise from miscommunication, misunderstandings, differing perspectives, and lack of discipline, involving various types such as interpersonal, constructive, and destructive conflicts. While conflict management has been effectively implemented through deliberation, mediation, and compromise, it remains informal, undocumented, and not fully aligned with the POAC framework. Novelty/Originality of this article: This study contributes to the development of both theory and practice in conflict management within educational institutions. Through the implementation of effective conflict management, negative conflicts can be minimized, while positive conflicts can be leveraged to enhance creativity and innovation in the learning process.
Co-Authors Muh. Hanif