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All Journal JOELS: Journal of Election and Leadership Pendagogia: Jurnal Pendidikan Dasar Jurnal Strategi Pembelajaran
Ratna, Hangivola Emyblonde
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Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Effective Classroom Administration and Management Strategies: A Case Study from Esperanto Milenaka High School, Madagascar: Ratna, Hangivola Emyblonde; Sadik, Andjarwati; Meirling, Andi; Lewa, Inriati; Indarwati, Indarwati
JOELS: Journal of Election and Leadership Vol. 6 No. 1 (2025): JOELS: Journal of Election and Leadership
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/joels.v6i1.21813

Abstract

Teacher leadership in classroom management plays a central role in creating a conducive and effective learning environment, yet in-depth studies on optimal leadership styles remain scarce. This research explores the relationship between teacher leadership and classroom management strategies, focusing on the approaches employed, student characteristics, and the leadership skills required. Using a descriptive qualitative method, data were collected through field observations, in-depth interviews, and document analysis. The findings reveal that effective leadership in classroom management is characterized by the ability of teachers to design structured learning strategies, make adaptive decisions, and motivate students through approaches tailored to their cognitive and socio-emotional needs. Inclusive and collaborative leadership styles have been shown to enhance classroom discipline, resolve conflicts, and foster positive learning dynamics. This study provides essential insights for teachers and education administrators to develop leadership skills that effectively support the achievement of learning objectives. On a broader scale, strong leadership in classroom management not only improves the quality of classroom interactions but also contributes to the overall improvement of national education quality by fostering a generation of learners who are excellent and highly competitive.
THE DINA AS A COMMUNITY GOVERNANCE MECHANISM FOR STRENGTHENING EDUCATION IN ATSIMO ANDREFANA, MADAGASCAR Sulla, Razafitahindraza Erica Feyzine; Ratna, Hangivola Emyblonde; Esmati, Shahabuddin
JURNAL STRATEGI PEMBELAJARAN Vol. 2 No. 2 (2025): Jurnal Strategi Pembelajaran
Publisher : Yayasan Cendekia Citra Gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/jsp.v2i2.442

Abstract

This study aims to explore the role of Dina as a community governance mechanism in supporting educational development in the rural municipalities of Milenaka, Ankililoaka, and Ankilimaliniky, located in the Atsimo-Andrefana region of Madagascar. Dina, a set of customary rules rooted in ancestral Malagasy traditions, has traditionally focused on maintaining public order, regulating social behavior, and resolving community conflicts. This study uses a qualitative case study approach, collecting data through semi-structured interviews, group discussions, and document analysis of local Dina regulations. 18 key informants participated, including mayors or vice mayors, Dina executive committee members, and representatives of youth, women, and persons with disabilities, ensuring diverse perspectives on governance and education. Thematic analysis was applied to identify patterns related to governance practices, community-based learning, and the integration of educational objectives within customary structures. indings reveal that Dina remains primarily associated with social regulation, yet its participatory mechanisms enable the transmission of social norms, promotion of school attendance, and engagement of marginalized groups. Women, youth, and persons with disabilities play critical roles in enhancing the educational potential of Dina, while challenges such as harsh enforcement practices, limited coordination with formal educational policy, and inconsistencies with constitutional principles constrain its effectiveness. The study concludes that reforming Dina to incorporate education-focused norms, fostering inclusive representation, and linking customary governance with local educational institutions can transform Dina into a culturally grounded, community-driven mechanism that supports both social cohesion and sustainable learning outcomes in rural Madagascar.
Infrastructure Deficits and Their Impact on Learning Conditions in Elementary Schools in Madagascar Michel, Rakotoniriana Noelisoa Jean; Emynorane, Ralaivao Hanginiaina; Sulla, Razafitahindraza Erica Feyzine; Ratna, Hangivola Emyblonde
Pendagogia: Jurnal Pendidikan Dasar Vol 5 No 3: Desember 2025
Publisher : Educational Consultant & Counseling Career (EC3) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66653/pendagogia.v5i3.276

Abstract

This study aims to examine infrastructure deficits and their impact on learning conditions in elementary schools in the Haute Matsiatra region of Madagascar. Using a qualitative research approach, data were collected through classroom observations and semi-structured interviews with 45 key informants, including teachers, school principals, local education officials, and parents. The findings reveal that many schools operate under poor physical conditions characterized by inadequate classrooms, overcrowding, insufficient teaching materials, and limited access to sanitation facilities. These conditions negatively affect students’ concentration, participation, and academic performance, while also reducing teacher effectiveness and motivation. The study further highlights significant disparities between rural and peri-urban schools, where unequal distribution of resources reinforces educational inequities. Although local communities attempt to address some infrastructural gaps through collective efforts, their contributions remain limited without sufficient institutional and governmental support. Data analysis using thematic coding revealed recurring patterns linking poor infrastructure to weakened teaching and learning processes. The study concludes that improving school infrastructure is essential for enhancing educational quality and equity in the region.
Co-Authors Emynorane, Ralaivao Hanginiaina Esmati, Shahabuddin Indarwati Indarwati Lewa, Inriati Meirling, Andi Michel, Rakotoniriana Noelisoa Jean Sadik, Andjarwati Sulla, Razafitahindraza Erica Feyzine