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All Journal Jurnal PAJAR (Pendidikan dan Pengajaran) JOELS: Journal of Election and Leadership Pendagogia: Jurnal Pendidikan Dasar International Journal of Research and Community Empowerment Jurnal Strategi Pembelajaran
Ratna, Hangivola Emyblonde
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Religion Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics 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.
Community Involvement and ITS Impact On School Success In Madagascar Emynorane, Ralaivao Hanginiaina; Urbain, Marolahy Jacquot; Giovanni, Rabibisoa; Ratna, Hangivola Emyblonde; Léa, Soameva
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.
Integrating Career Orientation into High School Education: Preparing Students for Lifelong Success Ratna, Hangivola Emyblonde; Akbar, Muhammad; Mau, Muliadi; Emynorane, Ralaivao Hanginiaina
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.
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 Giovanni, Rabibisoa Indarwati Indarwati Léa, Soameva Lewa, Inriati Mau, Muliadi Meirling, Andi Michel, Rakotoniriana Noelisoa Jean Muhammad Akbar Sadik, Andjarwati Sulla, Razafitahindraza Erica Feyzine Urbain, Marolahy Jacquot