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All Journal Jurnal Pendidikan Islam Klasikal: Journal of Education, Language Teaching and Science
Arismunandar Arismunandar
Department of Educational Administration, Universitas Negeri Makassar, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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ASSESSING EDUCATIONAL MANAGEMENT PRACTICES AT ZION SENIOR HIGH SCHOOL, MAKASSAR USING THE CIPPO FRAMEWORK Demitrius Jonathan; Arismunandar Arismunandar; Muh. Ardiansyah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 3 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i3.1608

Abstract

This study aims to analyze the educational management of SMA Zion Makassar using the CIPPO evaluation model (Context, Input, Process, Product, Outcome). The model was chosen because it provides a comprehensive framework for assessing the effectiveness of school management from planning and implementation to outcomes and long-term impacts on students and society. The study employed a qualitative descriptive method with data obtained through observation, interviews, and document analysis. The results indicate that in terms of context, SMA Zion Makassar possesses a strong vision and mission emphasizing Christian character formation and global competitiveness, supported by high community interest and parental involvement. Regarding input, the school’s human resources and facilities are adequate, although several teachers have not yet obtained professional certification. The process dimension shows well-structured learning activities with regular supervision and evaluation, beginning with daily worship as a distinctive feature of the institution. The product dimension reflects competitive academic and non-academic achievements, while the outcome dimension demonstrates that many graduates pursue higher education both domestically and abroad. The study concludes that SMA Zion Makassar has implemented effective educational management, yet further improvement is required in teacher professional development and diversification of funding sources
Teacher Conflict in Islamic Elementary Schools: Sources, Types, and Management Strategies Across Urban and Suburban Contexts Arismunandar Arismunandar; Nurhikmah H; Hengki Wijaya
Jurnal Pendidikan Islam Vol 12 No 2 (2026): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v12i2.51212

Abstract

Teacher conflict is a significant organizational issue in schools because it can influence teacher well-being, professional collaboration, and institutional effectiveness; however, limited research has simultaneously examined sources of conflict, types of conflict, and conflict management strategies in Islamic elementary schools across regional contexts. This study aimed to investigate the sources and types of conflict and to analyze the strategies used by teachers to manage conflict in suburban and urban Islamic elementary schools. A convergent mixed-methods design was employed involving 124 teachers in Makassar, Indonesia, consisting of 70 teachers from suburban schools and 54 teachers from urban schools. Quantitative data were analyzed using descriptive statistics and independent-samples t-tests, while qualitative data were collected through Focus Group Discussions to explore teachers’ experiences and perceptions of conflict. The quantitative findings revealed no statistically significant difference between suburban and urban teachers in overall sources of conflict (t = -0.57, p = .570), indicating comparable levels of perceived organizational tension. Significant differences were found in process conflict (t = -2.04, p = .044) and conflict management strategies (t = -21.51, p < .001), with urban teachers reporting stronger use of structured conflict management practices. Qualitative findings showed that suburban conflict was primarily associated with limited resources, workload pressures, and overlapping responsibilities, whereas urban conflict was more closely related to miscommunication, interpersonal tensions, and unclear work procedures. This study contributes an integrative framework for understanding how conflict emerges, manifests, and is managed within Islamic school organizations.
Co-Authors Demitrius Jonathan Hengki Wijaya Muh. Ardiansyah Nurhikmah H