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This study aims to explore the progress of the education evaluation system in improving accountability in Indonesian schools. This study uses a qualitative approach with the analysis units of school principals, teachers, and education supervisors. The research design used is a case study with primary data sources obtained through in-depth interviews and observations. The data collection technique involves semi-structured interviews and documentation, while the data analysis is carried out using thematic analysis techniques. The findings of the study show that the progress of the education evaluation system in Indonesian schools has increased accountability, although there are still challenges in its implementation evenly across regions. The contribution of this research is to provide a deeper understanding of the role of educational evaluation in increasing accountability and to provide recommendations for the development of a more effective evaluation system in Indonesia.

This study aims to explore changes in the teacher evaluation system in Indonesia and their impact on improving the quality of teaching. This study uses a qualitative research design with an analysis unit on the policy of changing teacher evaluation, its implementation in schools, and its impact on teaching quality. Data sources were obtained through interviews with principals, teachers, and education supervisors, as well as direct observation in several schools that have implemented performance-based evaluation systems. Data collection techniques were carried out by semi-structured interviews, classroom observations, and documentation studies, while data analysis used a thematic analysis approach to identify key themes related to the effectiveness of evaluation in improving teaching quality. The findings of the study show that although performance-based evaluation systems can increase teacher motivation, their implementation still faces challenges related to limited resources and training. The contribution of this research is to provide insight into the importance of a sustainable and competency-based evaluation system to improve the quality of teaching, as well as provide recommendations for the development of more effective education policies in Indonesia.

This study aims to examine the application of artificial intelligence (AI)--based education management in improving personalized philosophy learning. This study uses a qualitative approach with case study methods in several educational institutions that apply artificial intelligence-based educational technology. Data were collected through in-depth interviews with educators, focus group interviews with students, and observations on the implementation of artificial intelligence systems in philosophy learning. Data analysis was carried out using thematic analysis techniques to identify patterns of the use of educational technology in facilitating more personalized learning. The results of the study show that artificial intelligence-based education management can increase student involvement and deeper understanding of philosophy materials. The contribution of this research is to provide insight into how artificial intelligence technology can optimize the philosophy learning process with a more personalized and effective approach.

This study aims to analyze the implementation of data-based management in improving the effectiveness of education in AI-assisted learning at the high school level. The analysis units in this study are data management systems and AI learning strategies in schools. The research design used is a qualitative study with a descriptive approach. The main data sources consist of principals, teachers, and high school students involved in the use of AI in learning. Data collection techniques include in-depth interviews, observations, and document analysis. The data is analyzed using thematic analysis techniques to identify patterns in the implementation of data-based management. The results show that the optimal use of data-based management can increase the effectiveness of AI-assisted learning through adaptive and evidence-based strategies. The main contribution of this research is to provide insights into how systematic data management can support technology-based educational innovation in the school environment.

This study aims to analyze the implementation of data-based management in improving the effectiveness of AI-assisted learning in Senior High School. The unit of analysis in this study is a school that implements a data-based management system in AI-assisted learning. The research design used is a qualitative study with a case study approach. The research data sources consist of school principals, teachers, and students involved in the implementation of AI-assisted learning. Data collection techniques include in-depth interviews, participatory observation, and analysis of school documents. The data obtained was analyzed using thematic analysis techniques to identify patterns and relationships between concepts. Key findings show that the implementation of data-driven management can improve learning personalization, optimization of teaching strategies, and the effectiveness of the use of AI in the learning process. The main contribution of this research is to provide empirical insights into the role of data-driven management in supporting AI-assisted learning innovations at the secondary education level.

This study aims to analyze the role of school-based management in the integration of educational technology with ChatGPT to support instructional strategies in language learning for junior high school students. This study uses a qualitative approach with a case study method, where data is collected through in-depth interviews with principals, teachers, and students, as well as observation of learning activities and analysis of school policy documents. The research subjects were selected purposively to obtain relevant information regarding the implementation of technology-based instructional strategies. Data analysis was carried out by data reduction techniques, data presentation, and conclusion drawing to identify patterns in school management that support or hinder the integration of technology in language learning. The results of the study show that the success of technology integration in language learning depends on systematic school management policies, teacher readiness, and infrastructure support. This research contributes to providing insight for schools in designing more effective technology-based policies to improve the quality of language learning at the junior high school level.