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In a school, the most crucial decision-maker is the principal. The principal as the main leader has the responsibility to direct, improve and manage the quality of education of the school he leads in accordance with the vision and mission of the school. Many cases that occur in schools discuss the role of the principal as the highest leader in the school in making decisions for mutual progress. The purpose of this study is to identify cases that are ethical dilemmas at SDN 004 Teluk Durian to find out the methods/steps/procedures carried out by the principal of SDN 004 Teluk Durian in making decisions, to find out the challenges faced in decision-making in cases of ethical and disciplinary dilemmas, to find out the factors that facilitate or help the principal of SDN 004 Teluk Durian in making decisions. This study uses literature study research, by conducting an analysis by comparing the results of previous research through journals that are relevant to the study of the problem being studied. The subject of this research is the principal at SDN 004 Teluk Durian, Anambas Islands Regency, Riau Islands Province. From the results of the research that has been carried out, it was found that Mr. Muhammad Rauf, S.Pd.SD as the principal of SDN 004 Teluk Durian, the methods/procedures/steps carried out in decision-making consist of several ways, namely (1) Identifying problems, (2) classifying problems, and (3) Practice decision-making. The principal also makes decisions that are in line with the knowledge of 4 paradigms, 3 principles and 9 steps of testing and has a paternalistic type of democratic leadership style. Several efforts made by Mr. Muhammad Rauf, S.Pd.SD as the principal at SDN 004 Teluk Durian in implementing the code of ethics at school for the problem of late attendance at school, students were sanctioned and in line with the violations that had been committed. The challenge faced by the principal of SDN 004 Teluk Durian is that the local culture of the school is still very thick, such as the use of Indonesian language is very minimal in school and the use of technology in accordance with the development of the times is still relatively low so that it is not able to compete with schools in urban areas. The conclusion of this study is that Mr. Muhammad Rauf, S.Pd.SD as the principal of SDN 004 Teluk Durian, the methods/procedures/steps carried out in decision-making are in line with the knowledge of 4 paradigms, 3 principles and 9 testing steps and have a paternalistic type of democratic leadership style.

In a school, the most crucial decision-maker is the principal. The principal as the main leader has the responsibility to direct, improve and manage the quality of education of the school he leads in accordance with the vision and mission of the school. Many cases that occur in schools discuss the role of the principal as the highest leader in the school in making decisions for mutual progress. The purpose of this study is to identify cases that are ethical dilemmas at SDN 004 Teluk Durian to find out the methods/steps/procedures carried out by the principal of SDN 004 Teluk Durian in making decisions, to find out the challenges faced in decision-making in cases of ethical and disciplinary dilemmas, to find out the factors that facilitate or help the principal of SDN 004 Teluk Durian in making decisions. This study uses literature study research, by conducting an analysis by comparing the results of previous research through journals that are relevant to the study of the problem being studied. The subject of this research is the principal at SDN 004 Teluk Durian, Anambas Islands Regency, Riau Islands Province. From the results of the research that has been carried out, it was found that Mr. Muhammad Rauf, S.Pd.SD as the principal of SDN 004 Teluk Durian, the methods/procedures/steps carried out in decision-making consist of several ways, namely (1) Identifying problems, (2) classifying problems, and (3) Practice decision-making. The principal also makes decisions that are in line with the knowledge of 4 paradigms, 3 principles and 9 steps of testing and has a paternalistic type of democratic leadership style. Several efforts made by Mr. Muhammad Rauf, S.Pd.SD as the principal at SDN 004 Teluk Durian in implementing the code of ethics at school for the problem of late attendance at school, students were sanctioned and in line with the violations that had been committed. The challenge faced by the principal of SDN 004 Teluk Durian is that the local culture of the school is still very thick, such as the use of Indonesian language is very minimal in school and the use of technology in accordance with the development of the times is still relatively low so that it is not able to compete with schools in urban areas. The conclusion of this study is that Mr. Muhammad Rauf, S.Pd.SD as the principal of SDN 004 Teluk Durian, the methods/procedures/steps carried out in decision-making are in line with the knowledge of 4 paradigms, 3 principles and 9 testing steps and have a paternalistic type of democratic leadership style.

This research aims to analyze BIPA teaching materials by including the local culture of North Sumatra. This research uses a descriptive qualitative approach. Data collection techniques include documentation and data sources from BIPA teaching materials which include the local culture of North Sumatra.   The data analysis technique uses the concept of Prastowo theory. The results of this research are BIPA teaching materials with Angkola Batak ethnic culture really help foreign language speakers in understanding Indonesian with the cultural nuances of the Angkola Batak ethnic tribe. This can be seen from the material which is prepared systematically and structured.    

This research aims to analyze BIPA teaching materials by including the local culture of North Sumatra. This research uses a descriptive qualitative approach. Data collection techniques include documentation and data sources from BIPA teaching materials which include the local culture of North Sumatra.   The data analysis technique uses the concept of Prastowo theory. The results of this research are BIPA teaching materials with Angkola Batak ethnic culture really help foreign language speakers in understanding Indonesian with the cultural nuances of the Angkola Batak ethnic tribe. This can be seen from the material which is prepared systematically and structured.    

Education is a key element in the development of society and the country. This article examines the development of education in Indonesia with a focus on the background, results and conclusions of the historical journey of education in this country. The development of education in Indonesia has been influenced by a long history, especially the period of Dutch colonialism. Education at that time was limited to the native elite and created inequality in access to education. However, after the proclamation of independence in 1945, education became a top priority in national development, resulting in a significant increase in access to basic education. Nevertheless, educational inequality between urban and rural areas and between islands in Indonesia remains a problem that must be addressed..Educational developments in Indonesia include increasing access to education, diversifying higher education programs, and efforts to integrate local culture in the curriculum. The government has allocated a significant budget for education, modernizing the curriculum and improving the quality of teaching. Education reform also includes teacher training and curriculum updates to face changing times. However, there are still challenges in educational governance, unequal access to education, and integrating technology in the learning process. The development of education in Indonesia reflects a journey full of challenges and significant changes. While there has been progress in terms of access and cultural integration efforts, challenges such as educational inequality, complex governance, and technology integration still need to be addressed. Quality education remains a priority, with the hope that continued efforts will ensure that education in Indonesia meets high quality standards and is relevant to face a challenging future. Keywords: Education, Indonesia, History

Education is a key element in the development of society and the country. This article examines the development of education in Indonesia with a focus on the background, results and conclusions of the historical journey of education in this country. The development of education in Indonesia has been influenced by a long history, especially the period of Dutch colonialism. Education at that time was limited to the native elite and created inequality in access to education. However, after the proclamation of independence in 1945, education became a top priority in national development, resulting in a significant increase in access to basic education. Nevertheless, educational inequality between urban and rural areas and between islands in Indonesia remains a problem that must be addressed..Educational developments in Indonesia include increasing access to education, diversifying higher education programs, and efforts to integrate local culture in the curriculum. The government has allocated a significant budget for education, modernizing the curriculum and improving the quality of teaching. Education reform also includes teacher training and curriculum updates to face changing times. However, there are still challenges in educational governance, unequal access to education, and integrating technology in the learning process. The development of education in Indonesia reflects a journey full of challenges and significant changes. While there has been progress in terms of access and cultural integration efforts, challenges such as educational inequality, complex governance, and technology integration still need to be addressed. Quality education remains a priority, with the hope that continued efforts will ensure that education in Indonesia meets high quality standards and is relevant to face a challenging future. Keywords: Education, Indonesia, History