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Curriculum is an essential component of the education system, as the two are closely interconnected. Analogously, the curriculum can be likened to the heart in the human body. When the heart functions well, the entire body system will operate optimally. Similarly, if the curriculum is effectively implemented and supported by well-functioning elements, the learning process will run smoothly, producing high-quality learners. The purpose of this study is to evaluate how educational technology contributes to the implementation of the Merdeka Curriculum. This qualitative research uses a literature study, also known as a Systematic Literature Review (SLR), aimed at comparing current theories with those discussed in previous research literature. The literature sources referenced come from research findings and studies published in scientific articles, accessed through electronic literature search engines such as Mendeley and Google Scholar. The results of this study show that educational technology plays a crucial role in supporting the Merdeka Curriculum, as well as having a positive impact on the implementation of the Merdeka Belajar concept in practice. The continuously evolving Merdeka Curriculum helps facilitate the integration of the latest information technology for students.

Curriculum is an essential component of the education system, as the two are closely interconnected. Analogously, the curriculum can be likened to the heart in the human body. When the heart functions well, the entire body system will operate optimally. Similarly, if the curriculum is effectively implemented and supported by well-functioning elements, the learning process will run smoothly, producing high-quality learners. The purpose of this study is to evaluate how educational technology contributes to the implementation of the Merdeka Curriculum. This qualitative research uses a literature study, also known as a Systematic Literature Review (SLR), aimed at comparing current theories with those discussed in previous research literature. The literature sources referenced come from research findings and studies published in scientific articles, accessed through electronic literature search engines such as Mendeley and Google Scholar. The results of this study show that educational technology plays a crucial role in supporting the Merdeka Curriculum, as well as having a positive impact on the implementation of the Merdeka Belajar concept in practice. The continuously evolving Merdeka Curriculum helps facilitate the integration of the latest information technology for students.

One of the most important aspects of formal and informal education in educational institutions is character education. Two types of character that should be formed are discipline and responsibility. Possession of discipline and responsibility are highly valued qualities, as character plays an important role in one's daily social interactions. Helping, grouping, and socializing are all included in it. Character development throughout human life as a whole is closely linked to the process of learning and self-formation. Character development can be achieved in the context of family, school, and the environment, which includes communities and groups. The objectives of this study are to (1) describe the teacher's approach in teaching social studies class VIII SMP Negeri 1 Kunjang Kediri that instills the character values of discipline and responsibility. (2) Determine what motivates and what hinders educators to foster the character values of discipline and responsibility in their students through social studies learning in class VIII A of SMP Negeri 1 Kunjang Kediri. (3) To find out the results of social studies learning techniques used to build character values of discipline and responsibility in students of class VIII A SMP Negeri 1 Kunjang Kediri. A descriptive qualitative approach was used in this study. In collecting data, the methods used were observation, interviews, and documentation. The Miles and Huberman approach was used in the design of this research, which used descriptive analysis techniques through three stages: data reduction, data display, and conclusion drawing. Triangulation of data sources was used in assessing the validity of the data. The teachers and students of SMP Negeri 1 Kunjang Kediri became the research subjects. Based on the data analysis, the following conclusions were obtained: 1) Motivation and exemplary teachers, active involvement of students in learning, self-habituation, and sanctioning violations are strategies used by social studies teachers at SMP Negeri 1 Kunjang Kediri, 2) Strong motivation, family support, school regulations, and the environment are the driving factors faced by social studies teachers at SMP Negeri 1 Kunjang Kediri in instilling the character values of discipline and responsibility to students. Meanwhile, the unsupportive atmosphere and students' lack of willingness to learn make them less effective learners are the inhibiting factors. In this case, the teacher's duties have been carried out in accordance with their responsibilities as educators, motivators, mentors, and assessors. 3) The results of the social studies teacher's strategy in the implementation of cultivating the character of discipline and responsibility for students in grade VIII through motivating activities, students become enthusiastic in discipline and responsibility for the mandate carried out, namely as students. Through exemplary, students have successfully applied and instilled forms of discipline and responsibility in terms of dress, time, and duties through their active participation in classroom learning. This is indicated by students' active participation in discussions, students' activeness in completing and collecting assignments given by the teacher, students' enthusiasm for learning that is always high, self-habituation that has been applied by social studies teachers, the ability of social studies teachers to train students to be more disciplined and responsible in terms of worship, students' habits to help others and parents, and the appearance of disciplined and responsible students, by making efforts to impose sanctions on students who commit violations so that they do not repeat them again and encourage them to be more aware of their obligations as students.

One of the most important aspects of formal and informal education in educational institutions is character education. Two types of character that should be formed are discipline and responsibility. Possession of discipline and responsibility are highly valued qualities, as character plays an important role in one's daily social interactions. Helping, grouping, and socializing are all included in it. Character development throughout human life as a whole is closely linked to the process of learning and self-formation. Character development can be achieved in the context of family, school, and the environment, which includes communities and groups. The objectives of this study are to (1) describe the teacher's approach in teaching social studies class VIII SMP Negeri 1 Kunjang Kediri that instills the character values of discipline and responsibility. (2) Determine what motivates and what hinders educators to foster the character values of discipline and responsibility in their students through social studies learning in class VIII A of SMP Negeri 1 Kunjang Kediri. (3) To find out the results of social studies learning techniques used to build character values of discipline and responsibility in students of class VIII A SMP Negeri 1 Kunjang Kediri. A descriptive qualitative approach was used in this study. In collecting data, the methods used were observation, interviews, and documentation. The Miles and Huberman approach was used in the design of this research, which used descriptive analysis techniques through three stages: data reduction, data display, and conclusion drawing. Triangulation of data sources was used in assessing the validity of the data. The teachers and students of SMP Negeri 1 Kunjang Kediri became the research subjects. Based on the data analysis, the following conclusions were obtained: 1) Motivation and exemplary teachers, active involvement of students in learning, self-habituation, and sanctioning violations are strategies used by social studies teachers at SMP Negeri 1 Kunjang Kediri, 2) Strong motivation, family support, school regulations, and the environment are the driving factors faced by social studies teachers at SMP Negeri 1 Kunjang Kediri in instilling the character values of discipline and responsibility to students. Meanwhile, the unsupportive atmosphere and students' lack of willingness to learn make them less effective learners are the inhibiting factors. In this case, the teacher's duties have been carried out in accordance with their responsibilities as educators, motivators, mentors, and assessors. 3) The results of the social studies teacher's strategy in the implementation of cultivating the character of discipline and responsibility for students in grade VIII through motivating activities, students become enthusiastic in discipline and responsibility for the mandate carried out, namely as students. Through exemplary, students have successfully applied and instilled forms of discipline and responsibility in terms of dress, time, and duties through their active participation in classroom learning. This is indicated by students' active participation in discussions, students' activeness in completing and collecting assignments given by the teacher, students' enthusiasm for learning that is always high, self-habituation that has been applied by social studies teachers, the ability of social studies teachers to train students to be more disciplined and responsible in terms of worship, students' habits to help others and parents, and the appearance of disciplined and responsible students, by making efforts to impose sanctions on students who commit violations so that they do not repeat them again and encourage them to be more aware of their obligations as students.

This article discusses the implementation of an Educational Management Information System (EMIS) in improving the quality of education at SPM Muadalah Ulya Darussalam - Blokagung, Banyuwangi. The Educational Management Information System, known in English as the Management Information System (MIS), is a control over business that includes the empowerment of people, files, technology, and procedures by management accounting to solve business problems. In the field of education, the Educational Management Information System (EMIS) is very necessary as Indonesia has entered the era of the industrial revolution 4.0, thus requiring the management of school information related to payments, activity status, attendance, and new student admissions. There are several supporting and inhibiting factors in the implementation of EMIS at SPM Ulya, including the availability of information system facilities and challenges in human resources as well as technical errors.

This article discusses the implementation of an Educational Management Information System (EMIS) in improving the quality of education at SPM Muadalah Ulya Darussalam - Blokagung, Banyuwangi. The Educational Management Information System, known in English as the Management Information System (MIS), is a control over business that includes the empowerment of people, files, technology, and procedures by management accounting to solve business problems. In the field of education, the Educational Management Information System (EMIS) is very necessary as Indonesia has entered the era of the industrial revolution 4.0, thus requiring the management of school information related to payments, activity status, attendance, and new student admissions. There are several supporting and inhibiting factors in the implementation of EMIS at SPM Ulya, including the availability of information system facilities and challenges in human resources as well as technical errors.

Education is a human right that everyone must have, without exception for children with special needs, especially children with autism. Usually the education that autistic children get is only in special schools (SLB), and the costs incurred for this education are not small but are much more expensive than the regular school system. The effect is that many autistic children cannot experience the world of education because of their parents' economic factors. This research summarizes several problems, namely "How is the implementation of educational services for children with autism at SLB Keleyan? The research methodology used is a qualitative approach and then outlined in the descriptive method. Data collection was carried out by observation and direct interviews regarding the service activities carried out by SLB Keleyan. Sources of information in this study amounted to 3 people, consisting of 3 men.      

Education is a human right that everyone must have, without exception for children with special needs, especially children with autism. Usually the education that autistic children get is only in special schools (SLB), and the costs incurred for this education are not small but are much more expensive than the regular school system. The effect is that many autistic children cannot experience the world of education because of their parents' economic factors. This research summarizes several problems, namely "How is the implementation of educational services for children with autism at SLB Keleyan? The research methodology used is a qualitative approach and then outlined in the descriptive method. Data collection was carried out by observation and direct interviews regarding the service activities carried out by SLB Keleyan. Sources of information in this study amounted to 3 people, consisting of 3 men.      

The foundation of education is a universal human aspiration; therefore, in addressing educational issues, complex solutions with philosophical foundations are necessary to ensure that the resulting solutions benefit all segments of society. One of the figures with strong philosophical views on education is Ki Hadjar Dewantara. Ki Hadjar Dewantara, a nobleman from the Yogyakarta Sultanate, firmly held a high concern for the development of education. The philosophical views put forward by Ki Hadjar Dewantara have become the basis for educational development in Indonesia. Ki Hadjar Dewantara expressed that the essence of education is an effort to internalize cultural values ​​into the souls of children with the aim of shaping them into complete human beings, both spiritually and mentally. This educational philosophy is known as the "Sistem Among," which emphasizes the basic ability of children to overcome the problems they face by providing them with broad freedom of thought. Ki Hadjar Dewantara formulated his philosophy by applying indigenous Indonesian culture, selectively adopting Western values ​​to fit the trikonic theory, and then adapting them wisely. Ki Hadjar Dewantara also made several contributions to Indonesian education, including the implementation of the leadership trilogy in education, the three educational centers, and the paguron system. Education is an effort to develop the human potential of learners, both physically, intellectually, emotionally, and morally, so that this potential can be realized and beneficial to their lives.

The foundation of education is a universal human aspiration; therefore, in addressing educational issues, complex solutions with philosophical foundations are necessary to ensure that the resulting solutions benefit all segments of society. One of the figures with strong philosophical views on education is Ki Hadjar Dewantara. Ki Hadjar Dewantara, a nobleman from the Yogyakarta Sultanate, firmly held a high concern for the development of education. The philosophical views put forward by Ki Hadjar Dewantara have become the basis for educational development in Indonesia. Ki Hadjar Dewantara expressed that the essence of education is an effort to internalize cultural values ​​into the souls of children with the aim of shaping them into complete human beings, both spiritually and mentally. This educational philosophy is known as the "Sistem Among," which emphasizes the basic ability of children to overcome the problems they face by providing them with broad freedom of thought. Ki Hadjar Dewantara formulated his philosophy by applying indigenous Indonesian culture, selectively adopting Western values ​​to fit the trikonic theory, and then adapting them wisely. Ki Hadjar Dewantara also made several contributions to Indonesian education, including the implementation of the leadership trilogy in education, the three educational centers, and the paguron system. Education is an effort to develop the human potential of learners, both physically, intellectually, emotionally, and morally, so that this potential can be realized and beneficial to their lives.

The purpose of writing this article is to determine the implementation of prophetic in basic education institutions. This research uses a type of library research. Library research is research carried out by reviewing various journals and related reference books. The results of his research show that the prophetic leadership paradigm is a leadership paradigm that refers to the leadership concept of the prophets or Apostles of Allah SWT. Where this prophetic paradigm is a set of theories that not only describes and transforms social phenomena, and does not just change things for the sake of change, but more than that, it is hoped that it can direct change on the basis of ethical and prophetic ideals. From the description of the verses of the Koran, hadith, and theoretical views, which are relevant to the values ​​of the mission sent by the prophets, there are several indications or characteristics that could be seen as a prophetic leadership paradigm. Among these characteristics are: a) Smart, analytical and critical (fathanah); b) Tabligh, firm, brave and upholding justice and honesty; c) Gentleness and compassion; d) Bringing the mission of monotheism (transcendental). Then, other prophetic leadership values ​​or characteristics include: Smart, analytical and critical (fathanah); Tabligh, firm, brave and upholding justice and honesty; Gentleness and compassion; Bringing the mission of monotheism (transcendental); have a progressive vision; Have moral responsibility; Have managerial abilities; Sincere and have a spirit of dedication and devotion; Trustworthy and fair; Carrying the mission of worship and monotheism; Zuhud, honest and good at socializing or interacting with others; Become a role model for subordinates; Wise, forgiving and tolerant; Optimistic, patient and moral al-Karimah; has a reforming spirit and professionalism. Apart from that, the prophetic leadership paradigm is a necessity to be implemented and at the same time becomes the spirit in the implementation of leadership in Islamic educational institutions. Everything is a means to create the benefit of the people and solely.    

The purpose of writing this article is to determine the implementation of prophetic in basic education institutions. This research uses a type of library research. Library research is research carried out by reviewing various journals and related reference books. The results of his research show that the prophetic leadership paradigm is a leadership paradigm that refers to the leadership concept of the prophets or Apostles of Allah SWT. Where this prophetic paradigm is a set of theories that not only describes and transforms social phenomena, and does not just change things for the sake of change, but more than that, it is hoped that it can direct change on the basis of ethical and prophetic ideals. From the description of the verses of the Koran, hadith, and theoretical views, which are relevant to the values ​​of the mission sent by the prophets, there are several indications or characteristics that could be seen as a prophetic leadership paradigm. Among these characteristics are: a) Smart, analytical and critical (fathanah); b) Tabligh, firm, brave and upholding justice and honesty; c) Gentleness and compassion; d) Bringing the mission of monotheism (transcendental). Then, other prophetic leadership values ​​or characteristics include: Smart, analytical and critical (fathanah); Tabligh, firm, brave and upholding justice and honesty; Gentleness and compassion; Bringing the mission of monotheism (transcendental); have a progressive vision; Have moral responsibility; Have managerial abilities; Sincere and have a spirit of dedication and devotion; Trustworthy and fair; Carrying the mission of worship and monotheism; Zuhud, honest and good at socializing or interacting with others; Become a role model for subordinates; Wise, forgiving and tolerant; Optimistic, patient and moral al-Karimah; has a reforming spirit and professionalism. Apart from that, the prophetic leadership paradigm is a necessity to be implemented and at the same time becomes the spirit in the implementation of leadership in Islamic educational institutions. Everything is a means to create the benefit of the people and solely.