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The rapid advancement of digital technology has significantly transformed various aspects of human life, including the education sector. In the Society 5.0 era, educational institutions are expected to integrate digital technologies into learning processes to develop adaptive, innovative, and globally competitive human resources. This study aims to analyze digital technology-based learning innovations in improving educational quality, identify their potential benefits, and examine the challenges and strategies for optimizing their implementation. This research employed a qualitative descriptive approach through a literature review by analyzing relevant academic sources, including scholarly journals, books, conference proceedings, and other scientific publications. The findings indicate that digital learning innovations are implemented through the utilization of Learning Management Systems (LMS), Artificial Intelligence (AI), Augmented Reality (AR), Virtual Reality (VR), interactive learning media, blended learning, and flipped classroom models. These technologies contribute to enhancing learning effectiveness, expanding educational accessibility, increasing student motivation and engagement, and fostering essential twenty-first-century competencies. Nevertheless, several challenges remain, including digital inequality, inadequate technological infrastructure, limited digital competencies among educators, and concerns related to digital ethics and cybersecurity. Therefore, effective implementation requires comprehensive strategies, such as strengthening teachers' digital competencies, improving educational infrastructure, developing adaptive curricula, integrating innovative learning media, and promoting digital literacy and ethical awareness. These efforts are expected to support the development of a more adaptive, inclusive, and high-quality education system that aligns with the demands of the Society 5.0 era.

Education plays a pivotal role in Indonesia's national development, as it significantly impacts the quality of human resources. Consequently, the government prioritizes education by aiming to develop students who are devoted to God Almighty, knowledgeable, and possess noble character. Educational personnel, particularly school principals, hold a strategic position in achieving these objectives. A school principal's leadership is essential in managing educational resources, collaborating with teachers and staff, and guiding students toward learning goals. In a decentralized education system, principals function as top administrators with multiple roles, including manager, supervisor, educator, leader, innovator, and motivator. However, educational challenges often stem from distortions in meaning and practice, which contribute to declining education quality. As the primary agent of school leadership, the principal must demonstrate professional competence to identify school needs, empower existing resources, and involve the community in achieving educational goals. The concept of modern schools—such as model and exemplary schools—has emerged in response to society’s demand for quality education. In this context, the school principal is required to lead with strategic planning, administrative effectiveness, and inspiring leadership to ensure school success and student achievement. This study explores the multifaceted role of the school principal in improving educational quality, emphasizing their responsibilities in management, leadership, educational support, and administration. It concludes that professional and competent principals are essential for shaping a school environment conducive to educational excellence and preparing competitive human resources in the global era.

Education plays an important role in improving the quality of human resources, where teachers serve as the key to the success of the teaching and learning process. Prospective teachers need to possess adequate knowledge and skills to carry out teaching responsibilities effectively. The Teaching Practice Program (PLK) - Teaching Assistance is a course designed to help students of the education program at Universitas Negeri Padang develop teaching skills before entering the professional education field. However, based on preliminary observations at SMK Negeri 5 Padang, it was found that PLK-Teaching Assistance students still lacked certain teaching skills, such as mastery of subject matter, use of media and teaching methods, and classroom management. This study aims to determine students' perceptions of the teaching skills of PLK-Teaching Assistance students at SMK Negeri 5 Padang. The results are intended as feedback and improvement to enhance the teaching skills of these students. The research used a quantitative approach. The population consisted of Grade X and XI students of the Mechanical Engineering program, with a total sample of 126 students. The results showed that students' perception of the teaching skills of PLK-Teaching Assistance students in the Mechanical Engineering Education program at SMK Negeri 5 Padang was categorized as good, with a percentage of 67%. This included: 1) questioning skills (56%), 2) reinforcement skills (56%), 3) explanation skills (56%), 4) teaching variation skills (51%), 5) opening and closing learning skills (55%), 6) small group and individual teaching skills (56%)—all categorized as good; and 7) classroom management skills (41%), and 8) small group discussion guidance skills (42%)—both categorized as less satisfactory. Therefore, overall, students' perception of the teaching skills of Universitas Negeri Padang's PLK-Teaching Assistance students in the Mechanical Engineering Education program at SMK Negeri 5 Padang was considered good.

This study aims to explore the application of direct instruction strategies in shaping students' critical thinking competence. This strategy focuses on a clearly structured learning process that enables students to gradually understand and apply learning concepts. The success of this strategy's implementation heavily relies on several supporting factors, such as the quality of questions posed by the teacher, effective classroom management, and active student involvement. Furthermore, the direct instruction strategy has a significant impact on classroom practices, particularly in enhancing the quality of interactions between teachers and students and strengthening students' critical thinking skills. This research employs a qualitative research method with a literature review approach, examining various relevant literature on the topic. The findings suggest that the application of this strategy can improve students' critical thinking abilities, which are essential to prepare them for the challenges of the 21st-century life.    

Education policy functions as a framework that sets educational standards and goals, so as to ensure that all students have equal access to resources and learning opportunities. Through the development of relevant curricula and quality teacher training, education policies can improve teacher competency, which in turn has a positive impact on student learning outcomes. In addition, educational policies also include systematic monitoring and evaluation to identify areas of improvement, thereby enabling the necessary adjustment strategies to meet students' needs more effectively. This research aims to determine the role of change management in order to determine the role of educational policy in improving the quality of education for students. In this research, qualitative methods were used through literature. Well-designed education policies can improve access to education for all students. Education policy also plays an important role in improving the quality of teaching through continuous training for teachers. Participation of parents and communities in supporting educational policies.

The trend of thinking about education suggests that, educational paradigm based on standards were discussed more and more, acknowledged and appreciated. This trend started from the realization that education need a reference of quality for each of the organizers and the educational unit which is called the National Education Standards (SNP). Indicator of education quality obtained through the filled based on eight ational Education Standards (SNP). Management of facilities and infrastructure were declare based on policy from Permendiknas No.19 in 2007. The data collection technique in this study was carried out by triangulation which was carried out using observations, interviews and documentation from the same source. While the data analysis techniques used are data collection, data reduction, data display, and drawing conclusions. The main objective is to create an effective, inclusive, and supportive learning environment that promotes the holistic development of each student. Some of the principles of student management include goals that are aligned with school management, activities that support educational goals, building student unity, good mentoring, and encouraging student independence. The scope of student management includes analysis of student needs, student recruitment, student selection, student orientation, student grouping, student leadership and development, and registration and reporting. This document also discusses the importance of understanding the characteristics of each student, creating a safe and comfortable learning environment, facilitating effective learning, encouraging active participation, building positive relationships, developing social skills, leadership, and supporting students' holistic development. Based on the previous research has found many gaps related with this context. However, there was no studies have evaluated the mechanism of facilities and infrastructure as a whole and systematically according to grant theory. These mechanisms include the supply, distribution, use and maintenance, inventory, and elimination of school facilities and infrastructure.

The implementation of technology in educational supervision is an important step to improve the quality of education and the effectiveness of managing the teaching and learning process. The purpose of this study is to analyze how technology-based supervision strategies can be effectively implemented in an educational environment, by reviewing the extent to which technology can improve the quality of teaching and learning. This research uses the literature study method to analyze technology-based supervision strategies in modern education. The desk study was conducted by collecting and reviewing various literatures from scientific journals, books, articles and research reports relevant to the topic. These sources were obtained from reputable academic databases such as Google Scholar, JSTOR, and ProQuest, as well as credible educational websites. The results of this study show that the implementation of technology in educational supervision has been shown to improve effectiveness through increased accuracy, transparency and efficiency in data collection and analysis. Digital tools allow supervisors to provide prompt feedback to teachers and improve collaboration between supervisors, principals and teachers, creating a more integrated learning environment. However, challenges such as lack of technical skills and resistance to change can hinder this process. Therefore, top management support, adequate training and proper infrastructure are essential to optimize the use of technology in educational supervision, so that the overall quality of education can be improved.

A teacher's role is to help students improve the quality of their education. So teachers must be able to improve student achievement with the various abilities they have. In the learning process the problem faced by a teacher is classroom management. Classroom management is a teacher's skill to create and maintain optimal learning conditions so that they can restore them if disruptions occur in the teaching and learning process. Therefore, teachers must be able to manage the learning process in the classroom well by implementing learning strategies, especially in the subject of Islamic cultural history. The problem raised in this research is the teacher's strategy for overcoming SKI learning boredom at MA Al-Amien I Pragaan, which is described in two research focuses, namely: 1. What are the classroom management strategies as an effort to overcome SKI learning boredom at MA Al-Amien I Pragaan 2. What are the supporting and inhibiting factors that influence classroom management strategies as an effort to overcome SKI learning boredom at MA Al-Amien I Pragaan. This research was designed using a descriptive qualitative approach. The data collection techniques used were observation, interviews and documentation. From this method, researchers then process and analyze to obtain data or information. The subjects of this research were taken from teachers and students. Data analysis uses data reduction, data presentation and conclusions. For data validity, researchers used source triangulation. The results of this research are: 1. Class management strategies as an effort to overcome SKI learning boredom, namely: a. Using various methods, namely: discussion method, lecture method, mind mapping method, clipping method. b. Changes in class formation 2. Supporting and inhibiting factors that influence class management strategies in SKI learning, namely: a. teacher competency, b. students' abilities, c. classroom facilities and atmosphere.

A This research examines the evaluation of students with UAS/UTS on understanding Arabic. It is hoped that the evaluation results can become a benchmark for the success of the Arabic language learning process and become input for improving the quality of Arabic language learning. The method used in this research is literature and literature study which is also assisted by instrument information via Google. The aim of this research is to determine the development of Arabic language learning in Indonesia. The results of this research are that the author can say that the management of learning assessment at MIN 6 LANGKAT is running well in terms of planning, organization, implementation and supervision. In learning assessments at MIN 6 LANGKAT, all stakeholders from managers to lecturers are directly or indirectly involved in monitoring the implementation of assessments, academics, including assessments.

This research aims to determine the effectiveness of practicum activities to improve student learning outcomes at SMA Negeri 2 Tondano. This type of research is quantitative descriptive research that uses a survey method to describe and explain data based on the reality in the field. The research was carried out by distributing questionnaires to teachers and students, observation sheets, and practical activity sheets with data sources consisting of 30 students of class X Science 1, 30 students of class X Science 2, and biology teachers. Based on the research results, the level of readiness to obtain data for class X IPA 1 At the implementation stage of the practicum activities for class X Science 1 is 91%; the efforts made to improve the quality of practicum implementation are by improving practicum weaknesses such as the availability of tools and materials, good laboratory management, conducting evaluations, arranging implementation schedules and paying attention to laboratory layout in order to carry out practicum optimally. The factors that influence the quality of practicum implementation include student motivation, limited tools and materials, practicum schedule, availability of facilities and infrastructure, teacher's role in practicum activities, and students' active thinking.

Education personnel are part of educational resources, tasked with carrying out administration, management, development, supervision, and technical services to support the educational process. The success of the learning process in an educational institution is born from good management so as to produce good educational services as well. SMAN 1 Tasikmalaya is the first public school that was established in the city of Tasikmalaya since 1956, has made a myriad of achievements both academically and non-academically. This is not only supported by professional teaching staff but also supported by educational staff. In this research that used a qualitative descriptive method, it was concluded that increasing employee work productivity through empowering the education staff at SMAN 1 Tasikmalaya was categorized as good, because most of the education staff had carried out empowerment efforts starting from awareness, capacity building (enabling) and empowering ( empowering) is indicated by the achievement of empowerment indicators, namely access, participation, control and equality. This empowerment is carried out through (1) developing and realizing a shared vision, namely the 3K "Characters, Kabisa, and Katarima"; (2) exemplary school principals; (3) Motivating and involving educational staff in educational and staffing workshops and seminars; (4) Improving and accelerating services in order to continue to produce excellent services in order to maintain credibility and trust from the public in order to produce good service quality and education quality.

The background of this research is that in improving the quality of learning, a teachers are required to carry out learning management properly. The better the learning management is implemented, the better the quality of learning will be obtained. With the learning management skills possessed by the teacher, it is expected to be able to improve the quality of learning. The purpose of this study was to analyze and describe: 1) Implementation of learning management in improving the quality of learning; 2) The obstacles faced by teachers in carrying out learning management in improving the quality of learning; 3) Solutions made to deal with obstacles in the implementation of learning management in improving the quality of learning. The research method used in the preparation of this thesis is descriptive with a qualitative approach. Data collection techniques were carried out through interviews, observation, and documentation. The informants in this study included school principals, supervisors, teachers, and students. The results of the study show that: 1) Learning management has been carried out quite well. However, there are several aspects that need to be improved, namely the planning stage and the evaluation stage; 2) There are obstacles faced by teachers in carrying out learning management in improving the quality of learning; 3) There are solutions to overcome obstacles in implementing learning management in improving the quality of learning.