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This study aims to compare the Merdeka Curriculum in Indonesia and the National Curriculum in Japan from both conceptual and practical perspectives. The analysis focuses on the fundamental principles, educational goals, learning approaches, and classroom implementation. Indonesia’s Merdeka Curriculum emphasizes flexibility and autonomy for teachers and students, highlighting competency development, character building, and the Profil Pelajar Pancasila (Pancasila Student Profile). Meanwhile, Japan’s National Curriculum centers on fostering a well-balanced personality through integrated moral, social, and academic education. Conceptually, both curricula share similarities in promoting holistic learning and character education, yet they differ in implementation and assessment systems. In Indonesia, project-based and differentiated learning approaches are key features, whereas Japan emphasizes collaborative learning, discipline, and hands-on experience in daily life. Practically, Indonesia faces challenges in ensuring equal access to resources and teacher readiness, while Japan has established a stable and standardized national education system. This comparative analysis reveals that Indonesia can learn from Japan in terms of consistency, learning culture, and the integration of moral and social values. Thus, the study provides valuable insights for enhancing Indonesia’s curriculum to become more globally responsive while preserving national identity and character.

This study examines the crisis in teacher quality in the disruption era, caused by weak recruitment and selection systems that remain administrative, subjective, and lack transparency. The research aims to analyze the need for transforming recruitment and selection strategies toward a competency- and technology-based model as a solution to improve educational quality. This research employs a qualitative approach with a case study at MTs YPI Darul Huda Belitang OKU Timur. Data were collected through interviews, observations, and documentation, then analyzed descriptively using the Miles and Huberman interactive model. Data validity was tested through source and technique triangulation. The findings reveal that implementing competency- and technology-based recruitment systems, such as e-recruitment and online assessment, enhances objectivity, transparency, and efficiency in the selection process. This transformation strengthens teacher professionalism and improves the quality of educational institutions to become more adaptive to the challenges of the digital era.

Graduates competitiveness is a major factor in determining their readiness to face the increasingly competitive world of work. Management psychology plays an important role in shaping the character, skills, and mentality needed by graduates to be able to adapt to the dynamics of the industry. Through a management psychology approach, such as strengthening leadership, increasing motivation, and managing stress and emotions, graduates can develop a professional and productive attitude. In addition, the application of psychological theory in human resource management allows for the development of soft skills that support work readiness, such as effective communication, teamwork, and problem solving. The application of management psychology in the world of education can be done through various strategies, such as coaching, mentoring, and the formation of an academic culture that is oriented towards self-development. With this approach, educational institutions can create a learning environment that encourages the growth of character and competency of graduates holistically. In addition, the synergy between education and the industrial world is also an important factor in increasing the competitiveness of graduates, where learning based on practice and direct experience can strengthen their readiness to face the challenges of the world of work.

This writing discusses about islamic education which gets some crusial challenges in globalization era. Islamic teaching plays important role in globalization. Since globalization itself has possitive also negative in islamic teaching and training. Thus, reformation of islamic teaching could strive for raising better vision of islamic teaching for building and upgrading quality of human being and moslem society in globalization that ought to refer to both Al Koran and Al Hadith as source of its teaching. Since its establishment in 1912, Muhammadiyah has made significant contributions to advancing education in Indonesia through various innovative initiatives. This study employs a qualitative approach with a case study method, involving in-depth interviews, observations, and document analysis from various Muhammadiyah educational institutions. The findings indicate that Muhammadiyah has successfully integrated technology into learning, developed a competency-based curriculum, and improved the quality of human resources. However, the organization also faces challenges, such as educational access disparities, technology implementation, and the influence of globalization on local values. The conclusion of this study emphasizes the importance of collaboration among Muhammadiyah, the government, and society to create inclusive and sustainable education. With a strong commitment to character and moral education, Muhammadiyah plays a vital role in shaping a generation that is not only intelligent but also possesses integrity and social awareness.

The results of the research show that 1) Islamic boarding school management planning in improving the competency of students, namely starting from the planning, implementation and management evaluation stages which started from the beginning of the year activities to the end of year activities, namely teacher work meeting activities which included all the elements in MBI Amanatul The ummah of functionary teachers, security guards, sweepers and so on are involved. 2) Implementation of Islamic Boarding Schools in improving the competency of santri, there are daily programs, various extracurricular and organizational activities are handled seriously so that many santri graduates become leaders at universities (such as the President of BEM, head of UKM) and there are reminders of the 7 keys to success that are always upheld. 3) Obstacles and solutions in improving the competency of students, namely the presence of teachers and asatidz, not all of whom live in Islamic boarding schools or in the surrounding area. The solution provided by the institution is the existence of adequate transportation facilities to pick up and pick up teachers and their Asatidz.

Research on leadership in education always captures attention. Various leadership styles have been developed to enhance the quality of education. This study focuses on the role of school principals in improving teacher competence at SLB Negeri Seduri, which serves students with disabilities.Leadership in schools for students with disabilities differs from that in general schools, requiring specialized approaches and models due to distinct educational needs and cultures. This research will explore the contributions of the principal as both a leader and manager in developing teacher competence at SLB Negeri Seduri.With these two focuses, the study aims to provide insights into the principal’s role in developing educator competencies at SLB. The findings are expected to contribute both theoretically and practically to identifying effective leadership models for schools serving students with disabilities.The method employed is qualitative research, emphasizing deductive and inductive analysis as well as the dynamics of relationships between observed phenomena.The research findings indicate that the principal, as a leader, implements a visionary charismatic leadership style, serving as the executor of the school’s vision and mission, innovator, motivator, and effective communicator. As a manager, the principal combines three dimensions of communication: democratic in policy planning, authoritative in decision-making, and delegative based on teachers' competencies.Keywords: Leadership, Disabled, Competency, Teacher, Leader, Manager.

This research aims to determine the professional competence of teachers on student learning achievement at Al-Ulum Terpadu Islamic Middle School, Medan. This research uses a quantitative approach with a descriptive method using a questionnaire as a data collection instrument. The population in this study was 32 teachers, so the sample size in this study was 32 teachers, because the population was less than 100, based on Suharsimi Arikunto's opinion, the entire population was used (population study). The main data collection technique uses a 5 Likert scale answer choice form. Data is analyzed using simple linear regression to test the research hypothesis. Based on the data processing carried out, statistical testing resulted in Ho being rejected and Ha being accepted, which explains that there is an influence of teacher professional competence on student learning achievement. This is obtained from the results of the F test which shows Fcount is 19.072 and Ftable = (k-1; nk) namely (2-1; 32-2) = (1;30) = 4.17, so the value of Fcount > Ftable is 19.072 > 4.17 with a sig value. 0.001 < 0.05 which means there is an influence of teacher professional competence on student learning achievement in the F statistical significance test. Apart from that, a simple linear regression test was carried out to obtain the regression equation Y' = 105.683 – 1.44 1.44. However, if the teacher's professional competency value is 105.683 when X is 0, then student learning achievement will decrease by 0.144 for every one unit increase in %. Meanwhile, the remaining 61.1% is explained by other variables not studied.

This research aims to determine the influence of the managerial competence of school principals at Al-Ulum Integrated Islamic Middle School in Medan. This research uses a quantitative approach with descriptive methods using a questionnaire as a data collection instrument. The population in this study was 30 teachers, so the sample size in this study was 30 teachers, because the population was less than 100, based on Suharsimi Arikunto opinion, the entire population was used (population study). The main data collection technique uses a 5 Likert scale answer choice form. Data is analyzed using simple linear regression to test the research hypothesis.  Based on the data processing carried out statistical testing resulted in Ho being rejected and Ha being accepted, which explains that there is an influence of the principal's managerial competence on teacher performance. This is obtained from the result of the Pearson correlation test which shows that the value is 0.512 > tubel 0.361 and the results of the simple linear regression test produce contribution Y’ = 100.242 + 0.322 X, so the results of this test explain that there is a correlation between the managerial comptence of school principals and teacher performance.apart from that, tests are carried out T-test which produced a t-count of 3.157 > t-table, namely 2.048, with a significance value of 0.004 < 5% (0.05). The results in the ANOVA table also support the acceptance of Ha, where the sig. 0.004 < alpha value or 0.05. So, the hypothesis simultaneously proves that there is a significant influence between the managerial competence of school principals on teacher performance. Calculation of the coefficient of determination shows that the principal's managerial competency variable is able to explain the student learning achievement variable by 26,2%. Meanwhile, the remaining 73.8% is explained by other variables not studied.  From the results of these calculations, it can be concluded that there is an influence between the principal's managerial competence on teacher performance at Al-Ulum Terpadu Islamic Middle School, Medan. This influence can be seen from the school principal in making a defined plan, making decisions, organizing the resources they have, and carrying out evaluations to improve teacher performance.

Managemen of teaching staff and education staff is a complex and strategic process to improve the quality of education.In this context,the managemen of teaching and educational staff focuses on the effective and efficient development,managemen and use of human resources.In this way,the managemen of teaching staff and educational staff can improve the quality of educational,increase teacher motivation and job satisfaction,and improve the quality of educational services provided. In the managemen of teaching staff and educational sataff,several important factors that need to be considered are the development of teacher competency,time and resource management,and the use of technology to increase efficiency and effectiveness.Apart from that,management of teaching staff must also pay attetion to other aspects such as organizational culture,commonication and teacher job satisfaction.Thus,management of teaching staff and educational staff can be an effective strategy for improving the quality of education and increasing student achievement.

A keyelement in the growth of teaching as a professionis teacher competency. A teacher needs to be proficient in a variety of behaviors, knowledge, and abilities in order to accomplish their professional tasks, which are demonstrated in their performance. When it comes to designing learning activities that will provide the best learning out comes, pedagogical expertise is the most important factor to take in to account. In actuality, though, there are still educators who lack pedagogical competency. The purpose of this study is to evaluate the Islamic Education (PAI) teachers' pedagogical proficiency in PAI learning activities at Bakong PittayaSchool in Pattani, Thailand. To comprehend the elements influencing the level of pedagogical competenceof PAI instructors at Bakong Pittaya School in Pattani, Thailand, as well as the characteristics of teacher competence in Thailand. This study takes a descriptive approach while using a qualitative research methodology. Data collection techniques, content analysis, interviews, and observation are all part of qualitative research. This study is being conducted at Bakong Pittaya School in Pattani, Thailand. According to the author's discussions with Islamic Education instructors and the school director, the pedagogical ability of PAI teachers at Bakong Pittaya School in Pattani, Thailand, is deemed good. Three components make up the pedagogical competency of PAI teachers: creating learning implementation plans (RPPs), carrying out learning, and conducting assessments. Teacher competency in Thailand is regulated by a teacher constitution that out lines the abilities or competencies a teacher must have, referred to as the teacher standards. Factors affecting the quality of pedagogical competence of PAI teachers in Thailand include internal factors such as efforts and initiatives from the PAI teachers themselves to develop knowledge in their field. Lack of discipline and responsibility among teachers pose a significant challenge for schools in Thailand in improving teacher competence. External factors include the school's support in providing learning facilities. Supporting factors involveactive participation from parents, community associations, teacher representatives, student representatives, directors, and principals, as well as academic experts/advisors, all of whom are part of the school committee. Keywords: , ,

Teacher competency is very important, so a teacher must have the ability to professionally improve the implementation of their duties in the field of education. This is useful for educating the nation's children. This feasibility study aims to formulate policies related to improving the quality of education which is focused on the conditions of adequate madrasah ibtidaiyah (MI) teachers based on the professional competence possessed by each teacher. This research uses qualitative methods with cross sectional techniques to analyze data for each MI teacher based on academic qualifications according to the field of study they teach. The findings of this research show that there are still many MI teachers who do not have undergraduate academic qualifications as stipulated in Law No. 14 of 2005 concerning Teachers and Lecturers. The ratio between the number of elementary schools (SD) and MI (both private and public) in Tampan District is 5:1; or the number of elementary schools is 41 consisting of 31 state elementary schools and 10 private elementary schools, while the number of new MIs is 8, all of them have private status. It can be argued that public interest and the government's response to MI is still relatively low due, among other things, to the relative lack of competent teachers.