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This study aims to determine the effectiveness of the Jakarta Smart Card Plus (KJP Plus) Program at the Junior High School (SMP) level in South Jakarta in 2024. The program is an initiative by the Provincial Government of DKI Jakarta to ensure access to education for underprivileged families. This research employs Sutrisno’s (2007) program effectiveness theory, which includes five key indicators: program understanding, target accuracy, timeliness, goal achievement, and real change. The research method used is a descriptive qualitative approach, with data collection techniques including interviews, observations, and documentation involving informants from the South Jakarta Region I Education Sub-Department, school principals, students, and parents of KJP Plus beneficiaries. The results of the study indicate: (1) Understanding of the program is still uneven, particularly among parents who lack knowledge about the mechanism and use of KJP Plus; (2) Target accuracy is not optimal, as some recipients are economically capable, such as those who own cars or fall into higher welfare deciles; (3) The timeliness of fund distribution is generally good, although there are still some administrative delays; (4) Goal achievement is evident through reduced school dropout rates and increased educational participation, but not evenly across all areas; and (5) Real change is felt by most beneficiaries through easier access to education and provision of school supplies, although misuse of funds for non-educational purposes is still present. Overall, the effectiveness of the KJP Plus program at the SMP level in South Jakarta is deemed suboptimal, highlighting the need for improved data accuracy, stricter fund usage monitoring, and broader program socialization.

This research aims to explore how the transformation of environmental education in the primary school curriculum can contribute to dealing with the climate crisis. The design of this study uses a qualitative approach with analysis units in elementary schools that have integrated environmental education into their curriculum. The data sources were obtained from interviews with teachers, school principals, and an analysis of applied educational curriculum documents. Data collection techniques include in-depth interviews, classroom observations, and document analysis related to the environmental curriculum. Data analysis was carried out using a thematic analysis approach to identify how environmental education can affect students' understanding of the issue of the climate crisis. The findings of the study show that despite efforts to integrate environmental education in the basic curriculum, its implementation is still limited and inconsistent across schools. The contribution of this research is to provide recommendations on how the basic curriculum can be updated to teach more deeply about the climate crisis, so as to increase awareness and positive actions from the younger generation in protecting the environment.

This study explores the major challenges faced by moral education in the modern era, particularly within Madrasah Ibtidaiyah, where rapid technological advancement, globalization, and shifting patterns of student interaction have significantly influenced the traditional process of moral development. The purpose of this research is to analyze teachers’ strategies in revitalizing moral education, identify the supporting and inhibiting factors in its implementation, and evaluate its impact on students’ discipline. Employing a qualitative approach with a case study design, data were collected through in-depth interviews with the school principal, Islamic ethics teachers, and students, as well as observations of daily moral habituation practices within the school environment. The findings indicate that effective revitalization of moral education occurs through an integration of teacher role modeling, consistent habituation of moral practices, and value internalization supported by interactive learning methods. These strategies contribute to improved student discipline, greater independence, and more stable behavioral patterns. However, the effectiveness of these efforts is still influenced by external factors such as excessive gadget use and limited continuity of moral guidance at home. The study provides an integrative and adaptive model of moral education that aligns with the characteristics of the digital generation and emphasizes the essential collaboration between teachers, schools, and families. The results highlight the importance of a responsive, contextually relevant approach to moral development that meets the evolving needs and challenges of 21st-century learners.

This study aims to analyze public relations (PR) management practices and the leadership style of the Vice Principal for Public Relations (Waka Humas) in building a positive school image and establishing partnerships with industry sectors. The focus of the research lies in communication strategies, coordination patterns, and leadership approaches implemented to support school development programs based on industry collaboration. This research employs a qualitative approach using a case study method, with data collected through in-depth interviews, observations, and documentation analysis. The findings reveal that the Vice Principal for Public Relations applies strategic PR planning, including situation analysis, goal formulation, program implementation, and evaluation processes. Furthermore, a transformational leadership style is predominantly applied, characterized by the ability to motivate, inspire teachers and staff, and foster a collaborative culture in achieving school goals. This leadership approach has been proven effective in increasing stakeholder participation, expanding industrial networks, and strengthening the school’s image as an adaptive institution responsive to the needs of the workforce. Nevertheless, the study also identifies challenges related to limited resources, particularly concerning infrastructure support and time allocation for program implementation. These findings highlight the importance of enhancing the capacity of school public relations roles to ensure sustainable industrial partnerships and a strong institutional reputation.

This report aims to describe the application of transformational leadership and its influence on the organizational communication climate at the St. Francis Xaverius Maumere Forestry and Arts Vocational School. Using a descriptive narrative method through interviews and observations, this report illustrates how principals are implementing transformational leadership in school management. The results of the study show that school principals are able to provide inspiration through example, motivation, and continuous support to teachers and education staff. This leadership practice is reflected in the giving of trust, the involvement of teachers in decision-making, and the encouragement to innovate in the learning process. The organizational communication climate in schools is considered open, transparent, and supportive, so that teachers and staff feel comfortable conveying ideas, criticisms, and suggestions without fear. Effective communication between leaders, teachers, and staff helps strengthen teamwork and increase a sense of ownership of the school's vision and mission. Thus, transformational leadership plays an important role in creating a positive organizational communication climate and supporting the improvement of performance and quality of education in schools.

This study aims to analyse the social conflicts that occur in the learning process in inclusive schools and the role of school management in realising equal education for all students. The design of this study uses a qualitative approach with an analysis unit in inclusive schools that integrates students with various social, cultural, and special needs backgrounds. Data sources were obtained from interviews with principals, teachers, and students, as well as observations in classrooms and school activities. Data collection techniques include in-depth interviews, direct observation, and analysis of related policy documents. Data analysis was carried out with a thematic analysis approach to identify the main themes related to the causes of social conflict, their impact on learning, and strategies implemented by school management to overcome these tensions. Research findings show that social conflicts in inclusive schools are more often triggered by social and cultural differences, as well as a lack of understanding of diversity. The contribution of this research is to provide insight into the importance of school management that is responsive to social conflict to create an inclusive learning environment and support equal education for all students.

The quality of education is a crucial issue that continues to receive attention in facing the challenges of globalization, digitalization, and the demands of 21st century competencies. Quality improvement efforts are not only related to the quality of students' learning outcomes, but also concern the role of leadership, management effectiveness, and the implementation of a quality assurance system. This study aims to identify strategies to improve the quality of education that have been studied in the literature for the last five years (2020-2025) and answer two research questions, namely: (1) what quality strategies are predominantly discussed in the literature, and (2) how the role of leadership, strategy management, and quality assurance in supporting the quality of education. The method used is literature review with a qualitative approach. Data was obtained from Google Scholar and Publish or Perish (PoP) databases using the keyword "quality strategy" with a publication year limit of 2020–2025. The search yielded 30 articles, which then through a screening and selection process obtained 5 relevant articles for analysis. The results of the analysis show three main trends: (1) the strategic role of school principals in building a quality culture, (2) the importance of evaluation and implementation of quality management in a sustainable manner, and (3) the synergy of visionary leadership with the quality assurance system  as the basis for sustainable quality. This study concludes that the education quality strategy requires the integration of these three aspects. Going forward, further research is needed to develop integrative models across approaches and broader educational contexts.

Discipline is a fundamental characteristic that supports student learning success. However, at the UPT SMPN 2 Galesong Selatan, high rates of lateness and irregular student behavior are still found, so an in-depth study of the school's role in fostering such discipline is needed. This study aims to understand school dynamics, identify supporting and inhibiting factors, and formulate effective strategies for improving disciplined behavior. Using qualitative methods and an interpretive phenomenological approach, data were obtained through interviews, 14 days of observation, and documentation review. Then, they were analyzed using the Miles, Huberman, and Saldaña model. The research findings indicate that coordination between the principal, vice principal for student affairs, guidance counselor, and student council president has a significant contribution to fostering student discipline. The micro-skills-based counseling program and the “Discipline Challenge” activity initiated by the student council have proven effective in increasing student compliance. The main obstacles that still arise include low parental involvement and increased teacher fatigue during the final lesson period. Based on these results, the study concluded that the implementation of teacher rotation on duty, the use of digital behavioral contracts, and strengthening the role of the Student Council (OSIS) are relevant and sustainable strategies in efforts to improve student discipline.

This study aims to analyse changes in students' mindsets regarding multicultural education in the era of globalisation, as well as the factors that affect the development of this mindset. The design of this study uses a qualitative approach with unit analysis in high school students. Data sources were obtained through in-depth interviews with students, teachers, and principals, as well as observations in classrooms and school activities related to multicultural education. Data collection techniques include interviews, observations, and analysis of multicultural education policy documents implemented in schools. Data were analysed with a thematic analysis approach to identify changes in students' mindsets about diversity and the impact of globalisation. The research findings show that students are increasingly open to cultural differences and understand the importance of tolerance, despite the challenges in implementing a consistent multicultural education. The contribution of this research is to provide insights into how multicultural education can influence the mindset of students in the era of globalisation, as well as to suggest the importance of a more inclusive approach in the educational curriculum.

Teacher competency development is an important aspect in improving the quality of learning. The program of Kemahiran Mengajar Aplikasi Lapangan (KEMAL) is designed to provide hands-on teaching experience for students of Universitas Muslim Maros at MAS Darussalam Maros, South Sulawesi. The aim of this activity is to improve pedagogical competence, creativity in learning methods, and classroom management of students through participatory interactions with supervising teachers, principals, and students. The methods used include field observation, preparation of action plans, teaching practice, intensive mentoring, evaluation, and reflection. The results of this community service show an increase in students’ competence in compiling teaching materials, managing classes, and implementing creative learning strategies that are adaptive to students’ character. The active involvement of the school community encourages the creation of a participatory and conducive learning atmosphere. The implications of this activity show that the integration of field practice with a collaborative and reflective approach is effective in shaping the professionalism of prospective teachers and improving the quality of learning in partner schools. The novelty of this program lies in its sustainable and contextual participatory mentoring model.

This research aims to explore the crisis of social intolerance among adolescents and how educational programs can be developed to reduce social tension in schools. The design of this study uses a qualitative approach with unit analysis on adolescents, teachers, and principals. Data sources were obtained through in-depth interviews, observations, and analysis of related education policy documents. Data collection techniques include semi-structured interviews, direct observations in the classroom, and analysis of existing policies and educational programs. Data analysis was conducted with a thematic analysis approach to identify key themes regarding the causative factors of social intolerance, their impact on social tensions, and the steps taken to address the problem. The research findings suggest that social intolerance among adolescents is triggered by factors such as cultural differences and social backgrounds, as well as a lack of skills in dealing with differences. The contribution of this research is to provide insight into the importance of education that prioritises tolerance and diversity to reduce social tension in schools.

This study investigates the implementation of reasonable accommodations for students with special needs at SMP Negeri 32 Kota Tangerang. The research focuses on how inclusive education is operationalized within a public junior high school context to ensure equal educational opportunities for all learners, regardless of their physical, intellectual, or emotional differences. The central problem addressed concerns the extent to which inclusive policies and practices are effectively translated into tangible support systems for students with special needs. Accordingly, the primary objective of this study is to analyze the implementation process, challenges, and outcomes of reasonable accommodations in promoting inclusive learning environments. A qualitative research design was employed, utilizing data collection techniques such as observation, in-depth interviews with the principal, special education teachers, homeroom and subject teachers, as well as students with special needs, complemented by documentation analysis. The validity of the data was established through triangulation, encompassing processes of data reduction, data display, and conclusion drawing. The findings demonstrate that SMP Negeri 32 Kota Tangerang has successfully implemented reasonable accommodations supported by the BOSDA Inklusi program. This funding facilitates the provision of accessibility features—including ramps, guiding blocks, accessible toilets, and wheelchairs—alongside adaptive learning materials and teacher remuneration. Furthermore, systematic identification and assessment procedures are conducted regularly, and the curriculum is continuously adapted to meet individual learning needs. The school also organizes regular capacity-building programs for educators and staff. In addition, strong collaboration with the Tangerang City Government, the Difabel Mandiri Indonesia Foundation, and USAID Madani provides sustained technical assistance and monitoring.

Recent declines in student ethics and learning diligence indicate deeper systemic challenges within the contemporary educational ecosystem. This situation prompts critical inquiry into the respective contributions of school governance, teacher practices, and familial environments in shaping student’s learning orientations. This study seeks to identify the principal determinants of learning diligence from the perspectives of teachers, parents, and students, employing a qualitative exploratory–interpretive design. Data were elicited through narrative stimuli intended to provoke reflective and affectively grounded responses, which were subsequently examined using inductive–thematic analysis. The findings demonstrate that structural weaknesses within school systems, particularly ambiguous policy direction, inconsistent institutional regulations, and ineffective evaluative mechanisms—constitute dominant factors undermining student’s motivation and academic discipline. Parental influences also play a substantive role; insufficient parental engagement and inadequate developmental guidance contribute to weakened responsibility and diminished learner commitment. Some students report withdrawing from academic engagement due to unclear expectations and the absence of supportive school conditions. Moreover, perceptions of automatic grade promotion and guaranteed graduation exacerbate motivational decline. Collectively, these findings indicate that learning diligence emerges from a complex interplay between institutional structures, pedagogical practices, family dynamics, and student’s psychosocial conditions. Addressing these issues thus requires coordinated, systemic, and multi-stakeholder intervention.

This study aims to analyse efforts to reduce educational inequality in secondary schools to realise equal access to education for all students. The design of this study uses a qualitative approach with analysis units in high schools, students, teachers, and principals. Data sources were obtained through in-depth interviews, observations, and analysis of relevant education policy documents. Data collection techniques were carried out by semi-structured interviews, classroom observations, and analysis of policy documents. Data analysis was conducted with a thematic analysis approach to identify key themes related to factors affecting educational inequalities and equal access. The findings of the study show that while there are policies that support equal access to education, gaps in facilities, teaching quality, and social support are major barriers. The contribution of this research is to provide insight into the challenges faced in reducing educational inequalities in secondary schools, as well as offer policy recommendations to improve access to equal education.

The implementation of the Merdeka Curriculum is a national education policy aimed at enhancing the quality of learning through a more flexible, student-centered approach that emphasizes character strengthening. However, the implementation of this curriculum in Islamic schools based on pesantren (Islamic boarding schools) presents unique challenges that require in-depth study. This research aims to describe the challenges faced by teachers in implementing the Merdeka Curriculum at MANU Putra Buntet Pesantren and to examine the school's readiness in supporting its execution. This study uses a descriptive qualitative approach with data collection techniques including observation, semi-structured interviews with the Vice Principal for Curriculum Affairs, and documentation. The results indicate that the Merdeka Curriculum has been implemented in grades X and XI, but its execution is not yet fully optimal. The main challenges faced by teachers include low student engagement in learning, demands for adapting to rapid policy changes from the government and the Ministry of Religious Affairs, as well as limitations in supporting learning facilities and infrastructure. Nevertheless, the character of MANU Putra Buntet Pesantren as an Islamic school based on pesantren serves as a strength in integrating Islamic values into learning. The implications of this research highlight the need for mentoring, more intensive socialization, and improved facilities to ensure the implementation of the Merdeka Curriculum in Islamic schools can be more effective and aligned with the objectives of Islamic education.

Guidance and Counseling services have a strategic role in supporting students’ holistic development, including academic, social, emotional, and moral aspects. However, in practical implementation, counseling services in schools still show a gap between theoretical ideal concepts and real field practices. This study aims to analyze the role of school counselors in the implementation of Guidance and Counseling services at MTs Ibnu Sina Karawang, focusing on the counselor’s role, teacher-student interaction patterns, supporting factors, and challenges faced during implementation. This research employed a qualitative approach through semi-structured interviews with the school principal, teachers, and selected students. The findings show that the counselor plays multiple roles, namely as a disciplinary guide, personal counselor, moral educator, and facilitator of religious character strengthening. The interaction between counselors and students is carried out through humanistic, empathetic and communicative approaches. Supporting factors include strong collaboration among teachers, principals, homeroom teachers, and religious-based school activities. Meanwhile, several obstacles are found such as limited number of counselors, lack of students’ comprehensive understanding about BK functions, limited time allocation, and negative stigma that counseling services are only for problematic students. This research emphasizes the need for strengthening counseling literacy and transforming services into more preventive, developmental, collaborative, and continuously progressive student-oriented programs.

This study aims to analyze the principal's strategy in utilizing Education Report Card data as a basis for planning school quality improvement at the Sanrangan Elementary School Technical Implementation Unit (UPT SD Inpres), Pallangga District, Gowa Regency, and to describe the principal's strategy in implementing academic supervision and teacher mentoring to improve the achievement of Education Report Card indicators at the UPT SD Inpres Sanrangan , Pallangga District, Gowa Regency. This study uses a qualitative approach with descriptive methods. The research subjects include the principal, 3 lower grade teachers, and 3 upper grade teachers. Data collection techniques are carried out through in-depth interviews, observations, and documentation studies. Data analysis is carried out systematically through the stages of data reduction, data presentation, and drawing conclusions with data validity tests using source and technique triangulation. The results of the study indicate that the principal's strategy in utilizing Education Report Card data is carried out through collaborative analysis of school achievement indicators with teachers, setting improvement priorities based on the school's real needs, and integrating the analysis results into school quality improvement program planning. In addition, the principal's strategy in implementing academic supervision and teacher mentoring is implemented in a planned and sustainable manner by referring to Education Report Card indicators that still need to be improved. Coaching-based supervision, providing constructive feedback, and mentoring in improving learning planning and implementation have been proven to contribute positively to improving teacher competency and have an impact on improving the achievement of Education Report Card indicators at the UPT SD Inpres Sanrangan, Pallangga District, Gowa Regency.

School management quality is a vital factor in determining the success of the educational process, yet current efforts often appear partial and sub-optimal due to shortcomings in planning, supervision, and human resource development. This library research, employing a descriptive analytical method and systematic literature review through academic databases, aimed to analyze the crucial role of educational leadership in enhancing school management quality. The findings indicate that the core tasks of educational leadership encompass strategic planning, resource management, academic supervision, and integrated decision-making, all of which are fundamental for quality-oriented school governance. Effective leadership is characterized by vision, strong communication, adaptability, and a deep commitment to professional development. The study concludes that the success of improving school management quality is highly dependent on the principal’s ability to execute leadership tasks that are visionary, professional, strategic, and sustainable. Therefore, it is strongly recommended that principals consistently enhance their managerial and supervision competencies and cultivate a school culture that is professional and oriented towards continuous quality improvement.  

This study aims to examine the contribution of educational psychology in the context of Christian education, particularly for educators, school principals, Christian Religious Education (CRE) teachers, Sunday school teachers, pastors, elders, and church servants. This theoretical study shows that educational psychology helps in understanding the characteristics of learners, optimizing teaching methods, building effective teacher-student relationships, and enhancing motivation and involvement in the learning and preaching process. The research method used is a descriptive qualitative approach, collecting data through a review of books, literature, journals, notes, and relevant reports. Educational psychology plays a significant role for all those involved in Christian education and ministry. CRE teachers and Sunday school teachers have a crucial role in instilling faith values in the younger generation by understanding the learning needs of children according to their cognitive and spiritual development stages. This enables them to deliver God's word in an engaging and meaningful way. Meanwhile, pastors, elders, and church servants require an understanding of educational psychology to carry out more wise pastoral ministry. Psychological understanding helps them provide spiritual guidance, counseling, and support for members who are struggling. Educational psychology also equips church servants to lead with empathy, listen with their hearts, and guide the congregation towards true spiritual restoration. The integration of educational psychology with Christian faith significantly impacts the improvement of learning and church ministry, producing individuals who are intellectually, emotionally, and spiritually balanced.

School administration is a fundamental component in ensuring effective and high-quality education in elementary schools. This study aims to describe the concept of effective school administration, the essential administrative components that must be designed and managed, and the factors influencing its success in supporting educational quality improvement. A qualitative approach was employed, focusing on naturally occurring administrative processes within elementary educational institutions. Data were obtained through literature review on the management of curriculum, students, educational staff, finance, facilities, and school–community relations. The findings indicate that effective school administration must be carried out systematically through core management functions, including planning, organizing, implementing, and monitoring. The success of school administration is strongly influenced by the leadership of the principal, the competence of teachers and staff, the utilization of information technology, accountable financial management, adequate facilities, and community participation. Therefore, strengthening school administration becomes a key strategy in creating an orderly, efficient, and student-oriented educational process to improve learning quality in elementary schools.