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The implementation of educational policies in schools plays a pivotal role in improving the quality of teaching and learning processes. The success of these policies is determined by the readiness of educational institutions, the professional competence of teachers, and the active involvement of various supporting stakeholders. Each of these elements significantly contributes to the effectiveness of learning outcomes in the classroom. However, policy implementation often faces challenges such as inadequate infrastructure, lack of comprehensive teacher training, and a mismatch between national policies and the specific needs of local educational contexts. In this regard, schools must be able to adapt policy frameworks to suit their unique environments, ensuring that the goals of the policy are effectively aligned with students’ learning needs. Teachers play a central role as key implementers who are not only required to understand the substance of educational policies but also to apply them creatively and contextually in their classrooms. Their ability to interpret and operationalize these policies directly affects the quality of educational delivery. Furthermore, continuous evaluation is essential to measure the extent to which policies have been effectively implemented. This evaluation process serves not only as a feedback mechanism but also as a basis for future policy adjustments and improvements. It enables stakeholders to identify gaps, assess outcomes, and refine strategies to ensure sustainable educational development. In conclusion, effective policy implementation requires a holistic approach that involves institutional preparedness, teacher capability, stakeholder support, contextual adaptation, and ongoing evaluation. Without these elements working in synergy, even well-formulated policies may fall short in achieving their intended impact on educational quality and student success.

This qualitative case study examines how the Communicative Language Teaching (CLT) approach can be adapted to general English classes in a higher education institution in Timor-Leste to answer the long-standing question of how students can acquire speaking proficiency in a multilingual learning environment. The paper brings into focus the incorporation of CLT into classroom activities with special emphasis on the application of role play, pair work, seminars, simulations, and task-based learning as means of promoting interactive and communicative competence. A descriptive qualitative case study design was used to develop in-depth knowledge of contextual teaching and learning experiences, the perspectives of the participants, and naturally occurring practices in the institutional setting. Semi-structured interviews, classroom observations, and document analysis were the data-gathering methods. Purposive sampling was used to select the two lecturers and seven students directly involved in teaching general English. Thematic analysis was used to analyse the data, which made it possible to identify repeated themes and patterns that revealed both opportunities and difficulties in implementing CLT in context. The results of the study indicate that, despite the adaptation of the CTL approach in teaching practices, its implementation is often sporadic due to concerns about English proficiency, teacher training, and flexibility in using local and official languages during instruction. The research demonstrates the necessity of adapting CLT methods to the local education environment and arranging long-term professional development for lecturers. This study helps us understand how context-sensitive CLT approaches can lead to improved results in teaching and learning English in Timor-Leste. The interactive approach and the systematic teacher model could significantly improve students' communicative competence.

This study examines the synergy between morality and professionalism as foundational components in shaping ethical behavior among civil servants in Palangka Raya City. The research is motivated by persistent ethical issues within local government bureaucracy, despite ongoing reform initiatives that emphasize integrity and accountability in public service. Using a quantitative explanatory survey design, data were collected from civil servants across several regional government institutions and analyzed through multiple linear regression to determine the influence of morality and professionalism on ethical behavior. The findings indicate that both variables significantly contribute to the formation of ethical conduct, with morality demonstrating a slightly stronger influence compared to professionalism, thereby confirming theoretical concepts which argue that ethical public administration requires both personal integrity and professional competence. These results highlight the importance of strengthening institutional ethics programs through character building, competency-based professionalism, and transparent supervisory mechanisms to ensure consistency of ethical behavior across administrative practices. The study also acknowledges methodological limitations related to the exclusive use of quantitative measures, suggesting that future research may integrate qualitative approaches to capture deeper subjective meanings of morality and professionalism within public sector settings.

In accordance with the Ministry of Research, Technology, and Higher Education (Kemenristekdikti) Press Release Number: 3/SP/HM/BKKP/I/2019, themed “Open, Flexible, and Quality Research, Technology, and Higher Education,” it is stated that there is a current need for efforts to prepare higher education graduates. This preparation focuses on ensuring they possess the required competencies, work capabilities, and professional attitudes, which are to be achieved through certification, the enhancement of student achievements, and the provision of professional experience. TVKU, known as a local television station in the Semarang region, offers an internship program known as an “incubator.” This study aims to understand the significance of the role of this television incubator program in developing the competencies and professional experience of students at Universitas Dian Nuswantoro Semarang before they complete their studies and enter the actual workforce. The method applied in this study is the descriptive historical method. Data for this study was obtained through field research, which included interviews, observation, and documentation. Data analysis was conducted using a descriptive qualitative analysis method, based on the stages of data collection, data reduction, data display, and data verification. The study’s findings indicate a correlation between the TVKU work incubator program and the development of students’ competencies and professional experience. This is evidenced by the success of alumni in obtaining employment in their desired fields after participating in the incubator program.  

The competition among educational institutions demands improvement in service quality as a key marketing strategy. Good service quality not only builds a positive image for the institution, but also encourages student satisfaction and interest. The purpose of this study is to identify a quality-based educational marketing strategy to increase student interest. This study used a qualitative approach, with a case study method. Data collection techniques were conducted through interviews, observation, and documentation analysis. The results of the study found that: 1) An effective Islamic education marketing strategy is rooted in the integration of Islamic values and service quality as the basis for forming a positive image of the institution. 2) MTs Al Hidayah excels with a humanistic approach based on empathy and service flexibility, while MTs Daarul Uluum PUI excels through a structured and institutional quality management system. 3) Visionary leadership, teacher competence, and spiritual value-based communication are key factors in building public trust and loyalty. 4) The main obstacles include a lack of quality systematization, documentation, and digital promotion innovation, which have an impact on the limited reach and professionalism of marketing. Strategic solutions include strengthening data-based quality management, increasing human resource capacity, community partnerships, and optimizing digital communication to create sustainable Islamic education marketing that has da'wah value.

 This study highlights the importance of academic supervision in improving teachers' professionalism and performance, particularly Islamic Education teachers in madrasas. At MIN 1 Musi Banyuasin, academic supervision has not been fully optimized due to limited time, lack of continuous follow-up, and teachers' perception of supervision as an administrative procedure. The study aims to describe the implementation of academic supervision and analyze its impact on Islamic Education teachers' performance. Using a qualitative phenomenological approach, data were collected through observation, documentation, and in-depth interviews. The results indicate that well-planned, reflective, and participatory academic supervision effectively enhances teachers' pedagogical competence, professionalism, and spiritual awareness. Moreover, academic supervision serves as a means of moral and professional development that fosters a religious work culture within the madrasa and supports the continuous improvement of Islamic education quality.

This study aims to describe the characteristics of SMK Al-Azami students in emulating the morals of the Prophet Muhammad (peace be upon him) as part of character development based on Islamic values within vocational education. The background of this research lies in the urgency of character education that not only emphasizes academic competence and technical skills but also focuses on moral formation and professional ethics. This research employed a qualitative approach using a library research method by analyzing relevant classical and modern Islamic literature, supported by documentation of school activities. The results reveal that the moral values of the Prophet Muhammad have been well internalized in students’ daily behavior, which includes four core dimensions: Shidq (honesty), Amanah (trustworthiness), Istiqamah (discipline), and Rahmah (compassion). The value of Shidq is reflected in students’ honesty during vocational practice and in reporting work results; Amanah is demonstrated through responsibility for tools and group tasks; Istiqamah appears in punctuality, consistency, and work discipline; and Rahmah is shown through respectful, empathetic, and cooperative social interactions. The findings indicate that Islamic character education effectively shapes students with integrity, discipline, and social awareness, serving as a model for moral development in vocational schools. Furthermore, this research highlights the importance of strengthening teacher exemplarity, religious habituation, and curriculum integration of Islamic moral values in vocational learning to ensure sustainable character development.

This community service activity aims to help teachers and education staff manage burnout while improving the ability of the 4Cs (Creativity, Critical Thinking, Communication, and Collaboration) in the school work environment. The training was held at SMP Muhammadiyah 2 Banjarbaru with the involvement of 11 participants, using a participatory approach that included interactive lectures, group discussions, reflections, and role play simulations. The main objective of this activity is to build the adaptive capacity and psychological well-being of educators through strengthening 21st century skills. The evaluation was carried out by comparing burnout scores before and after the training. The results showed a significant decrease in the average burnout score from 71.6 to 57.4, or by 14.2 points. This decline reflects an improvement in participants' psychological well-being and adaptive ability in the face of work pressure. In addition, training also has a positive impact on improving creative thinking, collaborative, and positive communication skills in the context of school work. These findings show that participatory-based interventions are effective in building a healthier and more productive work environment for educators. This activity recommends replicating similar training in other educational institutions as a preventive and promotive strategy to overcome burnout and strengthen teachers' professional competence in facing contemporary educational challenges.

This study aims to determine and analyze the Professionalism of Apparatus in the Implementation of Public Services at the Investment and One-Stop Integrated Services Office of Gorontalo City. Viewed from the aspects of: (1) Competence, (2) Effectiveness, (3) Efficiency, and (4) Responsibility. This research method uses a Qualitative Approach with a Descriptive type. Data collection techniques used in this study are observation, interviews, and documentation. The results of the study indicate that in the competence dimension, the apparatus has had adequate technical capabilities, evidenced by mastery of the OSS system and participation in various training. The effectiveness dimension is also quite good, indicated by the timeliness of service even though sometimes hampered by OSS network disruptions. In the efficiency dimension, services have run optimally through the use of online systems that save time and costs, and received support from the SKM results with a value of 90.17 in the "very good" category. Meanwhile, in the responsibility dimension, the apparatus shows high discipline and work commitment, although there are still several cases of delays and permission to leave the office during working hours. Overall, it can be concluded that the professionalism of the Gorontalo City DPMPTSP apparatus in providing public services is classified as good, but still requires improvement, especially in the aspects of effectiveness and responsibility.

The limited competence of Junior High School (SMP) teachers in Magelang City in developing contextual textbooks is a key issue hindering the achievement of locally relevant learning. Teachers primarily rely on commercial textbooks that often lack accommodation for specific regional issues and lack guidelines for independent writing. This community service aimed to enhance the knowledge and skills of SMP teachers in Magelang City in compiling textbooks that meet the standards of the Merdeka Curriculum and include local content. The method employed was participatory training combined with blended mentoring over six weeks, involving 30 teachers from five schools representing various general subjects. The implementation began with a theoretical workshop on standard textbook structure, followed by intensive mentoring sessions. The results indicate a significant increase in participants' understanding of the textbook framework, with 90% of teachers independently capable of creating concept maps and chapter outlines. Crucially, 75% of participants successfully produced at least one draft chapter of a textbook rich in local content (history, culture, and geography of Magelang). This success not only increases the professional capacity of teachers but also directly impacts the availability of more relevant and specific learning resources for students, supporting the contextual implementation of the Merdeka Curriculum.

This study examines the transformation of Islamic education in the digital era, focusing on issues, challenges, and opportunities. The development of digital technology has brought significant changes in Islamic learning, including curriculum innovation, teacher competence, digital literacy, and the ethical use of technology. Using a qualitative literature review method, this article analyzes primary and secondary data from national and international journals to present a comprehensive discussion. The findings highlight that while digital transformation provides opportunities for broader access to knowledge, it also raises concerns about the digital divide, the role of teachers, and the maintenance of Islamic values. Furthermore, the increasing reliance on digital tools in education has intensified the need for teachers to adapt to new technologies and methodologies. The study concludes that strengthening digital literacy, professional teacher training, and appropriate policy support are crucial for optimizing Islamic education in the digital age. The findings stress the importance of balancing technological integration with the preservation of traditional Islamic values in educational practices.

This study aims to identify the inhibiting and supporting factors in the implementation of academic supervision by school principals using a SWOT analysis approach based on a literature review. Through a systematic literature review of various research sources related to academic supervision and communication in educational management, it was found that strengths such as principal competence, structured supervision with effective communication between principals and teachers, and facility support are the main assets for successful supervision. Meanwhile, weaknesses such as time constraints, limited resources, and a lack of innovation in supervision and communication approaches remain challenges. Opportunities arise from supportive education policies, technological advances that can strengthen internal communication, and the role of active learning communities in sharing information and collaboration. However, threats such as dynamic policy changes and resistance to change require adaptive supervision strategies, open communication, and collaboration in order to optimize academic supervision. The results of this study provide an overview of strategies for school principals and policy makers to optimize academic supervision through effective communication approaches in order to improve teacher professionalism and the quality of learning in schools.

This study aims to identify the implementation of soft skills and hard skills, explore strategies for developing hard skills, and analyze entrepreneurial independence among vocational students. Using a qualitative approach, data were collected through interviews and observations, then analyzed descriptively through data reduction, presentation, and verification. The results show that soft skills are internalized through workplace culture programs emphasizing ethics, communication, and adaptability, supported by mentoring and reflection activities. Hard skills are applied in alignment with industry needs through curriculum synchronization, hands-on practice, and skill-based projects, ensuring professional competence. Development of hard skills is strengthened through internships, external training, and peer teaching, with success assessed from product quality, innovation, and relevance to market demand. Entrepreneurial independence is fostered through motivation, alumni inspiration, and the Teaching Factory program that integrates learning with real business experiences. Internships also help students interact directly with customers and handle business challenges, while sustainability is maintained through product management and freelance opportunities. Overall, the implementation of internship-based learning effectively enhances vocational students’ technical and non-technical competencies, enabling them to adapt, innovate, and compete in the dynamic job market.

This community service activity stems from a core challenge faced by Micro, Small, and Medium Enterprises (MSMEs) in Semarang City: the difficulty in consistently producing high-quality promotional visual content, primarily due to budget constraints and the lack of professional design skills. This condition severely hampers their competitiveness in the digital marketplace. The main goal of this activity was to enhance the technical capability of MSME participants in using Gemini AI as a multimodal model to generate professional, ready-to-use visual assets, thereby achieving significant cost and time production efficiency. The solution offered was a hands-on training focusing on Prompt Engineering defined as the art of formulating detailed commands to control the AI's output. The activity was conducted through an intensive workshop and case study mentorship for 25 MSME actors. The evaluation results demonstrated a highly significant increase in competence. The participants' average cognitive score drastically rose from 48.5% on the pre-test to 87.9% on the post-test, proving the successful mastery of Prompt Engineering. Applied results showed that participants were able to produce product visual assets with an average quality of 87.5%. Participant satisfaction reached 95.0%, especially concerning the indicators of cost and time efficiency. This activity successfully democratized design, empowering MSMEs to be self-sufficient in content production, and tangibly strengthening their brand identity and competitiveness across digital platforms.

This research aims to enhance students' English technical competence by implementing Problem-Based Learning (PBL) for the English for Mechanical Engineering course at Politeknik Negeri Fakfak. However, the setting of this research is rooted in students' difficulties in understanding technical terms and applying English in engineering work environments. Implementing a participatory action research model with descriptive qualitative approaches, the research was conducted among 50 students of two classes. Data were collected through questionnaires, observations, and interviews. The findings showed that 88% of students perceived the learning material as highly relevant, 84% reported improved mastery over technical vocabulary, and 90% reported greater collaboration and problem-solving skills. Furthermore, the intervention fostered active learning behaviors, peer leadership, and a positive shift towards more favorable attitudes among students towards English as a professional tool. These findings confirm that PBL is a valuable approach to English language learning contextualization in the vocational education context, enhancing the development of both language and soft skills. The research proposes wider implementation of PBL across technical curricula to improve educational outcomes in correspondence with industry requirements.

Good Corporate Governance (GCG) is a form of decision by placing the company to be more organized and structured, according on the principles of transparency, independence, responsibility, accountability, also fairness. This study goal to determine the effect of professionalism, internal control systems, also internal audits on the implementation of GCG. This study uses a quantitative research type. The population comprised of 156 individuals is the personnel of the Administration & Commercial Division, Engineering Division, and Operational Division at PT Angkasa Pura Indonesia, Supadio Airport Branch, which are involved in the implementation of GCG. Utilizing the Slovin formula and data collection techniques, the sampling technique is purposive and non-probability, with a total of 115 respondents receiving questionnaires. Validity, reliability, classical assumption tests, multiple linear regression analysis, t-test, also coefficient of determination were used in this study to facilitate data processing, assisted by IBM SPSS version 25. The study findings indicate that professionalism, internal control systems, also internal audits on the implementation of GCG. Partially, the professionalism has a significant positive impact on the implementation of GCG, can be seen from the sig value 0.007 < 0.05, the internal control system has a significant positive impact on the implementation of GCG, can be seen from the sig value 0.000 < 0.05, and internal audit has a significant positive impact on the implementation of GCG, can be seen from the sig value 0.000 < 0.05.

This study is grounded in the importance of equipping prospective teachers with professional competencies required in the digital era. The Kampus Mengajar program provides students with practical teaching experiences through direct involvement in schools, while mastery of TPACK is essential for designing instruction that aligns with contemporary educational demands. The purpose of this research is to examine the influence of participation in the Kampus Mengajar program and TPACK mastery on the teaching readiness of students in the Faculty of Pedagogy and Psychology at Universitas PGRI Wiranegara. The study adopts the TPACK framework, which integrates content, pedagogy, and technology. Using a quantitative associative design, the research involved 86 respondents from cohorts 5 to 8 of Kampus Mengajar participants. Data were analyzed through multiple linear regression. The findings indicate that participation in the Kampus Mengajar program has a positive and significant effect on teaching readiness (t = 3.132 > t-table 1.989; sig. = 0.002). Likewise, TPACK mastery significantly influences teaching readiness (t = 8.520; sig. = 0.000). Simultaneously, both variables show a significant effect on teaching readiness (F = 103.752 > F-table 3.105; sig. = 0.000). The study concludes that engagement in Kampus Mengajar and TPACK competence, both individually and jointly, contribute to preparing students for the teaching profession. These results highlight the need for higher education institutions to strengthen practical programs and foster the integration of pedagogy and technology in teacher education.

This study aims to explore the meaning of hospitality as experienced by front office employees of five-star hotels in South Kuta, Bali, using a phenomenological approach. As the frontline in guest interactions, the subjective experience of employees significantly influences service quality, guest satisfaction, and the hotel's image. Data collection was carried out through semi-structured interviews with 18 informants, observation, and internal documentation. Data analysis followed a descriptive phenomenological procedure to produce rich contextual descriptions. The findings indicate that hospitality for front office employees is complex and influenced by both internal and external factors, including professional identity, emotional labor, and the quality of interpersonal relations with guests. Although existing theoretical frameworks are relevant, there are gaps between theory and practice in stress management and the effectiveness of compensation. Recommendations include the development of emotional training programs, non-financial rewards, and employee involvement in job redesign and retention strategies based on competence development. These strategies are expected to improve job satisfaction, service quality, and guest loyalty.

Improving the quality of human resources in the civil service is a major challenge in realizing effective, adaptive, and professional governance. Training civil servants is an important tool for building their competence, but its success depends heavily on the extent to which the training evaluation process is carried out systematically and continuously. This study aims to describe the implementation of training evaluation at the Human Resource Development Agency (BPSDM) of Central Kalimantan Province, focusing on the implementation mechanism, assessment indicators, and follow-up on evaluation results. The method used is descriptive qualitative research, with data collection techniques through interviews, observations, and document reviews for two months, from August to September 2025. The results show that training evaluation at the Central Kalimantan Province BPSDM is carried out in an orderly and structured manner with full reference to the guidelines of the State Administration Agency (LAN). The assessment was conducted using a Google Form-based instrument distributed to participants at the end of the training. The evaluation results were used by the quality assurance team as a basis for formulating recommendations for program improvements. This study implies that the consistent application of evaluation and measurable follow-up are crucial in enhancing the quality of civil servant training programs on an ongoing basis.

This study investigates the simultaneous and individual effects of School-Based Management (SBM), principal supervision, transformational leadership, and work culture on the performance of junior high school teachers in Serang City, Indonesia. Against the backdrop of the Merdeka Curriculum and the shift to hybrid learning in the post-pandemic era, the research addresses persistent challenges such as hierarchical school cultures and technological disparities. Employing a quantitative ex post facto approach, data were collected from 316 teachers across public and private schools through structured questionnaires, classroom observations, and document analysis. Multiple linear regression analysis reveals that SBM, principal supervision, transformational leadership, and work culture each have significant and positive impacts on teacher performance, with transformational leadership and work culture exerting the most substantial influence. The results demonstrate that 74% of the variance in teacher performance can be explained by these four organizational factors, underscoring their critical role in shaping pedagogical competence, classroom management, and professional development. The study further highlights the necessity for comprehensive managerial training, the integration of technology in supervisory practices, and the cultivation of collaborative and innovative work cultures. Practical recommendations include enhancing principal leadership capacity, fostering instructional supervision, and investing in digital infrastructure to support sustainable improvements in teacher performance. The findings contribute to the body of knowledge on educational management in Indonesia and offer actionable insights for policymakers, school leaders, and educators aiming to strengthen teacher effectiveness amidst ongoing educational reforms and digital transformation.