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Abstract The purpose of this study is to determine the management of educational financing in improving facilities and infrastructure at Madrasah Aliyah Darussalam Pematang Duku Age, determining strategies using case studies, this research is a qualitative research that focuses on managing educational financing in improving facilities and infrastructure at Madrasah Aliyah Darussalam The source of this data comes from the school principal, treasurer, deputy head of facilities and infrastructure, committees and technical foundations. Data collection using interviews and documentation of data analysis includes data collection, data reduction, data display and drawing conclusions. The results of his research are management of education funding in improving facilities and infrastructure. in the madrasah aliyah daarussalam through three prisoners, namely a) the planning stage. The planning process for education financing in madrasah aliyah daarussalam is good, this is evidenced by holding deliberations in planning education financing once a year and involving all elements of the school, namely the head of the madrasa, data operators, treasurer of the madrasa, representatives of the field madrasah committee and teachers b) Implementation The implementation of financing at the Daarussalam Aliyah Madrasah was not optimal, the implementation was carried out in accordance with the planning that was discussed, but in its implementation there were several sudden needs. so that inevitably the school will reduce or even cut the budget for facilities and infrastructure.

Education in the 21st century shows how the changes that occur in the education system have become digital. It also shows how the presence of globalization has a major influence on education. In this case, leadership is needed in educational organizations that are able to keep up with the times so that they can meet the needs of education in the 21st century. One of them can use sociological leadership as a reference in shaping good leadership characteristics to lead educational organizations in the 21st century. Therefore, the preparation of this journal aims to examine the characteristics of a sociological leader in building education in the 21st century. In this study we used a qualitative approach with the documentation method, namely collecting secondary data obtained from books, articles and journals. The results showed the characteristics of a sociology-minded leader in educational organizations with the characteristics of his social abilities. Helping in building 21st century education through its role shown by paying attention to social welfare, developing skills and integrating technology in learning. The form of implementation can be seen in the leadership of the principal at SMPN 1 Purwakarta, West Java.

Equalizing education poses a significant challenge in achieving fair access and equitable opportunities for all students. In an effort to address educational disparities between regions, a zoning system has been implemented in the New Student Admission (PPDB) process. However, this policy has not been without controversy within society. This research aims to analyze the impact and polemics arising from the implementation of the zoning system in the PPDB. The focus of the study is to examine how the application of the zoning system has become a source of debate and controversy among the public. The research utilizes a literature review as the primary approach, collecting data from studies, scholarly articles, research reports, and official documents pertaining to the implementation of the zoning system in the PPDB. Data analysis will consider differing perspectives and arguments that arise in the context of implementing the zoning system. The findings of this research will illustrate the various controversies surrounding the application of the zoning system in the PPDB. This study aims to provide insights into the impact and controversies that arise from the implementation of the zoning system in the PPDB.

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

The purpose of this study is to review more deeply the use of digital media kahoot: by dragon box in learning mathematics accompanied by a description of the obstacles experienced during the use of digital-based learning media: kahoot number by dragon box in learning mathematics in training children to think critically.  Qualitative description methods with interview techniques and the application of digital media include participatory observation, interviews, and documentation.  The subjects of this study were students aged 6-9 years from Kindergarten to Grade 3 Elementary School. The results of this study indicated that the implementation of digital teaching media was carried out in four stages, namely the action planning stage to develop a plan for using digital teaching media that is suitable for use in learning mathematics in training children to think critically,  the stage of carrying out the action by learning mathematics material using digital media through the educational game kahoot: numbers by dragon box, the stage of the action results as an effort to successfully use digital teaching media that is good for the development of children's thinking from the beginning to the end of use, and the stage of reflection by assessing how the process  implementation and results in the use of digital teaching media for children aged 6-9 years.  And the obstacles found in the use of digital teaching media are in the form of installing applications and registering accounts, the process of carrying out digital teaching media.

Literacy is the capacity to comprehend, gain access to, and effectively utilise information through speaking, writing, and reading activities. It is indisputable that there are encouraging and discouraging aspects throughout the implementation of the School Literacy Movement in order to improve kids' interest in reading, particularly in elementary schools. This study aimed to investigate the role of literacy activities, educational hurdles, and initiatives to boost reading motivation in elementary school students. This study is qualitative in nature. Principals of schools, as well as pupils and instructors at Inpresi Kadundungan Elementary School, participated in the study. ways for gathering data through observation, writing, and interviewing. Based on the study's findings, it can be concluded that literacy-related activities help kids become more interested in reading and help teachers and administrators work to remove obstacles to literacy-related activities.

Inclusive Education, Changing the Future for All Children Inclusive education is an approach in education that prioritizes the principles of equality and opportunity for all children, including those with special needs. This article discusses the concept of inclusive education, its goals, benefits, and challenges and opportunities in its implementation. Inclusive education involves the integration of children with special needs into regular educational settings, where they can learn together with their peers. It aims to create an inclusive environment, supporting the development and learning of children with special needs. This article describes the basic principles of inclusive education, including equal access, active participation, individual support, and collaboration. We also explain the benefits of inclusive education, such as increasing social skills, independence, and academic understanding for children with special needs, as well as benefits for children without special needs in developing empathy and understanding of diversity. However, the implementation of inclusive education is not easy. This article identifies some of the challenges faced in inclusive education, such as a lack of resources, a curriculum that is not fully inclusive, and a lack of knowledge and skills for teachers in dealing with the special needs of children. In addition, social stigma and stereotypes are also obstacles in creating an inclusive environment. This article also discusses the efforts that have been made to overcome these challenges. In many countries, governments have adopted inclusion policies that promote access and support for children with special needs. Educational institutions also play a role in creating an inclusive environment, such as providing friendly facilities for all children and training teachers in an inclusive approach. In addition, this article emphasizes the important role of parents in supporting inclusive education. Parents should become advocates for their children, collaborate with teachers and school staff and be actively involved in educational activities. With the support and cooperation of all stakeholders, inclusive education can become a reality that changes the future for all children. In conclusion, inclusive education is an important approach in creating a more inclusive and equitable future for all children. Although there are still many challenges that need to be overcome, through the commitment and cooperation of all parties, we can create an educational environment that welcomes and supports all children. With inclusive education, we open the door to equal opportunities for all children, regardless of background or special needs they.

The purpose of the research in this discussion is to find out and analyze from the start the roles and tasks as the leader of the course of education or known as the principal of an elementary school. Leadership is an ability that every person needs to have to be able to influence others in helping the path of goals so that they can be achieved and can run according to plan and the goals are right on what is intended. The notion of leadership is someone who wants to be recognized as a leader by having advantages in several functions including the advantages of being able to influence, guide, manage other people, and evaluate all activities up to human resources, besides the advantages of a leader must have a ready mentality, one of which is a leader in the world of education which can be interpreted as the principal has the task of being able to be a driver, guide, direct, and move other people who have a relationship with the implementation and development of education and teaching, so that activities can run effectively and efficiently in achieving the vision and mission of an education. the principal as a superior needs to pay attention to subordinates to be able to support a series of educational activities, the achievement of quality education as a point of understanding that needs to be considered as a school principal in driving the course of education is an organic system where schools are one of them, smoothness and prosperity built by the principal later it will provide high quality value for an educational institution he leads where all the goals that are expected together can be achieved and all human resource needs in carrying out their duties are properly fulfilled.

The independent curriculum is an educational approach that aims to provide independence to students in their learning so that they can optimally develop their potential. In the era of globalization and the rapid development of information technology, 21st-century learning is an urgent need. This research aims to describe the role of the independent learning curriculum in facilitating 21st-century learning in senior high schools. The method used in this research is descriptive-qualitative with a case study design. The research was conducted at SMAN 2, Merekau, South Papua. Data collection techniques used in this research include in-depth interviews, observation, and documentation. The results showed that: 1) the independent learning curriculum for facilitating 21st century learning is good. It is proven that the learning tools of SMAN 2 Merauke have successfully integrated 21st century skills (collaboration, communication, critical thinking, creativity, character, and citizenship) into the learning tools. 2) The role of the principal and teachers: The principal as the person in charge and teachers as the implementers of learning play an important role in the successful implementation of an independent curriculum with 21st century skills.

Evaluation is part of the learning process which as a whole cannot be separated from teaching activities, carrying out evaluations carried out in educational activities has a very important meaning, because evaluation is a measuring instrument or process to find out the level of success achieved by students at zas teaching materials or the materials that have been delivered, so that with an evaluation, the objectives of learning will be seen accurately and convincingly. Program evaluation is a series of activities carried out deliberately and carefully to determine the level of implementation or the success of a program by knowing the effectiveness of each each component, both for the ongoing program and past programs. Character education can be referred to as moral education. Moral education, if successfully achieved, can form a good personality in accordance with Islamic religious teachings regarding the basic morals, ethics, character, good habits that produce changes in the spiritual and physical development of students

Learning evaluation is important for an educational institution. With the evaluation, it is hoped that new ideas will emerge from the deficiencies that occur in the field. An evaluation that goes well will be able to provide good development to educational institutions. This study aims to find out how learning evaluation planning is related to school development. This study used the method of literature review (library research). The research results concluded that evaluation planning has a very important influence on implementation in the field. Without a structured plan, the purpose of the evaluation will not be achieved effectively or efficiently. Therefore, it should pay attention to what is the basis or planning in conducting an evaluation. That way, it is hoped that later it will be able to answer what are the obstacles, challenges, and obstacles to learning, both from the teacher and the students themselves.

This paper discusses the evaluation of educational programs in learning in schools where the implementation of education as part of educating the life of the nation must receive full attention from policy makers in this country, as stated in article 31 of the 1945 Constitution, amendment 4 that every citizen country has the right to education. The main goal of education is to develop human beings from an intellectual, emotional and spiritual perspective. In terms of its objectives, the output of education should be able to produce human resources who have advantages in terms of intellectual, emotional and spiritual. Education must be able to answer the challenges of the development of science and technology which is accompanied by a flow of information that is increasingly developing rapidly. The writing of this article uses the method of literature analysis (library research), namely the study of various scientific sources such as articles in both national and international journals and books that are in accordance with the themes and titles discussed. The literature analysis method makes the writer to read and find sources of reading material that are appropriate to the themes being discussed or are relevant. In this case the method of literature analysis is an appropriate and effective step.

Financing is an important component in providing education. Education costs are the amount of money generated and spent on various educational equipment which includes teacher salaries, facilities and infrastructure, administrative activities, education management activities, procurement of tools and textbooks, extracurricular activities and so on. This study aims to determine the effectiveness of utilizing financing sources in Ta'miriyah High School Surabaya. This study used a descriptive qualitative approach. Data collection techniques are carried out by interviews and observations. Financing is the most crucial thing that must be faced by education providers. In order for educational goals to be achieved, the management of education funds must be carried out properly and appropriately. This research was held at Ta'miriyah High School Surabaya, because researchers wanted to know the sources of education financing in private schools and their utilization. The results showed that the utilization of funding sources for Ta'miriyah High School Surabaya, both from School Operational Assistance funds, Operational Support Costs for Education Implementation, and Education Development Contribution funds were quite effective both in terms of personnel and non-personnel

Lamaholot Larantuka Private Vocational School is an educational unit located in Lewoloba Village, Ile Mandiri District, East Flores Regency. As an Educational Institution, every activity carried out at the Lamaholot Private Vocational School is directed to achieve the school's vision and mission. To achieve the vision and mission, Lamaholot Larantuka Private Vocational School must pay attention to the elements of education management, namely curriculum management, student management, facilities and infrastructure management, public relations management, personnel management, and financial management. From the results of the initial research on the management elements above, it was found that phenomena/problems related to financial management had not been managed effectively. This was reinforced in the 2020 and 2021 School Activity and Budget Plans (RKAS), where it was found that several activity plans could not work because there was no reconciliation between targets and budget realization. The research objective to be achieved is that the researcher wants to know and explain the financial management of the Lamaholot Private Vocational School Larantuka based on the principle of the effectiveness of school financial management. In this study, the data collection techniques used were observation, interviews and document studies. While the data analysis technique used to find out and explain the problems at the research location is descriptive qualitative with a school financial management approach which includes (a) school financial management planning at SMKs; (b) implementation of school financial management at SMK; (c) evaluation and accountability of school financial management; and (d) analysis of the effectiveness of school financial management in SMK. From the results of the study it was found that the effectiveness of school financial management at the Lamaholot Larantuka Private Vocational School in 2020 was in the range of 99.52%. It means effective. Meanwhile, the effectiveness of school financial management at the Lamaholot Larantuka Private Vocational School in 2021 is in the range of 99.29% and is said to be effective. Based on the results of this study, the researchers concluded that the effectiveness level of financial management at the Lamaholot Larantuka Private Vocational School for the 2020 and 2021 fiscal years has reached the effective category because it is in the 90% - 100% category.

This journal is conducted with research, which aims to determine and define how the effect of the implementation of educational supervision by the principal on teacher performance in schools.  This research was conducted using one approach, namely qualitative approach. The educators in schools became the subject of research by taking samples of several teachers, using proportional random sampling techniques, and from the research and assessment it can be seen that the implementation of educational supervision by the principal has a positive effect on teacher performance and the implementation of educational supervision by the principal is also very impactful on teacher performance in schools.

This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.                                                                                    Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.                                                                                    Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.                                                                                    Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.                                                                                    Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.                                                                                    Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.                                                                                    Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.                                                                                     

Efforts in disaster risk reduction have not been carried out optimally. In this case, the socialization of disaster risk reduction in Dusun II Kalukau, West Sibalaya Village is one of the efforts to provide direct education informally to the community. This study aims to produce information about public understanding and awareness of disaster risk reduction. This research was conducted with a qualitative approach. Data sources come from observation, discuccion focus groups, and active participation. The results showed that public understanding of disasters was relatively good, the implementation of disaster risk reduction socialization was considered good as an educational effort for disaster mitigation.

Implementation of PAK through family education is really very important to do. To describe the implementation of PAK in the family, the authors use library research as a method. The background of this research is because there are obstacles in the process of applying PAK in families that are affected by the weakening of parents as educational figures. Of the many, one of the causes of PAK not manifesting satisfactorily in the family is parents who have not yet been born again. It means that parents still don't really think about themselves as disciples of Christ and feel that they are the main and first educators in the family. For this reason, parents must be aware that actualizing PAK in the family is their responsibility. Realizing effective PAK in the family, parents must educate their family members that PAK has a role and function as a change carrier that is dynamic, progressive, and transformative towards spiritual growth and development. The research carried out aims to contribute ideas to the problem of implementing PAK in families that have not been realized satisfactorily. The final conclusion of this article is that the implementation of PAK through family education is very much needed by today's Christian families.

Anemia in pregnant women is a problem both globally and in Indonesia. The prevalence of anemia in pregnant women worldwide is 41.8%, while the prevalence of pregnant women according to the 2018 Basic Health Research (RISKESDAS) is higher than the WHO prevalence at 48.9%. Community service activities carried out by lecturers and students from a university aim to provide education about the importance of iron consumption for pregnant women in Dusun 1, Tanjung Anom Village. Through problem identification, program planning, program implementation, and evaluation, an educational program including counseling, workshops, and distribution of informative materials is conducted. The evaluation results show a significant improvement in knowledge and practices of iron consumption among pregnant women. This activity is expected to contribute to reducing the incidence of anemia and improving the health of pregnant women in the area through collaboration between universities, healthcare professionals, and the community.

Anemia in pregnant women is a problem both globally and in Indonesia. The prevalence of anemia in pregnant women worldwide is 41.8%, while the prevalence of pregnant women according to the 2018 Basic Health Research (RISKESDAS) is higher than the WHO prevalence at 48.9%. Community service activities carried out by lecturers and students from a university aim to provide education about the importance of iron consumption for pregnant women in Dusun 1, Tanjung Anom Village. Through problem identification, program planning, program implementation, and evaluation, an educational program including counseling, workshops, and distribution of informative materials is conducted. The evaluation results show a significant improvement in knowledge and practices of iron consumption among pregnant women. This activity is expected to contribute to reducing the incidence of anemia and improving the health of pregnant women in the area through collaboration between universities, healthcare professionals, and the community.