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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.

This community service activity aims to assist partners in increasing the understanding of educators and education personnel of the Merdeka Belajar Curriculum and the Mover School Program. The method of implementing the service is in the form of educational activities in the form of counseling which was carried out on February 5-17, 2023 with an activity workflow of four stages, namely: planning stage, implementation stage, evaluation stage, and reporting stage. This activity has been completed by meeting the predetermined achievement targets. These achievements can be seen from the enthusiasm of the participants in participating in counseling activities and being active in question and answer activities and discussions. In reviewing the evaluation of activities, the implementation team considered that the implementation of this service activity could not be separated from the maximum support from partners through the preparation of facilities during the event and the enthusiasm of participants in participating in counseling activities. The inhibiting factors of the activity include: time constraints, participant attendance that is not optimal, and the remote location of partners, far from the city and in an internet blind spot.

The second dose of the COVID-19 vaccination plays a crucial role in enhancing protection against viral infection and strengthening the body's immune response. However, challenges remain in its implementation, including low public participation and limited awareness of the benefits of full vaccination. This study aims to evaluate the implementation of the second dose of COVID-19 vaccination, including participation rates, encountered barriers, and increased public awareness. The method used is a quantitative approach with a pre-test and post-test survey before and after vaccination education. The results indicate a significant increase in public understanding and participation after the educational intervention. Therefore, educational and socialization strategies should be continuously reinforced to optimize COVID-19 vaccination coverage.

Shivering after cesarean section is one of the common side effects of spinal anesthesia that is often overlooked but can cause significant discomfort, even increasing the risk of postoperative complications such as increased oxygen consumption and impaired recovery. This community service program aims to improve understanding in both patients and health workers regarding the importance of effective shivering management through health education and practical training. The methods used include socialization, interactive counseling, action simulation, and evaluation of the level of understanding before and after educational activities. The results showed an increase in patient knowledge from 50% to 85% after education, and a decrease in the incidence of shivering from 70% to 30% after implementation of the intervention. These findings indicate that educational interventions and promotive-preventive approaches play an important role in improving the quality of postoperative care, especially in patients undergoing cesarean section. Therefore, the active involvement of health workers in providing health information and non-pharmacological pain management is essential to prevent and overcome shivering optimally.

SDS (Private Elementary School) Duri Indah Jakarta is one of the educational institutions which until now has not been computerized. Both in terms of payment and in terms of financial activities. Inputting and other activities are still done manually and recorded in a book as processing of student data. Data storage that is being carried out at this time is also still archived in a ledger, causing teachers and principals to have to record one by one the names of their students as a whole who have paid so that this can result in erroneous information regarding student payment and savings data and makes it difficult for teachers to find and provide the necessary data. Based on this, a web-based SPP and Savings payment system is needed. The stages of system development in making this information system use the prototyping method which starts from the planning stage, the analysis stage, the design stage, and the implementation stage, in the future it is hoped that the system created will make it easier for schools to control tuition payments and student savings.

Assessment that is often understood so far in the world of learning is limited to evaluation only. This evaluation was tried formatively and summatively. When an evaluation has been attempted, it is considered that the assessment has been carried out. Such a description is not very fitting. The application of evaluation tends to only look at the achievement of educational goals. In this case, in the learning process it is not only the value that is seen, but there are many aspects that make the success or failure of a program. Evaluation is only a small part of the assessment. Assessment must also be understood as part of supervision. Assessment does not only deal with values that are measured based on solving questions, but assessment of learning programs will examine many aspects. Implementation of learning programs can be viewed from various perspectives. This point of view includes the government as a policy maker, from citizens as users, from educators, for example in terms of program effectiveness. To determine the success of the learning program implemented, an assessment is needed, which is called program evaluation. Because it specifically evaluates learning programs, it is often referred to as evaluating learning programs. Assessment is used more as a strategy to measure how far the success of education is. Given the importance of this and also remembering that assessment is one of the benefits of learning management that cannot be ignored, this paper will discuss program evaluation in learning.

Indonesian language learning is a national language learning that is closely related to national values. Until now, learning Indonesian is used as a main subject in an educational institution. The role of Indonesian in learning at the junior high school level is expected to be able to realize the profile of Pancasila students who are instilled through national values in learning Indonesian. Therefore, the research conducted included an educational institution, namely a junior high school with an area coverage in Surakarta. This article aims to focus on the integration of national values in Indonesian language learning to realize the Pancasila Student Profile at the junior high school level in the Surakarta region. This article uses a qualitative method using field note data that has been made. The data source for this article is field note data from the results of the implementation of junior high school students in the city of Surakarta.

Management of Islamic Education is actually very helpful in efforts to improve the quality of educational institutions. Not only for Islamic educational institutions, but more than that, in addition to Islamic educational institutions, they can also study and apply Islamic education management. Not only madrasas have the right to apply Islamic education management, but public schools can also apply it to improve the quality of the school itself. Islamic education management that is applied in the operations of an educational institution (school) and used as a complement to the implementation of national education management will definitely support the achievement of improving the quality of educational institutions. Because it is indeed a complement and perfecter, if the management of Islamic education is applied in line with the management of national education, an increase in the quality of educational institutions can be immediately realized. The need for efforts to apply management of Islamic education in an educational institution (school) as an effort to improve the quality of educational institutions is not without reason. Precisely because the management of Islamic education is a complement and complement to the management of national education, it is necessary to implement management of Islamic education along with national education management.

Educational problems always arise along with the development and increase of students' abilities, situations and environmental conditions that exist due to the influence of information and culture as well as the development of science and technology. The geography subject for the material of the Theory of the Formation of the Universe according to the results of observations and interviews made to class X social studies 3 students at SMAN 3 Jember is considered boring material. This study used the classroom action research method. The research will be carried out as many as two cycles, if in cycle I it has been achieved as desired, namely achieved classical completeness, then the implementation of the cycle is stopped, but if the results achieved have not reached the desired one, then continued in cycle II by optimizing the researcher's hard work in applying the STAD learning model so that the expected goals are achieved. The results of learning activities in cycle II are better than learning in cycle I. The application of the STAD model learners has succeeded in increasing students' abilities and increasing student activity by 93.75%, growing awareness to always uphold cooperation in solving problems together so as to realize a high social sense between friends in school  

Character education has been rolled out since 2010 and is still valid today. In character education there are several values, one of which is responsibility. The character of responsibility is very important so that the school becomes a self-development institution to achieve success. Depletion of awareness and even loss of the character of responsibility in students which hinders learning activities so that this should not happen (Kamila, 2013). This study focuses on definitions, benefits, and strategies in learning to improve the character of student responsibility in schools. The results of this study include: 1) character refers to a series of attitudes, behaviors, motivations, and skills, while the character of responsibility is the attitude and behavior of a person to carry out the duties and obligations that he should do to yourself, society, environment (natural, social, and cultural), the State and God Almighty; 2) the benefits of the character of responsibility are that it can improve the quality of learning in the classroom and can improve school quality standards; 3) the character of responsibility can be done with a mind mapping strategy, inquiring mind what to know, CRH, NHT, and Quiz Team. This study concludes that the character of responsibility and learning must be carried out as one of the character education in schools through several strategies.