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This study analyzesthe effectiveness of the flipped learning program in enhancing the English language proficiency of students at LembagaBahasa LIA Cibinong. Using a descriptive qualitative approach, the study adopts the Kirkpatrick evaluation model, which includes four aspects: student reactions, the learning process, behavior change, and the final outcomes of the program implementation. Data were collected through observation, interviews, and documentation, and analyzed through stages of condensation, presentation, and conclusion drawing. The subjects of the study involved the branch manager, academic staff, instructors, as well as students from LIA Cibinong and Jalan Baru, with the study being conducted from May to July 2024. The results of the study show that the implementation of flipped learning received positive feedback from students, increased active participation in class discussions, and developed critical thinking skills. Students also reported improvements in their English skills, particularly in speaking, listening, and vocabulary acquisition. Although challenges such as self-motivation and technological limitations still exist, the program has proven effective in enhancing the quality of learning and students' social skills. Classroom observation evaluations confirmed a consistent improvement in students' language skills. Additionally, the program had a positive impact on the institution's business growth. In conclusion, flipped learning has been shown to be an effective method and is worth further development atLembaga Bahasa LIA Cibinong. Recommendations for further development include optimizing learning motivation through gamification, improving the quality of materials, enhancing facilities, and providing additional training for teachers to maximize the potential of this method. 

Researchers will discuss the problems found in the implementation of educational supervision in schools/madrasas. Educational supervision is an educational management process that aims to improve the quality of education through supervision, direction, and guidance of teachers or educators. Academic supervision is one of the scopes of educational supervision that aims to assist teachers in improving the quality of academic activities, both inside and outside the classroom. Researchers identified several problems faced by educational supervisors, such as the complexity of the principal's managerial tasks, the lack of preparation of the supervised teachers, the high element of subjectivity, the frequent changes of principals, the lack of teacher discipline, and the lack of teacher knowledge about managing an effective teaching and learning process. In addition, the quality of teachers in carrying out teaching tasks is also a challenge, as teachers often face difficulties in incorporating new innovations into learning. Researchers emphasize the importance of educational supervision in improving teacher performance and ultimately impacting on student learning outcomes. Therefore, efforts are needed to overcome the problems faced in implementing educational supervision, so as to improve teacher professionalism and the overall quality of education. 

This research aims to: 1) Find out the implementation of nahwu learning with Naz>am Juru>miyyah Ja>wa>n by KH. Muhammad Adnan, student of class 1 wust}a Madrasah Diniyah Tri Bhakti At-Taqwa, East Lampung. 2) Knowing the supporting and inhibiting factors for the implementation of Naz}am Juru>miyyah Ja>wa>n in the learning of nahwu santri class 1 wust}a Madrasah Diniyah Tri Bhakti At-Taqwa East Lampung. 3) Knowing the nahwu learning evaluation system with Naz}am Juru>miyyah Ja>wa>n by KH. Muhammad Adnan, student of class 1 wust}a Madrasah Diniyah Tri Bhakti At-Taqwa, East Lampung.This research uses a qualitative approach where the type of research is field research. Data collection techniques use observation, interviews and documentation methods. The analysis techniques used are data reduction, data presentation and drawing conclusions.The results of this research show that: 1) Implementation of nahwu learning with Naz}am Juru>miyyah Ja>wa>n, namely that students are given an explanation of the material with examples and then instructed to look for other examples that match the material and explain the rules of nahwu, students are required to memorize naz}aman with a target of 2 semesters. 2) Supporting factors for learning nahwu using Naz}am Juru>miyyah Ja>wa>n are students having books with translations of other nahwu books, reading every time they start learning, requirements for taking the semester/final exam with the Qiroatul Polar exam, the graduation of students who are finish naz}aman deposit. The inhibiting factor is the lack of classroom learning hours, students need to adapt to the boarding school environment. 3) The nahwu learning evaluation system with Naz}am Juru>miyyah Ja>wa>n orally, students are instructed to read the book Fath}ul Qari>b then ask questions about the rules of nahwu. In writing, it is carried out during the odd and final semester exams.

This study investigates teachers' perceptions, experiences, and challenges in implementing authentic assessment in multicultural secondary school classrooms. Authentic assessment, focusing on real-world applications and holistic evaluation, is considered valuable for engaging students and fostering critical thinking. However, teachers in multicultural settings face specific challenges, including cultural sensitivity, time constraints, limited assessment literacy, and institutional policies favoring traditional assessments. Through qualitative, phenomenological research with in-depth interviews of language and literacy teachers, the study examines the benefits and barriers of authentic assessment. The findings indicate that while teachers recognize its pedagogical value, they encounter difficulties such as time limitations, insufficient professional development, and a lack of institutional support. Additionally, adapting assessments to be culturally relevant while ensuring fairness and inclusivity proves challenging. This research contributes to understanding the practical obstacles teachers face when applying authentic assessment in diverse classrooms. It also suggests that enhancing assessment literacy, providing targeted professional development, and revising policies to support flexible assessment approaches could help address these issues. The study emphasizes the need for a more culturally responsive approach to assessment, aiming to better equip students for real-world success while addressing the complexities of multicultural education.