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This research aims to analyze the implementation of the English Day Education Policy at Nurul Ilmi IT Middle School. This type of research is empirical research, namely research with field data as the main data source. This type of research obtains data using field research, namely by observation, the researcher makes on-site observations of the research object to be observed using the five senses.The research results concluded that the implementation of English as an international language has an important role in global communication, access to educational and information resources, as well as career opportunities in the future. By implementing the English Day policy, schools strive to create an environment that supports the active use of English inside and outside the classroom. Through this policy, it is hoped that students will be more confident and skilled in speaking, listening, reading and writing in English.

This research discusses several educational problems at MAS PAB I Sampali and analyzes policies that can be implemented to improve the quality of education. The main focus of research includes curriculum, educational infrastructure, parental involvement, and policy implementation challenges. First, inappropriate curricula are a concern, requiring thorough evaluation and adjustments to include 21st century skills. Second, limited educational infrastructure requires evaluation and improvement to ensure the availability of facilities that are conducive to effective learning. Third, low parental involvement can be overcome through special programs such as regular meetings and parent training. Fourth, policy implementation challenges, such as resistance to change, require identification of barriers and effective implementation strategies. This solution can be the basis for improving the quality of education at MAS PAB I Sampali and making it more responsive to today's demands. This transformation is not only to meet current educational needs but also to face future challenges with confidence and readiness.

Learning is a key element in building a nation's civilization. The level of learning understood by a community will have a significant influence on the lifestyle that will be created. The position of learning in achieving progress in various aspects of life, such as social, political, cultural and economic, cannot be questioned. This research is carried out using qualitative methods, namely research that is carried out through observation and seeking information directly in research positions or in other words it can be said as field research. This research uses a phenomenological approach by explaining and describing phenomena that occur in conditions in the field. In this case, researchers want to explain and describe the impact of School Policy Analysis to Improve the Internal Quality of Learning for Istiqlal Deli Tua Middle School Students. Istiqlal Deli Tua Middle School's policy in formulating its vision and mission shares the main focus on aspects of morality. Determining the direction of the vision and mission is influenced by close social interactions and the various backgrounds of students. The process of formulating policies at Istiqlal Deli Tua Middle School involves various parties, including internal schools, student parents, and other policy makers, in order to improve learning progress. This personal learning option as a school policy is not carried out without a reason, but rather is adjusted to the vision and mission that form the basis. learning system in the school. To realize this policy, the school has designed a management system and implementation guidelines that include regular, automatic activities and exemplary examples inside and outside the classroom. The conclusions of research on the analysis of school policies to improve the internal quality of student learning include an explanation of the important role of school policies in providing direction and support. Management of energy resources, including the allocation of funds and development of teaching staff, and the involvement of all related parties, such as teachers, parents, students and local communities, are considered important in achieving the goal of quality learning. Continuous monitoring and assessment are key aspects for identifying revision zones and adapting school policies. A focus on improving the educational process, innovative teaching methods, and long-term educational support are also recognized as elements that can provide positive impacts. Finally, adapting to changes in learning areas, such as technological growth, curriculum changes, and social dynamics, is considered important and requires flexibility in school policies. However, it is necessary to explain that this conclusion is universal and needs to be confirmed by specific findings from actual research    

Opportunities for crime in the digital business world include various forms of threats, such as system hacking, theft of personal data, financial fraud, and other criminal acts that can harm companies and damage consumer trust. Digital business is a business activity that in its implementation utilizes technology as a medium, either when creating or in a series of marketing activities. In an effort to deal with opportunities for crime in the world of e-business, companies must prioritize information security, strict policy implementation, education and training for employees, as well as partnerships with security and government agencies. This research uses a qualitative literature study method by obtaining secondary data through published journal articles with the question "Are there many opportunities for crime in the utilization or use of e-business?". Based on this, it is clear that there are still many opportunities for crime in the digital business world and continue to occur, where the crimes that often occur are fraud, hacking, as well as cybercrime and cyberfraud.

This research discusses the planning, implementation and evaluation of educational policies at MTs PAB 2 Sampali as an integral part of efforts to improve the quality of secondary education. Qualitative methods were used with interviews, observation and document analysis. Madrasa heads were the main respondents, ensuring an in-depth understanding of the dynamics of policy implementation. 1) Policy planning begins with identifying needs and challenges involving analysis of student achievement, facilities and curriculum development. Consultation and participation of stakeholders, including teachers, parents and students, is the next step. Goals and objectives are set with a focus on improving achievement, strengthening the curriculum, and student participation. 2) The implementation process begins with careful planning, communication and socialization of policies to stakeholders, training and professional development for teachers, full implementation of policies, and ongoing evaluation. Positive impacts can be seen in increasing student achievement, student participation in extracurricular activities, and parental involvement. However, limited resources and resistance to change are challenges that need to be overcome. 3) This research provides a positive picture of MTs PAB 2 Sampali's efforts to improve the quality of education through policy planning, implementation and evaluation. Even though challenges exist, a commitment to continuous improvement can make this institution an inspiring example in planning education policies that have a positive impact.

This research discusses the implementation of agrarian law policies regarding the distribution of rights to cultivated land in Sampali Village, Percut Sei Tuan District, Deli Serdang Regency. This study was conducted with the aim of analyzing the impact of policies, the level of community participation, and the factors that influence the implementation of these policies. The research method is descriptive qualitative which involves literature study, field study and interviews. The research results show that the implementation of agrarian law policies has had positive impacts such as changes in land ownership status, but also has negative impacts such as conflict and legal uncertainty. The level of community participation is proven to have a crucial role in the success of policy implementation. Factors such as unequal distribution of land, legal uncertainty, and lack of community involvement are obstacles to policy implementation in Sampali Village. It is recommended to revise agrarian law policies by considering input from the community and increasing their participation in the decision-making process. Strengthening institutions at the local level, participatory conflict resolution, and developing educational programs were also identified as important steps to improve sustainability and fairness in policy implementation. It is hoped that this research can contribute to a better understanding of the dynamics of agrarian law policy implementation at the local level and become a basis for improving policies that are more effective and inclusive.

This research examines more closely how to understand the values ​​of the Fourth Pancasila in the philosophy of elementary school (SD) education in grade 4 at SDN Gili Barat in order to shape character and nationality. This research aims to analyze the practice of the four values ​​of Pancasila in the context of basic education and their impact on the development of students' personality and national awareness through a case study at SDN Giri Barat grade 4. The research methods used include classroom observations, interviews with grade 4 homeroom teachers, as well as school policy documentation. . The research results found that SDN Gili Barat thoroughly implemented the values ​​of the Fourth Pancasila in the learning process and school activities. A deep understanding of these values ​​will create an environment that supports the development of student character, including honesty, justice, courage and a spirit of mutual cooperation. Apart from that, this implementation also actively contributes to instilling national awareness and teaching students to love and appreciate Indonesia's cultural diversity. This research provides valuable insight for educators, researchers and educational practitioners to better understand the role of the Fourth Pancasila values ​​in shaping the character and nationality of students at the elementary school level. The implications of these findings can be used as a basis for developing more effective and sustainable educational strategies at the basic education level.

Direct Cash Assistance (BLT) is a significant policy instrument in efforts to alleviate poverty and improve community welfare. This article focuses on an in-depth analysis of the effectiveness of BLT as a social policy tool. The aim of this research is to evaluate the impact of BLT on recipient communities and examine the key aspects that influence its effectiveness. This research includes literature analysis and empirical data to measure the impact of BLT on poverty levels, access to education, health and other social aspects. The research results show that BLT has great potential in reducing poverty and increasing people's access to basic services. However, the effectiveness of BLT is also related to factors such as program design, recipient selection, and distribution mechanisms. This article also discusses challenges in implementing BLT, such as administrative costs and policy issues. In addition, this article provides an overview of how BLT can be integrated into a broader social policy context. In its conclusion, this research highlights the important role of BLT in helping economically vulnerable communities. However, the success of BLT depends on careful and evidence-based implementation, as well as good coordination with other social policies. This article makes a significant contribution to the understanding of the effectiveness of BLT as an important social policy instrument.

Children and teenagers are the next generation of the nation and are family and state assets that must be safeguarded and protected in all aspects of their lives, including physical, psychological, intellectual, their rights, and their dignity. Protecting children is not only the responsibility of parents but also the responsibility of all of us. The purpose of this research is to determine the legal basis for the formation of policies for implementing compulsory school hours at night, the differences between the implementation of study hours at night and study hours during the day, goals and objectives, infrastructure, implementation, task force, duties and functions of the task force, and the sanctions and obstacles faced in implementing compulsory education at night. The specification method of this research is analytical descriptive, which describes finding legal facts systematically with the aim of making this research easier to understand and conclude. The results of the research show that there are efforts to protect and prevent juvenile delinquency from the Bintan Regency Government in the form of regional head policy, namely Regent's Regulation Number 66 of 2014 concerning Compulsory Night Study Hours for Children in Bintan Regency, which is in accordance with applicable regulations but is not yet effective because there are several obstacles in its implementation.

This research is based on the Teaching Campus Program which is a form of teaching assistance to empower students to help with the learning process in elementary schools. This qualitative research aims to explain the process of implementing the Teaching Campus Program Policy at SD Negei Billa an Proppo Pamekasan Madura. The methods used in this research are interviews and documentation. The focus of this research is the management of the Teaching Campus program by the university's MBKM team, the role of the District/City Education Office in the Teaching Campus program, as well as the role of schools and students in implementing the program. Documentation studies were obtained through the Teaching Campus guidebook and program policy files. Based on the research results, it shows that program management is lacking at the evaluation stage by the MBKM team, the role of the Education Department and program implementation carried out by students is quite good. The school gave a positive response to the program implemented by students. As well as teaching campuses for education and non-education students who are considered to have differences in the realization of work programs.

To improve the quality of education in Indonesia, school reform includes zoning. Minister of Education and Culture Regulation Number 44 of 2019 concerning Admission of New Students to Kindergartens, Elementary Schools, Middle Schools, High Schools and Vocational High Schools is part of the government's efforts to evaluate education. This study aims to explain how the implementation of the Zoning Policy for New Student Admissions is carried out as an effort to check the quality of education in state elementary schools and elementary schools in Genteng District, Surabaya City. The author uses a qualitative consideration literature study method. According to Van Meter and Van Horn in Subarsono (2013: 99), six variables are used as the focus of research: policy size and objectives, resources, characteristics of implementing agents, tendencies or propensities of implementers, communication between organizations and activities, and the economic, social, and politics. Technical data used. The results show that those implementing the Zoning Policy for Admission of New Students as an Effort to Study the Quality of Education (Primary School and Junior High School Level Studies in Genteng District, Surabaya City) have followed the expected policy. Although zoning policies are necessary, there are still some problems. Social, political and economic resource and environmental variables are still difficult to apply.

The independent curriculum provides freedom to export students' abilities and interests. Changes in government policy on the education system have a good and bad impact on the quality of education. This study aims to find out how the implementation of the independent curriculum by looking at the teacher's understanding and the problems faced. This research method uses quantitative and qualitative. The research instrument used questionnaires and interviews. With the research subject of junior high school teachers in Bojonegoro Regency with purposive sampling techniques with the first criterion, the school implemented an independent curriculum. Second, PJOK teachers are linear graduates. Quantitative research data is analyzed in the form of percentages and qualitative research data is reduced then analyzed and presented according to reality in the field. The average percentage result of teacher perception on independent curriculum understanding is 73% and it can be concluded that teachers have high understanding based on percentage results. Then the results of the study revealed that almost 90% of junior high schools in Bojonegoro have implemented an independent curriculum. The highest result of the problems faced by teachers is that at the learning planning stage 57% experience problems at the Difficulty in stringing together sentences of operational and concrete learning objectives, at the stage of implementation 40% have difficulty designing learning based on the needs of students Difficulty designing projects Strengthening the Profile of Pancasila in learning, at the monitoring stage 48.6% experience Difficulty analyzing student conditions for assessment purposes and at stages 45.7% Difficulty developing questions from the questions provided.

Banda Aceh, a coastal city located in the western most province of Indonesia, has long been known for its stunning natural beauty and vibrant cultural heritage. Situated on the northern tip of Sumatra Island, this bustling city is surrounded by the vast expanse of the Indian Ocean on one side and picturesque hills on the other. However, beneath its picturesque facade lies an alarming reality - Banda Aceh stands perilously exposed to a high risk of disaster.. With the history of disasters in Aceh which is one of the biggest disasters that has caused many casualties, education related to disaster awareness needs to be carried out. People with hearing  disabilities are one of the vulnerable groups in the event of a disaster. Education related to disaster awareness is a form of non-structural mitigation which at this time has been widely carried out both in formal education in schools and campuses and informally in the community. Efforts to increase disaster awareness through education are important, including for groups with disabilities . As a group with hearing impairments, they are at greater risk when a disaster occurs because they cannot hear warnings through sound media and the communications gap. However, with disaster awareness through education, people with disabilities are also expected to be able to carry out independent evacuations and save themselves when a disaster occurs. This research aimed to explore the effectiveness of designing disaster media education for children with disabilities in Banda Aceh, Indonesia. Recognizing the unique vulnerabilities of children with disabilities during disasters, the study focused on developing an inclusive and accessible media-based educational program. The method used in the research is qualitative research and encompassed various stages, including needs assessment, program development and implementation. Designing disaster media education for children with disabilities in Banda Aceh proved to be an effective and essential approach to bridge the education gap and enhance disaster preparedness among this marginalized group. The research outcomes emphasize the importance of inclusive and accessible education in disaster management, aiming to ensure the safety and well-being of all children, regardless of their abilities. The findings of this research contribute to the growing body of knowledge on disability-inclusive disaster education and provide a basis for future program development and policy-making in disaster management in Banda Aceh and beyond.

Based on the research results, it was found that: 1) The implementation of the SRA program policy at MAN 1 Gresik takes place in a Bottom Up manner based on the principles of child-friendly schools, namely non-discrimination, the best interests of children, non-violence, and respect for children by integrating several existing programs such as adiwiyata school programs, population alert schools (SSK), safe schools, inclusive schools, BPOM school snacks, UKS, Gerakan Ayo Membangun Madrasah (GERRAM). 2) Implementation of child-friendly school management begins with the planning stage and analysis of the situation and conditions, organizing and forming a team according to ability, implementing the principal's program as a role model, and evaluation is carried out directly and indirectly for 3 months once and once a year is done programmatically. 3) The implications of the SRA program are very positive for all school community members, the school environment, so that character, communication, and cooperation are well formed so that it becomes an educational institution categorized as BARIISAN (clean, safe, friendly, beautiful, inclusive, healthy, beautiful and comfortable) The creation of positive discipline which is the development of discipline and has a lot of achievements both academically and non-academically, the proof is that 105 out of 382 class XII students in 2023 have been accepted at PTN through the SBMPTN route, MAN 1 Gresik also won the title as the 2nd place in the Population Alert School at the East Java level.        

Based on the research results, it was found that: 1) The implementation of the SRA program policy at MAN 1 Gresik takes place in a Bottom Up manner based on the principles of child-friendly schools, namely non-discrimination, the best interests of children, non-violence, and respect for children by integrating several existing programs such as adiwiyata school programs, population alert schools (SSK), safe schools, inclusive schools, BPOM school snacks, UKS, Gerakan Ayo Membangun Madrasah (GERRAM). 2) Implementation of child-friendly school management begins with the planning stage and analysis of the situation and conditions, organizing and forming a team according to ability, implementing the principal's program as a role model, and evaluation is carried out directly and indirectly for 3 months once and once a year is done programmatically. 3) The implications of the SRA program are very positive for all school community members, the school environment, so that character, communication, and cooperation are well formed so that it becomes an educational institution categorized as BARIISAN (clean, safe, friendly, beautiful, inclusive, healthy, beautiful and comfortable) The creation of positive discipline which is the development of discipline and has a lot of achievements both academically and non-academically, the proof is that 105 out of 382 class XII students in 2023 have been accepted at PTN through the SBMPTN route, MAN 1 Gresik also won the title as the 2nd place in the Population Alert School at the East Java level.        

Mathematics anxiety has long been recognized as a barrier to student achievement, particularly in an era where digital technologies are reshaping education. This study aims to investigate the role of cognitive psychology in modern mathematics learning as a means of reducing math anxiety and enhancing numerical creativity among digital generation learners. Employing an experimental classroom design informed by neuroeducation principles, the research explored how interventions rooted in cognitive regulation, emotional control, and cognitive load management influence student outcomes. Data were collected through pre-test and post-test instruments measuring levels of math anxiety and creativity in numerical problem-solving. The findings demonstrate a significant reduction in mathematics anxiety following the implementation of the neuroeducation-based intervention. Simultaneously, students exhibited marked improvements in creative approaches to numerical challenges, indicating that addressing psychological factors is essential to unlocking mathematical potential. These results highlight the importance of integrating cognitive psychology into mathematics instruction, moving beyond procedural learning toward a holistic approach that considers students’ emotional and cognitive states. The implications extend to educators, curriculum designers, and policymakers, suggesting that modern mathematics education should balance cognitive development, emotional well-being, and creative problem-solving skills to prepare students for the challenges of a rapidly evolving digital world.

This research is motivated by the existence of a new policy in the project program to strengthen the profile of Pancasila students in character education, in practice, namely to form Indonesian students who have basic competencies and behaviors that are in accordance with Pancasila values. In order for students to have national character in accordance with Pancasila and the 1945 Constitution, the government issued a project program to strengthen Pancasila student profiles to support the implementation of character education for elementary school students. This study uses a qualitative approach and descriptive method. Data collection techniques by means of interviews, observation, and documentation studies. Data analysis techniques by means of data reduction, data presentation, drawing conclusions and verification, and conducting data validity. The results of this study are 1) school program policies to develop character education are the realization of the school's vision and mission as well as project programs to strengthen the profile of Pancasila students. 2) the process of implementing the project to strengthen the Pancasila student profile based on the Kepmendikbudristek guidelines No. 56 of 2022 Guidelines for Implementing the Curriculum. 3) the obstacles faced are in terms of the family economy and the lack of facilities from schools. 4) efforts made in dealing with obstacles, namely by evaluating consistently, making modules, annual programs, semester programs adapted to programs that will be implemented in schools.

This research is motivated by the existence of a new policy in the project program to strengthen the profile of Pancasila students in character education, in practice, namely to form Indonesian students who have basic competencies and behaviors that are in accordance with Pancasila values. In order for students to have national character in accordance with Pancasila and the 1945 Constitution, the government issued a project program to strengthen Pancasila student profiles to support the implementation of character education for elementary school students. This study uses a qualitative approach and descriptive method. Data collection techniques by means of interviews, observation, and documentation studies. Data analysis techniques by means of data reduction, data presentation, drawing conclusions and verification, and conducting data validity. The results of this study are 1) school program policies to develop character education are the realization of the school's vision and mission as well as project programs to strengthen the profile of Pancasila students. 2) the process of implementing the project to strengthen the Pancasila student profile based on the Kepmendikbudristek guidelines No. 56 of 2022 Guidelines for Implementing the Curriculum. 3) the obstacles faced are in terms of the family economy and the lack of facilities from schools. 4) efforts made in dealing with obstacles, namely by evaluating consistently, making modules, annual programs, semester programs adapted to programs that will be implemented in schools.

The implementation of the Merdeka Curriculum in madrasahs, guided by the Ministry of Religious Affairs Regulation (KMA) Number 347 in 2022, offers both advantages and challenges. This policy empowers madrasahs in Indonesia to develop education unit-level curricula that cater to the specific needs and management of education. The advantages of implementing the Merdeka Curriculum lie in its ability to respect and enhance Islamic education. Madrasahs can emphasize religious understanding, Quranic studies, and character education, enabling students to deepen their religious knowledge and strengthen their religious identities. Moreover, the curriculum's flexibility allows madrasahs to tailor educational experiences to the needs, social contexts, and local cultures of their students, making learning more relevant and meaningful. By incorporating practical and contextual subjects, the Merdeka Curriculum facilitates the development of broader skills, equipping students with academic, social, and life skills essential for their holistic growth. However, challenges arise in implementing the Merdeka Curriculum. Educators need comprehensive training and professional development to effectively design and implement a flexible curriculum. Ensuring consistent education standards across madrasahs is also crucial, as the freedom to determine curricula may result in variations. Integration with the national curriculum is essential to ensure that fundamental subjects such as literacy, numeracy, and general knowledge are adequately covered.

Indonesia as a multicultural and multiethnic country has ploblematics related to moral degradation in addition to Indonesian society has a non-comprehensive understanding of the relationship of religion and culture. The purpose of this study to analyze the paradigm of social education and then evaluate the theories of social education in the perspective of the Qur'an. Describes the process of infiltration of the values of the Qur'an in the model of social education and its relevance to efforts to minimize social conflict. This research is Library research literature research, explorative approach to the natural setting and interpret phenomena related to the meaning of social justice in the perspective of the Qur'an. the results showed that the Qur'an teaches social education. First, the implementation of social justice education through the concept of justice without discrimination. Second, the implementation of social justice education through inclusive education. Third, the implementation of social justice education through Gender equality education. Fourth, the implementation of social justice education through leadership. Fifth, the implementation of social justice education through the economy. The distribution of social justice education is very important. An educator must provide education regardless of the economic status of his students and their parents. Talking about distribution means we are talking about public policy revenues and expenditures.