This study aims to explore the implementation of the Internal Quality Assurance System (SPMI) in improving the quality of education at SMAN 1 Jejangkit. A qualitative descriptive approach was used, with data collected through interviews, observations, and documentation. The results show that SPMI is implemented through five key cycles: setting standards, implementation, evaluation, control, and improvement. Strong school leadership, active participation from all school members, and the development of a quality culture support its success. Despite challenges such as limited resources and adapting to policy and technological changes, SPMI has had a positive impact on teaching quality, teacher competence, and compliance with national education standards. The study recommends enhancing digital integration and developing innovative, future-oriented curricula.

This article aims to describe the curriculum management strategies implemented at SMKN 1 Sungai Tabuk to improve the quality of graduates in alignment with the demands of the workforce. This research employs a descriptive qualitative method with data triangulation techniques through interviews, observation, and documentation. The findings reveal that curriculum management is carried out systematically through planning, organization, implementation, and evaluation. In the planning phase, the school develops annual and semester programs, Learning Objectives Flow (ATP), and teaching modules aligned with the needs of the Business and Industrial World (DUDI). The organization of the curriculum involves teacher participation in ongoing training, professional learning communities, subject teacher working groups (MGMP), and industry internships. Curriculum implementation is supported by strategic partnerships through fieldwork practice programs and graduate placement facilitated by the School Job Placement Unit (BKK). Curriculum evaluation is conducted collaboratively by the curriculum development team and various school program teams, taking into account feedback from teachers, students, and industry partners. However, several challenges remain, including limited teacher innovation in lesson planning, inadequate facilities, and insufficient mastery of the Merdeka Curriculum approach. This study recommends enhancing teacher capacity, improving learning infrastructure, and strengthening collaboration among stakeholders in curriculum management to produce more competent and industry-ready graduates.

The new era 5.0 causes challenges covering various aspects and fields, one of which is education. Therefore, it is necessary to have human resources who have high-level thinking skills (HOTS), where one of the supports is science subjects. However, in science learning in elementary schools, it is still found that student activity in learning and problem-solving skills and learning outcomes tend to be low. For this reason, this study aims to improve the activities of teachers, students, problem-solving skills and learning outcomes. This research uses Classroom Action Research Techniques (PTK) which was carried out in 3 meetings in class V of SDN Terantang 1 Barito Kuala Regency with a total of 10 students. Researchers use the LEARN GREAT LEARNing model, and collect data quantitatively and qualitatively, and analyze it in the form of tables and graphs. The results showed that student activity increased from a classical percentage score of 30% at meeting 1 to 100% at meeting 3, as well as problem-solving skills from a classical percentage score of 50% at meeting 1 to 100% at meeting 3. While cognitive learning outcomes increased from 70% to 90%. Based on the results of this study, it can be concluded that the use of the LEARN GREAT model can improve teacher activity, student activity, problem-solving skills and student learning outcomes.