Although many studies have examined school leadership, few have specifically explored the implementation of leadership in private vocational high schools, particularly regarding performance improvement strategies and their relation to teacher development and educational quality. This study analyzes the principal's leadership in improving school quality through performance enhancement. A qualitative case study method was employed, using observation, interviews, and documentation techniques. Data were analyzed through reduction, presentation, and conclusion drawing, and validated through source triangulation. The results show that the principal of PAB 8 Sampali Private Vocational High School plays a strategic role as a leader, manager, and motivator in enhancing educational quality. He effectively manages resources, implements innovations such as the “Work, Study, Entrepreneurship” program, motivates teachers, and fosters collaboration to create a conducive learning environment. Despite challenges such as policy changes and diverse student characteristics, these were addressed through teacher training and strategic adjustments. His leadership has had a significant positive impact, as evidenced by the school’s accreditation improvement from grade C to A, increased student enrollment, and enhanced achievements. Implementing the Eight National Education Standards has strengthened school quality and fulfilled stakeholder expectations. Conclusion: The principal’s leadership effectively improves educational quality through innovation, sound management, and the ability to adapt to various challenges.

The Vocational Life Skills Program is an educational breakthrough designed to equip students with applied skills, respond to globalization, and strengthen skill-based education in the madrasah environment. This study aims to analyze the implementation of the vocational life skills program to enhance skills education at State Islamic Senior High School 2 Banyumas. The researcher used a descriptive qualitative method with a case study design. Data were collected through observation, interviews, and documentation, and then analyzed interactively through data reduction, presentation, and conclusion drawing. The results show that the Life Skills Program is intrakurricular and dialectical, allowing students to choose majors based on their interests. Learning comprises 70% practical experience through industrial visits, a 160-hour internship, and 30% theory. It involves eight majors emphasizing Islamic values, independence, and job readiness. This program develops technical and soft skills, fosters professional ethics, teamwork, and communication, preparing graduates to be highly competitive and accomplished. Challenges include a complex curriculum, limited time, inadequate facilities, and teacher competency. Solutions involve project-based learning, industry collaboration, digital simulations, and continuous teacher training to keep the program relevant and practical. Conclusion: Strengthening the vocational life skills program is a strategic effort to equip students with practical skills, develop holistic character, and respond effectively to the challenges of 21st-century life.

Modern curricula emphasize flexibility, student-centered learning, 21st-century competencies, character education, and collaboration, but they still face design, training, and implementation challenges. This study aims to analyze and compare the implementation of the Merdeka Curriculum at Islamic Elementary School Attaqwa 35 and Islamic Junior High School Attaqwa 16 in Bekasi, including their conditions, similarities, and differences. This quantitative ex post facto research used a saturated sample of 52 teachers. Data were collected through a Likert-scale questionnaire and analyzed using descriptive and inferential statistics with the help of SPSS, including normality testing, homogeneity testing, and a t-test. The results show that the implementation of Merdeka Curriculum at both Islamic Elementary School Attaqwa 35 and Islamic Junior High School Attaqwa 16 is categorized as “appropriate,” with average scores of 3.80 and 3.76, respectively. Attaqwa 35 excels in curriculum planning, while Attaqwa 16 stands out in integrated learning assessment. A significant difference is indicated by a t-value of 4.965, which is greater than the t-table value of 1.796. Attaqwa 16 demonstrates a more comprehensive implementation of the curriculum, with a valid percentage of key aspects reaching 91.7%, compared to only 33.3% at Attaqwa 35. Conclusion: The implementation of Merdeka Curriculum is more mature at the secondary level than at the primary level, influenced by planning, teacher collaboration, and community involvement.
 
 

Low technological mastery, minimal ongoing training, and limited facilities require Islamic Religious Education teachers at State Junior High School 24 Medan to have religious, technological, and learning method competencies that are relevant in the era of society 5.0. This study aims to explore information related to strengthening the competence of Islamic Religious Education teachers in facing the era of society 5.0 at State Junior High School 24 Medan. This study uses a qualitative research approach, using the sociology of education. Data collection techniques using interviews, observation and documentation. Data validity checks using triangulation. Meanwhile, the data analysis technique follows Miles and Huberman which goes through the stages of data reduction, data presentation, drawing conclusions, and verification. The results of this study indicate that the efforts of Islamic Religious Education teachers in improving competency strengthening in the era of society 5.0 at State Junior High School 24 Medan can be done through participating in the teacher professional education programme, joining a teacher organisation, increasing collaboration and cooperation, and utilising technology media. The obstacles faced by Islamic Religious Education teachers in implementing competencies in the era of society 5.0 include lack of mastery in the use of technological tools, inadequate school facilities, and lack of full support from parents of students.

Students' positive attitudes influence academic achievement, while negative attitudes are shaped by social environments, with behaviors ranging from active to passive. This study aims to analyze the effectiveness of factors influencing student attitudes during the learning process at Bimbingan Belajar Bulan Kecil in Curup, Rejang Lebong, Bengkulu. The research method utilized a qualitative approach, incorporating interviews, observations, and surveys. Data validity was ensured through source triangulation, technique triangulation, and confirmability. Research findings show that students’ attitudes received an average score of 2.84, indicating positive behaviors such as politeness, appropriate dress, bringing supplies, and focusing on the material that supports the success of the tutoring program. Student motivation was pretty good, with an average score of 2.65, although parental support requires improvement. Tutor attitudes scored high (2.94), fostering a positive learning atmosphere. The classroom environment was conducive to learning comfort, with an average score of 2.89. Peer influence was relatively positive in terms of learning collaboration, despite occasional distractions. Tutors’ teaching methods were effective (average score 2.81), but student engagement needs to improve. Facilities scored high (2.94), supporting learning comfort. The tutoring frequency of three times a week was considered adequate, although students sometimes felt bored. The schedule on Mondays, Wednesdays, and Thursdays did not interfere with other activities (average score 2.64). However, the two-hour session duration was deemed less effective, with an average score of 1.58, indicating the need to adjust the duration or adopt more interactive methods. In conclusion, students’ attitudes during tutoring sessions fall into the good category; however, improvements are needed in parental support, teaching methods, and session duration adjustments.

The principal's leadership is key in achieving the school's vision, mission, and goals through well-planned and gradual programs. This study examines the principal's role in shaping student discipline at Bina Siswa Private Middle School. The research method used is a case study approach with data collection techniques through observation, interviews, and documentation. The results: the principal plays a crucial role in shaping student discipline by establishing and enforcing rules that promote positive behaviour and prevent negative actions, creating a conducive learning environment. As a leader, the principal sets an example by being punctual and organising programs to improve student behaviour, such as extracurricular activities and character-building initiatives. As a supervisor, the principal conducts classroom observations and home visits to ensure consistent discipline and monitor student development. Internal and external factors influence student discipline, including family, school, and the community. Although discipline fosters a productive environment, excessive strictness may cause stress, requiring a personalized educational approach. In conclusion, the principal's leadership is vital in shaping the discipline character at school.

The lack of optimization of the principal's managerial competence in managing the Full Day School program is still a significant problem in improving the quality of education in Islamic boarding schools. This study aims to identify the managerial competence of the principal of the Tahfizul Qur'an Darussomad Islamic Boarding School in managing and developing the Full Day School program. This study uses a qualitative approach with a case study type. Data were collected through interviews and documentation, then analyzed using data reduction, presentation, and verification techniques. The results of the study indicate that: (1) the ability to prepare school plans systematically but needs to improve coordination of implementation; (2) human resource management is quite good but the distribution of tasks and training is still not optimal; (3) transparent management of student affairs and new student admissions but is constrained by facility capacity; and (4) curriculum management that is relevant to national education goals but faces limited implementation time. Improved coordination, teacher training, and facility adjustments are needed to optimize the principal's managerial competence in implementing the Full Day School program in Islamic boarding schools. Thus, this study argues that strengthening the principal's managerial competence is a strategic need to ensure the effectiveness of the implementation of the Full Day School program in order to improve the quality of education in Islamic boarding schools.

Implementing the Independent Curriculum faces challenges; principals' transformational leadership is needed to improve teacher readiness and performance. This study aims to analyze the principal's transformational leadership implementation in implementing the Merdeka Curriculum at State Senior High School 6, Jambi City by reviewing four main aspects: ideal influence, inspirational motivation, intellectual stimulation, and individual consideration. This research uses qualitative methods with a case study approach through observation, interviews, and documentation of school principals, deputy principal for curriculum, and teachers. The research results show that in the aspect of ideal influence, the school principal has been optimal in providing an example through integrity and commitment. Regarding inspirational motivation, school principals have not been optimal in encouraging teachers to innovate, so learning innovation is still limited. Regarding intellectual stimulation, school principals have not been optimal in encouraging teacher creativity and critical thinking, especially in developing project-based and differentiated learning models. Regarding individual consideration, the principal has been optimal in providing personal support through mentoring and training. Supporting factors include the principal's commitment, training, and adequate facilities. The obstacle faced is the lack of teacher skills in methods. In the Pancasila Student Profile Strengthening Project, conventional methods are still used, and teaching materials are limited. The solutions implemented include regular training, mentoring by young teachers, and collaboration with external parties to support project-based learning.

Weak character education, hostile environments, and family backgrounds influence the moral decline of students. Therefore, pesantren needs to strengthen moral development tangibly and continuously. This study aims to explain the efforts of Pondok Pesantren Nurul Iman Wonogiri to strengthen students' moral intelligence. The research method used is qualitative with a case study approach, utilizing interviews, observations, and documentation as data collection techniques. The research findings show that the pesantren implements character education by combining Salafi and modern methods. Through dialogue, motivation, habituation of worship, and exemplary behavior, the pesantren helps student become more disciplined, religious, and able to control their emotions. Moral education is carried out through the habituation of worship activities such as congregational prayers, dhuha, tahajud, voluntary fasting, and tadarus and tahfidz of the Qur'an, which shape the student's morality. In addition, etiquette education in the pesantren is carried out through curriculum integration, daily activities, pesantren programs, and cooperation with parents. This approach involves exemplarity, spontaneous activities, admonitions, and environmental conditioning. In conclusion, the strategies have successfully formed students with religious, independent, ethical, and noble character gradually and sustainably

An independent attitude is an attitude that every individual must possess. Independence is an attitude that does not depend on others and can carry out activities well. The existence of a little doctor extracurricular in the school environment is expected to be a place for students to develop their independent attitude by participating in activities provided by educators. This study uses a descriptive qualitative method to describe instilling an independent character through the little doctor extracurricular activity and by the P5 values of the Merdeka curriculum. Then, based on the results of the study, it shows that the seven strategic activities that were born can improve the development of the independent attitude character of students in their school environment, and can be an example of other extracurricular teaching methods that can be periodically applied. Among them are 1. Introduction and manufacture of herbal medicine from natural ingredients. 2. Observation of Health Education Videos 3. Making educational videos. 4. Education on introducing types of waste using Problem-Based Learning techniques and recycling waste. 5. Making sculpture crafts from recycled paper. 6. Explore the Indonesian Red Cross using the role-playing method. 7. Evaluation of material using the games-based learning method. With the birth of this activity, there is an increase in the attitudes of students based on the results of observations of attitude values before and after the implementation of the activity.