<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p class="Abstrak"><strong>Abstract:</strong> This study aims to (1) Describe the strategy and implementation of strengthening class-based character education at SD Muhammadiyah 08 Dau and MI Miftahul Ulum Sudimoro (2) Explain the strategy and implementation of strengthening culture-based character education at SD Muhammadiyah 08 Dau and MI Miftahul Ulum Sudimoro (3) Describe the supporting and inhibiting factors for the success of strengthening character education in SD Muhammadiyah 08 Dau and MI Miftahul Ulum Sudimoro. Data is collected through interviews, observation and documentation. The results of the study are (1) Strengthening class-based Character Education in SD Muhammadiyah 08 Dau Malang and MI Miftahul Ulum Sudimoro conducted by referring to the vision and mission, analysis of Basic Competence, Learning Planning, Classroom Arrangement, Class Regulation Planning, Management of Student Work, Management of Inappropriate Student Behavior (2) Strengthening class-based Character Education at SD Muhammadiyah 08 Dau Malang and MI Miftahul Ulum Sudimoro conducted by including school programs that have religious values, integrity, nationalism, mutual cooperation, independence, formation of institutions, involvement of stakeholders, establishment of school rules, literacy (3) Success in Strengthening Character Education has supporting and inhibiting factors both internally and externally. the internal support of the teacher has a character that deserves to be used as a report, internal barriers some teachers lack understanding of the K-13 curriculum, external support of student guardians participate in the role in strengthening the character education of students, external obstacles some guardians are indifferent to the character of the students</p><p class="Abstrak"><strong>Abstrak:</strong> Penelitian ini bertujuan untuk (1) mendeskripsikan strategi dan impelementasi penguatan pendidikan karakter berbasis kelas di SD Muhammadiyah 08 Dau dan MI Miftahul Ulum Sudimoro (2) Menjelaskan strategi dan impelementasi penguatan pendidikan karakter berbasis budaya di SD Muhammadiyah 08 Dau dan MI Miftahul Ulum Sudimoro (3) Mendeskripsikan faktor pendukung dan penghambat keberhasilan penguatan pendidikan karakter di SD Muhammadiyah 08 Dau dan MI Miftahul Ulum Sudimoro. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Hasil penelitian adalah (1) Penguatan Pendidikan Karakter (PPK) berbasis kelas di SD Muhammadiyah 08 Dau Malang dan MI Miftahul Ulum Sudimoro dilakuakan dengan mengacu kedalam visi misi, analisis Kompetensi Dasar, Perencanaan Pembelajaran, Pengaturan Ruangan Kelas, Perencanaan Peraturan Kelas, Pengelolaan Pekerjaan Peserta Didik, Pengelolaan Perilaku Peserta Didik yang Tidak Pantas (2) Penguatan Pendidikan Karakter (PPK) berbasis kelas di SD Muhammadiyah 08 Dau Malang dan MI Miftahul Ulum Sudimoro dilakukan dengan memasukkan kedalam program sekolah yang memiliki nilai religius, integritas, nasionalis, gotong royong, mandiri, pembentukan suritauladan, keterlibatan pemangku kepentingan, pembentukan tata tertib sekolah, literasi (3) Keberhasilan Penguatan Pendidikan Karakter (PPK) memiliki faktor pendukung dan penghambat baik secara internal dan eksternal. pendukung internal guru mempuyai karakter yang patut dijadikan suritauladan, penghambat internal beberapa guru kurang memahami kurikulum K-13, pendukung eksternal wali murid ikut perperan dalam penguatan pendidikan karakter peserta didik, penghambat eksternal beberapa wali murid acuh tak acuh dengan karakter peserta didik<strong></strong></p></td></tr></tbody></table></div>

The purposes of this research to describe: (1) the process of establishing school accreditation teams, (2) completing accreditation instruments and physical evidence, (3) inhibiting and supporting factors in preparation of school accreditation, (4) quality control of process completing accreditation instrument and physical evidence, (5) follow-up preparation of school accreditation, and (6) successful strategies in school accreditation. This research uses a qualitative approach, with a case study research design. Research location at SDN Ketawanggede Malang. Data collection techniques with interviews, observation, and documentation. The results of this research (1) the process of establishing the team through the appointment of the team leader by the principal, drafting SK, meeting and making SK team, (2) completing the accreditation instrument and physical evidence through attending socialization, checklist of accreditation instruments, preparation of accreditation data and fulfillment of physical evidence , (3) inhibiting factors such as time constraints, the existence of teacher mutation, pension and death, the document is irregular and printer is inadequate while the supporting factors are principal assistance and motivation, inter-team collaboration, and assistance of school stakeholders (4) control through checks and evaluation meetings, (5) follow-up preparations by familiarizing the completeness of school equipment, establishing school programs, and undertaking quality assurance through the SPMI team, and (6) success strategies in school accreditation there are strategies to get score A values and strategies for rapid done.

The purpose of the publication of this article is to describe the management of childfriendly schools in SMPN 10 Malang starting at the planning, organizing, implementing, monitoring, and roles of school principals, teachers, parents, and outsiders towards childfriendly school programs. This research uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The results of research conducted at the planning stage are to make indicators of the implementation of child-friendly schools that are listed in eight national education standards. The organizing stage is forming a child-friendly school implementation team. At the implementation stage is learning activities outside the classroom as a form of child-friendly learning. Childfriendly school supervision is conducted regularly by teachers and school principals on all school activities. Principals play a role in setting up child-friendly school programs, teachers play a role in fostering and assisting child-friendly school programs, parents play a role in supporting and participating in child-friendly school activities, and outsiders play a role in socializing child-friendly schools.

This study aims to find out, (1) steps the school principal creates religious culture, (2) forms of religious culture in schools, (3) ways of socializing and implementing religious culture, (4) support of teachers and school members in creating religious culture, (5) how to overcome the problem of creating a religious culture. This research uses a qualitative approach design, with a case study research design. The location of this research is at Public SHS 9 Malang. Data collection techniques through interviews, observation, and documentation. The analysis technique used is reduction, data display, and data verification. The results of this study (1) the step of the school principal creating a religious culture begins with a meeting consisting of a core team to design an outline of the relevant activities then in consultation with the teachers, (2) the forms of religious culture in the school are Dhuha pray, DhuhurPray and AsrPray in congregation, study of the yellow book, Friday prayers in congregation and princess activities, non-Muslim students religious guidance, training to become qotib, istighosah, ramadhanpondok activities, Commemoration of Islamic Holidays, (3) socialization and implementation of Religious culture through social media, print , electronics, school websites, and verbally. While the implementation is a strategy that has been designed from the stages of planning, implementing, and habituating in daily life in the school environment, (4) teacher and school community support in creating a religious culture including, the teacher goes to the mosque when he hears the call to prayer, starts the lesson by praying, and encourage students to pray Dhuha before the lesson begins, students lead literacy, students become qotib, educational staff every Friday-morning at the morning apple to deliver information on activities carried out on that day. Parental support is parents doing zakat fitrah and zakat mal at school, the establishment of a school mosque is an idea and contribution from parents of students; (5) The way to overcome problems in creating a religious culture is by evaluating systematically and carried out by related parties.

<p><strong>Abstract:</strong> The writing of this article aims to analyze and describe of process student management of university’s senior high school.  Method in this research is descriptive qualitative, the technique of collecting data through interview, observation, and documentation, and were data analysed by interactive model, trouhg reduction, display, and conclution. Subjects as data resource in this research were researcher, principal, and vice principal of student. Finding of this research indicates the student management process held by cooperation between school and university in auditing in every functions of student management.</p><strong>Abstrak:</strong> Penulisan artikel ini bermaksud untuk menganalisa dan mendeskripsikan proses manajemen peserta didik di SMA binaan universitas. Metode penelitian menggunakan kualitatif deskriptif, teknik pengumpulan data menggunakan observasi wawancara, observasi, dan dokumentasi, selanjutnya dianalisis dengan model interaktif melalui reduksi, penyampaian, dan konklusi. Subjek dalam penelitian ini adalah peneliti, kepala sekolah, wakil kepala kesiswaan, dan tenaga pendidik. Temuan dari penelitian ini menunjukan bahwa proses manajemen peserta didik dilaksanakan melibatkan kerjasama dengan universitas dalam pegauditan setiap fungsi dalam manajemen peserta didik.

Student leadership potential is not enough just developed through learning activities in the classroom but also outside the classroom namely through extracurricular services to provide great opportunities for students to develop their potential, interests, and talents. The purpose of this research is to know leadership potential gained by students through the existence of extracurricular services. The method that the research used is qualitative by using case study design. Data collection techniques used are interviews, observation, and documentation. Key informants in this research are vice-principals in the field of students supported by additional informants such as student council coaches, extracurricular coaches, parents, and students. Data analysis is done by collecting data, reducing, presenting, and making decisions. The results showed that the Paskibra, Scout, Taekwondo, Karate, Modern dance, and Broadcasting extracurricular activities are types of extracurricular services that can develop student leadership potential through the formation of a leader's personality and direct application in mobilizing, influencing, and motivating others. The strategy in developing student leadership potential is by attracting the attention of students to participate in extracurricular activities through socialization activities, full service, and award awards to students and extracurricular coaches. Participation given by Taruna Nala State High School teachers is through coaching and for parents' participation is given through the existence of a school committee, the form of participation is in the form of funding and other assistance The implementation of extracurricular services is carried out starting from making work programs, division of tasks and responsibilities, carrying out extracurricular activities in realizing the goals of developing student potential through each activity, and providing motivation to students. Supporting factors in extracurricular activities are experienced coaches, student motivation, infrastructure, and financial support. Inhibiting factors such as lack of supervision, comments from students' parents, difficulty communicating, weather conditions, the location of extracurricular activities, and lack of student motivation.

Pendidikan luar biasa diperuntukan bagi teman-teman berkebutuhan khusus. Salah satu layanan pendidikan khusus adalah keterampilan orientasi dan mobilitas. Namun, masih ada Sekolah Luar Biasa yang belum memberikan layanan ini kepada penyandang tunanetra. Maka dari itu peneliti berinisiatif melakukan penelitian dalam rangka pemberian layanan ini. Tujuan dari penelitian ini adalah mendeskripsikan kemampuan orientasi dan mobilitas penyandang tunanetra sebelum dan sesudah menggunakan tongkat dan mendeskripsikan pengaruh penggunaan tongkat terhadap kemampuan orientasi dan mobilitas penyandang tunanetra. Metode yang digunakan dalam penelitian ini adalah eksperimen one group pre-test post-test. Hasil penelitian ini keterampilan orientasi dan mobilitas penyandang tunanetra meningkat jauh lebih baik setelah menggunakan tongkat. Tongkat membuat penyandang tunanetra mandiri dalam berorientasi dan mobilitas. Dari hasil analisis yang dilakukan peneliti, tongkat mempengaruhi keterampilan orientasi dan mobilitas penyandang tunanetra.

Special education is an education service program intended for students who have the limitation to follow the process of education both physically and mentally, and or learners who have the potential of intelligence and special talent. The Indonesian people generally have a view to separating the educational process among normal children of children with special needs. This view has resulted in the dichotomy and even the limitations of social space for children with special needs in actualizing their abilities. This study explains how the inclusion education process is implementing in schools, as an educational service that provides equal opportunities for children with special needs to socialize and learn together. The review process was conducted on various literature and previous research results. It was found that the inclusion education process is a guarantee of human rights to obtain equal education services for all learners. The process of inclusive education requires understanding and care of the citizens of the school so that children with special needs can develop in line with age and psychological development.