The quality of education in an educational institution will be greatly influenced by the potential of educational institutions and the governance system. The existing potential must be optimized to support quality improvement. Likewise, the education governance system will develop well when it is implemented through a good system by professional managers. The system has been designed in detail by the government which was stipulated by the Minister of National Education Regulation No. 19 of 2007 concerning "Education Management Standards by Primary and Secondary Education Units". This regulation was prepared by the government to regulate a good, balanced and sustainable governance system.The problem is determined to what extentthe ability of educational institutions to optimize the potential of the institution and optimizing inputs, processes, outputs and outcomes, starting from planning, organizing, actuiting, and controlling. This paper will discuss the improving educational quality through optimizing the potential of educational institutions in Indonesia in order to achieve shared ideals for a better educational future.
Indonesian education during the Covid-19 era entered a different situation. The real situation has long been predicted by technology experts that all areas of life will enter the realm of digital technology-based activities, including education. For this reason, education in Indonesia must be able to find new directions for education in formulating policies to be taken. One of the important things that must be prepared is at the education planning level. The problem that needs to be studied is how educational institutions formulate educational program planning during the Covid-19 pandemic while maintaining the quality of education. Educational planning carried out by educational institutions must reflect the existence of a vision, mission, goals and work plans, as raw materials or a reference for educational policies at the managerial level. This paper will discuss the education planning process in terms of its implications for quality-oriented education policy during a pandemic.
The implementation of character education based on religious moderation for children should begin from the beginning at a golden age, because early childhood is the right time to provide a moderate character foundation in accordance with Islamic values, especially in muslim minority communities or communities. This study examines the implementation of character education based on religious moderation in early childhood, especially in kindergarten/RA Manado city which is a muslim minority area as well as factors that affect it.. This study uses a qualitative approach. Data collection techniques were obtained by observation, interview, and documentation. The results showed that the implementation of character education based on religious moderation in early childhood in minority areas is focused on three aspects, namely: 1) Strengthening of Aqidah; 2) Moral/Akhlak Education; and 3) Fostering Value of Tolerance. These three focuses are implemented through learning, habituation and role models. Factors that influence of the child's character building is environmental factors, teachers, support from parents and school committees, and the foundation support. AbstrakImplementasi pendidikan karakter berbasis moderasi beragama pada anak harus dimulai sejak awal pada usia emas, karena usia dini adalah masa yang tepat untuk memberikan landasan karakter moderat yang sesuai dengan nilai-nilai Islam, khususnya di daerah atau lingkungan masyarakat minoritas muslim. Penelitian ini mengkaji tentang implementasi pendidikan karakter berbasis moderasi beragama pada anak usia dini khususnya di TK/RA Kota Manado yang merupakan daerah minoritas muslim serta faktor-faktor yang mempengaruhinya.. Penelitian ini menggunakan pendekatan kualitatif. Teknik Pengumpulan data diperoleh dari observasi, wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa implementasi pembelajaran moderasi beragama pada anak usia dini di daerah minoritas difokuskan pada tiga aspek yaitu: 1) Penguatan Aqidah; 2) Pendidikan Akhlak; dan 3) Pembinaan Nilai Toleransi. Ketiga fokus ini diimplementasikan melalui program pembelajaran, pembiasaan dan pemberian teladan. Faktor-faktor yang mempengaruhi pembentukan karakter moderat pada anak yaitu: faktor lingkungan, faktor guru, dukungan orang tua dan Komite sekolah serta pihak Yayasan.
This study aims to describe the implementation of The School Operational Assistance Fund (BOS) funds finance management in MAN 1 Bitung. BOS aims to relieve the burden of society in terms of education fund. Therefore, proper financial management is needed to achieve its purpose. This research uses qualitative approaches using observation, interviews, and documentation as data collection techniques. The results showed that the implementation of BOS finance management in MAN 1 Bitung was realized through the function of planning, implementation, and supervision. Planning involves formulating a budget draft. Then, the implementation stage is done through socialization and disbursement of funds. The final stage is the supervision stage. Through the implementation of this management function, BOS finance management in MAN 1 Bitung positively impacts the education process. Nevertheless, there is a need to coordinate with every element of the madrasah to ensure accountability for BOS funds.
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