This study aims to identify and describe the steps to implement madrasah-based management, describe the forms of community participation in contributing to improving madrasa quality, identify and describe madrasa efforts in order to ensure effective communication between schools and communities and describe the results of improving madrasah education quality. . The approach used in this research is a qualitative approach through descriptive analysis. The research subjects were the head of the Madrasah, the teacher, the school committee, students and the community. Data collection techniques using interview, observation and documentation. Data validity checking techniques with triangulation include credibility, transferability, dependability and confirmability. Data analysis techniques are using data reduction methods, data presentation and drawing conclusions. The results of data analysis show that the application of madrasah-based management is inseparable from the factors that can support and hinder the process of implementation. Community participation in the development of madrasah-based management can grow and develop in conditions of openness because of the mutual trust between madrasas and the community. One of the efforts of the madrasa committee in exploring community participation in madrasa development needs to get support from all components of education, both teachers, madrasa principals, students, parents / guardians of students, community, and Madrasah Aliyah Al-Aziziyah. Therefore we need close cooperation and coordination among the education components so that efforts to improve the quality of education carried out can be effective and efficient.Keywords: Application of MBM, Community Participation, Quality of Education

This research attempts to find out the most frequently used type and the function of codeswitching, also the implication of code-switching towards the teaching and learning situation in two classrooms of the fourth semester at English Education Department, University of Mataram. The descriptive qualitative method was adopted in conducting this method. The data collection was done through observation, recording and interview. The results of this study showed that three are types of code-switching are found in 129 utterances which contain code-switching in the classrooms.  The most frequently used type was Intra-sentential switching, which appeared in 70,5% of the utterances, followed by tag switching (16,2%) and inter-sentential switching (13,1%). There were two functions of code-switching found in this study, they ware translation and communicative function which included motivating, giving feedback, checking comprehension, joking, and expressing state of mind. The implication of code-switching in teaching and learning situation was considered as one of the good strategies to built an efficient and conducive teaching and learning situation in the classrooms, as it is necessary in certain condition and still hard to avoid since it is helpful for material explanation as well as an ice breaker.

Teachers self-efficacy is seen as the teachers' beliefs of being able to achieve certain outcomes for students in his/her teaching practices. This study aims: (1) to discover sources of the teachers' self-efficacy, (2) to discover the type of classroom management style mostly practiced by the teachers, and (3) to describe how their self-efficacy integrated in their classroom management styles. It used descriptive qualitative as its research design. Interview, questionnaire and observation were carried out in order to collect the data. There were six teachers who had been participated in this study. The result of this study indicated that (1) there were mastery experiences, vicarious experiences, verbal persuasion, emotion and psychological states and incentive motivation found as the internal and external sources of the teachers' self-efficacy; (2) there were five teachers were categorized authoritative classroom management style and one was 2 were authoritarian, (3) gold experiences, teachers' skill, students' condition & condition became the factors of the development of teachers' self-efficacy in their classroom management.

Salah satu nilai sosio-kultural masyarakat yang dapat diangkat sebagai suatu nilai pendidikan karakter adalah sastra lisan yang tersebar di berbagai daerah di Indonesia. Sastra lisan adalah teks lisan yang tergolong sebagai bagian dari folklor yang perlu dikaji dan dipelajari secara mendalam dalam rangka pengembangan pendidikan karakter. Secara khusus hasil kajian terhadap sastra lisan ini dapat dijadikan sumber dan dasar untuk memperbaiki kualitas sumberdaya manusia menjadi sumberdaya manusia Indonesia yang memiliki nilai-nilai heroisme, kejujuran, pintar, beretos kerja tinggi, kreatif, dan religius. Persoalan nilai kultural dan pendidikan karakter yang dipresentasikan didalam paper ini adalah nilai kultural masyarakat yang tertuang pada sastra lisan masyarakat Sasak di Lombok. Teori yang dipergunakan dalam mengkaji nilai-nilai pendidikan karakter tersebut adalah teori filologi dan teori nilai. Selanjutnya, metode yang dipergunakan dalam menganalisis data penelitian untuk paper ini mencakup metode penggalian data (data discovery methods) dan metode analisis wacana kritis. Hasil analisis data menunjukkan bahwa karya sastra lisan yang menjadi obyek penelitian, Tembang Rengganis, mengandung lima belas dari delapan belas nilai pendidikan karakter yang diamanatkan oleh pemerintah Indonesia untuk diajarkan dan diterapkan dalam kehidupan masyarakat Indonesia. Nilai-nilai pendidikan karakter tersebut adalah nilai religius, jujur, toleran, disiplin, kerja keras, kreatif, independen, nasionalisme, cinta tanah air, ramah/komunikatif, cinta damai, cinta lingkungan, kepedulian sosial, dan bertanggung jawab. Hal ini membuktikan bahwa nilai-nilai pendidikan karakter seperti ini telah dikembangkan dan, bahkan, telah diaplikasikan oleh masyarakat Sasak jauh sebelum pendidikan karakter diintroduksi dalam konteks pendidikan di Indonesia.

Kegiatan Pengembangan Keprofesian Berkelanjutan (PKB) merupakan salah satu kegiatan yang dirancang oleh pemerintah untuk mewujudkan terbentuknya guru yang profesional. Permasalahan umum yang dihadapi sekolah/madrasah adalah belum tersosialisasinya konsep PKB dengan baik kepada para guru, termasuk yang dialami oleh guru sekolah mitra yaitu Yayasan Pendidikan Pondok Pesantren Yusuf Abdussatar Kediri Lombok Barat. Tujuan kegiatan pengabdian ini adalah untuk meningkatkan pengetahuan dan keterampilan guru dalam melaksanakan kegiatan PKB termasuk didalamnya penyusunan Publikasi Ilmiah dan Karya Inovatif (PIKI). Pelaksanaan kegiatan pengabdian ini berlangsung dalam tahap: a) Tahap Persiapan, terdiri atas: 1) Koordinasi awal dengan instansi guru sasaran (Yayasan Pendidikan Pondok Pesantren Yusuf Abdussatar Kediri Lombok Barat). 2) Koordinasi dengan Tim Pengabdian Masyarakat (Pembagian tugas), dan 3) Penyusunan materi presentasi dan media latihan). b) Tahap Pelaksanaan, terdiri atas: 1) Koordinasi lanjutan dengan Mitra kegiatan, 2) Pelatihan bagi guru-guru sasaran, 3) Pendampingan penyusunan draf proposal PIKI, 4) Diskusi dan Refleksi terhadap proposal yang telah disusun, dan 5) Perbaikan proposal. c) Tahap Evaluasi dan Pelaporan, terdiri atas: 1) Evaluasi kegiatan dan Rencana tindak lanjut, dan 2) Penyusuna artikel untuk publikasi. Hasil pelatihan yang dilakukan adalah: 1) Guru dapat memperbanyak pengetahuan tentang pengembangan keprofesian berkelanjutan (PKB). 2) Guru dapat meningkatkan layanan pendidikan di sekolah dalam rangka meningkatkan mutu pendidikan. 3) Guru dapat mempercepat proses pembuatan karya tulis ilmiah dalam pengembangan profesi guru. 4) Guru mempunyai keterampilan dalam membuat karya tulis ilmiah dan 5) Guru dapat meningkatkan kualitas penulisan ilmiah sebagai bahan untuk mempersiapakan kenaikan pangkatnya.