Globalization is a process of integration of the national economies of

The purpose of this study is to investigate and understand quality assurance of education in international model school. The focuses of this research is the quality assurance system in SMAN 2 Palangka Raya consisting of: 1) determination standard, evaluation, and monitoring, self-evaluation, external and internal audit and formulation of improving the quality of the school. This research is a qualitative in its approach. This inquiry naturalistic study is also kind of case study. Data are collected by studying documents, conducting interview, and doing observation. All data is analyzed by reducing data, presenting data, and drawing conclusion. The finding of this research are: 1) the implementation of national standard of education of international school model, input: the standard of teacher and administrator 93%, background of master-degree teachers are 10 people, bachelor-degree teachers are 70 people, the teacher communicates in learning process never in English language but in Indonesia the standard of tool and facilities 75%. ICT on the class 30% LCD is not available but in mobile. The library is not equipped with internet and computer. Process: standard of learning process teacher has used CTL just 40% and has used ICT just 40%. Output: standard of graduate competence in non-academic and academic achievement did not meet yet national standard (KKM 65%). Non-academic achievement is still low (just reaching championship in Regency/City level). Evaluation and monitoring are conducted by school headmaster in the form of learning supervision but still not maximum and team of directorate of supervision of the Culture and Education Ministry. Implementation of selfevaluation conducted with filling document which become guiding for setting RPS or SDIP that consist of RKJM and RKT. Implementation of internal audit is still planned but external audit from the team of accreditation board of province and central. The development quality assurance system covers selfdeveloping, teacher, and educator quality and also tool and facilities.

The Principal leadership model is a core factor in the development of the religious culture. The school is one of the Model School of Iman and taqwa schools. Thus, it interested to be researched about the Principal leadership model in developing the religious culture in the school.This article focused on namely (1) the principal developed the religious culture through two leaderships models namely; (a) Situational leadership model is when a principal assigning works according to each expertise. This means that the headmaster must be good at reading the situation and condition to each educator and the staff. And thus, each one does the better and responsible works, (b) transformational leadership model is a model providing priority to the opportunity and encouraging all workers of the school in order to wok in the sublime values. And thus, all the staffs do not get insisted in optimally participating to achieve the ideal goals in the school. (2) the used strategies are namely; (a) appling the religious practise to be inured as a habit, (b) providing exemplary by doing to relate alttitude and behaviour in a day, (c) integrating the common subjects to the islamic subjects, (d) developing the islamic extracurricular activity that is through the Osis Programmings.There were discovered that the majority ones appreciate the minority ones. Meanwhile, the minority ones respect the majority ones. And thus, it is able to build the harmonious and religious atmospheres in the school.Keyword : Principal Leadership Model, Religious Culture. A. Latar Belakang MasalahKepemimpinan merupakan perilaku mempengaruhi individu atau kelompok untuk melakukan sesuatu dalam rangka tercapainya tujuan organisasi. Secara lebih sederhana dibedakan antara kepemimpinan dan JURNAL TRANSFORMATIF (Islamic Studies) Volume 1, Nomor 2, Oktober2017 214 E-ISSN : 2580-7056, ISSN : 2580-7064 Pascasarjana IAIN Palangka Raya manajemen, yaitu pemimpin mengerjakan suatu yang benar (Leader who do the right think), sedangkan manajer mengerjakan suatu dengan benar (Manager who do the right think). Landasan inilah yang menjadi acuan mendasar untuk melihat peran pemimpin dalam suatu organisasi. Perbedaan ini memberikan gambaran bahwa pemimpin biasanya terkait dengan tingkat kebijakan puncak atau pengambil keputusan puncak yang bersifat menyeluruh dalam organisasi, sedangkan manajer merupakan pengambil keputusan tingkat menengah. 1 Tugas utama kepala sekolah sebagai pemimpin adalah mengatur situasi, mengendalikan kegiatan kelompok, organisasi atau lembaga dan menjadi juru bicara kelompok. Dalam rangka melaksanakan tugas dan fungsinya, terutama dalam rangka memberdayakan masyarakat dan lingkungan sekitar, kepala sekolah dituntut untuk mampu berperan ganda, baik sebagai catalyst, solution givers, process helpers, dan resource linker. a. Catalyst, berperan meyakinkan orang lain tentang perlunya perubahan menuju kondisi yang lebih baik, b. Solution givers, berperan mengingatkan terhadap tujuan akhir dari perubahan, c. Proces helpers, berperan membantu kelancaran proses ...

Moral education is not only carried out through formal education, but can also be carried out through non-formal channels, one of which is through TPA (Al-Qur'an Education Park). This research wants to explore the methods of forming children's attitudes and the efforts made by teachers/ustadz in forming children's attitudes. This research was compiled using a descriptive qualitative approach and is located at TPA Darul Amin Palangka Raya. Collecting data through observation, interviews, and documentation. The research was carried out from October to November 2022, by being directly involved in TPA learning 3 times a week. Data validation using triangulation of data sources was analyzed through four stages, namely data collection, data reduction, data presentation and drawing conclusions. The results of this study indicate that the methods used include habituation methods, exemplary methods, story methods and singing methods, and the ustadz's efforts in shaping the child's attitude are greeting, getting used to praying after and before learning, using learning methods, giving advice and examples, supervising and getting used to speaking well, providing motivation and getting used to discipline.

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