This study aims to determine the implementation of School Based Management (SBM) on student learning outcomes at Madrasah Ibtidaiyyah (MI) in Harjamukti District, Cirebon City. The research method adopted in this study was field research. Data collection is done through interviews, observation, and documentation. Data analysis techniques used in this qualitative research was inductive in nature, namely an analysis based on the obtained data. The steps taken were analyzing the data which has been collected; interpreting the data; drawing conclusions through way of thinking based on specific facts, where then directed to general conclusions. The results show that the implementation of SBM at MI in Harjamukti Cirebon District has been running quite effectively and efficiently. This can be seen from the support of all staff, SBM phasing, staff training, budget support and delegation of authority, high academic achievement of students, teachers mastery on materials and appropriate teaching procedures, efficient and effective use of facilities, teacher understanding of the characteristics of groups and individuals, a fun and interactive learning environment and the personality of teachers who can act as role models. Based on various aspects which have been arranged in school-based management, this has implications on improving student learning outcomes at Madrasah Ibtidaiyah in Harjamukti District, Cirebon City. Furthermore, this is evidenced in the school exam results.

The low teacher performance in the administrative field requires the principal to supervise the teacher. This study aims to describe the implementation of the principal's supervision as an effort to fulfill teacher administration at Islamic elementary school (MI) An-Nur Cirebon City, West Java, Indonesia. This study used qualitative research methods. The subjects of this study were principals and teachers of Islamic elementary School An-Nur Cirebon City, West Java, Indonesia. Data collection was done through observation, in-depth interviews, and document analysis. The results of the research data were then analyzed using qualitative descriptive analysis techniques. The results showed that teacher administrative supervision had been programmed, scheduled and run well. The completeness of teacher administration is also functional. The implementation of the principal's supervision was strongly influenced by the ability of the principal to regulate the time and busyness of the work and the readiness of the teacher to be supervised.

Kurikulum 2013 menganut pandangan dasar bahwa pengetahuan tidak dapat dipindahkan begitu saja dari guru ke peserta didik. Peserta didik adalah subjek yang memiliki kesempatan untuk secara aktif mencari, mengolah, mengonstruksi, dan menggunakan pengetahuan. Untuk itu pembelajaran harus berkenaan dengan kesempatan yang diberikan kepada peserta didik perlu didorong untuk bekerja memecahkan masalah, menemukan segala sesuatu untuk dirinya, dan berupaya keras mewujudkan ide-idenya. Guru memberikan kemudahan untuk proses ini, dengan mengembangkan suasana belajar yang memberi kesempatan peserta didik untuk menemukan, menerapkan ide-ide mereka sendiri, menjadi dasar dan secara sadar menggunakan strategi mereka sendiri untuk belajar. Guru mengembangkan kesempatan belajar kepada peserta didik untuk meniti anak tangga yang membawa peserta didik kepemahaman yang lebih tinggi, yang semula ditentukan dengan bantuan guru tetapi semakin lama semakin mandiri. Bagi peserta didik pembelajaran harus bergeser dari "diberi tahu" menjadi aktif mencari tahu.

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