An understanding of a school’s culture was essential to quality management. In this study the researchers identified the international school’s culture in Singapore International School (SIS) Palembang, Indonesia and Jerudong International School (JIS) Brunei Darussalam. The approach used in this paper was qualitative, case study. The data were collected by using observation, interview, and documentation. The data were analyzed by using Miles and Huberman’s Model. The results obtained indicate that the school’s culture in SIS was building students’ character such as honesty, sincerity, creativity, compliance with rules and norms. While in JIS, the students should take responsibility for themselves and others. They take the initiative, evaluate the situation in front of them and make decisions accordingly. JIS thrives on mutual respect by working with people from different backgrounds. Keywords: School’s Culture, SIS Palembang, JIS Brunei Darussalam
Since COVID-19 shocked the world, all business activities experienced an enormous impact, including in the field of education. UNESCO advised the world to ease the pandemic's impact on world education continuity with distance learning policies to overcome this disruption. Since then, pandemic affected countries experienced difficulties implementing that distance learning to respond to the policy. In this regard, this paper was carried out to identify additional instructional leadership competencies for teachers in managing learning in a pandemic. Evidence from the study of education shows that learning in disruption time is closely related to teachers' management in innovating such high technological virtual learning. To find answers, we conducted preliminary readings of the relevant literature. Next, we analyzed that information qualitatively by exploring what teacher instruction management is applicable during the pandemic. Then, we found that additional teaching leadership competencies can be adopted to support students learning in virtual approaches such as reflective opportunities, increasing truth among teachers and students, keeping curiosity habits, building productive communication, initiative habit, and more listening to understand others. Those additional teaching leadership competencies are useful to any party interested in supporting students learning in the pandemic disruption.
The coming of islamic scholars as Islamic spreader in Banten must deal with the condition of the people who had embraced Hinduism. The people were already familiar with the superstitions of heresy and khurafat. The cause of this condition were stupidity, clumsiness and Dutch colonialism. This literature review will ease the observers of history and Islamic education, because this literature review discusses specifically and systematically about the history of the entry of Islam and Islamic education in the Sultanate of Banten in the period of 1552-1935 years. The findings of this study explain that the entry of Islam in the Sultanate of Banten was done peacefully by Sharif Hidayatullah (Sunan Gunung Jati) together with his son, Maulana Hasanudin, who then became the first sultan of Sultanate of Banten, continued by Maulana Yusuf and the next sultans; What Islamic scholars did in the Sultanate of Banten such as spreading the teachings of Islam as well as balancing life and religion, eradicating stupidity and encouraging jihad against the invaders; At first, Islamic educational institutions in Banten were conducted in homes and mosques individually and then got developed into madrasah.
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