Quality Of Education In Schools Research Articles

Impact of School Operational Assistance Funds (Bos) on Optimizing the Teaching Process and Cultural Retention of Pisangsambo 1 Tirtjaya Elementary School

This study aims to determine how much influence School Operational Assistance Funds have on Optimizing the Teaching and Learning Process and Cultural Heritage Can Be Saved at SDN Pisangsambo 1 Tirtajaya. The research method used is descriptive verification method by collecting data through field studies, questionnaires and literature study. In this research, the sample used was 32 teachers at SDN Pisangsambo 1 Tirtajaya. Based on the research results, it was obtained a correlation coefficient of 0.430 which stated that the influence of BOS funds on optimizing the teaching and learning process of Cultural Heritage Can Be Saved at SDN Pisangsambo 1 is categorized as moderate because it is in the range of 0.40-0.599. The results of the t hypothesis test show that the amount of t count to t table is 2.612 > t table 1.697 which means that there is an influence between BOS funds on optimizing the teaching and learning process by saving culture. Based on the results of the calculation of the coefficient of determination, an R square of 18.5% is obtained, which means that the optimization of the teaching and learning process at SDN Pisangsambo 1 is influenced by BOS funds of 18.5%. The obstacles that occurred at SDN Pisangsambo 1 Tirtajaya were the lack of optimal communication received and the lack of knowledge of the recipients of BOS funds, which hampered the process of managing BOS funds implemented in the school. The suggested solution for schools is to increase effective two-way communication between the school and teachers and to disseminate knowledge about the management of BOS funds more intensely so that it can run well and systematically. Providing appropriate BOS can motivate schools to improve the quality of school education.

중학교 인성교육 프로그램의 효과 메타분석

Objectives The purpose of this study is to identify and analyze the effect size by systematically analyzing studies that have verified the effects of character education programs in middle school.
 Methods To this end, papers were searched and selected step by step according to the PICOS selection criteria from February to April 2023. The years were from 2016 to 2022, which were published after previous research, and a final meta-analysis was conducted on 22 dissertations and journal papers published in Korea that met the criteria, with an effect size of 129. The research tools used for descriptive statistics were Excel, R 4.3.0, and R studio.
 Results The overall effect size of the middle school personality education program was medium-sized and had a significant educational effect. When classified according to type, the non-subject education program showed a relatively higher effect size than the subject education program, but there was no significant difference. By moderating variable, it was analyzed that the effect size was relatively high when the number of people in the group was small, with 1 to 10 sessions for each session, 40 to 60 minutes for each hour, and fewer people in the group.
 Conclusions The significance of this study is that it conducted a meta-analysis of studies that verified the effect of a character education program targeting middle school students experiencing rapid change on character development in middle school students. In addition, at a time when the Character Education Promotion Act was enacted and various programs were being developed according to the comprehensive promotion plan, the difference from existing studies was that the effects were compared and analyzed by distinguishing whether the type of character education program was a non-curricular education program or a subject education program. There is. In addition, it is meaningful in that it provided basic information for the development of middle school character education programs based on the results of the analysis of each control variable. Based on the research results, directions and limitations for future research were presented.

ASSESSING THE EFFECTIVE IMPLEMENTATION OF SIERRA LEONES NATIONAL POLICY ON RADICAL INCLUSION TO ADDRESS GENDER INEQUALITY AND PROMOTE EQUAL ACCESS TO GIRLS EDUCATION

Muigua and Deem emphasize the importance of gender equality in educational opportunities, pointing out that education is a fundamental human right and a driver of socio-economic development. According to Kamara, Sierra Leone`s radical inclusion policy is a remarkable case study that highlights the relevance of gender equality in education provision. This study used a purposive sampling technique to sample 15 students, 5 parents, 5 teachers, 5 school administrators, 5 policymakers, and 5 community members. Barrie also discusses the challenges faced by children in poverty and the benefits of education, as well as government efforts to improve transparency and accountability in primary education in Sierra Leone. Wechter, Terrell, Gupta, and Peterson state that free quality school education (FQSE) is a key policy priority of the Government of Sierra Leone in national transformation through education. According to the 2018 Global Gender Gap Report, Iceland accounts for 85% of the total gender gap, making it the most gender-equal country. A total of 40 participants were randomly selected, who were involved in developing targeted strategies that address the unique challenges girls face in accessing quality education.Both qualitative and quantitative methods of data analysis were used to analyze the data collected using percentages, and graphs, for data collected through questionnaires, whereas a description of findings was used for data collected through interviews and data collected through observations. The study aims to assess the effective implementation of Sierra Leones national policy on radical inclusion to address gender inequality and promote equal access to girls education. Gender equality has improved significantly, from the basic level of students in primary and secondary education to undergraduate and postgraduate levels, as well as the number of lecturers and teachers in schools and universities in general.The result revealed that the National Policy on Radical Inclusion in schools for excluded and marginalized children has been effectively carried out as indicated in the results from the perspectives of women beneficiaries, it is shown that the majority of them believe that women beneficiaries of radical inclusion policies value the policies and that they are beneficial to their lives and that progress has been made in the awareness and implementation of this policy, which is having a positive impact on women beneficiaries which is an indication that the governments objectives have been achieved.

Peran Kepala Sekolah, Guru Dan Siswa Dalam Menerapkan Pendidikan Karakter di MI Hidayatul Ulum Kisik

One of the goals of Indonesian national education is to implement character education. Character education needs to be instilled and taught from an early age so that it becomes a habit that leads to the implementation of good educational values. The aim of this research is to analyze the role of school principals, teachers and students in implementing character education. This research method is qualitative research. The data sources for this research are school principals, teachers and students. The data collection technique uses observation and interviews. Meanwhile, data analysis uses data triangulation. In implementing character education at MI Hidayatul Ulum Kisik, the role of the principal, teachers and students has a very important role. The school principal has the main role in directing and leading the implementation of character education at the MI Hidayatul Ulum Kisik school. Teachers are the main agents in transmitting character values to students. Students have an active role in internalizing and applying character values in their lives. Therefore, the role of school principals, teachers and students has a very important role in supporting the implementation of character education in schools. The school principal plays a role in determining the school's vision which will later be used as a step in determining policy. The role of the teacher can be internalized through teaching and learning process activities in the classroom, including the value of honest character education that can be taught to students in answering questions given by the teacher who is teaching. In this way, students will be trained to behave in accordance with the values taught at school.

Peran guru PJOK dalam pembentukan karakter siswa

The phenomenon of cases of irregularities that have occurred recently has been carried out by a student or teacher, especially at school. Character education in schools is a good solution. This study aims to examine how the role of PJOK teachers plays in the formation of student character. The subjects of this study consisted of 12 PJOK teachers, 8 school principals, and 100 students who were taken using the simple random sampling technique and had been calculated using the slovin formula from a total of 4537 students. Data collection in this study used the source triangulation method with a closed questionnaire containing positive and negative question items. Data analysis used quantitative descriptive analysis in which the data processing was percentaged. The results of the data analysis show that the role of PJOK teachers is mostly in the medium category with a percentage of 57%, 27% in the low category, and 16% in the high category. These results were obtained from the role of PJOK teachers as inspiration, role models, motivators, dynamists, evaluators, leaders, facilitators, and supervisors. In conclusion, the role of PJOK teachers in building student character is still not maximal in shaping the character of their students by instilling character education values in them.

Integration Of Salaf And Khalaf Education (A Study in Miftahussudur Campor and Misbahul Ulum Campor

Islamic education in Islamic boarding schools is very interesting to study, because firstly, there are many assumptions about the quality of Islamic education in Islamic boarding schools which state that Islamic boarding schools are old-fashioned Islamic education that is not in harmony with the development of the current modern era, so it is necessary to take strategic and urgent steps in in order to develop Islamic education in Islamic boarding schools, for example by collaborating on traditional Islamic boarding schools with modern Islamic boarding schools, secondly, Islamic boarding schools need to carry out development so that they can meet the expectations of the community, third, in the era of globalization which is marked by advances in science and technology. In writing this article, the author tries to analyze the collaborative implementation of the Salaf Education curriculum at the Miftahussudur Campor and Khalaf Islamic boarding schools at the Misbahul Ulum Campor Islamic Boarding School. From the research that the authors conducted on the implementation of education in the two Islamic boarding schools, in the implementation of Islamic education, there were two things that the authors wrote about in this thesis, namely 1. the implementation was carried out at the Miftahussudur Campor Islamic Boarding School and the Misabahul Ulum Campor Islamic Boarding School with the origin of responding to current developments 2 The results of interviews with Islamic boarding school caretakers who are of concern in the implementation of the collaboration between the two schools. During an interview with the author, he stated that what became the basis and continued survival of Islamic boarding schools in implementing this system were the factors of sincerity and sincerity as well as adequate human resources.This is an open-access article under the license

PEDAGOGICAL METHODS OF TOURISM EDUCATION IN GENERAL EDUCATION SCHOOLS IN KAZAKHSTAN

The study aims to assess the effectiveness of pedagogical methods in tourism education within Kazakhstani secondary schools. Employing bibliographic, theoretical, modeling, and analysis methods, the research focuses on innovative teaching approaches. Qualitative research methods, including interviews with students and field trips to Almaty, were utilized. Priority methods, such as problem-based learning, Inquiry-based Learning, and group work, were identified. The effectiveness of these methods was specifically examined at Gymnasium-School No. 81 in Almaty through questionnaires and interviews conducted with 51 students and 162 city residents/tourists. The findings underscore the significance of developing innovative teaching methods aligned with students' preferences. The study emphasizes the importance of problem-based learning, Inquiry-based Learning, and group work in enhancing the quality of tourism education in Kazakhstani secondary schools.

DAMPAK SUPERVISI KEPALA SEKOLAH TERHADAP KINERJA GURU DI TINGKAT SEKOLAH LANJUTAN TINGKAT PERTAMA (SLTP)

This study aims to analyze the impact of school principals' supervision on teacher performance in public Junior High Schools (SLTP) in the Batang Tuaka District. School principals' supervision is an essential factor in improving teaching quality, teacher motivation, and collaboration among teachers. Descriptive research method was employed, gathering data through observations, interviews, and documentary studies. The results of the study indicate that school principals' supervision has a positive impact on teacher performance. Directed and effective supervision helps improve the quality of teachers' instruction, motivates teachers in carrying out their duties, and fosters collaboration among teachers. Supporting factors such as effective communication, active teacher involvement, consistent support from school principals, and a school culture that supports the professional development of teachers also play a vital role in maximizing the impact of school principals' supervision. Therefore, it is recommended that school principals and relevant stakeholders pay serious attention to the practice of school principals' supervision to enhance the quality of education in public Junior High Schools in the Batang Tuaka District. This study provides a significant contribution to understanding the relationship between school principals' supervision and teacher performance in the context of public Junior High Schools.

Sexual health preparedness among medical students

It has been found that many medical students and early career physicians express feelings of being unprepared and undereducated on topics relating to patient sexual health. Based on previous reports on the topic, the quality and quantity of sexual health education in medical school has been minimally improved over the last several years. Aim of the work is to identify possible deficiencies in sexual health preparation within current medical education curriculum among United States allopathic, osteopathic, and Caribbean medical programs. Medical students (n=100) from three different medical program types, including United States allopathic (n=31), United States osteopathic (n=23), and Caribbean allopathic program (n=46), and years of study (1-4), were recruited informally and participated in a 15-question survey regarding their perceptions and experience of sexual health education, training, and preparation at their respective medical school. After obtaining informed consent, students completed this survey through a private form and the data was compared to students of different years, different programs, and different intended specialties. With a sample size of 100 students from three different medical school programs, it was clear that most schools provide some level of sexual health education to students, however, in most cases, the education received was overall perceived as less than adequate by the students. Additionally, it was seen that almost every student indicated a need for their respective institution to provide additional training in both basic sciences as well as in their clinical education to feel more confident in their ability to discuss sexual health priorities with their patients. Current practices in medical education continue to fail to meet student expectations. To create more competent and confident physicians to adequately assist patients in their sexual health needs, more positive curriculum changes need to be made in order to establish a new, higher standard for quality of sexual health care. Small changes at the pre-clinical and clinical level can improve overall student preparedness and confidence when discussing sexual health with patients.

The Effect of Zoning on Learning Potential in the Education Era

The problem in education in Indonesia is about equal distribution of student outcomes, so a Zoning system is implemented. When this system was implemented, teachers had to face adaptation to the new system, learning methods in schools were changed because of the mix of students who had differences in academic terms. The author's aim in creating this journal is to see the development of equality and new learning methods that are applied to each student. The research method used is processing data by examining various data sources such as magazines, books and other relevant documents. This research concludes that: 1). The zoning system has many pros and cons. 2). Improving the quality of public school education. 3). affect students' psychosocial skills. 4). It is a challenge for teachers to create learning methods for students who have differences in academic understanding.

Enhancing Curriculum Implementation in Nkowankowa Circuit Secondary Schools: A Qualitative Analysis of Educators' Perceptions in Limpopo-South Africa

Curriculum implementation in South Africa, particularly in Limpopo Province has many challenges that ultimately affect the quality of education. This study sought to address educators’ perceptions on curriculum implementation in Nkowankowa Circuit secondary schools. Qualitative methods were employed where 16 educators from all eight public schools in Nkowankowa Circuit were purposively sampled on the basis of knowledge and experience on curriculum issues. Face-to-face interviews were conducted to collect data on educator’s perceptions on curriculum implementation. Data collected were analysed by means of thematic data analysis method. The study was conducted from an interpretivist point of view. Findings revealed that proper monitoring enforces effective curriculum implementation, which will improve academic performance. Provision of extra classes also boosts learners’ academic performance. Lack of necessary resources seem to hamper effective implementation. Managing and monitoring curriculum implementation by School Management Teams (SMTs) ensures proper implementation and compliance to policy and improves academic performance. In conclusion, the researcher advanced recommendations that could be implemented at school and circuit level to assist improve implementation of curriculum which will ultimately uplift quality of education and academic performance in schools.

From Decentralised to Centralised Education: Consequences for Quality Physical Education in Macao SAR

Macao has had a history of practising ‘Laissez-faire’ (non-intervention) in school education development. However, the city’s return to China in 1999 initiated an era of change in consideration of the future needs of its society. Therefore, a more responsive approach was adopted to improve the quality of school education. This study discussed the strategies adopted for improving the provision of high-quality programmes, particularly for physical education (PE). A survey questionnaire was conducted for this study, with the participation of 84 professionals in the field of PE. The data reflected their perceptual understanding of recent developments in PE in Macao. A high perceptual index in specific dimensions indicated a strategic pattern of prioritising initiatives in legislative efforts: curriculum development and unification, academic learning time for PE, extracurricular activities, school building, and teachers’ training. Emphasis on professionals’ prevailing practices is an easy shortcut to success, but it leads to insufficient attention toward other important areas, such as students’ cognitive development in PE. This study provides evidence of strategic difficulties when priorities are partial to specific developmental issues. This situation becomes a concern as complacency may overlook other essential areas for progress in PE.

Challenges confronting rural physical science educators in enhancing Grade 12 Performance

The quality of Physical Science education in rural South African schools is a matter of significant concern, particularly in the context of the country's development goals aimed at uplifting education standards in these areas and nurturing a more skilled workforce. Physical Science plays a pivotal role in enhancing scientific literacy across the nation. This qualitative study, framed within Vygotsky's sociocultural theory, sought to identify the challenges faced by Physical Science educators in improving Grade 12 results in rural schools in Vuwani. Data were collected through semi-structured interviews and classroom observations involving a purposive selection of ten Physical Science educators from among 49 schools within the district. Thematic analysis was applied to the collected data, yielding insightful interpretations. The findings, primarily from interview responses, reveal that Physical Science educators in Vuwani grapple with various challenges. These challenges encompass resource scarcity, excessive workloads, inadequate support from school management teams (SMT), insufficient training when curricula change, overcrowded classrooms, and suboptimal learning environments. This study underscores the importance of fostering collaborative partnerships between schools, local communities, and business sectors. In particular, it recommends that businesses extend their support to rural schools, addressing infrastructure deficiencies and resource shortages. Such collaborative initiatives between government entities and businesses can enhance the overall quality of education in rural areas, ultimately mitigating the skills deficit and contributing to the nation's socioeconomic development goals.

Implementation Strengthening Education Character Student School Al-Anwar's Foundations Through School Culture

The government regulates school culture and surroundings to shape students' character. The school creates a positive environment and culture to improve kids' character. National education focuses on cultural assimilation. Cultural elevation improves schooling. Lack of cultural integration in school can alienate students and erode cultural identity. This study examines whether school culture improves character education. We also want to identify barriers and enablers to these methods and study their results. SDN Al-Anwar in Pasuruan City's Panggungrejo District was the site of this 2023–2024 study. Interviews, observation, and document analysis are used to acquire accurate data. For data analysis, we used descriptive and qualitative methods. Summary of findings: Creating a school brand, following rules, including stakeholders, cultivating positive habits, providing a good example, increasing literacy, and supporting extracurricular activities can improve character education in schools. The difficulty of measuring character value embedding, the inconsistency between habit formation and example character values in schools, and teachers' capacity to inspire, motivate, and lead students are all factors that complicate character education. home customs and role models. Parents' dedication, teachers' morality, academic progress tracking, and teachers' and students' character education are crucial. Character education helps kids develop strong religious, ethical, and personal values.

Implementasi Total Quality Management melalui Penjaminan Mutu dan Pelibatan Stakeholder dalam Penyusunan Kurikulum SMK PK

The purpose of this study was to examine in depth the process of quality assurance and stakeholder involvement in the preparation of the SMK PK curriculum at SMKN 1 Purwosari. This research is qualitative research with descriptive method and case study design. The main data sources for the research came from school principals, deputy heads of curriculum, WMM (Deputy for Quality Management), heads of expertise programs, and industry representatives, while other parties became sources of supporting data. In-depth interviews, non-participant observation, and document review were the methods to collect the data. Collecting, condensing, presenting data, and concluding research findings were processes of data analysis. Triangulation of techniques and sources were the processes of checking the validity of the data. This study found that TPMPS (School Education Quality Assurance Team) carried out quality assurance in the preparation of the SMK PK curriculum. Stages of developing the SMK PK curriculum include analyzing the needs of school stakeholders, evaluating and planning, drafting, verifying draft, validating, and publishing. The quality aspects developed are vocational content which includes technical competencies (hard skills), non-technical skills (soft skills), and entrepreneurial skills. Stakeholders involved include internal customers, primary customers, and secondary customers.

KEPEMIMPINAN TRANSPERSONAL KEPALA SEKOLAH DI PENDIDIKAN DASAR

The quality of education in elementary schools must be well maintained so that the next generation of a nation with character is formed. One of the factors that greatly influences the quality of education in elementary schools is good leadership. The principal as the main leader in elementary schools has a very important role in managing the school and leading all members of the school. In the last few decades, transformational leadership theory has become one of the most influential leadership models in education. The transformational approach to leadership has long been considered a productive approach. Transpersonal leadership offers a more humanistic and values-centered approach to addressing the complex challenges faced by today's organizations and societies).

IMPLEMENTATION OF THE SYSTEM OF MONITORING AND ASSESSMENT OF THE QUALITY OF EDUCATION IN THE TERRITORIAL COMMUNITIES

The article examines the process of decentralization as a basis for the implementation of reforms in education, which are due to the entry of Ukraine into the European educational space. It was revealed that over the years of implementation of the administrative reform in the communities, the experience of effective management of education has been gained; a new methodical service system was created; there was an understanding of the need to discuss the issue of the quality of education with parents, teachers, and the public. After all, the issues of the quality of education remain relevant even in such a difficult period that Ukraine is currently experiencing. It was found that the education quality system is impossible without a modern, comprehensive system of assessment of both the quality of education as a whole and all its components separately. The vision of the future of education and science of Ukraine, as one of the strategic goals, defines the obligation for children to acquire quality education in accordance with the principles and approaches of the National Academy of Sciences. It was determined that the problems of assessing the quality of school education are discussed by practitioners of school management, who state that there are two directions of assessing the quality of school education. One is related to the development of quantitative analysis based on statistical observation data, external evaluation of educational achievements, the second - to the shift of priorities in evaluating the quality of school education from the process to the result. Also, in school education, there is a lack of development of an effective mechanism for measuring and evaluating the quality of elements of the educational process. The factors that, according to experts, principals, teachers and parents, have the greatest influence on the quality of education have been identified: cooperation between participants in the educational process; safe environment for children; sufficient qualification of teaching staff. It is justified that it is possible to assess the quality of education using monitoring procedures, the purpose of which is to forecast and plan the development of education; determination of the effectiveness of the use of community funds and resources; comparison of educational institutions of the same community. It was concluded that monitoring should be based on the principles of systematicity, expediency, transparency of monitoring procedures, responsible attitude to their activities of the subjects participating in the preparation and monitoring. Evaluation of monitoring results will reveal the effectiveness of the educational process, weaknesses and problems.

Efforts to Improve the Quality of Schools Based on the Analysis of Educational Reports

The objective of this study was to examine school quality report cards in order to enhance the standard of education. This study employs descriptive qualitative methodologies, which involve analysing data or documentation, doing observations, and conducting interviews. Data collecting methods encompassed interviews, observation, and documentation. The participants in this study included the principal, vice principal, school treasurer, three teachers, and five studentss, who provided information. In addition, the employed data analysis technique is comprised of data reduction, data collecting, data display, and conclusion. The findings of this study suggest that the implementation of school report cards or education report cards can enhance the overall quality of schools. The indicators on the quality report card that can enhance the quality of school education include the quality and pertinence of student learning outcomes, which are categorised as satisfactory and progressing in relation to students' reading skills, numeracy abilities, and character dimensions. Consequently, there is a positive correlation between pupils' proficiency in literacy and the overall quality of education, including numeracy and character development. The school's quality is directly proportional to the pupils' level of numeracy skills and character. Schools must consistently aim for high-quality student learning outcomes, necessitating changes in all areas that contribute to student achievement.

Pendidikan Karakter di TK Pertiwi Batang Gansal (Studi Kualitatif)

Character education is moral education, character, values, character that aims to develop the ability of students to make good and bad decisions, as well as maintain the good and realize that goodness in everyday life wholeheartedly, based on the explanation above it is also known that teachers need to provide good character for children. This study uses a type of research with data collection in a natural setting, using natural methods, and conducted by a naturally interested researcher or researcher. In qualitative research, data collection is carried out in natural settings (natural conditions), primary data sources, and data collection techniques. The techniques for collecting this data consist of: Interview, Observation and Documentation. Data analysis is qualitative in nature described by words or sentences separated by category to obtain conclusions. Based on the results of research on "Implementation of character education in Pertiwi Batang Gansal Kindergarten can be implemented well. This can be seen from that child can be honest, disciplined, independent, high curiosity, care for the environment and children can cooperate with their friends both in learning and in playing. It can be explained that the purpose of character education in children is to improve the quality of educational outcomes that lead to the achievement of the formation of character and noble character of students as a whole, integrated, and balanced. Character education in schools is a vital need so that the next generation can be equipped with basic abilities as one of the important characters to live in the era of global information. In order for children to be honest, teachers and kindergarten managers provide honest boxes for children.
 Keywords: Character Education, internalization, Qualitative Study

Implementation of The Kauny Method Using The ADLX -Introflex Approach to Improve The Quality of Tahfidz Learning Based on Digitalization at SD-IT Hafizul Ilmi

The current phenomenon is that students do not yet have a deep interest in memorizing the Quran, and their talent for memorizing is still simple. So far, teachers only give directions and memorize assignments, and students must memorize verses of the Al-Qur'an and their meanings and interpret these verses. This phenomenon greatly worsens students' interest in learning; rote learning becomes very unpleasant for students. Implementing the Kauny method with the ADLX/Introflex approach can improve the quality of tahfiz learning, especially memorization based on digitalization. Students will be more interested in reading and interpreting it using hand movements and gesture language, so interpreting the meaning of verses will be easier and more enjoyable. They can memorize well and completely according to their experience. The aim of this research is: Students can activate their memory through memorizing and reading tahfiz and kauny methods with the ADLX/INTROFLEX approach. ADLX, or the Active Deep Learner experience learning approach, is a learning approach that combines active learning and deep learning approaches. The research method used is descriptive qualitative, using research instruments with interviews, documentation, and rote-based evaluations. The qualitative descriptive research method is a type, design, or research plan that is usually used to examine research objects that are natural or in real conditions and are not set up as in experiments. The research results from several sources show that implementing the Kauny method with the ADLX/Introflex approach is a very enjoyable tahfiz learning method. Student learning outcomes increase by gaining valuable experience and enjoyable learning. This method can even be applied to ABK students. Through its implementation, the quality of education in elementary schools increases because it provides students with experience in memorizing the Qur'an.