Quantitative research of the correlation studies with model aims to analyse the influence of large contributions and relations variables (X1) compensation and job satisfaction (X2) against a variable performance lecturer (Y) when controlled with variable organizational commitment (Z) and basing on the theory of two factors that was conceived by Frederick Herzberg. The results of the comparison between the coefficients of correlation bivariat (X1 = Y = compensation and performance Lecturer) and partial correlation coefficients (X1 = compensation, organizational commitment and Z = Y = performance Lecturer) indicate that ryx1 > ryx1z i.e. 0317 > 0268. This means that the compensation effect on performance because the lecturer is mediated by the commitment of the organization. The regression results to prove the value of the β1 = β2 = 0153 and 0383, where compensation contributions and commitments of the Organization was able to improve the performance of lecturers of 54%. That is, when a lecturer at Faculty of Tarbiyah UIN Sunan Kalijaga Pedagogy and has compensation and high organizational commitment can enhance the performance of lecturers of 54%. While on the job satisfaction variables retrieved results correlation bivariat (X2 = job satisfaction with Y = performance Lecturer) significant i.e. 0.001 < α 0.10, while partial correlation results (X2 = job satisfaction, organizational commitment, Z = and Y = performance lecturer) was not significant because significant numbers 0086 > α 0.10, so that job satisfaction is really in a linear effect on the performance of a lecturer. The results of the regression coefficient regression proved the job satisfaction (β) of 0267, where the contribution of job satisfaction was able to increase the performance of a lecturer of 27%. That is, when a lecturer at the Faculty of pedagogy and Tarbiyah UIN Sunan Kalijaga Yogyakarta has a high job satisfaction though have no organizational commitment can enhance the performance of lecturers of 27%.

The main and fundamental thing to consider in improving the quality of education is to build and form a mindset strategy for all stakeholders of education. This research was conducted by using qualitative descriptive approach. The purpose of this study is to obtain information and describe the formation of total quality educational mindset at Kleco Muhammadiyah Elementary School in Yogyakarta. The formation of the mindset was done through the formulation and the communication of mindset. The formulation of the mindset was done by observing the principals regarding various trends driving the changes that will occur. It then illustrated the impact of changes in the school caused by various efforts of changes that have been observed and formulated by providing the best value for customers, making continuous improvement, and trying to satisfy the needs of stakeholders. The communication mindset that has been formulated was done in two ways, namely through personal behavior and operational behavior. The realization of the result of forming the total quality educational mindset is the formation of member behavior in the organization in accordance with what is expected by the school.

Teacher’s role in educating students is becoming more complex recently. It should not only educate students to be intelligent but also have a character. This is a qualitative field research with study case method. The data collection techniques that were utilized were observation, interview, documentation and triangulation. The data analysis consisted of data collection, reduction and presentation and drawing conclusion. The objectives of this research are to analyze the implementation of streghtening of students’ character education, inhibiting and supporting factors, and teacher’s role in reinforcing students’ character education seen from the perspective of Islam education at SMK Muhammadiyah 1 Wates. The finding indicates that the implementation of the reinforcing of students’character education had been done by applying programs of prosperous, religious and discipline. The obstacles of implementation are miscommunication, difference of character understanding adaptation, family background, and age. Meanwhile, supporting factors such as Islamic human resource, school societies’ commitment, professionalism, sincere and loyal work. Teachers’role in reinforcing students’ character education seen from perspective of Islam education by applying tadzkiroh model

This research aimed to find out whether or not a relationship exists between social support and resilience power and achievement motivation for children who live in orphanage environment. The approach which was utilized in this research was quantitative to know the relationship level between social support and Achievement motivation and between resilience and exceptional motivation. The population study as the research subjects; they are 44 teenagers in total who live in Aisiyah Kudus Orphanage whose age is between 13 to 18 years old. The data analysis which was utilized in this research was regression analysis towards the proposed hypothesis. The result insicates positive and significant relationship between social support and achievement motivation with a corelation coefficien (r) of 0.149 with signifiance level 0.002. Besides, it is found positive and significant relationship between resilience and achievement motivation with correlation coefficient (r) of 0.476 with significance level 0,000. The significance scores 0,002 and 0,000, which are lower than probability score 0,05 (p< 0,05) indicate that the working hypothesis in this research is accepted, which shows relationship between social support and resilience and achievement motivation. However, if it is seen from weak correlation coefficient, it can be said that social support and resilience are only a small part of factors that cause the emergence of achievement motivation.

Islamic education has become less moral due to the religious and general science separation. This split in science is blamed on the West's secularization. Adding religious and general science to the Islamic education curriculum can solve this problem. This study aims to determine what Syed Muhammad Naquib Al Attas meant by Islamizing science and how it relates to Islamic education. This article uses qualitative descriptive research that blends history and philosophy. This study used Syed Muhammad Naquib Al Attas's books, other documents, books, and articles. According to Syed Muhammad Naquib al-Attas, the idea of Islamizing science is to free people from magical, mythological, animistic, cultural-national traditions that go against Islam, as well as from the chains of a secular understanding of thought and language and the control of their physical impulses that are often secular and unfair to their nature or soul. Islamic education develops the body, spirit, and mind (Insan Kamil). This research contributes to Islamic education by strengthening the epistemology of the Islamization of science and its relation to Islamic education.