This article discusses management of leadership in the madrasah environment. The main focus of this article is on the challenges faced by madrasah leaders in managing change and resistance from stakeholders. This research is a qualitative study that draws on practical experiences of leadership management in the madrasah environment. The case study approach can provide a detailed picture of the situations and challenges faced by madrasah leaders in managing change and resistance, as well as the strategies used to address them. In the case study, data can be obtained through interviews, observations, and document analysis to provide a more comprehensive picture of the case being studied. Through literature review and practical experiences, this article discusses several effective leadership management strategies for managing change and resistance in the madrasah environment. This article also discusses the importance of effective communication and participation from all relevant parties in the leadership management process in madrasah. This article is expected to contribute to the development of leadership management in the madrasah environment and strengthen the role of madrasah in shaping the character and personality of the younger generation. The results presented show that: First, school leadership management can respond to resistance from school communities by acting as a source of information, initiator of innovation programs, and agent/driving force in overcoming school community resistance to curriculum changes. Good school leadership management can help improve the quality of education in madrasahs, strengthen leadership positions inside and outside the school, and create a conducive and innovative working environment for teachers and school staff. Second, in order to overcome school community resistance to curriculum changes, visionary, participative leadership that is capable of initiating innovation programs is required. The school principal as a leader must understand the conditions and characteristics of the madrasah, be able to communicate clear and consistent vision and goals, and motivate teachers and school staff to work together in overcoming these challenges.

This article discusses the importance of learning evaluation in elementary schools and various approaches and strategies that can be used in managing evaluation. The article was born from a literature research type, which designs and collects data based on reading sources, both offline and online. The article explains that learning evaluation is an important process in assessing learning objectives and providing feedback to teachers and students to improve the quality of learning in elementary schools. The article also highlights several evaluation approaches such as formative and summative evaluation, as well as evaluation strategies such as the use of tests, observations, and portfolios. Additionally, the article emphasizes the important role of effective evaluation management in ensuring accurate and reliable learning evaluation. In conclusion, this article provides a broad overview of learning evaluation management in elementary schools and provides advice for teachers and principals to optimize the learning evaluation process in elementary schools.

Pembelajaran Kondisi sikap sikap sosial anak yang cenderung negatif seperti mengejek teman bahkan sampai bertengkar dengan teman sebaya. Penelitian ini diharapkan menjadi suatu rujukan yang dapat memberikan gambaran terkait pelaksanaan penilaian sikap sosial di sekolah dasar. Penelitian ini bertujuan untuk menganalisis penilaian ranah afektif dalam proses pembelajaran terhadap perubahan sikap sosial siswa sekolah dasar. Jenis penelitian ini yaitu deskriptif kualitatif. Subjek uji coba penelitian adalah 2 guru kelas dan 41 siswa kelas V SD. Data pelaksanaan penilaian sikap sosial dikumpulkan dengan menggunakan metode observasi, wawancara, dan studi dokumentasi. Data dianalisis dengan mengikuti model analisis interaktif Miles dan Huberman. Hasil penelitian ini menunjukkan pertama, penilaian ranah afektif dilakukan guru di kelas dengan teknik pengamatan, melalui jurnal harian sebagai instrumen penilaian. Terdapat dua dokumen yang digunakan untuk memantau perkembangan perubahan sikap siswa yaitu catatan jurnal harian dan rapor siswa. Perencanaan penilaian sikap dilakukan guru tidak semua maksimal dalam RPP. Kedua, perubahan sikap negatif dari seluruh aspek sikap berkurang, namun disiplin, tanggung jawab dan percaya diri perlu ditingkatkan. Ketiga, bentuk tindak lanjut yang dilakukan guru dalam upaya membentuk sikap sosial siswa dengan peringatan dan pemberian sanksi.