The physical and non-physical family environment is one of the most critical factors in student learning outcomes. This research was assessed using a mixed-method descriptive qualitative and quantitative method to see how the family environment, both physical and non-physical, with experimental science learning was conducted on 60 Junior High School students. The requirements of the respondents in this study were 30 open school students and 30 non-open school students. The results showed that: (a) family involvement motivates students when conducting experiments; (b) the feasibility of the physical environment of the family allows students to complete the experiment of making simple liquid fertilizers to the application of these fertilizers to cosmetic plants, (c) students can complete the experiment by giving directions to the online method because of the high involvement family in the learning process. Other studies state that the family environment in the form of parents ‘expectations of students’ future careers in science is the main reason for high family participation in the experimental process to provide maximum student experimental results. In conclusion, the family’s physical and non-physical environment dramatically determines and encourages students to optimize experimental science learning methods so that science education applied during the Covid-19 pandemic by studying at home can be continued and carried out experimentally. The New Normal Education Model through online and non-online methods for science learning can still be done at home, with the involvement of the family’s physical and non-physical environments that support students to complete experiment-based science learning projects. Independent learning in junior high school students can also be done by providing direct control between educators and the students’ non-physical environment, namely parents, to remain motivated.

Character education can be applied through various methods, including the internalization of values and character habituation. The purpose of this study was to analyze the characteristics of adolescents and families, family values, and character habituation; analyze the influence of adolescent and family characteristics, family values, on habituation of adolescent characters. Respondents in this study were 200 people with translation; 100 junior and senior high school students in the Sukmajaya Depok area, and mothers of these teens who work. Location selection uses purposive, and respondents are selected by random sampling. The results of the analysis state that the highest family value internalized by working mothers in adolescents is the value of humility. Conversely, a low value is the value of family recognition through achievement. Another finding based on Partial Least Square analysis shows that family values that have a significant positive effect on adolescent character habituation are self-control and emotion (p=0.029, t>1,96). While family values that have a significant negative effect are family recognition through achievement (p=0.000, t>1,96), and humility (p=0.042, t>1,96).

KKNI is one of the synergies in the fields of education, training and work experience that is feasible to apply in vocational education. This study aims to evaluate, map and find out equitable competency test and certification for vocational school teachers, indicators of the success of the teacher transfer function program integrated with competency tests and certifications, and the urgency of the KKNI in the cosmetology field. The research method uses a combination of quantitative and descriptive methods with library research, which involves 42 teachers transferring the function of the cosmetology study program. Data was collected by questionnaire and analyzed a descriptive technique. The results showed that equalization of national qualifications and certification is considered very important, the need for general skills-based on KKNI for vocational school teachers,  competency expertise is one of the urgent things that need to be possessed by educators. In addition, based on the results of the evaluation, it was found that the need for an effort to disseminate and distribute information about KKNI in order to increase competency for 3T regional teachers. It is necessary to support more adequate facilities and infrastructure in the process of applying competency-based vocational education and certification.

Educational evaluation is one of the supporting factors for quality in education itself. The digital age places education to continue to make updates, especially on online programs. In addition to educational equipment, the education system also increases the competence and qualifications of educator resources, one of which is through PPG Ristekdikti. The successful implementation of online system programs in education can include participants’ understanding of online learning media, ease of access, and observation during implementation. This research is a qualitative research that describes the facts and phenomena of online programs from Teacher Professional Education (PPG). This study involved 29 teachers who participated in the PPG Cosmetology program. Based on the results of observations, interviews, and the value data obtained by participants, the online system of the PPG program is quite good because it is considered flexible. Other factors that inhibit the PPG program online system include; (a) management scheduling each assignment, (b) the age of participants who are no longer young, it is quite difficult for participants to understand learning technology online, and (c) in connection with the transfer of programs, not all teachers are able to master cosmetology material.

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