This research is conducted to formulate an education quality assurance management model, which focused on vocational schools or SMK. The model covers an early process of students deciding to choose a certain SMK until the post graduation of students. Quality assurance is an important aspect to improve in education, especially in SMK, which is expected to be the leading efforts to increase human resources. Therefore, a special management model form of quality assurance toward SMK is needed. Holistic Skills Education (HOLSKED) is one of its manifestations which is designed to assure the quality of SMK in a simple way by doing six steps. They are Pre-entering Behavior, Entering Behavior, Process, Assessment, Evaluation, and Output which included in the early process during the student's application until the process of assuring students after half a year of graduation. This research applied Research and Development approach. The method used in the data collection process is qualitative and quantitative ones. The number of the samples is four SMK in which each has sixty-one people. Three SMKs are used as the samples for the initial test, while the rest is for the model test.There are four ways used in the data collection techniques, they are documentation, observation, interview, and questionnaire. HOLSKED resulted in some improvement of SMK's quality: HOLSKED could change the mind-stream of the majority of students to be more creative and productive, students do not depend on the available facilities, but on the contrary they try to find the way to solve the lack of the facilities at their school, and normative and adaptive materials 219 Erni Munastiwi / Procedia -Social and Behavioral Sciences 204 ( 2015 ) 218 -230 are presented more practically, not theoretically, by the teachers. HOLSKED is an education quality assurance management model which is constructed scientifically because it is a model of quality assurance for SMK. In 1999, the National Education Department launched a supplement of Competency Based Training (BCT), in which it is an amalgamation of knowledge, skills and attitudes. The SMK graduates should have competency related to computer and intrepreneurship. The first competence is to anticipate the era of globalization, while the second is to develop the sipirits of entreprenurship which can create the jobs. The results of this model prove effective, especially to develop the mindset and awareness of the students to gain special expertise. This model can encourage vocational students to develop entrepreneurial ideas so that graduates are capable of not only working in a company but also creating their own businesses. The aspects developed through this model are mindset, independence, problem solving, innovation, and entrepreneurship.

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Tujuan penelitian ini adalah untuk mengetahui  tantangan dan hambatan pembelajaran dari rumah selama pandemi COVID-19 dan bagaimana strategi orang tua dalam mengembangkan potensi bakat dan kreativitas di masa pandemi COVID-19. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif kualitatif. Pengumpulan data dilakukan lewat wawancara. Untuk mendapatkan data penelitian yang dapat dipertanggungjawabkan secara ilmiah, maka digunakan teknik triangulasi sebagai teknik keabsahan data. Teknik triangulasi digunakan untuk mengecek kembali hasil wawancara penelitian. Jenis analisis data yang digunakan adalah analisis kualitatif. Adapun langkah-langkah dalam analisis data penelitian,  pertama dengan reduksi data. Kedua, yaitu  penyajian data penelitian. ketiga, adalah penarikan kesimpulan sebagai jawaban atas rumusan masalah yang diajukan.penelitian ini menunjukkan bahwa terdapat peran orang tua dalam pengembangan bakat dan kreativitas selama pandemi COVID-19. Beberapa strategi yang telah diterapkan para orang tua agar bakat dan kreativitas anak tetap berkembang di masa pandemi, yaitu menciptakan lingkungan yang bersih dan sehat agar tercipta pembelajaran anak yang tenang dan nyaman, para orang tua aktif memantau perkembangan belajar anak selama melakukan pembelajaran dari rumah. Memberikan kebebesan yang selebar-lebarnya untuk bermain serta mengajarkan sebuah keterampilan kepada anak seperti memasak, dan menyiapkan segala keperluan yang diperlukannya saat belajar dari rumah, agar mereka tetap belajar dan tetap mengembangkan bakat dan kreativitas mereka.

Berkenaan dengan sistem pendidikan di indonesi salah satu penyebab rendahnya kreativitas anak indonesia ialah lingkungan yang kurang menunjang anak untuk mengekspresikan kreativitasnya khususnya lingkungan keluarga dan sekolah. Permasalahan ini muncul dengan banyaknya persoalan menyangkut pengembangan potensi melalui pendidikan. Orang tua maupun lembaga pendidikan lebih banyak melakukan kegiatan yang berorentasi pada pengembangan akademik (kognitif). Penelitian ini bertujuan untuk mendeskripsikan secara mendalam tentang peran guru dalam mengembangkan kreativitas anak usia dini di TK Islam Terpadu Salsabila Al-Muthi’in. Penelitian menggunakan pendekatan kualitatif  dengan teknik pengumpulan data melalui wawancara, observasi dan dokumentasi. Hasil penelitian menunjukan bahwa: (1) Upaya guru dalam mengembangkan kreativitas anak usia dini yaitu melalui proses pembelajaran sentra yaitu: sentra imtaq, bahan alam, balok, persiapan, bermain peran, seni dan ekstra. 2) Terdapat 8 peran guru dalam mengembangkan kreativitas anak usia dini yaitu:guru sebagai pendidik, motivator, penasehat, teladan, pengajar, pembimbing, pelatih dan pengevaluasi (3) faktor pendukung dalam mengembangkan kreativitas anak usia dini yaitu manajemen waktu, kondisi lingkungan, sarana prasarana, rangsangan mental, dorongan internal dalam diri anak dan peran guru. Sedangkan faktor penghambatnya yaitu: peran keluarga, rasa emosional anak yang berlebihan dan pengawasan guru guru yang terlalu ketat dalam proses pembelajaran.

This study aims to reveal the comparative management of Islamic Education (Islamic Education) learning in Indonesia and Malaysia. The research method was a case study. The aspect of the study includes planning, implementation, and evaluation. Data collecting techniques were documents, archive records, interviews, and observations. The informant selection technique was a purposive sampling procedure from Madrasah Ibtidaiyah (MI) Bego, Sembego, Maguwoharjo, Depok, Sleman, Yogyakarta, Indonesia and Sekolah Rendah Malaysia (Malaysian Primary School) or Sekolah Kebangsaan (Malay-medium National Schools) Jelotong, Paritraja, Batu Pahat, Johor, Malaysia. The results of the study show that both Indonesia and Malaysia produce similarities in terms of the stages of the planning, implementation, and evaluation processes. The uniqueness of other similarities can be found in choosing the topic of Islamic religious subjects in the learning process. In addition to the similarities, there are differences in the underlying philosophy of making an Islamic Education curriculum.