Hands-On-Minds-On as a learning approach involves activities and direct experiences with natural environment or educational experiences that actively involve students in manipulating objects to gain knowledge or understanding to reform and improve science learning outcomes by using Hands-On-Minds-On learning model for third grade students at SDN Tengah 07 Pagi. The total number is 42 students, 20 students were taken as sample population. Based on the result of the first pre-cycle research, it was found that 13 students did not reach the Minimum Completeness Criteria (KKM), and students who obtained above the Minimum Completeness Criteria (KKM) were 7 students. From the result of the pre-cycle research, it was found that the value of Class III A is still relatively low with an average score of 60.75. Whereas, the Minimum Completeness Criteria (KKM) for science subject is 65. In the second cycle, teacher includes more learning media, makes classroom situation more enjoyable and provides many opportunities for students to be active in learning process. Finally, the learning outcomes also increase from the average students' learning outcomes of 78.50 to 85.25. Therefore, it can be concluded that the research cycle I and cycle II can improve the students' learning outcome on science learning in class III A by using the Hands-On-Minds-On learning model. Thus, the research ends in the second cycle.

The research method used was qualitative. The research site of Mutiara Bangsa Health Vocational School, Purwakarta, West Java. The number of respondents was 38 grade X students. The results of the study were as follows: 1) The character education curriculum at Mutiara Bangsa Health Vocational School was arranged perfectly. 70% of the subject matter is in the form of practice and 30% is theory. 2). The character education model has been used by using the "Qishah or Story Model, Uswah or Exemplary Model, Habitual Model, Teaching Model, Priority Determination Model. Practical Model Priority Habitual Reflection Model". 3) Character education program. has been done . The achievement is at a good stage. 4) The implementation of the character education model has been carried out well. 5) Facing obstacles and strengthening the implementation of the character education model are carried out mutually and continuously work hand in hand to overcome obstacles. but only achieved good not yet perfect 6) The results of the implementation of the character education model have been good. Weight of Perfect Points A = 85-100. Good 76-84. Enough 66- 75. Less 50-65. The results of character education grow attitudes: 1). Religious. 2) Honest 3) Tolerance 4) Discipline 5) Hard work 6) Creative, 7) Independent, 8) Democratic 9) Curiosity Keywords: Model Development, Character Education Curriculum, Model. Program, Implementation, Overcoming obstacles, Result of implementation.

Masalah yang dihadapi guru cenderung melaksanakan pembelajaran dengan kaku  bahkan konvensional. Hal ini tampak dari rancangan pembelajaran dalam bentuk RPP dan hasil observasi Kegiatan Belajar Mengajar  pada studi awal supervisi pegagogik guru yang peneliti lakukan, menunjukan masih perlunya pembinaan oleh kepala sekolah terhadap  kemampuan guru dalam mengelola pembelajaran yang ideal di kelas sebagai upaya mendongkrak kualitas pembelajaran. Tujuan penelitian adalah untuk menganalisis dan mendeskripsikan:1) Perencanaan program supervisi kepala sekolah dalam meningkatkan kompetensi pedagogik guru. 2) Proses supervisi kepala sekolah dalam meningkatkan kompetensi pedagogik guru. 3) Tindak lanjut supervisi kepala sekolah dalam meningkatkan kompetensi pedagogik guru. Metode penelitian yang digunakan  adalah deskriptif. Informan pada penelitian ini meliputi kepala sekolah,  dan guru. Hasil penelitian membuat model Klinis  implementasi Supervisi Kepala Sekolah dalam meningkatkan Kompetensi Pedagogik Guru. Guru dapat menyusun Rencana Pelaksanaan Pembelajaran (RPP). Kegitan belajar mengajar lebih menyenangkan,Kompetensi pedagogik guru meningkat, Guru diikut sertakan seminar dan workshop .Meningkatkan mutu pendidikan dengan nilai hasil lulusan meningkat. Kegiatan penelitian dilaksanakan pada bulan Januari 2020 sampai bulan Juni 2020 di Pondok Pesantren MTs Darunnadawah dan MTs Al Ahliyah Karawang Jawa Barat.

The research method used is a mini research field research (field research) is qualitative descriptive. Data obtained by means of observation, interviews, and documentation. Data were analyzed, starting from data reduction, data presentation, drawing conclusions and testing the validity of the data through triangulation. The purpose of this study is to identify and analyze the material design of Islamic religious education in the modern Islamic boarding school Al Ikhlas Kuningan, West Java. Somatic, Auditory, Visual and Intellectual Approaches Edutainment. The results show that students are happy to take part in Islamic Religious Education (PAI) learning activities using the Edutainment learning model with Somatic, Auditory, Visual and Intellectual approaches. Student findings are easy to understand/understand and enjoyable Islamic Religious Education PAI through Edutainment learning model approaches Somatic, Auditory, Visual and Intellectual.

Masalah ditemui di lapangan saat kepala sekolah belum berhasil membawa lembaganya ke arah tujuan yang ingin dicapai dan meningkatkan mutu pendidikan. Pentingnya artikel ini mewujudkan agar Sekolah dapat mengelola pendidikan dengan baik, berdasarkan kebijakan standar kepemimpinan kepala sekolah sebagai pengelola pendidikan di MTs Insan Kamil Payatiman Purwakarta. Standar Kebijakan berpedoman pada Pertama, Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 13 Tahun 2007, tentang Standar Kepala Sekolah/Madrasah. Kedua, Undang Undang RI No.14 Tahun 2005 tentang Guru dan Dosen pasal 1 ayat 10. Ketiga, Peraturan Menteri Pendidikan Dan Kebudayaan RI nomor 6 Tahun 2018 Tentang Penugasan Guru sebagai Kepala Sekolah, Bab III Persyaratan Bakal Calon Kepala Sekolah Pasal 2 (1). Tujuan dalam artikel ini untuk meningkatkan standar kepemimpinan kepala sekolah pengelola pendidikan dan meningatkan mutu pendidikan di Indonesia. Metode penelitian lapangan (field research) bersifat kualitatif deskriptif lokasi di MTs Insan Kamil Payatiman Purwakarta Jawa Barat. Data diperoleh dengan cara observasi, wawancara, dan dokumentasi. Penelitian dilaksanakan dari bulan Februari 2020 sampai April 2020. Analisis data diperoleh dari data primer dan sekunder kemudian di olah, mulai dari reduksi data, penyajian data, penarikan kesimpulan dan uji keabsahan data, responden adalah guru, kepala sekolah, wakil kepala sekolah, tata usaha, siswa dan orang tua juga masyakat. Hasil penelitian Kepala sekolah MTs Insan Kamil Payatiman Purwakarta telah melaksanakan dengan baik fungsi sebagai pendidik, manajer, administrator, supervisor, pemimpin, inovator, wirausahawan. pencipta iklim kerja.