Banyak orang tua beranggapan tanggung jawab pendidikan ada pada pendidik dimasa pandemi saat ini, sehingga orang tua tidak mau ikut bersinergi dengan pendidik. Tujuan dari penelitian ini, yaitu mendeskripsikan sinergi orang tua dengan pendidik di Kelompok Bermain (KB) Kuncup Harapan Kota Baru Driyorejo Gresik dalam mendampingi belajar anak selama masa pandemi Covid-19. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek penelitian pendidik dan orang tua KB Kuncup Harapan. Teknik pengumpulan data menggunakan wawancara terstuktur dan dokumentasi. Teknik analisis data dengan Miles dan Hubermen. Hasil penelitian menunjukkan bahwa terdapat sinergi orang tua dengan pendidik KB Kuncup Harapan dalam pendampingan belajar anak usia dini. KB Kuncup Harapan memiliki program parenting, sebab peran orang tua sebagai demonstraktor, modelling, mentoring, organizing yang berkaitan dengan peran pendidik sebagai motivator, mediator, fasilitator dan evaluator. Bentuk kegiatan parenting KB Kuncup Harapan selama pandemi Covid-19, yaitu keterlibatan belajar di rumah, komunikasi, volunteer, dan pengambilan keputusan pendidikan anak

Anak berkebutuhan khusus (ABK) memiliki karakteristik khusus serta berbeda dengan anak pada umumnya. Dalam hal ini penanganan untuk siswa dalam kategori ABK sangatlah diperlukan, terutama di lingkungan sekolah dan rumah. Di sekolah selingkung Labschool Unesa memiliki 20 siswa ABK yang tersebar pada jenjang TK, SD dan SMP. Di sekolah, peserta didik tersebut dilayani oleh guru kelas dan orang tua yang mendampingi ketika belajar. Berkaitan dengan hal ini, para guru kelas dan orang tua siswa belum memiliki pengetahuan yang cukup tentang ABK dan penanganannya. Selain itu, guru dan orang tua juga tidak memiliki latar belakang Pendidikan Luar Biasa (PLB). Dari permasalahan tersebut, maka diperlukan pelatihan bagi guru dan orang tua. Tujuan pelatihan ini adalah untuk meningkatkan pengetahuan dan pemahaman tentang penangan ABK, supaya para guru dan orang tua dapat bersinergi dalam memberikan pelayanan, sehingga akan memberikan hasil pendidikan secara optimal. Kegiatan dilakukan dalam bentuk workshop dengan teori dan praktek. Hasil dari kegiatan pengabdian dinyatakan sangat efektif. Selain itu secara penguasaan materi, peserta pelatihan juga mengalami peningkatan yang dapat diketahui melalui hasil pre-test dan post-test. Berdasarkan hasil pre-test dan post-test diketahui terdapat perbedaan rata-rata hasil pada peserta pelatihan. Saran untuk guru dan orang tua yakni agar selalu konsisten dalam menguatkan perannya untuk mengakomodir kebutuhan anak, termasuk kebutuhan ABK.

quality improvement planning is based on the school development plan. This study is being conducted at MTs Ihyaul Ulum Gresik. The emphasis of this research is on planning for increasing educational quality based on work programs included in MTs Ihyaul Ulum Gresik's school development plan for 2020/2021 and their relationship to eight national education standards. A document study was employed to obtain data for this investigation. MTs Ihyaul Ulum Gresik's school development plan for 2020/2021 is being examined. This study's data were reported utilizing a qualitative descriptive technique. The findings of this study include the quality improvement plans identified in the work program of MTs Ihyaul Ulum Gresik, which are divided into three time periods: short (annual), medium (four years), and long (eight years). Because such work programs were related to eight national education standards, not all national education standards were found in MTs Ihyaul Ulum Gresik's work program. Some national education criteria are not present in the MTs Ihyaul Ulum Gresik job program.

Principals have an essential role in realizing schools that excel, excel, and even. A school principal's ability is not only in carrying out his role as a leader and manager but also, more importantly, as a motivator, innovator, and supervisor, including the principal in the Unesa Lab School Environment. This study aims to analyze the performance of school principals in carrying out their functions as innovators, motivators, and supervisors. The research method uses descriptive quantitative. Research respondents included school principals and educators at Lab school Unesa  Junior High School (JHS) 1, Unesa Lab school JHS 2, and Unesa Lab school Unesa Lab school JHS 3. The analysis technique used percentages. The results of this study indicate that the principal's leadership is carried out optimally. The data shows that the principal of Unesa Lab school JHS 1 has a score of 4.31, Unesa Lab school JHS 2 has a score of 4.30, and Unesa Lab school JHS 3 has a score of 4.55. In general, the principal's leadership in carrying out the functions of innovator, motivator, and supervisor has been excellent, and this must be maintained and even improved. For this reason, the principal must have the ability to receive and provide information to subordinates and their environment. As innovators, Principals have tips for establishing a harmonious relationship with a new climate of ideas, and they must also be able to integrate every activity. In carrying out his function as a motivator, the principal must be able to encourage a strong will and will with enthusiasm and confidence for teachers, staff, and students in carrying out their respective duties. The principal's supervisory function can be seen in composing and implementing educational supervision programs and taking advantage of the results.

This study aims to analyze the school climate in the Unesa Lab School environment. This study uses a descriptive quantitative approach. This research took place in nine schools, including two kindergartens, two elementary schools, three junior high schools, one high school, and one vocational school. The study results show that the overall school climate in the Unesa Lab environment is excellent, evidenced by the average gain of 4.19. However, suppose one looks at them one by one. In that case, two schools are in the excellent category: Unesa Lab School Kindergarten 1 and Unesa Lab School Elementary School 1. Of all the indicators that tend to get low scores compared to the others are (1) the happy atmosphere of the students is not maximized, and there are still doubts in doing the assignment; (2) there is secrecy in providing information, so mutual suspicion still appears; (3) the synergy between school principals and teachers, between teachers, and teachers and students in the teaching and learning process is not maximized; (4) the teaching and learning facilities provided are not by their purpose; and (5) the assistance given has not been maximized for any difficulties that arise as a result of assignments imposed on students.