Abstrak:Penelitian ini bertujuan untuk membandingkan pendekatan student-centered learning (SCL) di perguruan tinggi pada proses pembelajaran di tiga jurusan yang berbeda yaitu jurusan sosiologi, filsafat agama dan pendidikan bahasa Arab di UIN Sunan Kalijaga Yogyakarta. Ada dua permasalahan pokok dalam penelitian ini yakni bagaimana proses pembelajarannya serta apa strategi pembelajaran yang digunakan pada tiga jurusan tersebut. Metode yang digunakan dalam penelitian ini adalah metode deskriptif dengan pendekatan kualitatif. Hasil dari penelitian ini menunjukkan bahwa proses pembelajaran pada mata kuliah metodologi penelitian di jurusan sosiologi, mata kuliah filsafat India di jurusan filsafat agama dan mata kuliah bahasa Arab di jurusan pendidikan bahasa Arab telah menggunakan pendekatan SCL, meskipun proses pembelajaran dari ketiga jurusan itu menggunakan strategi yang berbeda.Strategi pembelajaran pada mata kuliah metodologi penelitian di jurusan sosiologi menggunakan strategi pembelajaran interaktif dan pengajaran terbimbing (guided teaching), jurusan filsafat agama pada mata kuliah filsafat India mengunakan strategi pembelajaran interaktif, lebih menekankan pada diskusi dan sharing diantara peserta didik, sedangkan di jurusan pendidikan bahasa Arab pada mata kuliah bahasa Arab menggunakan strategi pembelajaran peer lesson yaitu pembelajaran dengan cara mengajar sesama teman. Abstract:This research aimed at comparing student-centered learning (SCL) Approach in the university in three different courses in three departments at UIN Sunan Kalijaga Yogyakarta. There were two main problems in this research. They were how was the learning process and what strategy used on those three courses. The result showed that the learning process in the three courses namely research methodology course in the department of sociology, Indian philosophy course in the department of Religious philosophy, and Arabic language course in the department of Arabic language education have used SCL approach in the learning process, even though with different strategies. Research methodology course in sociology department used guided teaching strategy, Indian philosophy course in Religious philosophy department used interactive learning strategy since that course emphasized discussion and sharing among the students, and

This mini research describes the concept of education quality assurance in madrasa and Quality Function Deployment method in viewing assessment, needs, and expectation of students in MAN Yogyakarta 1 referring to eight National Education Standards. Research method uses quantitative approach, that is by calculating data assessment, needs, and expectation of students based on House of Quality matrix and calculating results of students’ statistical appraisal toward eight education standards by using software application SPSS version 22 in discerning students’ satisfaction toward education process are being run in madrasa. The results show that assessment aspects, needs, and expectation of students based on calculation of House of Quality matrix are the desire to obtain the worship stuff facility in the form of mukena and its place in the mosque, the availability of fan or air conditioner in each class, refinement and addition of sports field, equipments in the laboratory in the form of a computer. Whereas for education standards of content and process in madrasa, majority of students expect learning methods can be further developed with more interesting methods that are not boring for students. In addition, the calculation results through SPSS show the total number of students who become respondents as many as 57 students. Of the total, 39 students gave good or high appraisal toward education process with the percentage of 68,4%, and the rest 18 students gave less good or low rating with the percentage of 31,6%. Based on class, class XII grade with the number of 33 respondents, 23 of them gave good appraisal of 69,7% and the remaining 10 students gave poor appraisal of 30,3%. While class XI grade with the number of 24 respondents, 16 of them gave good appraisal of 66,7%, and the remaining 8 students gave less good or low appraisal of 33,3%.   Keywords: Penjaminan Mutu Pendidikan, Metode Quality Function Deployment.

Communication is very important position, especially in terms of educational leadership. The purpose of this research is to describe and obtain information about communication approach and its implementation in education leadership in SD Muhammadiyah Kleco, Kotagede, Yogyakarta. This research was conducted by using qualitative descriptive approach because it needed deep and accurate data and can describe clearly and detail. Subjects of this study were principals, teachers, and employees. Data collection was done by observation and interview.The result of the research shows that the approach of communication in the leadership of education in SD Muhammadiyah Kleco, Kotagede, Yogyakarta, the principal implements the approach of structure and function of organization, human relations approach, communication approach as organizing process, and organization approach as culture. From various leadership communication approaches in the education, leaders are able to master their communication skills and utilize existing resources to overcome limitations and compose and deliver messages that provide guidance, direction, and motivation to others to act. AbstrakKomunikasi sangat penting kedudukannya, terlebih dalam hal kepemimpinan pendidikan. Tujuan penelitian ini adalah untuk mendeskripsikan dan memperoleh informasi tentang pendekatan komunikasi dan implementasinya dalam kepemimpinan pendidikan di SD Muhammadiyah Kleco, Kotagede, Yogyakarta. Penelitian ini dilakukan dengan menggunakan pendekatan deskriptif kualitatif karena dibutuhkan data yang mendalam dan akurat serta dapat mendeskripsikan secara jelas dan rinci. Subjek dari penelitian ini adalah kepala sekolah, guru, dan karyawan. Pengumpulan data dilakukan dengan observasi dan wawancara. Hasil penelitian menunjukkan bahwa pendekatan komunikasi dalam kepemimpinan pendidikan di SD Muhammadiyah Kleco, Kotagede, Yogyakarta, yaitu kepala sekolah mengimplementasikan pendekatan struktur dan fungsi organisasi, pendekatan hubungan manusiawi, pendekatan komunikasi sebagai proses pengorganisasian, dan pendekatan organisasi sebagai kultur. Dari berbagai pendekatan komunikasi kepemimpinan dalam pendidikan tersebut, pemimpin mampu menguasai keterampilan komunikasi yang dimilikinya serta memanfaatkan sumber daya yang ada untuk mengatasi keterbatasan serta menyusun dan menyampaikan pesan yang memberi bimbingan, arahan, dan motivasi kepada orang lain untuk bertindak. Kata Kunci: komunikasi, kepemimpinan pendidikan JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Vol.3 No. 1 Th. 2018 (Page 99-107) 1 99 e-ISSN: 2502-6445 https://ejurnal. stkip-pessel.ac.id/index.php/kp