Coronavirus disease (Covid-19) is shaking the world. This massive event triggered by infectious disease is beyond the predictions of many people, even practitioners, and experts in the field of crisis management. Now all sectors are affected, including the world of Education. Academic leaders respond by moving their educational activities and those related online. The decision to pivot into distance learning is made quickly. This research focuses on highlighting how the headmaster's leadership in carrying out crisis management in the Islamic School of Al-Azhar Cairo Yogyakarta by going through the stages, namely 1) Before the Crisis, 2) During the Crisis, 3) After the Crisis. This research uses a qualitative method with the type of case study. The results showed that Before the Crisis stage was carried out by implementing the Covid-19 Prevention Literacy policy. The stages during the crisis are carried out with (a) Health Talk, (b) Learning from Home Policy, and (c) Video and Podcast Challenge. After the crisis phase, the principal develops a collaborative approach to leadership, evaluating, and controlling the various effects of the crisis to prevent future crises. Crisis management is needed so that schools can be better prepared to deal with crises and reduce their impact so that the learning process and managerial activities can continue to run productively.

This study aims to describe the integrated school management with PPK. The research was conducted at Muhammadiyah Wirobrajan 3 Elementary School in Yogyakarta City (Wibraga). This research is a qualitative approach. Data were collected through interviews, observations, and documentation. The results of this research are as follows: Firstly, the school management was integrated with the character education program at Wibraga, covering four functions; 1) The systemic-integrative planning by forming a development team for formulating PPK programs; 2) The organizing job description with three departments, the head of Curriculum and Teaching, ISMUBA and BHI, and Activities and Student Affairs; 3) The implementation of PPK programs was integrated through intra-curricular activities, the class based on co-curricular and extracurricular activities, Islamic and society life culture; 4) The controlling of PPK programs was realized in attitude books, school regulations, and external supervision with teachers, public relations, student parents, and local society.

This study aims to describe the management of two types of archive, dynamic and static, in the Library and Archives Office of Magelang, Central Java. This is a case study with a qualitative approach. The data were collected through interviews, observation, and documentation, and were analyzed using the interactive model techniques by Miles and Huberman. The research found that: (1) management of the records consists of dynamic and static archives; (2) the archival storage is carried out independently and used classification system of problems; (3) the management of active dynamic archives consists of receiving of records, indexing, appointing, dispositioning, follow-up, and filing; (4) the management of inactive dynamic archives consist of selection, description, grouping, determination of schedule for archival retention, structuring, pengkamperisasian, and filing; (5) the management of static archives consist of planning, source identification, archival information maneuvering and definitive numbering, arrangement for storage (compiling inventory, labeling, validating inventory lists and binding inventory lists).

Filtering the abundance of information is done by providing information literacy skills. Information literacy skills need to be possessed by every student at school age to manage information as needed. The school library is one of the facilities that can equip students' information literacy skills. The school library seeks programs and activities related to information literacy. This study examines the efforts made by the library to develop information literacy skills. This research is descriptive with a qualitative approach. The research was conducted at the Ganesha Library of SMA Negeri 1 Jetis Bantul Yogyakarta. Research informants are the head of the library, deputy head of the library, librarians, teachers of reading interest, and students. The data collection techniques are used by observation, documentation, and in-depth interviews. Data were analyzed by data reduction, display data, and conclusion—the validity of the data used by triangulation of sources. The results showed that (1) Students at SMA Negeri 1 Jetis Bantul Yogyakarta had information literacy skills developed with the support of the Ganesha Library. (2) The efforts made by the Ganesha Library to develop students' information literacy skills are through library programs and activities, the role of librarians, the role of teachers, and the empowerment of human resources. The literacy skills possessed by students help them sort out information according to their needs, especially for the development of their academic activities.

Penelitian ini bertujuan untuk mengetahui tingkat kepeduliaan mahasiswa Program Studi Ilmu Perpustakaan UIN Sunan Kalijaga Yogyakarta dalam mencegah persebaran berita bohong yang berasal dari internet. Pencegahan tersebut dilakukan melalui pengidentifikasian berita bohong dengan indikator yang telah ditetapkan oleh International Federation of Library Associations (IFLA). Penelitian ini merupakan penelitian deskriptif kuantitatif dengan angket sebagai teknik pengumpulan datanya didukung oleh wawancara dan observasi nonpartisipatif pasif. Grand mean digunakan untuk menyimpulkan data dari kuesioner yang terkumpul. Hasil penelitian menunjukkan bahwa kepedulian mahasiswa Ilmu Perpustakaan UIN Sunan Kalijaga termasuk dalam kategori tinggi, dengan skor 3,77 dari rentang nilai 1 sampai dengan 5. Mahasiswa Ilmu Perpustakaan UIN Sunan Kalijaga memiliki kemauan dan kemampuan untuk mengenali berita bohong di internet, meliputi 1) kemauan untuk bertanya kepada pakar, 2) kemampuan memahami majas konteks berita, 3) kemauan untuk memeriksa sumber berita, 4) kemampuan membaca yang tersirat, 5) kemauan menghidari prasangka (bersikap netral), 6) kemauan memeriksa waktu (tanggal) produksi berita, 7) kemauan memeriksa penulis berita, dan 8) kemauan memeriksa sumber pendukung produksi berita. Mahasiswa harus dapat berpikir kritis sebagai keterampilan utama mengidentifikasi berita bohong. Pendidikan literasi informasi dapat digunakan sebagai cara mengasah keterampilan berpikir kritis mereka.