This study aims to analyze the hump-shaped relation of regions in East Java Province. The proof of hump-shaped relation is seen from the influence of the degree of fiscal decentralization on economic growth. Fiscal decentralization analysis which is the ratio of regional original income and total regional expenditure, as well as using control variables consisting of government investment, and education which is implemented with reading and writing ability figures. The method used in this research is the econometrics approach. The model used in this study is the Fixed Effect Model with the Generalized Least Square method. The results of this study indicate that together the degree of decentralization, the degree of quadratic fiscal decentralization, government investment, the Gini ratio, the Gini squared ratio, and education significantly influence the regional economic growth in East Java Province. Partially the degree of decentralization, the degree of decentralized fiscal squared, government investment, the Gini ratio, the quadratic Gini ratio, and education also significantly affect economic growth, and show a hump-shape relationship, namely the degree of fiscal decentralization has a positive effect and quadratic fiscal decentralization hurts economic growth.

In the implementation of school education, the education administration system has a function that determines the form, structure and content of school program planning; arrangements and management, and an appropriate organizational plan and coordination system for school activities to run effectively towards the vision of education. This study aims to provide an overview of the administration and academic supervision programs in vocational high schools that should be integrated. The qualitative research method was designed through a case study approach, the CIPP (Context, Input, Process and Product) model, designed through a checklist as a guide for researchers. The study results illustrate that the education administration as a governance system to integrate all resources related to the effectiveness of the learning process for improving the quality or achieving educational goals has not shown significant changes. Implementing academic supervision has not been integrated with the school administration system, which can be seen from the scheduling. It is carried out once every semester, outside the supervision task's provisions where teachers should receive supervision at least twice in one semester. In addition, teachers face several problems related to the teaching and learning process that require supervision assistance. This illustrates that the supervision program has a continuous sequence