The purpose of this research is to know: (1) environmental school culture in independent adiwiyata school, that is school culture activity with environment insight and organizing school culture with environment insight; (2) to identify the values contained in an environmentally sound school culture at independent school; and (3) to describe the effort of preserving environmental school culture in independent adiwiyata school. This research uses qualitative approach. The research was conducted in two schools namely SMK Negeri 1 Turen and SMK Negeri 1 Malang. Data sources include principals, teachers, adiwiyata coordinators, and students. The data collection procedure used is observation, interview, and documentation. Data analysis used is data analysis in site and cross-site data analysis. The results show that schools have implemented an environmentally sound school culture that is shown by the existence of a school policy, curriculum, activity, and infrastructure that support school culture. Organizing in an environmentally sound school culture is indicated by a division of tasks, socialization, and implementation of activities, and the presence of monitoring and evaluation. The values contained in an environmentally sound school culture that is the value of environmental care, the value of environmental love, and the value of achievement spirit. The preservation is done by carrying out all the activities that have been there before.

Education currently occupies a very important position in human development. The quality of the Finnish educational system is interesting to study because its success has been recognized worldwide. This study provides an overview of the comparison of the education systems of the countries of Indonesia and Finnish. The method used in this study is literature study. The results of the study show several differences, (1) Indonesia's educational system is colored by many competitions while Finnish puts forward the principle of equality; (2) Indonesia has a system of failing a grade and student ranking, Finnish has'nt failing a grade and ranking system; (3) Indonesia load learning every week +/-40 hours, Finnish lessons +/-30 hours per week; (4) Indonesia learns a lot in class, Finnish puts forward problem solving methods; (5) Indonesia assignments almost become a routine agenda every face to face, Finnish does not burden students with a lot of tasks, (6) Indonesia minimum teacher qualifications D4, Finnish minimum teacher qualifications S2 (Master), (7) Indonesian qualifications students enter basic education for at least 6 years (5.5 years accompanied by written recommendations from professional psychologists), Finnish qualifications for students entering basic education for at least 7 years.Abstrak : Di era milenial seperti saat ini pendidikan menempati posisi yang sangat penting dalam perkembangan manusia. Kualitas sistem pendidikan Finlandia menarik menjadi kajian karena keberhasilannya telah diakui dunia. Penelitian ini memberikan gambaran mengenai perbandingan sistem pendidikan negara Indonesia dan Finlandia. Kajian kepustakaan adalah metode yang digunakan dalam penelitian ini. Hasil telaah menunjukkan beberapa perbedaan yakni (1) Indonesia sistem pendidikan diwarnai banyak kompetisi sedangkan Finlandia mengedepankan prinsip kesetaraan; (2) Indonesia ada sistem tinggal kelas dan perangkingan siswa, Finlandia tidak ada sistem tinggal kelas dan perangkingan; (3) Indonesia beban belajar setiap minggu +/-40 jam, Finlandia jam pelajaran +/-30 jam per minggu; (4) Indonesia pembelajaran banyak dikelas, Finlandia mengedepankan metode problem solving; (5) Indonesia pemberian tugas hampir menjadi agenda rutin setiap tatap muka, Finlandia tidak membebani peserta didik dengan tugas yang banyak, (6) Indonesia kualifikasi Guru minimal D4, Finlandia kualifikasi guru minimal S2 (Master), (7) Indonesia kualifikasi peserta didik memasuki pendidikan dasar minimal 6 tahun (5,5 tahun disertai rekomendasi tertulis

Abstract:This study aims at describing and explaining: (1) the caharacteristics of competitive and entrepreneurial-based school; (2) the characteristics of entrepreneurial leadership exercised by school principals; (3) the strategy used by school principals in practicing entrepreneurial leadership; and (4) the relationship between school and stakeholders in strengthening the practice of entrepreneurial leadership exercised by school principals. This study uses a qualitative approach under a multiple case study design. The results of the study show that: (1) competitive and entrepreneurial-based vocational schools have certain excellence compared to other vocational schools; (2) entrepreneurial leadership exercised by school principals is characterized by the entrepreneurial values; (3) in practicing entrepreneurial leadership, school principals use some strategies, such as making some innovations related to curriculum and learning methods, guiding the students, and empowering school staff and teachers in order to create competent graduates; the school principals also help graduate students to find job and to enter labor market, and to make the school to keep in touch with these graduates; and (4) these entrepreneurial-minded school principals are able to improve and maintain good relationship between school and both internal and external stakeholders.

This study aims to draw on elements related to the successful implementation of school-based management (SBM). Many studies show the success of governance but the objective is to examine whether SBM is tested to account for improving school effectiveness (SE) and student achievement (SA). A survey method design was used to know how the upper stream including political context, principal leadership and teacher performance (TP) contributes directly and indirectly to improve school quality and academic achievement. Questionnaires were given and were responded by teachers produced a model of direct and indirect structural relationships among the factors. The findings proved that there was a direct and indirect relationship between the upper stream factors that lead to TP to improve SE and SA as a lower stream. This shows how strong the role of a teacher as the central point of the innovation and education reform in schools. This study is limited to the secondary public schools in a marginal district. Furthermore, this study does not investigate deeply into facilitative factors within the implementation process. It focuses on factors that enable schools to bring the SA to scale.

The purpose of this research is to find out, (1) the level of visionary role of the principal's visionary leadership, namely the reconstruction of policies, direction determinants, change agents, spokespersons, and trainers as well as the teacher's readiness variable to meet the industrial revolution 4.0, (2) the relationship between the role of the principal's leadership in reconstructing the policy towards teacher readiness, (3) the relationship between the variables determining the direction of the teacher's readiness, (4) the relationship of the agent of change variables to the teacher's readiness, (5) the relationship of the speaker variable to the teacher's readiness, ( 6) the relationship of the coach's variable to the teacher's readiness, ( 7) the relationship between the principal's leadership role in reconstructing policies, directors, change agents, spokespersons, and trainers simultaneously with teacher readiness. This study uses a quantitative approach in the effective SDN Malang. Data collection techniques with a closed questionnaire, using central tendency analysis and path analysis.