Vocational high school (SMK) is secondary education that prepares students to work according to their respective fields. The SMK curriculum's development is needed to improve the quality of graduates who have the potential to work according to the interests and needs of society. Therefore, the SMK curriculum must be in line with what is needed by the world of work, not adjusted to government policies. In the SMK curriculum, we recognize the term link and match as a form of curriculum alignment with the demands of the business and industrial world (DUDI). However, implementing the 2013 Curriculum policy and link and match encountered problems, namely the teaching factory program. This study aimed to see the implementation of the 2013 curriculum and the link-and-match program implemented by schools, teachers, and students at SMK Negeri 1 Sutera. The research used is qualitative research where the data sources or respondents are school principals, teaching and education staff, and parties involved in curriculum implementation. Data collection techniques are observation, interviews, and studies. Data analysis used an interactive model. Data validity used data triangulation. The results of the study show that: 1) In general, the implementation of the 2013 curriculum at SMK Negeri 1 Sutera in the program has been going well but needs to be improved in the PPK and GLS programs, 2) the implementation of learning in the classroom still needs to be improved because there are still several teachers, especially in using learning methods are still teacher-centered, 3) the implementation of street vendors, teaching factories, and Special Job Fairs has not been implemented optimally because there are differences between KD and implementation in the field.

Penelitian ini bertujuan untuk mendeskripsikan apakah dengan menggunakan model pembelajaran Come’s to Papa (Cooperation Management and Part to Part) dalam pembelajaran PKN dapat meningkatkan aktivitas siswa dalam dalam belajar pada kelas XI.IPA.1 SMAN 1 Kec. Lareh Sago Halaban. Jenis penelitian yang dilakukan adalah penelitian tindakan kelas. Subjek penelitian ini siswa kelas XI.IPA.1 SMAN 1 Kec. Lareh Sago Halaban yang diambil secara purposive sampling. Data dikumpulkan melalui lembar observasi, dan dokumentasi. Hasil penelitian menyimpulkan bahwa penggunaan model pembelajaran Come’s to Papa (Cooperation Management and Part to Part) dapat meningkatkan aktivitas siswa dalam belajar PKn di kelas XI.IPA.1 SMAN 1 Kec. Lareh Sago Halaban. Hal ini terbukti dengan menggunakan model pembelajaran Come’s to Papa (Cooperation Management and Part to Part) ini siswa sangat aktif dalam bertanya, mendengarkan diskusi, memberi tanggapan dan membuat laporan hasil kegiatan belajar. Hal ini dapat dilihat dari peningkatan persentase aktivitas belajar dari 64.55% disiklus I sampai 93.75% disikus ke II. Penggunaan model pembelajaran Come’s to Papa (Cooperation Management and Part to Part) dapat memupuk keberanian siswa mengemukakan pendapat dan menumbuhkan sikap saling menghargai pendapat temannya sehingga dapat meningkatkan kekompakan dalam kelompok tersebut. Dengan demikian berarti penggunaan model pembelajaran Come’s to Papa (Cooperation Management and Part to Part) tersebut sangat berhasil di terapkan pada pembelajaran PKn dan mampu memotivasi siswa dalam proses pembelajaran di kelas XI.IPA.1 SMAN 1 Kec. Lareh Sago Halaban.

The purpose of this study was to examine the effectiveness of the principal's role as a leader in managing resources in schools that have a positive impact on the creation of effective school climate in SMA Negeri 1 Koto XI Tarusan. The research used is qualitative research where the data sources or respondents are all school residents including the principal, educators and education staff, students and committees as representatives of parents in the school. Data collection techniques are observation, interviews and documentation studies of school program documents such as RKJM, RKT, and RKAS as well as documentation studies of the education unit level curriculum which contains a program of activities carried out by schools within the next one year. Data analysis used interactive models, data validity using data triangulation. The results of research conclusions The principal as a school manager is able to determine achievement targets and milestones of success in implementing the RKS which is prepared based on the education quality report card and involves various parties, both in the 4-year Medium-Term Work Plan (RKJM) and the 1-year Annual Work Plan (RKT) so that implementation of program planning is more operational and its achievements are measurable. The principal's leadership in implementing school programs must refer to programs that have been previously designed by involving school members according to their respective main tasks and functions