This study aimed to explain the development of the Islamic Religious Education (PAI) curriculum in Islamic religious higher education which refers to the Indonesian National Qualifications Framework (KKNI), the National Higher Education Standards (SNPT), and the Science Integration-Interconnection Paradigm as an orientation for scientific development at UIN Sunan Kalijaga. This research used qualitative methods with a naturalistic qualitative approach. The research took place at the Faculty of Tarbiyah and Education (FITK), UIN Sunan Kalijaga Yogyakarta with a focus on the study program of PAI. The subjects of this study consisted of the Dean, Deputy Dean, and Chair of the Study Program, lecturers, and students of PAI. The research procedure was taken in four steps: observation, in-depth interviews, and documentation. Meanwhile, the data were analyzed by using the inductive model. The findings of the study indicated as follows; first, curriculum development emphasizes the clarity of the graduate profile, learning outcomes, the PAI field of study as the scope of development, the weight of the semester credit units. Second, curriculum development accommodates professional teacher competencies with four competencies; pedagogic, personality, social and professional. Third, curriculum development in the PAI Study Program emphasizes aspects of Islamic Education with its main sources, namely the Al-Qur'an and Al-Hadith.

This study aims to: (1) formulate program management model and management model of vocational productive teacher partnership with DUDI; (2) evaluate model performance; (3) examine the effectiveness of collegial decentralization partner management models and formal centralization. This research uses R and D method with the procedure (1) data and information gathering; (2) product design; (3) design validation; (3) trials; (5) implementation and; (6) dissemination. The trial of the partnership management model is 60 vocational teachers participating in the partnership program of 4 expert competencies. The trial subject was determined by cluster random sampling technique. The data on the implementation of partnership program is obtained from the facilitator's assessment which is then analyzed using One way Anova and Scheffe. The management model of Vocational School productive teacher partnership program with DUDI is formulated using 5 management functions namely planning, organizing, implementing, monitoring, and evaluating (POIME). The result of variance analysis obtained F 102,51 and sig 0,00 <0,05. Anova scheffe advanced test shows no difference in the results of two groups of teachers who apply formalized model of centralization.

Terdapat empat keterampilan berbahasa yang harus dikuasai yaitu berbicara, mendengarkan, menulis, dan membaca. Berbicara dapat bersifat sukarela, tetapi menulis perlu direncanakan dan diatur. Tujuan penelitian ini adalah untuk merancang media pembelajaran berbasis aplikasi Android yang cocok untuk membantu siswa mengembangkan kemampuan menulisnya dalam bahasa Inggris. Penelitian ini menggunakan metodologi R&D dengan model ADDIE. Peneliti telah merancang sebuah media pembelajaran yang disebut "Learn English Better". Media pembelajaran ini telah divalidasi oleh ahli media dan materi sebelum diujicobakan oleh siswa. Kuesioner dan wawancara digunakan sebagai sarana penelitian. Hasil validasi media memberikan skor 84,6, validasi materi memberikan skor 76,36, dan implementasi media ini memberikan skor 73,2. Berdasarkan hasil tersebut dapat disimpulkan  bahwa aplikasi Android “Learn English Better” cocok digunakan untuk meningkatkan keterampilan menulis siswa SMA Negeri Jombang.

This article aims to 1) To find out how the process of implementing principal management in increasing educational quality at SMP BP Amanatul Ummah. 2) Knowing what are the supporting and inhibiting factors of the principal management process in improving the quality of education at SMP BP Amanatul Ummah. 3) Knowing the principal management process on the quality of professional education at SMP BP Amanatul Ummah Pacet Mojokerto. This research is qualitative research using descriptive methods, namely research methods to solve actual problems. Data collection was carried out through observation, interviews, and documentation. The management of school principals in order to increase education output at SMP BP Amanatul Ummah the program carried out is to increase the ability of school personnel in resource management and program preparation, encouraging greater community participation to support education in schools, encouraging the use of school budgets according to school needs. functions are implemented by taking four stages, namely: planning, organizing, implementing and supervising. From the results of research and data obtained from the implementation of school principal management, the impact of the implementation of BP Amanatul Ummah Junior High School education, especially the achievement of students, shows high achievement both academic and non-academic achievements. In implementing principal management, it is inseparable from supporting and inhibiting factors, to anticipate inhibiting factors a solution is needed to overcome them.

The purpose of publishing this article is to describe the management of a child-friendly school in El-Fath Sumenep Holistic Integrative PAUD which starts at the stages of planning, organizing, implementing, supervising, evaluating and the role of school principals, teachers, parents, and outsiders in the friendly school program. child. This study uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The results of the research conducted at the planning stage were to make indicators for the implementation of child-friendly schools listed in the eight national education standards. The organizing stage is to form a child-friendly school implementation team. At the implementation stage are learning activities outside the classroom as a form of child-friendly learning. Supervision of child-friendly schools is carried out regularly by teachers and school principals for all school activities. The principal's role is to make arrangements for child-friendly school programs, teachers play a role in fostering and accompanying child-friendly school programs, parents play a role in supporting and participating in child-friendly school activities, and outsiders play the role of members of outreach regarding child-friendly schools.