School culture may have an influence on the school community. Effective school culture leads to success in accordance with values, professionalism and building school autonomy. This research aimed to develop a model of school culture that has an impact on the school autonomy. The subjects were school foundation committees, principals, teachers, staff, and students. The study was conducted in four private junior high schools managed by the Muhammadiyah foundation in Indonesia. Data were collected through interviews, questionnaires, and documentation. School culture consists of formal, sociable-dynamic, and prosperity sub-components. The results showed that culture (Cul) influenced school autonomy (Kms) in 2 ways, direct and indirect effect. The direct effects scored 0.002 and 0.32 for the indirect effect. It meant that culture gave a small contribution (0.32%) to create school autonomy while the other 0.99% came from other factors. Schools culture provided a role play to create school autonomy. Those establishing the independence of Muhammadiyah schools are formal, sociable dynamic, and prosperity. School culture contributed to the effectiveness of school management and developed positive internal habits resulting in effective and efficient school goals.

This study aims to discover the development of research on elementary science learning media in 2017-2021 and find future research opportunities in elementary science learning media. The type of research used is descriptive quantitative using bibliometric analysis assisted by VOSviewer and Mendeley software. This research data is in the form of 111 research journal articles on elementary science learning media conducted in Indonesia and sourced from several SINTA 1-6 journals in the 2017-2021 timeframe. From the study results, the development of research on elementary science learning media was the highest in 2018. Opportunities for learning media research topics can still be done by selecting keywords rarely used by previous researchers,  namely training, science abstract, learning independence, science process skills, cartoons, flashcards, index card matches, puzzles, mastery of concepts, and monopoly games. You can also choose topics with the latest discussion trends using articulate storyline keywords, media development, STEM-based science learning, 21st century, Canva, application of learning media,  wonder share, software, mobile learning, monopoly games, mastery of concepts, en-alter source, animation, online, discovery learning, interest and learning outcomes, animated videos, and development models.

The study was conducted to determine the trend of research topics for self-regulated learning science for elementary school students in 2017-2021. This type of research is a descriptive quantitative research using literature study analysis and bibliometric methods. The data collection process is carried out by conducting observations and documentation on the Google Scholar online database. The data analysis phase was applied Mendeley, Publish or Perish, and VOSViewer. Based on the analysis of 102 research publications, 46 topics emerged. Relevant topics that arise relating to self-regulated learning do not all have a high occurrence rate. Topics with high emergence include Self-regulated learning, Learning Outcomes, Critical Thinking, Scientific Literacy, Motivation, Problem Based Learning, Inquiry, and Discovery Learning. Topics with low emergence and opportunities for further research are Strategy, Learning Media, Science Process Skills, Self-Efficacy, Emotional Intelligence, Metacognitive Skills, and Peer Learning.

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This research aims 1) to draw lessons learned from implementing under the National Standard for Early Childhood Development (NSECD) passing the standard criteria 2) to develop the NSECD implementing model and 3) to suggest Early Childhood Development (ECD) using qualitative research with teachers and administrators of 9 ECD Centers passing criteria covered 6 working units. The content analysis of data collection administered from June to November 2021 were documentary analysis, group discussion, interview and institutional observation forms. The findings were:1) ECD Centers administrated the NSECD with 6 components of ECD:1.1) holistic approach of Early Childhood(EC) management, service and development.1.2) developing and strengthening EC with family 1.3)systematic and mechanic early childhood learning through playing development 1.4) ECD systematic management and procedural practice associated with the NSECD 1.5) work practice revision and reflection with research procedure raising EC quality and disseminate knowledge and 1.6) management focusing on making EC become global good citizen 2) the NSECD implementing model consists of principles, purposes, components, implementation, successful conditions of the NSECD implementing and four-level-suggestions: 2.1) the authoritative working unit level should place ECD as national agenda 2.2) the policy director level should collaborate with concerned working unit to enhance ECD associated with the NSECD