Education in Indonesia has developed from time to time. Indonesia was once a beacon of education in Asia but is currently in decline. The educational comfort zone is formed when we get stuck in the routine of certification and accreditation without realizing the essence behind the importance of these activities. The current school is only intended for obtaining a diploma, not knowledge let alone skills. This is what will be explored in this article. Educational reflection is intended as a reminder to us that education is the duty of the times and every age has the same educational task, which is to glorify and prosper human life. If our current education only elevates workers and the mafia, then something is wrong in our education.

Driving School is a school that focuses on developing student learning outcomes holistically by realizing the Pancasila Student Profile which includes competence and character starting with superior human resources (principals and teachers). The Motivating School Program is a refinement of the previous school transformation program. The Motivating School Program will accelerate public/private schools in all school conditions to move 1-2 stages further. The program is carried out in stages and is integrated with the ecosystem until all schools in Indonesia become the Motivating School Program. The first batch of the Driving School Program (PSP) for the 2021/2022 academic year has already started. There are 2,500 schools selected from 111 city districts that run the program. The Driving School Implementing School can inspire other schools to take part in the Mobilizing School Program. Motivating School teacher mentoring program. Initially the target was 61,000 people, now it is 23,145 people, with the budget dropping from Rp. 389.3 billion to Rp. 247.7 billion. Likewise with disaster-safe education units. The target is to decrease from 1,530 institutions to 1,290 institutions, with the budget falling from Rp. 152.1 billion to Rp. 115.9 billion.

This study aims to determine the improvement of teachers' teaching ability in science subjects in applying inquiry learning strategies (SPI) through the application of coaching-based academic supervision. The subjects in this study were 5 teachers of science subjects in Class X of SMAN 1 Bireuen for the 2021/2022 school year, with the focus of the research being the ability of teachers to compile learning implementation plans (RPP), carry out learning with SPI, and classical completeness of students in learning. The research design uses a school action research design as many as 2 cycles with stages of planning, action, observation, and reflection. In the first cycle, the average ability of teachers to compile lesson plans reached a score of 75.71%, the ability of teachers to carry out learning with SPI reached a score of 67.50%, and there were 2 classes with classical completion with classical completion below 85% with an overall average of 89.52%. In cycle II, the results achieved were that the average ability of teachers to compile rpp reached a score of 97.14%, the teacher's ability to carry out SPI learning reached 87.22%, and the percentage of classical completion of students at least 85.71% in only one class. Thus, the results of this study show that the application of coaching-based academic supervision can improve the ability of teachers to apply inquiry learning strategies.

This study describes the principal's supervision model in improving teacher performance, the stages of principal's supervision in improving teacher performance, and the obstacles faced in the implementation of principal's supervision in improving teacher performance. This research is a descriptive qualitative research with a pedagogical approach, a psychological approach, a sociological approach and a managerial approach. The research was conducted at SMK Negeri 1 Bireuen. Data sources are primary sources and secondary sources. Data collection techniques used observation, interviews, and documentation. The research instruments were interview guides, observation sheets and documentation. The data is processed by editing, coding, and tabulating. The data were analyzed by data reduction, data presentation, and drawing conclusions. The validity of the data was tested through technical triangulation and source triangulation. The results showed that the supervision models used were conventional models, artistic models, scientific models and clinical models. The stages of supervision are the planning stage including socialization, explaining the supervision indicators, and making a schedule, the implementation stage includes pre-observation, observation and post-observation activities, and the last is the follow-up stage. Obstacles to the implementation of supervision are the broad managerial scope of the principal, teachers are less prepared for learning, the subjectivity of supervisory teachers is still high, there are frequent replacements of principals, limited facilities and infrastructure, and lack of teacher discipline.

The school as an organization certainly has an organizational culture that plays an important role in realizing the school's vision and mission. School organizational culture is the norms adopted and implemented by all components of the school to achieve the vision and mission of the school effectively. This study aims to describe the school organizational culture at SMK Negeri 1 Bireuen in preparing superior human resources and school programs to support school culture. The method used in this observation is a qualitative approach with data collection techniques through observation, interviews, and documentation. The subjects of the study included elements of school residents, namely vice principals, teachers, and students. The results of this observation show that (1) SMK Negeri 1 Bireuen has three excellent cultures, namely a culture of discipline, cooperation, and industrial work culture, (2) there are several supporting programs for students in the application of school culture, (3) there are supporting factors and obstacles to the realization of an effective school organizational culture. According to the observations, the school organizational culture at SMK Negeri 1 Bireuen can already be said to be effective.