The province of Aceh at the northern tip of Sumatra has a total area of 5,75 million hectares. Its forest resources are considerably extensive as 60% of its total land area is still considered as ‘forest area’. Non-Timber Forest Products (NTFP) are defined as any wild plant and animal products harvested from forests, e.g., ‘jernang’ or dragon blood (Daemonorops spp.). It is classified as one of the valuable NTFP’s harvested from the forests in Aceh. Its morphological features resemble that of rattan (Calamus spp.), both of which belong to Aracaceae. The red resin of Daemonorops spp. is highly valued in Chinese medicine and possesses anti-inflammatory, anti-tumor, and anti-hemostatic properties. Almost 112 species of Daemonorops spp. exist. However, only 10% produces the red resin. Daemonorops draco, D. mattanensis, D. didymophylla are considered to have significant economic values. Over the past decade, a farmer living in central and western Aceh has cultivated dragon blood plants in small farms and sold the seedlings. In this study, the morphological variations of dragon blood (N=11) from Kuta Panang in central Aceh were assessed, and the Principal Component Analyses (PCA) were applied in order to distinguish the three species. Up to 92% of total variations were significantly explained with PC1, while the remaining were explained with PC2. Among the three species measured with PCA, Daemonorops draco or known as super ‘jernang’, appeared to have more distinctive morphological characteristics, e.g., fruit-, and stem diameter, as well as a number of fruit per trunk. These characteristics would contribute to better yield and field performance.

The purpose of this research is to find out and describe the implementation of independent learning at Pangilen 3 Sampang Public Elementary School from the point of view of George E Edward III. The research was conducted qualitatively with a case study approach. Data collection techniques: interviews; observation and documentation. Data processing techniques: reduction, data presentation, and conclusion. Data validation techniques: triangulation of sources, techniques, and confirmability. The results of the study show: (1) Communication Factors: (a) transformation, well conveyed. (b) clarity, and understanding of how to implement the policy. (3) consistency, the contents of the policy are not confusing. (2) Resource factors: (a) human: principal: decides the 2013 curriculum face to face. Teacher: independent curriculum learning training. Students: take part in face-to-face learning. Community: supports face-to-face learning. (b) Finance: School Operational Assistance. (c) Equipment: learning media. (d) Information: Minister of National Education and District Education Office. (e) Authorities: District Education Office – supervisor – the school principal – Teacher. (3) Disposition factors: schools accept and implement existing policies. (4) Bureaucratic Structure Factors: school principals - teachers - students.

This study aimed to examine the correlation of 1) principals' competence on teacher performance; 2) work motivation on teacher performance; 3) job satisfaction on teacher performance; and 4) headmaster competence, work motivation, and job satisfaction along with teacher performance. This research used a correlational quantitative method and the data were collected thorugh the principal competence questionnaire, work motivation and job satisfaction, and teacher performance observation sheet. The results of the study showed that: 1) the principals' competence has a positive and significant effect on the performance of the teachers of State Senior High Schools in Pamekasan sub-district; 2) work motivation of teacher performance on the teacher performance; and 3) job satisfaction on the teacher performance; while the highest significant effect is on 4) principals' competence, work motivation and job satisfaction to the teacher performance of State Senior High School in Pamekasan Sub-district.