Mutu pendidikan sekolah ditentukan oleh pengelolaannya oleh sebuah sekolah. Dikota Cimahi hasil daripada analisis mutu pendidikan Kota Cimahi tahun 2021 kategori capaiannya dengan angka 5,48 dimana yang menjadi akar masalahnya adalah pengelolaan satuan pendidikan terutama dalam perencanaan tidak semua warga sekolah dan pihak terkait dilibatkan dalam perencanaan program pengelolaan. Dengan demikian peneliti ingin mengetahui bagaimana implementasi standar pengelolaan pendidikan terutama di SMP Plus YPP Darussurur dan SMP  IT Baitul Anshor Kota Cimahi. Tujuan penelitian ini adalah untuk menganalisis efektifitas penerapan implementasi standar pengelolaan pendidikan dalam meningkatkan mutu sekolah. Metode yang digunakan adalah deskriptif kualitatif sedangkan tehnik pengambilan data dengan cara wawancara, observasi dan studi dokumentasi. Peneliti mengambil sumber data dari kepala sekolah, pendidik dan tenaga kependidikan, komite dan siswa. Hasil dari penelitian bahwa kedua sekolah yaitu SMP Plus YPP Darusssurur dan SMP IT Baitul Anshor dalam penerapan implementasi standar pengelolaan pendidikan sudah dilaksanakan namun belum optimal. SMP Plus YPP Darussurur belum optimal dalam mensosialisasikan visi dan penjabarannya kepada seluruh warga sekolah serta belum terpenuhinya sumber daya manusia dalam pengelolaan sarana dan prasarana.

The Open University provides study assistance services to students in the form of a Tutorial program. The implementation of the Tutorial managed by the Tutor as a facilitator has not run optimally. This situation becomes the background of the research problem. The purpose of this research is to analyze the management of Tuton and Tuweb tutors. The theory used is in the form of management functions initiated by Terry. This research is a descriptive study with a qualitative approach that reveals the situation by describing the reality correctly and naturally in the distance learning procession. Data was collected through observation, interviews, documentation, and triangulation. The data obtained were then reduced, presented, and concluded. The results of the research generally reveal that management functions have been carried out but their implementation has not been fully implemented. Specific conclusions show (1) Planning: carrying out tutorial preparation meetings and tutor evaluations. (2) Organizing: determine the standardization of Tutors, standardization of recruitment, employment contracts, letters of assignment, and decrees for Tutors Tutons, and letters of assignments for Tutors Tuwebs. (3) Mobilization: organizing Tutor training and refreshment, Whatsapp Group communication, providing reminders and motivation, (4). Controlling: Tuton tutors do not have a routine control schedule yet. Tuweb tutors have a regular control schedule. (5) There are obstacles and solutions as well as future improvements. From these general and specific conclusions, the researcher recommends the Tutor management model to maximize the Tutor management which will have implications for improving the Tutor's performance in managing the Tutorial class.

This article analyzes the management of academic supervision in improving the teachers' pedagogic competency at SDN Dewi Sartika CBM Sukabumi by using qualitative descriptive research methods. The research was conducted by analyzing the stages of planning, organizing, implementing, and assessment. The research begins with conducting interviews and observations. Planning indicators involved 1) identifying supervision plans, 2) formulating goals and output criteria for academic supervision, 3) arranging academic supervision schedules, and 4) reviewing academic supervision instruments. Organizing indicators involved 1) determining the implementation of supervision and 2) determining the teacher who will be supervised. Implementation indicators involved 1) reviewing the administration of learning devices, 2) reviewing the lesson plans, 3) carrying out supervision of the implementation of the learning process, and 4) implementing supervision of the assessment of learning outcomes. While the assessment indicators involved 1) observing supervised observation of learning outcomes assessment, 2) analyzing the results of observations of the implementation of learning, 3) analyzing academic supervision data, and 4) determining the follow-up to academic supervision. Management of academic supervision is considered to be very necessary to improve the teacher's pedagogic competency, especially teachers' accompaniment in the teaching and learning activities in the implementation of the independent curriculum. Based on the results of interviews and observations, it is found an achievement of 74.38% with sufficient criteria for the teacher's pedagogic competency in designing the plans, implementing the teaching and learning processes, and learning evaluation and assessment.

The activities of educational institutions are currently still carrying out the learning process online. One of the learning innovations that can be carried out by schools is by implementing Distance Learning based on Blended Learning. This study aims to find out how the management, lesson planning, and evaluation of learning based on Blended Learning are carried out at MA Al Azhar, Banjar City. The number of respondents in this study consisted of 15 teachers spread across various fields of study. Research using qualitative data analysis techniques with descriptive methods. The results of the research show that at the planning stage, the school had previously formulated a special curriculum that was adapted to the Blended Learning learning model, this was also supported by very adequate learning facilities and infrastructure. At the implementation stage, there is a difference in the use of the learning approach with real events in the field, namely the shift in time in utilizing learning. MA Al Azhar the City of Banjar implements a part-time system in the use of learning, a week of face-to-face learning, and the following week an online system. At the evaluation stage, MA Al Azhar City of Banjar carries out face-to-face and online-based evaluations such as using evaluations through the results of recapitulation on Google Classroom and Exel on Google Classroom.

Lecturer plays an important role in teaching Englishas a foreign language, in spite of the success of teaching English itself depends on the many factors, one of them is students’ participation in the English class. In the other words, the teaching of English becomes useful and more systematically when the lecturer is fully aware of the aims and values of teaching of English subject since the core principle of any teaching  is “know what you do and only do what you know”. Hence it is essential to understand the aims and values of teaching English. In linguistics study,performance and competence are different, competence is study about language rules in the abstract form or one’s capacity to use a language, while performance is the application of one’s ability in the concrete form, or the actual application of this competence in speaking or listening. Chomsky (1965:18) said that  performance is the effect or the application of competence. Further he said that clearly, the actual data of linguistic performance will provide much evidence for determining the correctness of hypotheses about underlining linguistic structure. Notice the following figure. The data collection procedures in the present study are based on classroom participant observation, student interviews, and questionnaire  are the primary sources of data collection. As a point of departure, unstructured interviews conducted with English and students to gain initial understanding of the learning English as a foreign language. This also serves as a pilot study, paving the way for designing the guidelines for the semi structured individual interviews. Notes taken in these unstructured interviews were included in the data analysis. Taking lecture involves the lecturer and the students in formal setting. Lecturer is one who transfers special knowledge (English teaching materials) to his students in form of academic setting. They are engaged in academic norms, for example lecturer has qualified education (magister or doctorate degree) and the students  have already registered their status as a university student. The lecturer’s function is threefold. In the presentation stage of the material, the lecturer serves as a model, setting up situations in which the need for the target structure is created and modeling the new structure for students to repeat. The lecturer was required to be skillful manipulator, using questions, commands, and other cues to elicit correct sentences from the students. The students wanted the lecturer to give more opportunities for English practice. They can learn from mistakes and develop in real situation. Role play is one of methods can be applied in teaching English. The students like this methods (96%) because they can imitate and practice their English pronunciation.