The characteristics of a region become an identity that is certainly inseparable from the noble values it adheres to, including religious values as the foundation for the formation of art of terebang gede in the Panggung Jati studio, Panggung Jati village, Serang, Banten. This study aims to describe the percussion patterns in the art of Terebang Gede both in text and context by using a qualitative paradigm with descriptive analytical methods. As a highlighted theory, ethnomusicology is used to analyze the existence of music in a culture, both from physical aspects and socio-cultural aspects. The data collection technique is done by interview, documentation study, and literature study. The data analysis stages are carried out in the order of data collection, data reduction, data organizing into a pattern, category, and description into basic descriptions that lead to the concluding process. The results showed that the percussion pattern of terebang gede is very simple. The percussion patterns on all existing musical instruments, such as the musical instrument of koneng, kempul, penganak (bibit), interlude, and bass (terebang gede), still follow the framework of the percussion “standard” which is hereditary from previous generations. Until now, this accompaniment without the development of rhythmic variations has been used to accompany syair or sholawat Al-Barzanjiwith with tones of Sundanese-style songs of the salendro type. Changes in accompaniment were not made because this performance was only performed on special occasions for Muslims to broadcast and support worship which was not intended as entertainment music.

The learning of jaipong dance in elementary school is more aimed at the learning activities of dancing, not the introduction and understanding of dance theories. This practice activity is directed at learning how to move, utilizing motion in space and time and discovering its power as a means of communication. It will give students the experience of motion control and vocabulary before studying a finished dance. This exercise of motion control is absolutely necessary for every child. Children with special needs, especially mild tunagrahita are individuals who need to be given opportunities and services to jaipong dance learning, this can be used as a medium for children with mild tunagrahita in order to train and develop motor skills and concentration in children with mild tunagrahita although they have limitations. Jaipong dancing displays movements in the head, hands and feet that will train the child's motor tunagrahita, and concentration and strong memory in remembering each movement for the sake of his movement. The desire to learn jaipong dance is owned by them can be made orientation by teachers in the learning of dance to create stimuli that can stimulate the emergence of motor development in dance movements that they find creatively. This study uses a qualitative approach, researchers observed the implementation of jaipong dance learning and presents data in the form of description, analyze and interpret data. In the ability of movement, students are still rigid and only simple movements that students can do. Based on the results of research, it can be proposed recommendations, which is expected the school to pay more attention to services by facilitating facilities and infrastructure in the implementation of jaipong dance learning activities for better. And should the teacher learn the implementation of jaipong dancing skills in writing.

Community participation is very necessary in regional development. Research Objectives: Want to know (a). Leadership quality relationship (b). Community expectations of leadership quality (3). Community involvement in development. Method: quantitative approach with (a). Leadership variable (b). Expectation Variable (c) Dependent variable. Data collection techniques through questionnaires, surveys, documentation studies. Conclusion:  (1). Leadership quality ry.1 = 0.633 > rtable (rtable = 0.195 at = 0.05 and rtable = 0.256 at α = 0.01). (2). Expected participation ry.2 = 0.602 > = 0.195 at α = 0.05 and = 0.256 in α = 0.01 (3). Community participation ry.1.2 = 0.751 > rtable = 0.195 at α = 0.05 and  = 0.256 in α = 0.01).  Keywords : Leadership, Expectations, Community Participation in Development

The purpose of this study was to analyze the function of the principal's leadership on teacher performance implications for high school students graduate competencies Tangerang Banten Province. The research method is descriptive and verification. Descriptive method using assessment scores on the study variables. Descriptive analysis used single cross-sectional design that describes and illustrates the perception of teachers on the leadership of the principal. Whereas analysis verification used  to verify the validity of the proposed research hypotheses. The unit analysis in this study is a high school teacher in the town and district Tangeran Tangerang Banten Province. There are a total of 55 high schools and 208 private high school. Sampling technique using simple random sampling, the total sample of 216 respondents. The results can be summarized as follows: 1) The principal function as principals include educator, manager, administrator, supervisor, leader, innovator and motivator, significantly affect the performance of teachers either partially or simultaneously in a high school Tangerang Banten Province , 2) the performance of teachers significantly influence a high school grad in Tangerang Banten Province.

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