Implementasi kurikulum merupakan proses pelaksanaan dan pengujian kurikulum yang telah direncanakan dan disusun sebelumnya. Metode/strategi kurikulum berbasis at home menjadi ciri khas dan keunggulan dalam kegiatan belajar mengajar di Homeschooling Kak Seto Tangerang Selatan. Penelitian ini bertujuan untuk mengetahui bagaimanakah Implementasi kurikulum berbasis at home dalam pengembangan karakter anak pada homeschooling Kak Seto Tangerang Selatan. Mengelola pembelajaran baik pada tahap persiapan sebelum, selama pembelajaran berlangsung, maupun setelah program belajar diselenggarakan. Hal ini juga meliputi pengamatan siswa selama pembelajaran, strategi/metode kegiatan belajar mengajar dalam pengembangan karakter siswa. Penelitian ini menggunakan metode deskriptif dengan pengumpulan data melalui observasi dan wawancara dengan Informan dari penelitian ini adalah staff kurikulum dan tutor Homeschooling Kak Seto Tangerang Selatan. Implementasi kurikulum berbasis at home diawali dengan melakukan asesmen, interview, konseling dan standar penerimaan peserta didik baru maupun orang tua yang bertujuan menyesuaikan antara kebutuhan peserta didik dengan program belajar. Selama kegiatan belajar mengajar, tutor mengondisikan suasana pembelajaran yang nyaman dengan kegiatan pembiasaan hingga di akhir kegiatan belajar mengajar, tutor memberikan apresiasi dan melakukan tanya jawab dengan anak terkait bagaimana perasaan siswa setelah melaukan pembelajaran dan isi dari materi belajar. Hasil penelitian menunjukkan bahwa implementasi kurikulum berbasis at home menjadi inovasi dalam pengembangan karakter siswa yang didasarkan pada kebutuhan siswa, potensi, minat bakat, perkembangan dan kondisi peserta didik untuk menguasai kompetensi baik akademik maupun nonakademik yang berguna bagi dirinya maupun lingkungannya melalui program pembiasaan, talent class dan melihat perkembangan siswa melalui tujuh penilaian sikap.

Along with the emergence of problems in formal education, such as: inflexible time and teaching and learning process, gave rise to a new innovation of non-formal education programs. However, non-formal education often faces problems in increasing its existence. therefore, this study aims to explore leadership strategies in increasing the existence of non-formal schools. This research was conducted at Sanggar Anak Alam (SALAM) with qualitative methods, and collecting techniques through interviews and observations. SALAM has a significant development, proven by getting an award from America in 1991. It also has several strategies to increase its existence, including: conducting regular parent gatherings, conducting discussions, holding legion and public market programs, and making books.

Education is an important thing in human life. The success of an educational institution is largely determined by the leadership role of the principal. The principal is required to be able to bring the school towards the achievement of predetermined goals. Currently, the city of Yogyakarta has established an inclusive school policy as contained in the Regulation of the Governor of the Special Region of Yogyakarta Number 21 of 2013 Article 3 concerning the Implementation of Inclusive Education as a form of equity and a form of education without discrimination. However, in reality this policy is not yet clearly known by school principals, so it requires appropriate leadership strategies in dealing with problems and managing good inclusive schools to improve school quality. One of them is SMPN 2 Yogyakarta, which transforms the regular school system into an inclusive school. Therefore, this study aims to identify and describe the issues of inclusive education faced by the principal of SMP Negeri 2 Yogyakarta as well as to describe the leadership strategy of the principal in overcoming issues of school principals in inclusive schools at SMPN 2 Yogyakarta. This research uses descriptive qualitative research with data collection methods using interview techniques, observation, and documentation. The achievements of SMPN 2 Yogyakarta after following the policy to turn schools into inclusive schools include: sports and journalism.