Individual Daily Assignment

INDIVIDUAL DAILY ASSIGNMENT Problem 1. Explain the characteristics of effective learning leadership in improving the quality of education! 2. Describe the various efforts to create an interesting and enjoyable learning atmosphere for the class / rombel in which there are: a. Students lack attention to learning/lazy b. Slow learner students 3. In improving school productivity, what approaches, techniques and strategies should be used? 4. The relationship between the community and the school must be harmonious, why? What are the resources available in the community? 5. The results of accreditation of a school have deficiencies in the value of : a. process standard b. standard of educators and education personnel c. assessment standard d. What efforts should be made? 6. Given its relevance to the quality of education, why is Capacity Building indispensable? Answer 1. According to Griffin (in Djafri, 2017) the character of a leader can be viewed from three approaches, including: a. Leadership comes from talent brought from birth, which is an approach that views that leadership is innate and only owned by people who have the nature or natural talent to lead. According to Yuki (in Djafri, 2017) the nature in question, namely: 1) Can adapt to all situations; 2) Care about the social environment; 3) Ambitious and achievementoriented; 4) Assertive achievement-oriented; 4) Assertive; 5) Cooperative; 6) Able to make decisions; 7) Dependable; 8) Dominant (has a desire to influence others); 9) Energetic; 10) Patient; 11) Confident; 12) Tolerant of pressure; and 13) Willing to take responsibility. b. Leadership by behavior, which is a leadership approach with a behavioral perspective that basically studies leadership based on the skills possessed by a leader. The skills in question are broadly divided into three main skills; 1) Techniques: Skills related to the knowledge and ability of a person to perform work that is technical in nature; 2) Humane: Human skills relate to a person's ability to work effectively in relation to people and build work teams; 3) Conceptual: A person's skills in thinking form models, frameworks and other broad relationships. Leadership from the aspect of a leader's skills according to Hersey and Blanchard (in Djafri, 2017) have characteristics: a) intelligent; b) conceptual skills, c) creative; d) diplomatic; e) eloquent; f) have knowledge of group tasks; g) have administrative abilities; h) persuasive; and i) have social skills. Bennis (in Djafri, 2017) identifies leadership possessed by a leader into four general traits, namely: 1) Management of attention, the ability to communicate goals or directions that can attract the attention of its members. 2) Management of meaning, the ability to create and communicate the meaning of goals clearly and understandably. 3) Management of trust, the ability to be trusted and consistent so that people can pay attention to it people can pay attention to it. 4) Management of self, the ability to know yourself and use your own skills within the limits of your strengths and weaknesses. c. Situational leadership, built on the assumption that there is no single way that can lead humans to work in all situations, thus a leader must have flexible behavior, be able to diagnose leadership styles that are appropriate to the situation he faces, and be able to apply them well. The characteristics of leaders who can apply leadership according to the situation are seen from three factors, namely: 1) Attention to subordinates, namely the leader's concern for expertise, experience, ability, knowledge of his duties, level of hierarchy, and psychological characteristics. 2) Attention to superiors, which reflects the degree of exercise of influence, or the similarity of attitudes and behavior towards people above them. 3) Attention to task, which reflects the degree of time urgency, physical danger, average permissible error, degree of autonomy, area of work, and degree of blurring of task execution. Principal as a learning leader is a leadership that emphasizes on components that are closely related to learning, including curriculum, teaching and learning process, assessment, teacher development, excellent service in learning, and building a learning community at school. Effective learning leadership according to Gayla Hodge (in Ajepri, 2016) has the following characteristics: 1) Having a Vision, the leader can see where the organization should go before others do. 2) Having a focus on achieving goals, leaders do what makes sense and work on the basis of excellence. 3) Winning support, utilizing styles and activities that work best for them as individuals. 4) Naturally more focused on being than doing, leaders take the time to really know themselves 5) Know how they work, leaders learn from success and failure, honing skills, integrating experience, skills, competencies and self-awareness. 6) Naturally know how to utilize strengths 7) Not trying to be someone else, a leader understands that working for oneself is only as good as one's best position. 8) Seeks out people with various natural effectiveness traits, leaders not only value others, but also rely on others to fill in the gaps. 9) Attracting others, leaders of people want to work for with them. 10) Developing strengths, where the leader builds on his own strengths while striving to improve his weaknesses. 2. Interest in learning or the urge to learn is derived from a learning atmosphere that will provide motivation and freedom in exploring or analyzing learning experiences. A conducive learning design will provide freedom to express ideas and motivation to learn independently (Susanto, 2006). Teachers as the spearhead of education must have the ability to create an interesting and enjoyable learning atmosphere. The following are the efforts that teachers must make when dealing with the conditions of students who are lazy to learn and slow learner students: a. Students lack attention to learning / lazy In learning activities, students who are lazy to learn are usually found. To find out the root of children's laziness, educators must know in detail, what is the problem so that these students do not want to learn. Personality competence is a competency related to the personal behavior of the teacher himself who must have noble values so that they are reflected in his daily behavior. So in the view of a teacher, students who are lazy to learn are classified as human behavior, all human individuals experience it. However, there is a sense of lazy learning that is excessive and persists routinely will affect the intelligence of students. This problem will also have a negative impact on teaching and learning interactions in the classroom. Therefore, it is necessary to carry out strategies to overcome students who are lazy to learn. The strategies carried out by classroom teachers in dealing with students who are lazy to learn at school according to Muhammad Warif are as follows: 1) Creating learning readiness In any condition, learning readiness is very important. Learners who are in a ready condition will feel interested in participating in the learning process in class. Physically, for example, checking learning equipment before the learning process begins and psychologically, educators can create learning readiness by providing enlightenment or awareness. 2) Providing motivation In the learning process at school, there is always motivation for students to be done verbally and non-verbally. For example, appreciating what students do when learning is taking place even if only by praising their writing. In addition, the School's educators like to read books with motivational themes so that from there educators can motivate students. 3) Reduce excessive anger When a teacher faces problematic students by getting angry, especially to the point of being excessive (less humane and not educational), it will only make the situation worse and will only increase the laziness of students to take part in the learning process in class and can even make students afraid and in the end they no longer want to come to school. 4) Creating harmony The harmony of educators with students is an important requirement in the learning process in the classroom, harmony can be created if an educator is able to put himself in the psychological condition of students. Sympathy and empathy are two psychological elements that are very important to create harmony. The laughter of educators with their students is something that is always done by teachers at school in order to relieve students' fatigue and boredom, especially in the last hour of the learning process in class. 5) Provide guidance as needed Educators are mentors, and there are three important materials for teachers to guide students, namely guiding in terms of mastery of scientific aspects, guiding in terms of mastery of psychomotor aspects and guiding in terms of application of attitudinal aspects (affective). Educators as mentors will never stay in their seats. This type of educator will move towards students, both individually and in groups. If the educator does not provide adequate guidance, difficulties will lead to laziness to learn. 6) Inserting humor as a learning transition Teaching and learning is an art, the ability and creativity of educators are highly demanded when implementing learning. Nowadays, the task of educators not only teach but also teach students. When learning in the classroom is feeling saturated and bored, it is in such conditions that the teacher slips the element of humor to reduce the tension of learning in the classroom, which of course the element of humor is an educational humor story and makes students refreshed to learn. 7) Generating the effect of shame The effect of embarrassment is considered very necessary in the world of education. However, this effect will only be used for educative things. For example, mentioning the names of students who do not or have not collected assignments, this strategy is quite effective if done routinely every lesson in class and students are more challenged to learn and do various tasks or exercises given by the teacher. 8) Giving prizes The next strategy for dealing with students who are lazy to learn is to provide attractive prizes for anyone who is able to complete assignments or exercises on time and get a hundred points or the answers are all correct.As for how to respond to students who are lazy to learn, namely: • Teachers and Parents Must Realize the positive side of the child. Look for the positive side in children so that children can solve their own problems. In the end the child realizes that he can overcome his difficulties, because he has a certain positive side. • Use the Child's Imagination. The teacher helps the child imagine what he wants for his future. Either in the long term to develop something fun. • Direct the child to make friends and live in a good and supportive environment. • Not focusing that learning only depends on non-fiction books. Use something good by being able to make children learn about everything including games because the world of play is a child's world. Choose and direct the game so that children can develop. • Providing religious values to children. This factor is very important in addition to the efforts of teachers at school, it also needs to be supported by parents' prayers for their children. b. Slow Learner Students Slow learners are students who are slow in the learning process, so they take longer than a group of other students who have the same level of intellectual potential. When observed, there are a number of students who have difficulty in achieving complete learning outcomes with variations in two large groups. The first group is a group of students who have not yet reached the level of completeness, but have almost reached it. These students have difficulty in establishing mastery of the difficult parts of the entire material to be learned. The second group is a group of students who have not reached the expected level of completeness because there are basic concepts that have not been mastered, or learning completeness cannot be achieved because the learning process that has been taken is not in accordance with the characteristics of the student concerned. For slow learners, explanations that for other children are enough once, for them may be needed three times. Even then, it must be with props. The ways to deal with slow learner children according to Suhartin (in Rahmawati, 2018) are as follows: 1) Learning a little but succeeding is better than learning a lot but not succeeding. 2) Use concrete teaching aids, such as pictures, imitations, folders, posters, and examples (demonstrations). 3) In arithmetic lessons, special attention should be devoted to meaning (meaning) and the relationship of notions. 4) Give many repetitions systematically by means of mendrill (continuous training). Audio-visual equipment is very helpful for memory. 5) Use games and drama in delivering lessons. 6) Keep tasks short and not difficult. 7) Give a lot of praise even for small achievements. 8) Use other ways of arousing the will (besides praise), such as giving gifts, explaining the benefits of going to school and so on. 9) Look for study buddies who can work together. 10) Pay attention to social development. Role-playing (playing doctor, teacher, etc.) or playing with dolls is very helpful. 11) Improve his health with sports, games and adequate food, the best games for him are those that can increase agility. 12) Investigate special talents. If found, develop them! In addition to the methods mentioned above, the success of teaching and learning activities lies in the learning strategy. Learning strategies are all learning preparations so that the implementation of learning runs smoothly, the goal is that learning outcomes can be achieved optimally and make it easier for students to acquire knowledge and information. The preparations made by the teacher start from the planning stage, the implementation stage, the assessment or evaluation stage, and the follow-up stage. 1) Learning Planning Stage In the learning planning aspect, teachers prepare lesson plans for inclusive classes just like lesson plans for regular classes. Based on the guidelines for organizing inclusive education made by the Directorate of Special Schools Development, Directorate General of Primary and Secondary Education Management, Ministry of National Education in 2009, including: a. The regular curriculum needs to be modified (aligned) in such a way that it suits the needs of students. b. Professional educators who have the main task of educating, teaching, guiding, directing, training, assessing and evaluating students in certain educational units that implement inclusive education programs. c. Special facilities and infrastructure for each type of disorder are based on a priority scale, which refers to the conditions and needs of the learners. d. Evaluation or assessment in this inclusive setting refers to the curriculum development model used. 2) Learning Implementation Stage The aspect of implementing learning in inclusive classes is no different from that in regular classes, it's just that in terms of treatment in the classroom, slow learner students get more attention (special treatment). In preparing an individualized learning program (PPI), the teacher should work together with a special mentor teacher (GPK). 3) Evaluation and Follow-up Stage Evaluation or assessment in this inclusive setting refers to the curriculum development model used. Likewise, the follow-up provided must be adjusted to the curriculum used. In addition to the learning strategies above, there are also strategies that can be used to improve the thinking ability of slow learners is by investigating memory. The strategies to revive his memory according to Woolfolk (in Rahmawati, 2018) include: 1) Learning time, which is a strategy to investigate memory ability by looking at the extent of time required by the subject to master the material well. 2) Re-learning, which is a strategy to investigate memory ability by re-learning material that has been learned to a certain criterion. 3) Reconstruction, which is a strategy where the subject is told to reconstruct the material that has been given up to certain criteria. Example: the subject reconstructs the arrangement of images that have been cut into pieces. 4) Recognition, which is a strategy by recognizing the material that has been given to the subject. The subject is given a material then to find out the extent to which the material can be remembered, a multiple choice form is given to the subject remembered, then given a multiple choice form to choose the correct one. 5) Remembering, which is a strategy to recall the material that has been given. For example, the subject is told to answer questions in the form of a fill-in or essay. 6) Paired association, which is a strategy to remember the material given in the form of a pair, this is intended to determine the ability to remember the stimulus pair given. 3. The success of education in schools is largely determined by the role of the principal in managing and empowering all school members including teachers and other education personnel. Principals are required to be able to lead as well as organize and manage the implementation of teaching and learning programs held in the school that he leads. The ability to lead and run a good organization is very influential on the productivity of the performance of the school community, especially the performance of teachers and other education personnel. Sahertian (in Juliani, 2012) suggests several approaches, the following behavior of the principal as a supervisor: 1) Direct approach (directive) The directive approach is a way of approaching problems that are direct. Supervisors provide direct direction, of course the influence of supervisor behavior is more dominant. This directive approach is based on an understanding of behavioristic psychology. The principle of behaviorism is that all actions come from reflexes, namely responses to stimuli. Because the teacher has deficiencies, it is necessary to provide stimulation so that he can react better. Supervisors can use reinforcement or punishment. This approach can be done with the following supervisor behaviors: 1) Explaining, 2) Presenting, 3) Directing, 4) Modeling, 5) Applying benchmarks, and 6) Reinforcing. 2) Indirect (Non-Directive) Approach What is meant by an indirect approach (non-directive) is a way of approaching problems that are indirect in nature. The supervisor's behavior does not directly point out the problem, but he first listens actively to what the lecturer says. He gives as many opportunities as possible to those supervised to express the problems they experience. This non-directive approach is based on humanistic psychological understanding. Humanistic psychology highly values the person to be helped. Since the person being supervised is respected, the supervisor listens more to the problems faced by the teacher. The supervisor tries to listen, and understand what is experienced. Supervisor behavior in a non-directive approach is as follows: Listening, Reinforcing, Explaining, Presenting, and Solving problems. 3) Collaborative approach A collaborative approach is an approach that combines directive and non-directive approaches into a new approach. In this approach, both the supervisor and the supervised jointly agree to establish the structure of the process and criteria in carrying out the process of conversation on the problem at hand. This approach is based on cognitive psychology. Cognitive psychology assumes that learning is a combination of individual activities with the environment which in turn will influence the formation of individual activities. Thus, the approach in supervision relates to two directions, namely from top to bottom and from bottom to top. Supervisor behavior in this approach is as follows, namely: 1) Presenting, 2) Explaining, 3) Listening, 4) Solving problems, 5) Negotiating. The approach is carried out through the following stages of supervision activities, namely: 1) Initial conversation (pre-conference), 2) Observation, 3) Analysis/interpretation, 4) Final conversation (past - conference), 5) Final analysis, 6) Discussion. Supervision techniques are tools used by supervisors to achieve the objectives of supervision itself which in turn can make improvements to teaching in accordance with the situation and conditions. Supervision techniques (in Juliani, 2012) can be divided into two types, (a) Individual Techniques and (b) Group Techniques. Individual techniques are techniques carried out by a lecturer by himself, while group techniques are techniques carried out by several people or together. a. Individual techniques consist of, a) Class Visit Technique This technique, with class observations, is both carried out in the classroom, but not the same. The difference can be seen in the purpose of this technique where the objectives are to (1) help inexperienced teachers, (2) help teachers who already know about the mistakes they make, (3) help teachers who have just moved, (4) help carry out educational projects, (5) observe the behavior of substitute teachers, (6) listen to resource persons teaching, (7) observe teaching teams, (8) observe how to teach special fields of study, and (9) help assess the use of new or sophisticated educational media. b) Classroom Observation Technique The classroom observation technique is carried out when the teacher is teaching. Supervisors observe the class with the aim of obtaining data about everything that happens when the teaching and learning process is taking place. This data is the basis for the supervisor to provide guidance to the teacher being observed. About the time the supervisor observes the class, some are notified and some are not notified in advance, but after obtaining permission so as not to interfere with the teaching and learning process. c) Personal Conversation Is a dialog conducted by the teacher and the supervisor, which discusses complaints or shortcomings raised by the teacher in the field of teaching, where here the supervisor can provide a solution. d) Intervisitation (visiting other campuses/comparative studies) This technique is carried out by schools that are still less advanced by sending several teaching staff to visit well-known and advanced schools in their management to find out the tips that have been taken until the school can advance. e) Selection of various sources of material for learning (Directed Reading) The way to keep abreast of developments in teaching is to try to keep abreast of these developments through professional literature, by organizing "professional reading". This is used to increase knowledge and improve teaching and learning situations. f) Self-assessment The supervised teacher and the supervisor see each other's shortcomings which can add value to the relationship between the teacher and the supervisor, which in turn will provide positive value for good teaching and learning activities. Self-assessment is not an easy task, because it is a reverse measurement, because so far lecturers only assess their students. There are several ways or tools that can be used to assess oneself, including making a list of views or opinions conveyed to students to assess the work or an activity of lecturers in front of the class. That is by compiling a list of questions that are closed or open, without the need to mention the student's name. g) Supervision that uses the opinions of students. This technique is to ask students about teaching and learning and the material that has been taught. This is intended to assess how teaching results for quality improvement in teaching. b. Group techniques consist of, a) Orientation Meeting for New Teachers. The meeting is one of the meetings that aims specifically to lead teachers to enter a new work atmosphere. This orientation meeting is not only for new teachers but also for the entire teaching staff. Items presented in this orientation meeting include: 1) The working system of the school. It is usually conducted through a joint conversation, which can also be interspersed with physical introduction and mutual discussion, also known as a round table discussion. 2) The processes and mechanics of school administration and organization. 3) Usually accompanied by questions and answers and a presentation of all school activities and situations. 4) Often the orientation meeting is followed by a follow-up in the form of group discussions, workshops over several days, throughout the year. 5) There are also visits to specific places, such as industrial centers, or learning resource objects. 6) One of the most memorable features of the social aspect of this orientation is the communal meal. 7) The meeting place also influences the orientation. 8) Another aspect that helps to create a working atmosphere is that the new lecturer does not feel alienated but rather accepted in the new group. This orientation meeting can also be used to plan school work programs related to the development of teaching staff in the teaching and learning process. b) Organizing Committee A joint activity usually needs to be organized. To organize a joint task, several people are appointed to be in charge of the implementation. The executors who are formed to carry out a task are commonly called the organizing committee. This committee is in charge of carrying out the tasks given to them by the school, so they will later gain a lot of work experience. Experience in achieving goals, experience in understanding how to work with others, experience related to the tasks assigned to them. Based on these experiences, teachers can increase and grow in their teaching profession. c) Teacher meetings Teacher meetings are different from formal meetings because all teachers in the school are required to attend. In these meetings, teaching issues are usually discussed. The main purpose is to improve personal quality and plan the school program and also provide opportunities for cooperative thinking, staff planning, encouraging teachers to speak up and get to know the school as a whole. d) Exchanging experience (sharring experience) This technique is carried out informally where each teacher shares his or her own experiences in teaching the topics that have been directed. Because this forum is public, it will provide a valuable experience for young teachers to strengthen their identity as teaching staff. The conclusions reached will serve as a guide for all teachers in adjusting their work in the classroom. e) Workshop This workshop involves bringing in educational experts to discuss educational issues. At that time the teacher can draw conclusions from what was discussed. This technique is an attempt to develop the ability to think and work together on both theoretical and practical issues with a view to improving the quality of life in general and professional quality in particular. Workshops are one of the methods that supervisors can use in conducting managerial supervision. f) Panel Discussion This technique is carried out in front of teachers by experts from various angles of knowledge and experience on a predetermined problem. They will see a problem according to their respective views of science and experience so that the lecturer can get very complete input in dealing with or solving a problem. The benefit of this activity is the emergence of dexterity in solving problems from various expert perspectives. According to Mulyasa (in Samad, 2013) the principal as a leader in educational institutions requires a strategy in managing education personnel or human resources in it, the strategy is divided into two, namely general strategies and specific strategies. 1) General Strategy • Educational personnel development must be carried out based on a clear needs plan (educational planning based on manpower recruitment). • In the world of education, it is necessary to constantly develop professional attitudes and abilities. • Cooperation in the world of education with the outside world needs to be continuously developed. 2) Special Strategy Special strategies are strategies that are directly related to developing and improving more effective management of education personnel. • Welfare of education personnel • Pre-service education needs to pay attention to matters: ▪ Improve the education system in accordance with the needs of society and development ▪ Reorienting education programs so that there is no imbalance in education personnel ▪ HR education needs to be carefully prepared through a quality education system • Recruitment and placement of education personnel must pay attention to the following matters: ▪ selection that prioritizes quality ▪ in line with the spirit of decentralization of education ▪ a placement system that allows free career development. • improving the quality of education personnel • career development of education personnel. 4. In Law No.20 of 2003 concerning the national education system, article 8 explains that the community has the right to participate in the planning, implementation, supervision and evaluation of education programs. Thus, the community and related parties are not only users of educational results but also have the obligation to monitor and provide participation in education. The community can participate as a source, implementer and user of education results. Based on this description, it is very clear that the community and family have the same responsibility as the school in organizing formal education that takes place at school so that in organizing education parents and the community are involved and participate according to their role. The community as an important component in education that has a role covering aspects of which is the role of the community as an educational facilitator that can help to provide educational support by facilitating educational equipment. The community is also expected to act as a partner, which is reflected in the existence of school committees in monitoring and controlling students. The involvement of parents and the community in the implementation of education in schools is very much needed. Therefore, schools must have a good relationship and cooperation with parents and the community. Therefore, schools must have good relationships and cooperation with parents and the community. Without the support or participation of the community, the school will not be optimal in carrying out all the programs that have been planned. However, in reality, community participation in schools is still not optimal. The importance of community participation and parents who care about education in order to help the sustainability of a school whether it is ideas or thoughts, energy and finance. This is reinforced by the results of research conducted by Kathleen V. HooverDempsey, Otto C. Bassler & Jane S. Brissie (1992) in the article Explorations in ParentSchool Relations concluded that the relationship between educational outcomes is very close to parental involvement with their children at school. Activities carried out at home, very positively affect the education that children get at school. This plays a positive role in the parent-school relationship. The results stated that, if the relationship between parents at home is good, the parents' response to school is good, the child's achievement at school will be better. And it makes it easier for the school to create all forms of children's activities. Because it has full support from parents. Not only can they help, the public here can also participate in the implementation of programs that have been planned and are being implemented. If the public can participate then indirectly they can also monitor or supervise the running of these programs. Thus creating a harmonious relationship between the school and the community so that the alleged tendencies can be minimized. School-community relations is a two-way communication process between the school and the community to increase the community's understanding of the programs in the school so that the community is encouraged to participate school so that the community is encouraged to actively participate in the implementation of the program. Therefore, good management is needed for schools to create harmonious relationships with the community. This management can be done well if schools are able to manage and foster school relations with the community because community participation in the environment around the school is needed to help help schools to create educational goals. In order for this participation to run well, of course, schools must be able to carry out the Husmas management function well, starting from the existence of a mature planning, implementation and supervision activities. By implementing Husmas management well, cooperation between the school and the community will be established effectively. Ideally, schools and communities always work together in achieving a school goal, which is none other than the goal of education. The implementation of quality education requires a process in which there is commitment and good and strong cooperation from all stakeholders or education stakeholders (Rugaiyah in Sumarsono, 2019). If the level of school commitment is high to involve the community in the implementation of quality education by building effective communication, harmonious relationships, then the higher the level of community participation. Where this will have an impact on increasing the quality of education in real terms. With the various forms of community participation in the implementation of education, it can be seen that the community has a large and important role in helping to implement school programs that lead to the successful implementation of quality education. 5. Accreditation is the activity of assessing the feasibility of educational programs and/or units based on predetermined criteria (Law No. 20/2003 on National Education System, article 1 paragraph 22). School accreditation is a comprehensive assessment process of the eligibility of an education unit or program, the results of which are manifested in the form of recognition and eligibility ratings issued by an independent and professional institution. The eligibility of education programs and/or units refers to the SNP. SNP are the minimum criteria for the education system throughout the jurisdiction of the Unitary State of the Republic of Indonesia. Republic of Indonesia. Therefore, the SNP must be used as a reference in order to fully map the school quality profile. Efforts needed to improve school accreditation on process standards, teaching and education standards, and school assessment standards include: a. Process Standards Process standards are standards related to the implementation of learning in one education unit to achieve graduate competency standards. The learning process in education units is organized in an interactive, inspiring, fun, challenging, motivates students to actively participate, and provides sufficient space for initiative, creativity, and independence in accordance with the talents, interests, and physical and psychological development of students. Efforts that need to be made by teachers are: (1) implementing a more interactive, creative, innovative, and attractive learning process (2) making structured and scheduled learning activities, (3) utilizing materials, ICT, and media in the surrounding environment, (4) increasing student absorption to maximize the achievement of KKM, (5) motivating students to be more creative, thus encouraging independence according to students' talents and interests, (6) classroom management that follows the learning process, and (7) documenting all learning process documents. Efforts that need to be made by school principals are: (1) conduct teacher supervision and follow up regularly, (2) hold more joint activities with a global scope, diverse religions, nations, ethnicities, races, socio-economics, (3) develop and improve the function of the business center, and (4) improve teacher discipline in preparing teaching materials, from planning to implementing learning. Efforts that need to be made by schools are: (1) conducting learning evaluations by the curriculum team, (2) conducting training on the learning process, (3) involving teachers in MGMP activities at school and in the district/city, and (4) completing documents on the implementation of process standards. b. Standards for Educators and Education Personnel Educator and education personnel standards are professional criteria that must be met by an educator and education personnel, both pre-service and in-service. preservice and in-service. This standard is made as a selection mechanism to produce educators and education personnel who are qualified, professional, and competent in their fields. Good education standards will be very good if supported by good human resources as well. Thus, the goals of national education will be achieved. Efforts that need to be made to improve the standards of educators and education personnel include: a) Organizing training and workshops for teachers and education personnel, as needed; b) Increasing the number of teachers and education personnel as needed; c) Enabling teachers to carry out planning, implementation and evaluation of learning properly; d) Adjusting expertise competencies with the subjects taught; e) Encouraging teachers to produce written work; f) Providing training for technicians, laboratorians, workshop heads, and libraries; g) Improving the competence of teachers of productive subjects. h) Training teachers to use IT, computers and access the internet; i) Providing rewards to outstanding teachers and education personnel; and j) Monitoring teacher performance in implementing learning c. Assessment Standards Educational assessment standards are standards relating to mechanisms, procedures and instruments for assessing student learning outcomes. Educational assessment at the primary and secondary education levels consists of: assessment of learning outcomes by educators; assessment of learning outcomes by education units; and assessment of learning outcomes by the Government. Efforts that can be made to improve assessment standards are: a) Conducting assessments of student learning development; b) Having complete documents regarding assessment and student learning outcomes; c) Exploring the forms and techniques of assessment, through training and workshops; d) Developing assessment instruments and guidelines according to the forms and techniques of assessment; e) Carrying out academic and non-academic assessments, objectively, transparently and accountably, by utilizing IT; f) Encourage teachers to always evaluate every activity carried out and provide information about these activities; g) Follow up on assessment results for further learning improvement; and h) Improve ICT skills to facilitate the management of grades and h) Improving ICT skills to facilitate score management. 6. Given its relevance to the quality of education, why is Capacity Building necessary? Capacity Building is a development that will require the activities of an organization to achieve its goals as explained by CIDA (Matachi, 2006: 21) which says that "Capacity Building is a process by which individuals, groups, institutions, organizations and societies enhance their abilities to identify and meet development challenges in a sustainable manner". The meaning of this statement is that the definition of capacity building can be interpreted as a process to improve the ability of individuals, organizations, and institutions to improve their ability to face sustainable challenges. The meaning of development is an action process result or statement in a better direction. What is meant by "for the better" is progress, improvement, development, and growth. According to Bennis, the essence of development is a response to reality, development is carried out to change attitudes beliefs, values and structures, development is for the better, development is adaptive and flexible because it must be in accordance with the probabilities of the times. Meanwhile, the term capacity can be interpreted as human capabilities, institutional capabilities and also the capabilities of the system. So capacity building is a process / effort to be able to improve the ability or develop oneself in a person, an organization or a system to achieve the goals aspired from the beginning. Some scientists also say that Capacity Building as a process to do something, or a series of movements, multi-level changes in individuals, groups, organizations, and systems in order to strengthen the ability of individual and organizational adjustments so that they can respond to changes in the existing environment. Capacity building efforts are an important part of various aspects of education, the main purpose of which is to make educational institutions of quality and interest. Thus, capacity building is linked to efforts to improve the quality of education and the system around it. Capacity building refers to the process by which individuals, groups, organizations, institutions and communities develop their abilities both individually and collectively to perform their functions, solve their problems and achieve their goals independently. Thus, capacity building in improving the quality of education here is considered important because it refers to the process of building institutional capacity as the basis for development (capacity building) in educational institutions carried out by school principals in carrying out functions, solving problems and achieving organizational goals or in other words the ability of institutions to carry out institutional development.