Characteristics Of A Leader

INDIVIDUAL DAILY ASSIGNMENT CHARACTERISTICS OF A LEADER MATERIAL Question 1. Explain the characteristics of effective learning leadership in improving the quality of education! 2. Explain various efforts to create an interesting and enjoyable learning atmosphere for classes / groups in which there are: a. Students who are less attentive to learning / lazy b. Slow Learner Students 3. In improving school productivity, what approaches, techniques, and strategies should be taken? 4. The relationship between the community and the school must be harmonious, why? What resources are available in the community? 5. The results of a school's accreditation show deficiencies in the values: a. process standards b. educator and education personnel standards c. assessment standards What efforts should be made? 6. Given its relationship to the Quality of Education, why is Capacity Building very necessary? Answer 1. According to Griffin (in Djafri, 2017) the character of a leader can be viewed from three approaches, including: a. Leadership comes from innate talent, namely an approach that views that leadership is innate and only possessed 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 achievement- oriented; 4) Assertive; 5) Cooperative; 6) Able to make decisions; 7) Have dependency; 8) Dominant (have 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, namely a behavioral perspective leadership approach that basically studies leadership based on the skills possessed by a leader. The skills in question are broadly divided into three main skills; 1) Technique: Skills related to a person's knowledge and ability to do technical work; 2) Human: 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 to form models, frameworks and other broad relationships. Leadership from the aspect of a leader's skills according to Hersey and Blanchard (in Djafri, 2017) has the following characteristics: a) intelligent; b) conceptual skills, c) creative; d) diplomatic; e) fluent in speaking; f) having knowledge of group tasks; g) having administrative skills; h) persuasive; and i) having social skills. Bennis (in Djafri, 2017) identified leadership possessed by a leader into four general characteristics, 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. 4) Mannagement of self, the ability to know oneself and use one's own skills within the limits of one's strengths and weaknesses. c. Situational leadership, built on the assumption that there is no single way that can direct humans to work in all situations, thus a leader must have flexible behavior, be able to diagnose a leadership style that is appropriate to the situation he faces, and be able to apply it well. The characteristics of a leader 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, abilities, knowledge of his duties, hierarchical level, and psychological characteristics. 2) Attention to superiors, which reflects the degree of influence, or the similarity of attitudes and behaviors towards those above them. 3) Attention to tasks, reflects the degree of time urgency, physical danger, average error rate allowed, degree of autonomy, breadth of work, and degree of ambiguity in task implementation. The principal as a learning leader is a leadership that emphasizes components that are closely related to learning, including curriculum, teaching and learning processes, assessment, evaluation, teacher development, excellent service in learning, and building a learning community in schools. Effective learning leadership according to Gayla Hodge (in Ajepri, 2016) has the following characteristics: 1) Having a Vision, leaders 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 a basis of excellence 3) Winning support, utilizing the style and activities that best suit 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 successes and failures, hone their abilities, integrate their experiences, skills, competencies and self-awareness. 6) Naturally know how to use strengths 7) Don't try to be someone else, a leader understands that working for yourself is only temporarily at your best. 8) Look for people with various traits of natural effectiveness, leaders not only value others, but also depend on others to fill the gaps. 9) Attract others, leaders from people want to work for them. 10) Developing strengths, where leaders build their own strengths while trying to improve their weaknesses. 2. Interest in learning or the drive to learn is obtained from a learning atmosphere that will provide motivation and freedom to explore or analyze learning experiences. A conducive learning design will provide freedom to express ideas and motivation for independent learning (Susanto, 2006). Teachers as the spearhead of education must have the ability to create an interesting and enjoyable learning atmosphere. The following are efforts that teachers must make when faced with conditions of students who are lazy to learn and slow learners: a. Students pay less attention to learning / lazy In learning activities, students who are lazy to learn are usually found. To find out the root of a child's laziness, educators must know in detail what the problem is so that the student does not want to learn. Personality competence is competence related to the teacher's own personal behavior which must later have noble values so that it is reflected in everyday behavior. So in the view of a teacher, students who are lazy to learn are classified as human behavior, all human beings experience it. However, there is a sense of excessive laziness in learning and persisting routinely will affect the intelligence of students. This problem will also have a negative impact on the interaction of teaching and learning in the classroom. Therefore, a strategy is needed to overcome students who are lazy to learn. The strategies used by class teachers in dealing with students who are lazy to learn at school according to Muhammad Warif are as follows: 1) Creating readiness to learn In any condition, readiness to learn is very important. Students who are ready will feel interested in following the learning process in class. Physically, for example, checking learning equipment before the learning process begins and psychologically, educators can create readiness to learn by providing enlightenment or awareness. 2) Providing motivation In the learning process at school, there is always motivation given to students 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 educators of the school like to read books with motivational themes so that from there educators can motivate students. 3) Reducing excessive anger. When a teacher faces students who have problems by getting angry, especially excessively (inhumane and uneducational), it will only worsen the situation and will only increase the students' laziness to follow the learning process in class and can even make students afraid and ultimately they will not want to come to school anymore. 4) Creating harmony Harmony between educators and students is an important requirement in the learning process in the classroom, harmony can be created if an educator is able to place himself in the psychological condition of the students. Sympathy and empathy are two psychological elements that are very important to create harmony. Laughter between educators and their students is something that is always done by teachers in schools in order to eliminate fatigue and boredom of students, especially in the last hour of the learning process in the classroom. 5) Providing guidance as needed Educators are mentors, and there are three important materials for teachers to guide students, namely guiding in terms of mastering scientific aspects, guiding in terms of mastering psychomotor aspects and guiding in terms of applying attitude aspects (affective). Educators as mentors will never stay in their chairs. This type of educator will move towards students, both individually and in groups. If educators do not provide adequate guidance, difficulties will give rise to a sense of 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. Currently, the task of educators is not only to teach but to educate students. When learning in class is feeling saturated and boring, in such conditions the teacher inserts humorous elements to reduce the tension of learning in class, which of course the humorous elements are a humorous story that educates and makes students fresh again to learn. 7) Generating the effect of shame The effect of shame is considered very necessary in the world of education. However, this effect will only be used for educational things. For example, mentioning the names of students who do not or have not collected assignments, this strategy is quite effective if it is done routinely in every class and students are more challenged to learn and do various assignments or exercises given by the teacher. 8) Giving prizes The next strategy to deal with students who are lazy to learn is to give attractive prizes to anyone who is able to complete assignments or exercises on time and get a score of one hundred or all the answers are correct. Here are ways to deal with students who are lazy to learn: 1) Teachers and parents must be aware of the positive side of the child. Explore the positive side of the child so that the child can overcome his own problems. In the end, the child realizes that he can overcome his difficulties, because he has a certain positive side. 2) The child's imagination. Teachers help children imagine what they want for their future. Both in the long term to develop something fun. 3) Direct children to make friends and live in a good and supportive environment. 4) Do not focus on learning only depending on non-fiction books. Use something good by being able to make children learn about everything including their games because the world of play is the world of children. Choose and direct the game so that children can develop. 5) Providing religious values to children. This factor is very important besides the efforts of teachers at school also need 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 need more time than other groups of 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 reached the level of completion, but have almost reached it. These students have difficulty in determining mastery of the difficult parts of all the materials that must be learned. The second group is a group of students who have not reached the expected level of completion because there are basic concepts that have not been mastered, it can also be that learning completion cannot be achieved because the learning process that has been taken does not match the characteristics of the students concerned. For slow learner children, explanations that are sufficient for other children once, for them may be needed three times. That too must be with teaching aids. Here are some ways to handle slow learner children according to Suhartin (in Rahmawati, 2018): 1) Studying a little but succeeding is better than studying a lot but not succeeding. 2) Use concrete teaching aids, such as pictures, imitations, maps, posters, and examples (demonstrations). 3) In arithmetic lessons, special attention should be paid to the meaning and relationships of concepts. 4) Give lots of systematic repetitions by drilling (practicing continuously). Audiovisual equipment greatly helps memory. 5) Use games and drama in delivering lessons. 6) The tasks given are short and not difficult. 7) Give lots of praise even for small achievements. 8) Use other ways to arouse desire (besides praise), such as giving gifts, explaining the benefits of going to school and so on. 9) Find a study partner who can work together. 10) Pay attention to his social development. Role playing (playing as a doctor, teacher, etc.) or playing with dolls is very helpful 11) Improve their health with exercise, games and sufficient food, good games for them are games that can improve agility. 12) Investigate special talents. If you have found them, develop them! In addition to the methods above, the success of teaching and learning activities lies in the learning strategy. Learning strategy is 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 obtain knowledge and information. The preparation carried out by the teacher starts from the planning stage, implementation stage, assessment or evaluation stage, and follow-up stage. 1) Learning Planning Stage In terms of learning planning, the teacher prepares the lesson plan for inclusive classes the same as the lesson plan for regular classes. Based on the guidelines for implementing inclusive education made by the Directorate of Special School Development, Directorate General of Elementary 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 is in accordance with the needs of students. b) Professional educators whose main task is to educate, teach, guide, direct, train, assess, and evaluate 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, meaning they refer to the conditions and needs of the students. 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 regular classes, only in terms of treatment in the classroom, slow learner students receive more attention (special treatment). In compiling an individual learning program (PPI), the teacher should work together with a special guidance 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 given must be adjusted to the curriculum used. In addition to the learning strategies above, there is also a strategy that can be used to improve the thinking skills of slow learners, namely by investigating memory. The strategies to revive memory according to Woolfolk (in Rahmawati, 2018) included: • Study time, which is a strategy to investigate memory ability by seeing how much time is needed by the subject to master the material well. • Relearning, which is a strategy to investigate memory ability by relearning material that has been studied up to a certain criteria limit • Reconstruction, which is a strategy where the subject is asked to reconstruct the material that has been given up to a certain criteria. Example: the subject reconstructs the arrangement of images that have been cut into pieces. • Introduction, which is a strategy by re-recognizing the material that has been given to the subject. The subject is given a material then to find out how far the material can be remembered, a multiple choice form is given to choose the correct one. • Remembering, which is a strategy to recall the material that has been given. For example, the subject is asked to answer questions in the form of fill-in-the-blanks or essays. • Paired association, which is a strategy to remember the materials given in the form of pairs, this is intended to determine the ability to remember the stimulus pairs given. 3. The success of education in schools is largely determined by the role of the principal in managing and empowering all school residents including teachers and other education personnel. The principal is required to be able to lead as well as organize and manage the implementation of teaching and learning programs held in the school he leads. The ability to lead and run a good organization greatly influences the productivity of the performance of the school residents, especially the performance of teachers and other education personnel. Therefore, to increase school productivity, the principal needs an approach, technique, and strategy that can be implemented in schools. Sahertian (in Juliani, 2012) put forward several approaches, the behavior of the principal as a supervisor as follows: 1) Direct approach (directive) The directive approach is a direct approach to problems. The supervisor provides direct direction, of course the influence of the supervisor's behavior is more dominant. This directive approach is based on an understanding of behavioral psychology. The principle of behaviorism is that all actions come from reflexes, namely responses to stimuli. Because teachers have shortcomings, they need to be given stimulation so that they can react better. Supervisors can use reinforcement or punishment. This approach can be done with the following supervisor behavior: 1) Explaining, 2) Presenting, 3) Directing, 4) Giving examples, 5) Applying benchmarks, and 6) Reinforcing. 2) Indirect approach (Non-Directive). What is meant by an indirect (non-directive) approach is an indirect approach to problems. The supervisor's behavior does not directly show the problem, but he first actively listens to what the lecturer has put forward. He gives as many opportunities as possible for the supervised to express the problems they are experiencing. This nondirective approach is based on an understanding of humanistic psychology. Humanistic psychology highly values the people who will be helped. Therefore, the personality of the teacher being coached is so respected, he listens more to the problems faced by the teacher. The supervisor tries to listen and understand what is being experienced. The supervisor's behavior in the non-directive approach is as follows: Listening, Giving reinforcement, 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 agree to determine the process structure and criteria in carrying out the conversation process on the problems faced. 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. The behavior of the supervisor in this approach is as follows, namely: 1) Presenting, 2) Explaining, 3) Listening, 4) Solving problems, 5) Negotiating. This approach is carried out through the stages of supervision activities as follows, 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 can ultimately 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 observation, is also carried out in the classroom, but not the same. The difference can be seen in the purpose of this technique where the purpose is to (1) help teachers who are not yet experienced, (2) help teachers who already know about the mistakes they have made, (3) help teachers who have just moved, (4) help carry out educational projects, (5) observe the behavior of substitute teachers, (6) listen to teaching resources, (7) observe the teaching team, (8) observe how to teach special study areas, and (9) help assess the use of educational media, both new and sophisticated. b. Class Observation Technique The class observation technique is carried out when the teacher is teaching. The supervisor observes the class with the aim of obtaining data on 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. Regarding the time the supervisor observes the class, some are informed and some are not informed beforehand, but after getting permission so as not to interfere with the teaching and learning process. c. Personal Conversation Is a dialogue conducted by teachers and their supervisors, which discusses complaints or deficiencies expressed by teachers in the field of teaching, where here the supervisor can provide a way out. d. Intervisit (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 schools and advanced in their management to find out the tips that have been taken so that the school can advance. e. Selector of various sources of learning materials (Directed Reading) The way to follow the development of teaching is to try to follow the development through professional literature, by conducting "professional reading". This is used to increase knowledge and improve better teaching and learning situations. f. Self-assessment Supervised teachers and supervisors see each other's shortcomings which can provide added value to the relationship between the teacher and the supervisor, which will ultimately 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 have only assessed their students. There are several ways or tools that can be used to assess yourself, including making a list of views or opinions that are conveyed to students to assess the work or an activity of the lecturer in front of the class. Namely by compiling a list of closed or open questions, without the need to mention the student's name. g. Supervision that uses students' opinions. This technique is by asking students about teaching and learning and the material that has been taught. This is intended to assess how the teaching results are for improving the quality of teaching. b) Group techniques consist of, a. Orientation Meeting for New Teachers This meeting is one of the meetings that specifically aims to introduce teachers to enter a new work atmosphere. This orientation meeting is not only for new teachers but also for all teaching staff. The things presented in this orientation meeting include: 1) The work system of the school. Usually carried out through joint conversations, which can also be interspersed with physical introductions and joint discussions which are also called a round table discussion. 2) The process and mechanisms of school administration and organization. 3) Usually accompanied by questions and answers and presentation of all school activities and situations. 4) Often this orientation meeting is also followed by follow-up in the form of group discussions, workshops for several days, throughout the year. 5) There are also visits to certain places, such as industrial centers, or learning resource objects. 6) One of the most impressive features for fostering social aspects in this orientation is eating together. 7) The meeting place also influences the orientation. 8) Another aspect that helps create a working atmosphere is that the new lecturer does not feel foreign but feels accepted in the new group. This orientation meeting can also be used to plan school work programs related to fostering 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 implementers who are formed to carry out a task are commonly called the organizing committee. This committee is tasked with carrying out the tasks given to them by the school, thus they will later gain a lot of work experience. Experience in achieving goals, experience in understanding how to work together with others, experience related to the tasks assigned to them. Based on these experiences, teachers can grow and develop in their teaching profession. c. Teacher meeting Teacher meetings are different from formal meetings because all teachers at the school must attend these meetings. In these meetings, teaching issues are usually discussed. The main objective is to improve personal quality and plan school programs and also provide an opportunity for cooperative thinking, staff planning, encouraging teachers to speak and get to know the school as a whole. d. Sharing experiences This technique is carried out informally where each teacher shares their respective experiences in teaching on topics that have been directed. Because this forum is general in nature, it will provide valuable experience for young teachers to strengthen their identity as teaching staff. The conclusions obtained will be used as a guide for all teachers in dealing with their work in the classroom. e. Workshop This workshop is done by bringing in education experts to discuss education issues. At that time, teachers can draw conclusions from what was discussed. This technique is an effort to develop the ability to think and work together on both theoretical and practical issues with the aim of improving the quality of life in general and professional quality in particular. Workshops are one of the methods that supervisors can take in conducting managerial supervision. f. Panel Discussion This technique is carried out in front of teachers by experts from various scientific and experiential perspectives on a problem that has been determined. They will see a problem according to their respective scientific and experiential perspectives so that lecturers can obtain very complete input in dealing with or solving a problem. The benefit of this activity is the emergence of agility in solving problems from various expert perspectives. According to Mulyasa (in Samad, 2013) the principal as a leader in an educational institution needs a strategy in managing educational staff or human resources in it, the strategy is divided into two, namely general strategy and specific strategy. a) General Strategy • Development of educational personnel must be carried out based on a clear needs plan (educational planning based on manpower recruitment). • In the world of education, professional attitudes and abilities need to be continuously developed. • Cooperation between the world of education and the outside world needs to be continuously developed. b) Special Strategy A special strategy is a strategy that is directly related to the development and improvement of more effective management of educational personnel. • Welfare of educational personnel • Pre-service education needs to pay attention to the following: ⎯ Improving the education system according to the needs of society and development ⎯ Reorientation of education programs so that there is no inequality of educational personnel ⎯ Human resource education needs to be prepared carefully through a quality education system • recruitment and placement of educational personnel must pay attention to the following: ⎯ selection that prioritizes quality ⎯ in line with the spirit of educational decentralization ⎯ placement system that allows for free career development. • improving the quality of educational 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 education results but also have an obligation to supervise and provide participation in education. The community can participate as a source, implementer and user of education results. Based on the description, it is very clear that the community and family have the same responsibility as the school in organizing formal education that takes place in schools so that in organizing education, parents and the community are involved and participate according to their roles. The community as an important component in education that has a role includes aspects including the role of the community as an educational facilitator that can help provide educational support by facilitating educational facilities. The community is also expected to act as a working partner, which is reflected in the existence of a school committee in supervising and controlling students. The involvement of parents and the community in organizing education in schools is indeed very much needed. Therefore, schools must have good relationships and cooperation with parents and the community. Without the support or participation of the community, schools will not be optimal in carrying out all planned programs. However, in reality, community participation in schools is still not optimal. The importance of the role of the community and parents who care about education in order to help the sustainability of a school, be it ideas or thoughts, energy and finances. This is reinforced by the results of research conducted by Kathleen V. Hoover-Dempsey, Otto C. Bassler & Jane S. Brissie (1992) in the article Explorations in Parent-School Relations concluded that the relationship between educational outcomes is very close to parental involvement in their children at school. Activities carried out at home have a very positive effect on the education that children receive at school. This provides a positive role in the relationship between parents and schools. The results stated that if the relationship between parents at home is good, the response of parents to the school is good, then 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 they get full support from parents. Not only can they help, the public here can also participate in the implementation of programs that have been planned or are being implemented. If the public can participate, then indirectly they can also monitor or supervise the implementation of these programs. Thus, a harmonious relationship is created between the school and the community so that suspected tendencies can be minimized. The relationship between the school and the community is a two-way communication process carried out between the school and the community to increase public understanding of the programs in the school so that the community is encouraged to be able to actively participate in the implementation of the program. Therefore, good management is needed for schools in creating harmonious relationships with the community. This management can be carried out 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 schools create educational goals. In order for this participation to run well, of course, schools must be able to carry out the function of public relations management well, starting from having a mature plan, implementation and up to supervision activities. By implementing good public relations management, cooperation between schools and the community will be established effectively. Ideally, schools and communities always work together to achieve a school goal which is none other than the goal of education. Implementing quality education requires a process in which there is a good and strong commitment and cooperation from all stakeholders or education stakeholders (Rugaiyah in Sumarsono, 2019). If the level of school commitment is high to involve the community in implementing quality education by building effective communication, harmonious relationships, then the level of community participation will be higher. Where this will have an impact on increasing the quality of education in real terms. With the various forms of community participation in implementing education, it can be seen that the community has a large and important role in helping to implement school programs that are focused on the success of implementing quality education. 5. Accreditation is an activity to assess the feasibility of programs and/or educational units based on predetermined criteria (Law Number 20 of 2003 concerning the National Education System, article 1 paragraph 22). School accreditation is a comprehensive assessment process of the feasibility of educational units or programs, the results of which are manifested in the form of recognition and feasibility rankings issued by an independent and professional institution. The feasibility of programs and/or educational units refers to the SNP. SNP is the minimum criteria for the education system throughout the jurisdiction of the Unitary State of the Republic of Indonesia. Therefore, SNP must be used as a reference to map the complete profile of school quality. Efforts needed to improve school accreditation on process standards, educator and education standards, and school assessment standards include: a. Process Standards Process standards are standards related to the implementation of learning in an educational unit to achieve graduate competency standards. The learning process in educational units is carried out interactively, inspiringly, fun, challenging, motivating students to participate actively, and providing sufficient space for initiative, creativity, and independence according to 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) creating structured and scheduled learning activities, (3) utilizing materials, ICT, and media available in the surrounding environment, (4) increasing student absorption to maximize KKM achievement, (5) motivating students to be more creative, thus encouraging independence according to students' talents and interests, (6) class management that follows the learning process, and (7) documenting all learning process documents. Efforts that need to be made by the principal are: (1) supervising teachers and following up routinely, (2) holding more joint activities that are global in scope, diverse in religion, nation, tribe, race, socio-economic, (3) developing and improving the function of the business center, and (4) improving teacher discipline in preparing teaching materials, from planning to implementing learning. Efforts that need to be made by the school are: (1) conducting learning evaluations by the curriculum team, (2) conducting learning process training, (3) involving teachers in MGMP activities at school and in the district/city, and (4) completing the implementation documents for process standards. b. Educator and Education Personnel Standards Educator and education personnel standards are professional criteria that must be met by an educator and education personnel, both pre-service and inservice. 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. 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 well; d) Adjusting expertise competencies to the subjects taught; e) Encouraging teachers to produce written works; f) Providing training for technicians, laboratory assistants, workshop heads, and libraries; g) Improving the competency of teachers in 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 related to the mechanisms, procedures, and instruments for assessing student learning outcomes. Educational assessment at the elementary and secondary education levels consists of: assessment of learning outcomes by educators; assessment of learning outcomes by educational 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) Have complete documents regarding student assessment and learning outcomes; c) Study the forms and techniques of assessment, through training and workshops; d) Develop assessment instruments and guidelines according to the forms and techniques of assessment; e) Carry out assessments academically and non-academically, objectively, transparently and accountably, by utilizing IT; f) Encourage teachers to always evaluate every activity carried out and provide information about the activity; g) Follow up on assessment results to improve further learning; and h) Improve ICT skills to facilitate value management. 6. Considering its relation to the Quality of Education, why is Capacity Building so necessary? Capacity Building is a development that will require an organization's activities to achieve its goals as explained by CIDA (Matachi, 2006:21) which states 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 the understanding of capacity development can be interpreted as a process to improve the ability of individuals, organizations, and an institution to improve their ability to face sustainable challenges. The meaning of development is an action, process, results or statement towards a better direction. What is meant by "towards a better direction" is progress, improvement, coaching, and growth. According to Bennis, the core of development is a response to reality, development is carried out to change beliefs, attitudes, values and structures, development is towards a better direction, development is adaptive and flexible because it must be in accordance with the probability of the times. While the term capacity can be interpreted as human ability, institutional ability and also system ability. 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 that have been aspired to since the beginning. Some scientists also say that Capacity Building is 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 individuals and organizations to adapt 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 goal of which is for educational institutions to be of quality and in demand. So, capacity development is related to efforts to develop the quality of education and the systems around it. Capacity development refers to the process by which individuals, groups, organizations, institutions, and communities develop their abilities both individually and collectively to carry out 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 a basis for capacity building in educational institutions carried out by the principal in carrying out functions, solving problems and achieving organizational goals or in other words the ability of the institution to carry out its institutional development.