Kesulitan belajar merupakan kondisi saat siswa mengalami hambatan-hambatan tertentu untuk mengikuti proses pembelajaran dan mencapai hasil belajar secara optimal. Kesulitan belajar yang dikaji dalam penelitian ini dibatasi pada definisi kesulitan belajar akademik yaitu kesulitan siswa dalam mencapai prestasi atau kemampuan akademik dimana dalam hal ini siswa memiliki intelegensi tidak dibawah rata-rata namun mendapatkan prestasi belajar rendah. Penelitian ini bertujuan untuk mengetahui kesulitan belajar yang dihadapi siswa serta mengetahui penyebab siswa mengalami kesulitan dalam belajar. Adapun sampel dalam penelitian ini adalah Kepala sekolah, guru dan siswa di SMK Muhammadiyah Kota Tegal. Hasil penelitian menunjukkan bahwa Kesulitan-kesulitan belajar siswa merupakan kesulitan yang bersifat komunal atau kolektif dirasakan oleh sebagian siswa. Kesulitan belajar erat kaitannya dengan interaksi sosial dalam proses belajar dan mengajar. Faktor penyebab kesulitan belajar yaitu: Suasana belajar kurang mendukung, landasan belajar yang kurang kuat, lingkungan belajar kurang kondusif, perancangan pengajaran dan penyampaian materi pelajaran.

This study aims to determine the influence of the Big Five personalities and the habit of memorizing the Quran through self-regulated learning mediators on mathematics learning achievement. Next, examine the effect of exogenous variables on endogenous variables directly or indirectly. This study uses a quantitative approach, the measuring tools used are the big five personality scale, the habit of memorizing the Qur'an, self-regulated learning, and using documents of mathematics achievement scores for the 2019/2020 academic year. We used the following data analyses: 1) measurement models, 2) structural equation models, and 3) measurement models, which were calculated through confirmatory factor analysis (CFA) of latent research variables. This study's participants were 113 students from two junior high schools in Yogyakarta, Indonesia. They were in grade eight and had a minimum of 3.5 juz of memorization of the Quran. The research findings showed that memorizing the Quran and the Big Five personalities impacted mathematics learning achievement through self-regulated learning mediator variables. There is no significant correlation between the Big Five personality traits and math learning achievement. Similarly, the practice of memorizing the Quran also shows negligible impact. Nonetheless, there is a significant correlation between the four – conscientiousness, neuroticism, agreeableness, openness to new experiences, and the habit of memorizing the Quran through self-regulated learning mediators on mathematics learning achievement. An extroverted personality directly influences mathematics learning achievement. Lastly, a significant correlation exists between mathematics learning achievement and self-regulated learning.

Purpose of the study: This study aims to develop an honesty model of education in a school, especially to convey the stages, facilities, and infrastructure needed to carry out honesty education in a school. Methodology: This study used a qualitative method in a case study approach. Data collection was conducted in five ways, namely direct observation, observer as a participant, interviews, documentation, Soft and physical Devices The numbers of the participant were 29 teachers and 40 students. Activities in qualitative data analysis are carried out interactively and continuously and are holistic in nature. Therefore data analysis this study uses 3 steps to analyze research data. first, data reduction. Second, display data, the third is conclusion drawing or verification. Main Findings: The results of this research show that honesty culture can be implemented with a strong school system and with stages clearly. Applications of this study: This study can be useful in moral education or character building for students in a school Novelty/Originality of this study: The process of implementing honesty culture takes place through 4 stages. The first is protection, the second introduction, the third habituation inside and outside the classroom, and the fourth celebrations. The school compiles programs, policies and provides facilities and infrastructure that are oriented to the formation of an honesty culture for students and for all school members.

Studi ini menjelaskan kepemimpinan transformasional dengan berbagai dimensinya yang memiliki pengaruh besar pada pembentukan budaya jujur pada lembaga pendidikan. Tujuan dari penelitian ini adalah memberikan konstruksi konseptual tentang kepemimpinan trasformasional dan pentingnya kepemimpinan trasformasional dengan semua dimensi yang dimilikinya dalam sebuah organisasi khususnya di lembaga Pendidikan. Selanjutnya melihat bagaimana bentuk konseptual kepemimpinan ini pada sebuah sekolah yang telah dikenal sebagai sekolah jujur di Aceh. Kelima dimensi kepemimpinan trasformasional tersebut adalah Idealized influence (attributed), Idealized influence (behavior), Inspirational motivation, Intellectual stimulation, Individualized consideration. Kajian konsep diharapkan dapat menjadi dasar pijakan untuk pengembangan dan pembiasaan prilaku jujur pada sebuah organisasi khususnya lembaga Pendidikan. Sementara implementasi model kepemimpinan di sekolah yang dipilih ini dapat menjadi contoh untuk mengembangkan budaya jujur di sekolah lain di tanah air.