Kurikulum merdeka mulai diterapkan pada tahun ajaran 2022/2023, mulai dari jenjang TK hingga SMA/Sederajat. Meskipun kurikulum ini sudah berjalan sekitar tiga tahun, namun masih terdapat kendala, seperti guru yang belum memahami esensi merdeka belajar, sekolah baru menerapkan kurikulum merdeka, dan kendala guru dalam merancang model dan media pembelajaran. Penelitian ini bertujuan untuk mengkaji penerapan pendekatan pembelajaran dalam kurikulum merdeka, yaitu pemahaman berdasarkan desain , berdiferensiasi, dan pembelajaran mendalam . Penelitian ini menggunakan metode tinjauan literatur sistematik , yang dilakukan dengan menentukan pertanyaan penelitian, yaitu bagaimana implementasi pendekatan pembelajaran dalam kurikulum merdeka ( understanding by design , berdiferensiasi, dan deep learning ). Sebanyak 30 artikel dan buku telah diseleksi sesuai dengan kriteria penelitian, seperti tahun publikasi dan kesesuaian dengan fokus penelitian. Hasil penelitian menunjukkan bahwa implementasi pendekatan pembelajaran kurikulum merdeka yang terdiri dari Understanding by Design , Berdiferensiasi, dan Deep Learning belum secara merata diterapkan di satuan pendidikan, khususnya pendekatan Understanding by Design dan Deep Learning . Implementasi pendekatan pembelajaran yang cukup ditekankan dalam kurikulum merdeka adalah pendekatan berdiferensiasi yang menunjukkan bahwa pendekatan ini mampu memperbaiki proses pembelajaran dan meningkatkan hasil belajar. Meskipun demikian, kendala yang terjadi adalah guru yang hanya memahami secara konsep, tanpa memahami komponen-komponennya.

Preparing the internal quality assurance system framework is expected to guide and improve educational institutions' quality. Since quality is essential to a university's performance, internal quality assurance must be implemented to maintain and raise the standard of instruction. However, the quality assurance system faces various complex obstacles in its implementation. This study aims to analyze the implementation of the internal quality assurance system in graduate schools. A case study-based qualitative approach was used in this study data collection techniques with interviews, observations, and documentation. The research finds that graduate school programs' internal quality assurance system meets the "good" category demonstrated by the commitment of the institution to increase audit personnel and develop a document system as a means of integration. This study concludes that the institution's internal quality audit so far is an effort to maintain the quality of education that has been going well. In light of the study's conclusion that comprehensive papers assist the Internal Quality Assurance System, it is advised that institutions produce authentic paperwork in the future to support internal quality audits. This research contributes practically to educational institutions to improve the quality of education. Keywords: Internal Quality Assurance System; quality assurance; quality control; quality of education

This study was intended to determine the effect of interaction, self-regulation and course structure on student satisfaction through social presence. This research adopted a quantitative research approach. The sample of this study consisted of 187 higher education students of Economics Education in Universitas Negeri Semarang based on the proportional random sampling technique. Data was collected using a questionnaire which was then analysed through the Structural Equation Model (SEM) approach using the Smart PLS version 3.0 application. This research concluded that interaction and self-regulation and mediating variables social presence succeeded in influencing student satisfaction. In contrast, the course structure was found not to affect student satisfaction, and social presence failed to mediate self-regulation variables on student satisfaction. It is recommended that lecturers design an interactive learning environment by considering student characteristics. The balance between structure and dialogue was a determining factor for student satisfaction, so the design that was prepared is expected to facilitate students to be actively involved and achieve satisfaction.

This paper aims to explore how Electronic Records Management Systems (ERMS) can strengthen accountability in schools. We have three main objectives: analysing the role of ERMS in supporting school accountability, measuring the quality of ERMS based on user responses, and assessing the impact of ERMS use on archivist performance. Data were collected from 40 ERMS users and observations of 20 archivists. The results showed that ERMS has excellent quality in terms of reliability, information quality, service, objectivity, user satisfaction, and net benefits. Analysis of document availability based on eight national education standards revealed a high level of document availability and completeness, which supports school accountability. ERMS has been shown to improve the efficiency and accuracy of archivists’ work, where the majority of archivists are able to find documents in less than a minute. The study concluded that ERMS are a very valuable tool in supporting user tasks, strengthening accountability, and transparency in education management. The study also recommends that schools continue to adopt and optimize the use of ERMS to improve document management and accountability. Continuous training for archivists is needed so that they can utilize these systems optimally. In addition, periodic evaluation of system performance and user satisfaction is needed to identify areas for improvement. Further research is recommended to explore the long-term impact of ERMS use on school academic and operational performance, as well as the integration of these systems with other educational technologies

This article describes a descriptive qualitative research on the transformational leadership of female school principals in improving the quality of education at PAUD Kusuma Indonesia. This research was conducted through observation, interviews and documentation studies. The main problem faced is the challenge in implementing effective transformational leadership practices. The aim of this research is to understand how transformational leadership can be applied by female school principals to improve the quality of education in PAUD. The main results show that female school principals are able to carry out effective transformational leadership practices, which are reflected in increasing staff motivation and performance, as well as improving the quality of learning and the learning environment in PAUD. The conclusion of this research is that transformational leadership by female school principals has a significant role in improving the quality of education in PAUD, and greater support from related parties is needed to strengthen this practice.