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The quality of the education system is the foremost factor for the success of the students as well as the academia at large, and therefore, needs the focus of regulators and researchers alike. The current article investigates into the role of human resource (HR) quality and Kaizen on the quality assurance system in the context of the high school environment in Indonesia. The current research also analyzes the moderating role of national higher education policies among the associations of HR quality, Kaizen and the quality assurance system in the high school environment in Indonesia. The primary sources of data collection have been adopted by the researchers using survey questionnaires. The medical students are the respondents targeted by the researchers selected based on purposive sampling. The researchers have adopted primary data analysis tools such as Smart-PLS to test the hypotheses and check the validity and reliability of the items and constructs. The findings indicated that HR quality and Kaizen have a positive association with quality assurance systems within the high school environment in Indonesia. The outcomes also revealed that national higher education policies significantly moderate among the association of HR quality, Kaizen and quality assurance system in the high school environment in Indonesia. These outcomes provide valuable insights for policymaking regarding assessment and improvement of the quality assurance system in the education sector in the country.

The policy of developing remote area schools' quality in Indonesia is getting stronger. The government has set minimum service standards as a reference for schools' development quality while remaining based on local, national, global, and 21st-century values. This study revealed efforts to improve the 21st-century school's quality through the contribution of superior leadership, school climate, total quality management implementation, and the school principal's performance approached quantitatively and analyzed descriptively using Structural Equation Modeling. Participants involved in the study were 147 remote area principals and teachers in two provinces in Indonesia. Results show that (1) school climate had the most dominant contribution to school quality and (2) there was a significant simultaneous effect among superior leadership, school climate, total quality management implementation, and the school principal's performance on the school quality. Implications of the study's findings from a theoretical and practical lens as well as recommendations for future studies are also discussed.

This research has the purpose to explore implementation contextual character education in Senior High School in Buli village, East Halmahera Regency, Eastern Indonesia, and Remote Indigenous Community (RIC) role in addressing student behavior to improve education quality in that area. Sources of data from this qualitative research are teachers, students, village leader, and religious leaders. Focuses of the research are: (1) socioeconomic conditions in families who live in the remote areas regarding adolescent character; (2) the influence of mobile phones and the internet; (3) the role of the customary leader in the control of norms in adolescents; and (4) good habits in schools as an effort to implement the character education program of adolescents in schools. The results of this study showed that: (1) the economic condition of the family causes the child does not get the quality of attention and quality of time. Parents are preoccupied with working to sustain life, so schools are considered a burden because of school fees; (2) social media causes everyone to access all information in their own way and the lack of social control causes the use of social media to influence the pattern of relations and communication patterns; (3) the role of RIC can be optimal if supported by members who have better education, and awareness to promote education in their village; and (4) good habituation can arise if the school implements positive discipline and commitment to carry out character education in accordance with local wisdom and local culture.

This research aims at describing parents participation in improving the quality of education of elementary schools viewed from the school substance and management. This is a qualitative research using phenomenology approach. The research design employed is comparative multicase involving four elementary schools in Malang city, East java, Indonesia. The choice on the researched schools are based on the recommendation from education office with regard to the school quality. The data collection is done by using in-depth interviews, observation, and document related to the parents participation in improving the quality of elementary school education. The analysis is conducted using flow model involving the stage of individual case analysis using flow model, which is then continued to cross cases data analysis which is done simultaneously. The result of data analysis found that parents participation in improving the quality of education of elementary schools is manifested in the aspects of learning, students affair, facilities and infrastructure, public relations, educational finance, and school personnel.

This study aimed to describe "nyantri" (Islamic crash course) program as a leadership strategy adopted by school principals in strengthening the school organizational culture. This study used a qualitative approach via theoretical phenomenology orientation and a multicase design. The data collection was done through observation, documentation, and in-depth interviews. The validity of the data was measured by data reduction, data presentation, and conclusion. The results of this study found three models of Islamic crash course performed: "tashih," that is, "Al-Qur'an" reading competence, "taushiyah" (Islamic lecture) of leadership values, and apprenticeship for the application of a "santri"'s (Islamic crash course student) character values. The benefits for the teachers are the preservation of their "Al-Qur'an" reading competence and the improved intensity of the leadership and application of Islamic values, which form the school organizational culture. An integration of values rooted from the three models into the institutional vision could strengthen the school organizational culture to improve school achievement.