Role of the Principal to Manage school Activities and Learning Environment, in Relation to Humanistic And Nonhumanistic Infrastructure

Education's purpose is to provide an environment conducive to learning, with predictable results. Therefore, it is reasonable to anticipate that the student will be able to accomplish the degree of kecapakanya appropriate to his or her maturation and development. The globalization of education is having an effect, or at least a considerable influence on education in Indonesia, which is undergoing a shift as the times change. One of the actual effects is a change in people's character ideals and ethics, as seen by the decline in empathetic behaviour and social graces. Because of the important role that schools play in Indonesian society, a new and genuine breakthrough is needed in primary school education if the country is to produce a generation with the same high levels of intelligence and moral virtue that have historically defined previous generations. An effective school principal understands the importance of his or her role in ensuring that the educational unit under his or her leadership provides students with a high-quality education and works hard to improve the teaching staff's subject-matter expertise. Educators and instructors who modelled admirable character and humane behaviour, so serving as role models for their pupils, should be considered especially valuable.

The introduction of equality education package Cat Setia Mandiri PKBM institutions is expected to result in a positive shift since it takes a humanistic approach to learning about equality and strives to humanize people. Both academic and non-academic outcomes from the learning that has taken place fall short of expectations. Evidence from the classroom suggests that the tutor's role is confined to information transmission rather than true education, which in turn leads to lower-quality, character-free outcomes from the equity education system. When inhabitants are instructed to study, are inspired, and visited at their houses, the vast majority of them will learn to study and attend school. They believe that they can meet their financial and other basic demands without attending school. Therefore, deviating from one of these lines of thinking, it is important to strike a balance between the PKBM institution's many educated people and their pursuit of educational excellence and individual fulfilment. So that it may in time generate citizens who are well-educated, empathetic, morally upright, well-mannered, spiritual, technologically savvy, and otherwise equipped to serve God, country, and community. In light of these justifications, it is believed necessary to recruit citizens to learn and that a humanistic learning approach is more appropriate to use during the activities of the learning process. This will allow citizens who are enjoying their learning at the institution to learn freely under the guidance and direction of the tutors, without the pressure, and coercion, and will allow them to better understand themselves and their full potential. To better satisfy his requirements, the educator acts not as a dictatorial instructor but as a facilitator and discussion partner in the classroom. Learning communities may use this to generate interest in taking private classes, so fostering independent study that is yet seen as a daily need. Therefore, it is our responsibility as educational observers to

Mu'is, Abdul & Baharun, Hasan & Suwandi, Suwandi (2022) The purpose of this research is to examine the humanistic approach to teaching and administration at Madrasah Ibtidaiyah Nurus Salam. The methodology of this study is qualitative. The researchers observed classes, conducted interviews, and collected documents to compile a comprehensive picture of the inclusive education policy's humanistic foundation. The data analysis process is carried out in a continuous cycle, beginning with data collection and ending with the presentation of findings. The findings demonstrated first that in Madrasah Ibtidaiyah Nurus Salam, children with special needs are provided for via the implementation of inclusive education policies through the application of humanistic-based teaching strategies. Analysis of learning, inclusive curriculum development, administration, and assessment of outcomes were all used in the two talks. This research highlights the need for humanistic-based inclusive education to ensure that children with special needs have a safe space to learn and grow within the context of current school regulations. Purnomo, Halim & Chaer, Moh & Mansir, Firman (2021) The purpose of this article is to describe how public service organizations manage public services with a humanistic perspective in order to achieve good governance. The Gamping Yogyakarta District Government is the subject of this research. In this research, a humanistic approach to public service delivery is defined as one that places a premium on humanist and humanitarian principles. Through in-depth interviews, written records, and participant observation, this research employs a qualitative methodology to collect comprehensive data on public services provided by public service actors in Gamping District, Yogyakarta. Using a descriptive approach, this literature review discusses several research and public service initiatives. The findings highlight the importance of public service process service users receiving character education and the application of humanistic ideals from service providers (government/political elites, bureaucratic apparatus). Ya, Min & Aung, Ya Min (2020) Theorists in the field of education assume that all of it makes sense. While most would agree that children's schooling should help them become productive adults, there is room for debate on what exactly that means. It's important to separate a religious reading from a purely secular one.When seen through the lens of humanistic philosophy, education's ultimate goal is to help each individual blossom into their fullest potential. Knowledge of facts, knowledge of how to do things, good or evil, thus some say that teaching children is as much about building character as it is about affecting knowledge. As people go through life, they pick up a wealth of information. Humanism and learning were the subjects of this research.The goals and curriculums of humanist approaches to education are the focus of this study, along with the investigation of personal inheritance, religious education, faith-based schools, and parental rights. This study employs a literature review approach. The study uncovered extensive connections between humanism, history, education, well-being, and many philosophical schools and pedagogies. This means that there are people out there who will benefit from reading the study report. Kedian, Jeremy & West-Burnham, John (2019) There is a growing tendency, seen in a number of different nations, of schools shifting away from the conventional, factory-style organization of schools and toward what are now called modern or innovative learning environments (MLEs or ILEs). This has been a source of stress for school administrators who have struggled to adapt to the shift. This article discusses the need of acquiring a proper and thorough conceptual knowledge of the ILEs prior to implementing a new learning model and setting. Architectures are used as a metaphor for the "building" of the idea in this approach. They suggest building infrastructures that facilitate learning, social interaction, strategic planning, and visioning for the future. The paper is theoretical, yet it makes sense. It recognizes that the concept of ILEs is novel and will need development and integration into established educational institutions. Sabharwal, Arjun (2017) The digital humanities and other areas of humanities study have been greatly influenced by new technology. There is a developing ecosystem of tools that facilitate the production and curation of humanities information, and framework technologies have matured to provide a foundation for education in the discipline. Humanities researchers and students may use standalone apps to annotate, encode, analyze, and display data from a variety of sources, while social networks provide as a platform for social curation activities. Integrating new media and digital storytelling strategies into humanities curriculum may have a significant impact on student learning.

The analytic descriptive technique was used to conduct this study's investigation. Through this method, a concrete image of the principal's motivations for and implementation of the humanistic approach may be viewed and assessed. Differentiating features of this study include its reliance on human investigators and the natural world for primary data collection. Recruiting advocates for humanistic teaching practices among

of purposive sampling. Initial data collection focuses on the big picture of the principal's humanistic approach, then it's narrowed down to the motivations for using it and the specific actions taken by the principal to optimize character education strengthening programs and the results they've had on student character development.

The results of the humanistic approach taken by the principal on the individual growth plan are summarized in table 1 below.

According to the data in the table, it's best to focus on personal growth. School principals' cooperation with all parts of the school is a reflection of the program's optimal performance. In this cooperative arrangement, everyone shares responsibility for the outcomes of choices made collectively. In shifts, the principal, a teacher, and any other staff members present were responsible for running the school's daily operations. Furthermore, it is obvious that you are making an effort to set a good example in terms of behavior (i.e., you are punctual, you attend class regularly, you take responsibility for your work, you dress appropriately, and you talk properly). The principal, homeroom teacher, and guidance counselor all had success in helping children with behavioral issues, as seen by an improvement in that area. Rules for entering and leaving school, responsibility for tasks given, classroom discipline, friend respect, polite speech and dress, preference for a clean environment, and a dedication to better behavior are all examples of personal development activities that directly influence the strengthening of student character. The results of the principal's humanistic approach to extracurricular activities are shown in table 2 below.

The humanistic approach of the principal has had the following effects on the curriculum: Character education materials are available to educators, and parents who have been requested to discuss their own moral lives with their children collaborate with the school according to a predetermined timetable, helping students internalize moral values; "pedagogical fraternity" and "pastoral environment" are well supervised, with positive results; students themselves to their pupils, as seen by the latter's increased motivation to study and improved conduct in class. Because of the teacher's obvious dedication to the realization of "utilitatem" (the common good), students are comfortable voicing their thoughts, students work well together, and students live in peace with one another; instructors are resourceful and original in their use of learning models. Good moral life; appropriate classroom attendance; thorough assignment completion; critical questioning and discussion; the development of an applicable worldview; the maintenance of a healthy equilibrium between academic competence and good character; conduct that does not disillusion oneself or others; the ability to work collaboratively; the respect for the ideas and opinions of others; and so on are all bolstered by classroom activities. The results of the two administrators' efforts to foster a welcoming environment in the school are shown in Table 3.

Faith-based ideals unite all participants and permeate all aspects of society. Many aspects of the school environment, such as effective communication between principals, teachers, staff, parents, and community members, and well-organized extracurricular activities, have been shown to have positive effects on the effectiveness of character-building programs; Reflection and internalization of the significance of each activity are proceeding smoothly thanks to the evaluation activities. Character traits such as cooperation, responsibility, belief in oneself and others, openness to others, ease of getting along with others, sensitivity to the feelings of others, faith, maximize community activities, the two principals used a humanistic approach, as shown in table 4 below.

Finding an acceptable approach model, such as the humanistic approach, is vital for principals in order to overcome the inadequacies of their leadership position in the execution of character education building programs. The principal's humanistic stance is underpinned by a commitment to personal growth and fueled by the example of a spiritually humanistic role model. A leader's self-excellence is shown in his or her willingness to welcome others, to be transparent in the management of education, empathy, respect, to include others in decision-making, and to seek feedback and counsel from

1. Mu'is, Abdul & Baharun, Hasan & Suwandi, Suwandi. (2022). Humanistic based Inclusive Education Management in Madrasah: Policy Review. AL-TANZIM: Jurnal Manajemen Pendidikan Islam. 6. 894-906. 10.33650/al-tanzim.v6i3.3574. 2. Purnomo, Halim & Chaer, Moh & Mansir, Firman. (2021). HUMANISTIC PUBLIC SERVICE EDUCATION IN GOVERNMENT GAMPING SUB-DISTRICT YOGYAKARTA. AL-TANZIM: Jurnal Manajemen Pendidikan Islam. 5. 52-61. 10.33650/al-tanzim.v5i2.2138. 3. Ya, Min & Aung, Ya Min. (2020). Humanism and Education. 4. Kedian, Jeremy & West-Burnham, John. (2019). Innovative learning environments: Beginning with the concept. Journal of Educational Leadership, Policy and Practice. 32. 7-21. 10.21307/jelpp-2017-002. 5. Sabharwal, Arjun. (2017). Emerging technologies in humanities education. 6. Davila, A., & Elvira, M., M. (2012). Humanistic Leadership: Lessons From Latin America. Journal of World Business, 47(4), 548-554. https://doi.org/10.1016/j.jwb.2012.01.008 7. De Groot, M. B. A. (2011). Language And Cognition In Bilinguals And Multilinguals: An Introduction. New York, Psychology Press. Pp. Vii, 514. https://doi.org/10.4324/9780203841228 8. Dierksmeier, C. (2016). What is ‗Humanistic‘ About Humanistic Management?. Humanist Management Journal, 1 (1), 9–32. https://doi.org/10.1007/s41463-016-0002-6 9. Endah, S. ( 2012). Implementasi Kurikulum Pendidikan Karakter. Yogyakarta: Citra AjiParama. ch=John, accessed on July 20, 2019.

Associate Professor, MANUU, CTE, Bidar