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All Journal Literacy : International Scientific Journals of Social, Education, Humanities
Titi Hendrawati
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Humanities Education Social Sciences

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Service Management Role In Improving Educational Quality Rini Susilowati; Titi Hendrawati; Acep Nurulah; Ade Marfuddin
LITERACY : International Scientific Journals of Social, Education, Humanities Vol. 2 No. 3 (2023): December : International Scientific Journals of Social, Education, Humanities
Publisher : Badan Penerbit STIEPARI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/literacy.v2i3.1055

Abstract

The purpose of this study is to ascertain how service management might be used to raise the standard of inclusive education. The study was conducted at MI Al-Biruni Bandung, SD Ibnu Sina Bandung, and SDI Scholar Muda Bandung. This study employs a qualitative case study methodology. The study's findings demonstrate how to manage inclusive education services by giving students with special needs (PDBK) the infrastructure and facilities they need, hiring qualified teachers, adapting the curriculum and assessment methods for GDPK, and fostering a positive learning environment. According to the goals and objectives of the schools, each of the three educational institutions has a unique approach to implementing service management. Although the objectives of education may vary, they generally remain relate to the criteria of quality outlined in the relevant laws and regulations.
Optimization of Quality Management in Quality Based Curriculum Development Sudarma Sudarma; Titi Hendrawati
LITERACY : International Scientific Journals of Social, Education, Humanities Vol. 4 No. 1 (2025): April : International Scientific Journals of Social, Education, Humanities
Publisher : Badan Penerbit STIEPARI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/literacy.v4i1.1983

Abstract

Evaluation is a crucial component in the development and implementation of quality-based curricula. This study explores the effectiveness of various evaluation methods, including formative, summative, and authentic assessments, in measuring curriculum success. The results indicate that formative assessment positively contributes to students' understanding, while summative assessments often fail to accurately reflect students' abilities. Authentic assessments have proven to enhance student motivation and preparedness for real-world challenges. Student involvement in the evaluation process, the use of evaluation data for continuous improvement, and teacher training in diverse evaluation methods are key factors in enhancing evaluation effectiveness. This research emphasizes the importance of selecting appropriate evaluation methods aligned with curriculum objectives to achieve optimal educational outcomes. Thus, the findings provide valuable insights for curriculum development and evaluation practices in educational institutions.
Co-Authors Acep Nurulah Ade Marfuddin Rini Susilowati Sudarma Sudarma