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Pasaribu, Rhendivan
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IMPLEMENTASI SISTEM MUTU INTERNAL UNTUK MENINGKATKAN MUTU PENDIDIKAN DASAR Abdullah, Dede; Pasaribu, Rhendivan; Ninda A, Anggistia; Dominico P S, Claudi
Manajemen Pendidikan Vol. 18, No. 2, Tahun 2023
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jmp.v18i2.23286

Abstract

To implement state education goals, internal quality assurance is carried out in relation to national education standards. Internal quality is now applied not only to higher education, but also to primary and secondary education. We continue to ensure and lead educational quality assurance and compliance in primary and secondary school units. The aim of this research is to determine and describe the implementation of the internal quality system cycle. The techniques used in data collection are: Observation, interviews, documentary research. The results of the research show that the quality improvement steps implemented at Bawamai Pontianak Elementary School are in accordance with the SPMI cycle steps including: First, school self-evaluation based on education quality certificates; second, a plan to improve quality through the formation of a quality committee and analysis of the results of the Kermbali School self-evaluation; Implementation of quality improvement, fourth, evaluation of follow-up and results of quality improvement after quality improvement, and fifth, return to next year's quality plan. The results of implementing internal quality assurance influence a more innovative learning process, student and school performance, satisfaction and success of internal and external customers. Eight national education standards.
PERAN KEPALA SEKOLAH DALAM PENYELENGGARAAN PENDIDIKAN INKLUSIF DI SMP NEGERI 4 JELAI HULU Pasaribu, Rhendivan; Radiana, Usman; Wicaksana, Luhur; Dominico Panggoning Salarasati, Claudi
Manajemen Pendidikan Vol. 18, No. 2, Tahun 2023
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jmp.v18i2.23289

Abstract

This research illustrates the important role of the head of school in providing inclusive education in remote areas. School leaders have a central role to play in leading schools towards a vision of inclusive mission, influencing teacher performance, and creating an inclusive educational environment. Effective school leaders are able to analyze situations, make strategic decisions, and design inclusive educational programs that are tailored to the needs of students with special needs. School leaders also play a role in motivating and empowering teachers to support inclusive education. However, challenges such as limited resources and infrastructure in remote areas can affect the implementation of inclusion. Through a qualitative approach with interviews, observations, and documentation, the study obtained data on the role of the head of school in the development of inclusive education programs. The data shows that the head of the school has good managerial skills in managing teachers, designing inclusive programs, and regulating the distribution of teachers' duties. This inclusive education program includes the strengthening of the role of a special accompanying teacher, structured learning for students with special needs, fundraising and facilities, and improved teacher well-being. The leadership of the head of school in this inclusive education also requires close cooperation between all stakeholders, including teachers, parents, and other relevant parties. Despite the challenges, this study demonstrates the importance of the role of the head of school in achieving equal and inclusive education in remote areas
Co-Authors Abdullah, Dede Amrazi Zakso Dominico P S, Claudi Dominico Panggoning Salarasati, Claudi Luhur Wicaksono Ninda A, Anggistia Panggoning Salarasati, Claudi Dominico Usman Radiana Wicaksana, Luhur