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All Journal Proceeding Of International Conference On Education, Society And Humanity
Ahmadi, Idris
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Religion Humanities Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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CONTEXTUALIZATION OF DEMING AND CROSBY'S THEORIES IN IMPROVING EDUCATIONAL INSTITUTIONS Ahmadi, Idris; Amin, Muhammad Fathul
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 2, No 1 (2024): Second International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

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This research is a figure thinking study focused on two quality thinkers, Deming and Crosby. Using the Library Reseach research method presented in the form of argumentative approaches and descriptive analysis. The 14 quality points expressed by Deming and Crosby are interesting for further investigation, Deming emphasizes the scope of the concept and the theory of quality management, while Crosbye focuses on the construction of the components of the quality management as well as the details of its implementation. In this article, the author offers the theoretical concepts and contextualization of quality management Deming and Crosby in improving the quality of education with the concept of "Circle of Three Layers". In this concept there is a continuous blend between theory and context. The working step of this concept is to emphasize the development of theory (theorytical improvement) and the contextualization of the theory in the educational institutions, so that after the process of the contextalization theory is carried out, then it is expected that the institutions of education can improve the quality (quality improving) and competitive quality (competitive quality). (periodic evaluation).
THE ROLE OF THE TEACHER IN CREATING INCLUSIVE SCHOOLS: A CASE STUDY IN A PRIMARY SCHOOL Yahya, Rahmat; Widat, Faizatul; Ahmadi, Idris; Hina, Shahzadi
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 2, No 2 (2024): Third International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

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Inclusive education is an approach that aims to create an equal learning environment for all students, including students with special needs. At the elementary school level, the successful implementation of inclusive education is very dependent on the role of teachers in creating an atmosphere that supports the diversity and specific needs of students. This research aims to examine the role of teachers in realizing inclusive elementary schools, focusing on the challenges faced and the strategies implemented by teachers. The method used in this research is a literature review method, which examines various literature related to the role of teachers, inclusive education, and best practices in inclusive classroom management. The research results show that although challenges such as limited resources, lack of training, and social stigma are still obstacles, teachers have an essential role in creating inclusive learning through curriculum adaptation, using varied teaching methods, and building a school culture that supports diversity. This research also highlights the importance of ongoing training and support from schools and the community in helping teachers carry out their roles effectively.Keywords: Teacher Role, Inclusive Education, Inclusive Schools.
Co-Authors Amin, Muhammad Fathul Faizatul Widat Hina, Shahzadi Yahya, Rahmat