PENGELOLAAN MUTU PENDIDIK UNTUK MEWUJUDKAN SEKOLAH INKLUSIF DI SMA “X” D.I. YOGYAKARTA

Mikail Mega Maulana, NIM.: 23204091004 (2025) PENGELOLAAN MUTU PENDIDIK UNTUK MEWUJUDKAN SEKOLAH INKLUSIF DI SMA “X” D.I. YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The management of educator quality is crucial in the effort to realize inclusive schools, as educators are the primary resources directly interacting with students. As an inclusive school, SMA “X” appears to have given significant attention to educator quality management. This study aims to: (1) identify patterns of educator quality management at SMA “X”; (2) analyze the implementation of educator quality management at SMA “X”; and (3) analyze the implications of educator quality management at SMA “X” for realizing an inclusive school. This research employed a qualitative approach with a case study design. Data collection techniques included interviews, observation, and documentation. Data validity was tested through technique triangulation and source triangulation. Data analysis was conducted through data condensation, data presentation, and conclusion/verification. The findings reveal that: (1) educator quality management at SMA “X” is reflected in a cyclical pattern of human resource management, namely: (a) planning educator needs and qualifications oriented toward fulfilling both quantitative and qualitative demands; (b) layered recruitment that consistently assesses perspectives on diversity; (c) continuous education and training programs aimed at developing professional competencies and strengthening inclusive and multicultural insights; and (d) evaluation and compensation oriented toward improving teaching quality as well as enhancing motivation and retention. (2) The implementation of educator quality management is carried out through: (a) limited planning processes to remain focused and efficient; (b) layered recruitment conducted by the Human Resources division and the school; (c) education and training implemented through internship programs and training in collaboration with Center for Studies on Inclusive Education division (CSIE) and Educational Support; (d) educator performance evaluation including internship assessment, supervision, and one-on-one discussions, is conducted by the Principal and the Curriculum Coordinator as evaluators, while compensation is delivered alongside proactive communication to sustain motivation and job retention. (3) In general, the findings of this study show positive implications for realizing an inclusive school, both in cultivating an inclusive culture, designing inclusive policies, and developing inclusive practices. Although there are shortcomings in educator participation in planning and part-time educators’ involvement in school activities, the findings reflect the school’s efforts to build a learning community that values diversity, develops adaptive and supportive policies, and promotes learning practices that are accommodating and responsive to students’ needs.

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