KUALITAS MANAJEMEN SARANA DAN PRASARANA DALAM PEMBELAJARAN BTQ PADA ANAK BERKEBUTUHAN KHUSUS TUNARUNGU WICARA DI SLB ISLAM QOTHRUNNADA BANTUL (TINJAUAN MENURUT TEORI MULYASA)

Mukhlisatinnisa Amalia, NIM.: 23204092012 (2025) KUALITAS MANAJEMEN SARANA DAN PRASARANA DALAM PEMBELAJARAN BTQ PADA ANAK BERKEBUTUHAN KHUSUS TUNARUNGU WICARA DI SLB ISLAM QOTHRUNNADA BANTUL (TINJAUAN MENURUT TEORI MULYASA). Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Learning BTQ for students with hearing and speech impairments requires specially designed, adaptive facilities, infrastructure, and learning environments that support visual communication. However, in many special schools, the management of facilities and infrastructure has not fully aligned with pedagogical requirements, affecting learning outcomes. This study aims to analyze the quality of facilities and infrastructure management in BTQ learning outcomes for students with hearing and speech impairments at SLB Islam Qothrunnada, Bantul. The study focuses on six management functions based on Mulyasa’s educational management theory: planning, procurement, inventory, utilization, maintenance, and evaluation, and their relationship to learning effectiveness. This research employs a qualitative method with an evaluative study approach. The subjects include the school principal, head of facilities and infrastructure, Islamic Education teachers, and students’ guardians. Data were collected through interviews, observations, and documentation, and analyzed using the Miles and Huberman model, including data reduction, data presentation, and drawing conclusions. The findings indicate that the management of BTQ facilities and infrastructure at SLB Islam Qothrunnada has been effectively and sustainably implemented across six main aspects: planning, procurement, inventory, utilization, maintenance, and evaluation. Planning is systematic, participatory, and student-centered. Procurement is flexible, involving teachers, treasurers, foundations, and parents. Inventory is well-organized and documented both manually and digitally. Utilization of facilities and infrastructure is optimized according to students’ characteristics. Maintenance is conducted routinely and participatively. Evaluation is performed regularly to measure learning effectiveness and facility conditions. All processes align with Mulyasa’s educational management principles: systematic, participatory, efficient, and quality-oriented. High-quality management of facilities and infrastructure significantly contributes to improving students’ abilities in reading, writing, recitation, and comprehension of the Qur’an.

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