SPECIAL SUPERVISORY TEACHER MANAGEMENT TO IMPROVE THE QUALITY OF LEARNING IN INCLUSIVE JUNIOR HIGH SCHOOLS IN BANDUNG DISTRICT

Abstract

Education services for students with special needs/PDBK are not yet in line with the provision of teachers who have competence in serving GDPK, because there is a lack of special guidance/GPK teachers placed in inclusive schools, so this has an impact on GDPK learning achievement. This research aims to obtain an overview of GPK management to improve the quality of learning at the inclusive Ibnu Sina Junior High School, Bandung Regency, which is reviewed in real time through Edward Deming's quality management approach, namely planning, implementation, evaluation and follow-up. This research uses a qualitative approach with a case study method. The results of this research show that in the planning stage the provision of GPK in inclusive schools is fundamental in improving the quality of GDPK learning. GPK is tasked with guiding, teaching, assessing and evaluating PDBK. At the implementation stage, the GPK must be able to adapt the curriculum to suit the GDPK's needs. Supervision carried out by the leadership periodically is part of the evaluation stage in GPK management at Ibnu Sina Junior High School. The obstacle faced in managing the GPK is that competence is not evenly distributed in providing services to the GDPK, so the solution that can be taken is to provide assistance and training for the GPK. Thus, the conclusion of this research shows that GPK management in Inclusion Middle Schools seen from planning, implementation, evaluation and follow-up to improve the quality of GDPK learning has run according to concepts and theory.