Publication Search

This study aims to describe and analyze the implementation of inclusive education management at SMP Negeri 4 Babelan. Inclusive education is an educational approach that provides learning opportunities for all students without discrimination, including those with special educational needs (ABK). This concept emphasizes the importance of a friendly, adaptive, and responsive learning environment to student diversity. This study uses a qualitative descriptive approach with data collection techniques through in-depth interviews, participatory observation, and documentation studies. Informants in this study consisted of the principal, regular teachers, special assistant teachers, students with special needs, and their parents. The results of the study indicate that inclusive education management at SMP Negeri 4 Babelan has been implemented through four main management functions, namely: (1) strategic planning integrated into the annual school work program, including budget allocation for inclusion needs; (2) organizing an inclusion team involving teachers, education staff, and the school committee; (3) implementing adaptive learning based on a differentiation and individualization approach, adjusted to students' abilities and learning styles; and (4) evaluations conducted periodically to assess students' academic and social-emotional development, as well as the effectiveness of the inclusion program as a whole. However, this study also identified several obstacles, including a limited number of special assistant teachers, a lack of professional training for regular teachers, and a lack of supporting facilities such as therapy rooms or learning aids. Furthermore, factors supporting the program's success include the school leadership's commitment to mainstreaming inclusion, a collaborative spirit among teachers, and the support and active involvement of parents. Based on these findings, this study recommends several strategic steps, such as strengthening teacher training in inclusive classroom management and adding special assistant teachers as needed.

This study aims to descriptively explore the role of facility and infrastructure management in enhancing learning effectiveness at the elementary school level, viewed from the perspective of School-Based Management (SBM). SBM is an educational management approach that emphasizes school autonomy in planning, implementing, and evaluating all learning activities as well as managing available resources, including educational facilities and infrastructure.This research employs a descriptive qualitative approach, with data collection techniques including in-depth interviews, direct field observations, and document analysis. The subjects of this study include the principal, teachers, and administrative staff responsible for managing school facilities and infrastructure at a selected public elementary school. The main focus is to examine how management processes are carried out and how these contribute to the continuity and quality of the learning process.The findings indicate that the management of facilities and infrastructure is conducted systematically through four main stages: needs planning based on situational analysis, procurement through collaboration with school committees or third parties, optimal utilization of facilities to support learning activities, and regular maintenance to ensure continued functionality. This process involves active participation from various stakeholders, both internal and external to the school, and is guided by the principles of transparency, accountability, and efficiency .Adequate availability of facilities and effective management were shown to create a conducive learning environment, increase student motivation, and support teachers in delivering lessons effectively. Furthermore, well-maintained facilities contribute to fostering a culture of discipline and a sense of responsibility among students. This study recommends enhancing the managerial capacity of principals and staff in facility management and strengthening cooperation between the school, the school committee, and the wider community to support the delivery of quality and sustainable education