Policy Planning for Facing the Covid-19 Pandemic
The first part of the Juran Trilogy is Quality Planning (QP) . In
this case, the principal as the planning maker carried out a mapping
related to the implementation of learning during the Covid-19 pandemic,
which was adjusted to the regulations or provisions made by the
government so that when formulating the plan it was in accordance with
the needs of the community and the objectives of the government in
providing education (Burhanudin et al., 2020).
At this stage, a focus is carried out on the formulation of a learning
implementation policy with the aim of maintaining and improving quality,
but not neglecting health protocols. The plans that have been carried
out by Senior High Schools, which are under the auspices of the Mardi
Wiyata Foundation, are as follows: First, schools that are in the
green zone, 1). It is planned that learning activities will continue to
be carried out face-to-face, while still paying attention to health
protocols; 2). Learning activities in class use two study groups. Each
class carried out the learning for a week and took turns with the next
class the following week.
Second, schools that are outside the green zone, 1). It is
planned that learning activities will be carried out online, via
WhatsApp Group and google meetings; 2). Online and offline learning. 3).
There will be IT-based learning development training. 4). Website
optimization and utilization of Google Suite and other applications; 5).
There will be regular coordination every day; 6). Teachers and Education
Personnel (GTK) are required to attend every day; 7). Optimizing the
role of counseling, homeroom teacher: counseling, home visits, online
communication; 8). Virtual promotion; 9) Virtually all major holidays;
10) New Student Admission (PPDB) is conducted online; 11). VirtualEdufair ; and 12). Optimizing cooperation with BP2 / school
committees.
One of the interesting findings in this study relates to the preparation
of plans that school principals hold meetings and make agreements with
parents about school programs that will be implemented during the
Covid-19 pandemic. The school policy to involve parents since planning
school programs is something that is very positive (Jensen, 2011).
Moreover, the program that will be implemented, related to learning
activities carried out from home, where the control function of parents
over children is very much needed (Xue et al., 2020).
Quality Control Education In The Pademi Covid-19
Quality Control (Quality Control / QC) is a process of
examination and evaluation in earnest on a product and compared with the
essential requirements desired by the customer (Nurholiq et al., 2019).
In connection with this research, quality control is carried out to
evaluate the implementation of previously planned learning activities.
The detected problems will be corrected for better quality
improvement.
The research findings indicate that the quality control process is
carried out in the following ways: 1). The school principal always
coordinates with all teachers in the development of learning during the
pandemic period, especially in the period before the new normal; 2) The
principal always conducts routine evaluations; 3) There is always a
briefing and communication with the teacher every day; 4) Continuous
monitoring of the principal; 5) Receiving input and criticism from the
community / parents; 6) Principals carry out intensive supervision such
as requiring teachers to implement online teaching and learning
activities; 7) Teacher attendance by requiring each teacher to report
the teaching and learning process online.
The management review, evaluation and monitoring that have been carried
out by schools has the aim of continuously improving the quality of
education. The things that have been done by the school in the findings
of this study are part of the Juran category in quality improvement
(Datema et al., 2020).
Quality Improving of Education during the Covid-19
Pandemic
In implementing a policy, obstacles or challenges will never escape. The
obstacles faced by schools in online learning are as follows: 1). Many
students don’t have androids; 2). Limited internet quota; 3). Unstable
internet network; 4). Student activity is difficult to monitor; 5).
Student saturation. 6). Less optimal family support; 7). Character
education development is difficult to materialize; 8). Psychological
burden; 9). Financial difficulties, for example purchasing internet
quota; 10). School difficulties in controlling student participation in
learning activities; 11). Students who are still not fluent in using
online applications.
Faced with these obstacles, schools are still trying to continue to make
quality improvements. Quality improvement (Quality Improvement /
QI) is a process to maintain the already excellent mechanism, so that
the quality can be achieved continuously. This can be done by paying
attention to resource allocation, assigning personnel to carry out
quality projects, providing training for employees and establishing
strategy a permanen to maintain the quality that has been previously
achieved and pursuing imperfect quality (Umar & Ismail, 2017).
The things that have been planned and will be done by the school in
improving the quality are; 1). Implement learning applications such as
google, google classroom, WhatsApp Group; 2). The principal together
with the supervision team conducted classroom supervision that had been
carried out during the new normal period; 3). The school principal
carries out continuous coaching for teachers who have been supervised;
4). The principal coordinates with the teacher to evaluate the material
that has been taught to measure the success of students; 5). Discussion
of essential lesson content; 6). Use of information media; 7).
Monitoring student activity; 8). Maximizing the role of BK teachers and
homeroom teachers; 9). Briefing for teachers on how to implement
teaching and learning activities online, so that learning is more
effective; 10). Always coordinate with parents to pay attention to
students while studying at home; 11). Frequently updating learning
applications so that students don’t get bored in learning.
Of course, this plan for quality improvement, once implemented must be
re-evaluated. This is in accordance with the management cycle which is
always in the circle of planning, implementing, evaluating and planning
new as a follow-up to the evaluation results for quality improvement (Li
et al., 2020).
The online learning system indirectly has a positive impact on the
development of the quality of education. Online learning has opened up
opportunities for teachers for major transformations in the field of
curriculum development and pedagogy. In addition, this pandemic
situation also has a positive impact on students, including being able
to encourage students to learn to use digital technology and lead to
increased digital literacy (Jena, 2020). Therefore, the school’s policy
to provide training for teachers on the use of digital technology is
very appropriate. Teachers are expected to improve the quality of
learning as well as help students adapt to new patterns of online
distance learning (Susilana, 2020).
In summary, the research findings of the three quality processes, namely
quality planning, quality control and quality improvement, can be seen
in Table 1.