Introduction
Covid-19 is a new type of virus that has caught the attention of the whole world. According to WHO (World Health Organization, 2020), coronavirus is a large family of viruses that cause disease in humans and animals. In humans, it usually causes respiratory infections, from the common cold to serious illnesses such as Middle East Respiratory Syndrome (MERS) and Severe Acute Respiratory Syndrome (SARS). A new type of Coronavirus that was discovered in humans since the outbreak occurred in Wuhan China, in December 2019, was then named Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-COV2), and caused Coronavirus Disease-2019 or COVID-19 (Wax & Christian, 2020).
Covid-19 is no longer just an epidemic, which is a type of infectious disease that spreads rapidly, but is already included in the pandemic category, namely as an epidemic that occurs throughout the world, or in a very large area, crosses international borders and affects a large number of people (Kelly, 2011). This pandemic has a very serious and massive impact in almost all aspects of life, including the education aspect. According to UNESCO, nearly 90% of the world’s student population, namely more than 1.5 billion students in 165 countries, have experienced disruption in their learning experiences due to Covid-19 (Lopes & McKay, 2020). The learning process, which is usually carried out with face-to-face interaction between teachers and students, must undergo changes, namely being carried out online or distance learning.   In the midst of this global pandemic, we must not give up on the situation. Learning activities must be carried out so that the quality of education is maintained. The policy that is generally taken by the government is online learning. To ensure this online learning takes place, collaboration is needed between the telecommunications industry, school networks at various levels, and the ministry of education (UNESCO, 2020).  Indonesia, as one of the countries affected by the Covid-19 pandemic, also has its own policies in managing the education system. The government, through the Minister of Education and Culture of the Republic of Indonesia, issued circular number 4 of 2020 concerning the Implementation of Education in the Emergency Period of Coronavirus Disease or Covid-19, which essentially implements online learning activities (Astuti et al., 2020).  Since the initial issuance of this government policy, there have been pros and cons, especially among academics and education practitioners and parents of students. This problem occurs because Indonesia is considered not ready for an online learning system. Starting from the problem of the uneven internet network, the economic situation of the poor who cannot afford internet quota, the difficulties of some teachers, students and parents who have not mastered technology (Sari et al., 2020).   Some of these obstacles create new problems, where there are those who want face-to-face learning to resume immediately. For example, one survey conducted by the KPAI Commissioner for Education, Retno Listyarti stated that 80% of parent respondents refused to reopen schools amid the Covid-19 pandemic. In contrast, 80% of students agreed that the school would reopen. Meanwhile, 60% of teachers agree if the school is reopened (Subhi, 2020). A study conducted in South Korea and several other countries shows the same thing, namely that it still considers traditional learning to be better than online learning (Chang et al., 2020). On the other hand, research shows that many prefer online education. It is even predicted that after the Covid-19 pandemic ends, there are still many educational institutions that will continue learning online (Daniel, 2020).  Regardless of the pro-contract, this government policy, the government still decides that education must continue to run well (Sari et al., 2020). Following up on this government policy, the school immediately made policies based on the principles of school-based management (Fitri Darnalita, 2014). The objectives of these policies are basically directed at maintaining quality and even improving the quality of education.   Quality is interpreted as customer satisfaction, as expressed by Josep Juran (Anca Madar, 2020). Thus in any situation, education must be able to provide the best service so that customers. The involvement of all parties is certainly a determinant of the success of the school in order to maintain good quality. In addition, in maintaining the quality of education, it is necessary to pay attention to quality components, including quality-oriented leadership, education and training, support structures, communication, reward and recognition and measurement.   Joseph Juran theory, is related to three important components known as the Juran Trilogy, which are related to quality planning, control and quality improvement (Burhanudin et al., 2020). Any policy direction in educational institutions actually has the aim of maintaining and improving the quality of education. Therefore, the Juran Trilogy concept can be used as an alternative technique for quality assurance.   Based on this explanation, this study aims to analyze and describe the policies carried out by the principal in an effort to maintain and improve the quality of education by starting from the Juran Trilogy. The results of this study are expected to contribute to educational institutions in creating good strategic management to maintain and improve quality in the midst of the Covid-19 pandemic.
In facing the Covid-19 pandemic, the Indonesian government through the Minister of Education and Culture issued a circular, the contents of which are as follows: a). The teaching and learning process is carried out from home through online / distance learning. This is carried out with the aim of providing meaningful learning experiences for students; b). Learning from home can be focused on life skills education, including regarding the Covid-19 pandemic; c). Home learning activities and assignments may vary between students, according to their respective interests and conditions, including considering gaps in access / learning facilities at home; d). Evidence or products of learning activities from home are given qualitative and useful feedback from the teacher, without being required to provide a quantitative score / value (Mendikbud, 2020).
This government policy, which essentially requires the learning process to continue online, raises its own problems. On the one hand, the education process must continue, on the other hand, concerns about the impact of Covid-19 cannot be underestimated. If learning is closed for a long enough time, there will be a much bigger impact when compared to the impacts that are technical in nature (Subhi, 2020).
Faced with this, this study tries to analyze the policies that have been implemented by the education unit. Policy analysis is applied social research that is systematically compiled to find out the substance of a policy so that we can find out information about the problems answered by the policy and problems that may arise due to the implementation of the policy (Disas, 2017). Public policy refers to all government actions consisting of economic policies to social policies, including policies in the field of education and health as well as policies related to people’s welfare (Dedi Robandi, 2020). Dunn tries to create a policy analyst model as in Figure 1.