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.