The Internal Quality Assurance System at SMP Darul Falah and SMP Negeri 02 Cililin has not been implemented optimally. school quality. The general objective of this study is to describe the implementation of school internal quality assurance in improving school quality and its specific objectives are to describe 1) quality mapping, 2) compilation of quality compliance plans, 3) implementation of quality compliance, 4) quality evaluation. 5) Determination of Quality Standards 6) Results of Quality Implementation 7) Obstacles in implementing SPMI. The implementation of SPMI itself according to Dirjendikdasmen (2016: 5) has the aim of ensuring that all elements, namely organization, policies, and processes related to educational units run by established standards to ensure the creation of a quality culture. This research procedure uses a qualitative approach with a case study method. The results of this study, in general, are that schools have implemented the SPMI implementation in improving the quality of schools in particular, namely: (1) Mapping, by carrying out school self-evaluation and school report cards. (2) Planning, schools carry out planning by the planning reference and format. (3) Implementation, the school has implemented SPMI starting at the initial stage, the core stage, and the final stage. (4) The school has carried out the SPMI evaluation by the monev team for each activity. (5) The school has developed a quality strategy for SPMI by the team using the formulation format, (6) The school has shown optimal learning outcomes through the application of SPMI with the satisfaction of various parties, (7) The school has resolved every problem with the right solution application of SPMI. The implementation of SPMI in schools is very helpful in improving the quality of the school, both academically and non-academically.

Islamic boarding schools must follow the national curriculum to compete in real life. Therefore, many Islamic boarding schools have changed their education system Islamic boarding schools still adhere to the Salaf (traditional) system. However, they are gradually adopting a national education system in which the national curriculum is integrated into it. This study aims to analyze the Salaf curriculum management plan, curriculum preparation, curriculum implementation, and evaluation of curriculum management. This research uses descriptive qualitative with case studies in Islamic boarding schools. The method used to collect data is interviews, observation, documentation, instruments. The instrument used to collect information is a questionnaire. The technique used to analyze the data is descriptive qualitative analysis. Research results Identify that the management of the Salaf curriculum, which is integrated with the Madrasah Aliyah curriculum that is appropriately designed, can improve the quality of graduates. Salaf curriculum management administration combined with Madrasah Aliyah by paying attention to school subjects can improve the quality of graduates. The management of the Salaf curriculum integrated with the Madrasah Aliyah curriculum can be done through extracurricular and extracurricular activities. The control of the Salaf curriculum, which is integrated with the Madrasah Alliyah curriculum, which is collective and formative, will affect the quality of graduates. Implementing the salaf curriculum combined with the Madrasah Aliyah curriculum to improve the quality of graduates does not require additional subjects. And the issues used to strengthen the Salaf curriculum, which is integrated with the Madrasah Aliyah curriculum, are the yellow book, tahfidzul Qur'an, and empowering school resources.

The main purpose of this study was to analyze the contribution of competence, motivation, infrastructure, and school climate to the leadership of the principal. The research method used in this study is quantitative with questionnaire data collection techniques given to 202 public elementary school principals in South Lampung Regency as research samples. The results of data collection were then analyzed using path analysis and multiple regression techniques. The findings of this study are (1) competence contributes significantly to the principal's leadership by 77.4% which is categorized as strong/high influence (2) motivation contributes significantly to the principal's leadership by 61.1% which is categorized as moderate/sufficient influence (3) means infrastructure contributed significantly to the principal's leadership by 97.8% which was categorized as very strong/very high (4) school climate contributed significantly to the principal's leadership by 85.7% which was categorized as strong/high (5) competence, motivation, facilities infrastructure, and school climate simultaneously contributed significantly to the leadership of the principal by 98.1% which was categorized as very strong/very high influence.

Tujuan penelitian ini adalah untuk memperoleh gambaran dan analisis tentang manajemen pendidikan inklusi dalam meningkatkan mutu pendidikan berdasar aspek-aspek perencanaan, pengorganisasian, pelaksanaan, evaluasi, hambatan, dan solusi dalam pendidikan inklusi dalam meningkatkan mutu pendidikan. Pendekatan penelitian ini merupakan penelitian kualitatif dengan metode studi deskriptif. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Data dianalisis menggunakan reduksi data, peyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa perencanaan pendidikan inklusi di Sekolah sudah dituangkan dalam pada RPP umum yang kemudian di modifikasi/di sesuaikan dengan kemampuan masing-masing ABK. Pengorganisasian dalam penyelenggaraan pendidikan inklusi, pimpinan menugaskan langsung koordinator inklusi. Dalam pengorganisasiaan Sekolah hanya memasukan bagian Kurikulum sekolah/dibantu GPK untuk menentukan kurikulum Pembelajaran seperti apa yang harus di kerjakan. Pelaksanaan pendidikan inklusi diimpelemetasikan pada penyusunan RPP bagi sekolah penyelenggara inklusif yang melihat dari siswa berkebutuhan khususnya yang berada di kelas masing-masing dengan jenis hambatan seperti apa untuk itu di susunlah RPP dalam bentuk penyesuaikan dalan capaian Pembelajaran pada peserta didik itu sendiri.

Tujuan penelitian ini adalah untuk memperoleh gambaran dan analisis tentang manajemen penyelenggaraan pendidikan inklusi dalam meningkatkan mutu layanan peserta didik berkebutuhan khusus berdasar aspek-aspek perencanaan, pengorganisasian, pelaksanaan, pengawasan, hambatan, dan solusi. Pendekatan penelitian ini merupakan penelitian kualitatif dengan metode studi deskriptif. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Data dianalisis menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: 1) perencanaan kegiatan pendidikan inklusi yang dituangkan dalam RPP umum yang kemudian dimodifikasi/disesuaikan dengan kemampuan masing-masing ABK, 2) dalam penentuan struktur organisasi di Sekolah ini dibuat sesuai aturan yang ditetapkan dalam penyelenggaraan pendidikan inklusi, 3) pelaksanaan pendidikan inklusi diimplementasikan dalam RPP dengan melihat dari peserta didik berkebutuhan khusus dalam bentuk penyesuaian dalam capaian pembelajaran, 4) pengawasan penyelenggaraan pendidikan inklusi secara umum dilakukan pada proses, dan program yang dilakukan setahun dua kali oleh kepala madrasah dan pengawas madrasah, 5) hambatan yang dihadapi yakni belum ada Guru Pendamping Khusus (GPK), dan 6) solusi penyelenggaraan pendidikan inklusi yang dilakukan yakni secara khusus dengan mendatangkan tim ahli untuk memberikan masukan kepada guru-guru, bisa dalam bentuk seminar, pelatihan, workshop dan sebagainya.