IMPLEMENTATION of TOTAL QUALITY MANAGEMENT (TQM) at STATE JUNIOR HIGH SCHOOL (SMP) 1 PALOPO, SOUTH SULAWESI

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Abstract

This study examines the implementation of Total Quality Management (TQM) at SMP Negeri 1 Palopo. The objectives are to determine: (1) the implementation of Total Quality Management (TQM) at SMP Negeri 1 Palopo, and (2) the supporting and inhibiting factors for the implementation of Total Quality Management (TQM) at SMP Negeri 1 Palopo. This study uses a qualitative descriptive approach. Data collection methods were conducted through interviews with the principal, vice principal for curriculum, vice principal for student affairs, vice principal for facilities and infrastructure, teaching staff, and students at SMP Negeri 1 Palopo. Data processing and analysis techniques were carried out through three stages: data reduction, data presentation, and conclusion drawing. Data validity was tested through source triangulation. The results of the study indicate that the implementation of Total Quality Management (TQM) is implemented with the stages of planning, implementation, and evaluation. Planning is done by forming a school quality assurance team called the Internal Quality Assurance System (SPMI) team that will identify user needs. The implementation of TQM is based on planning that has been made according to needs so as to improve school quality and user satisfaction in this case providing good facilities, teamwork namely by making joint decisions by establishing good communication, commitment regarding improvements that will be made to improve the quality of education, continuous improvement and maintaining the quality of education. Evaluation of TQM implementation is conducted to identify areas that need to be maintained and improved. This evaluation is evidenced by educational report cards, which are conducted every six months or annually for each new academic year. Supporting factors for TQM implementation include strategic locations, superior human resources, adequate facilities and infrastructure, and quality output. Inhibiting factors include limited technology use by educators, educational policies, cost, and time. Based on the research findings, it is recommended that school principals enhance the understanding of all stakeholders in improving school quality to produce quality output in an effort to face the competitiveness of educational organizations. Educators are expected to improve their understanding of TQM by participating in training programs to improve their teaching abilities and skills.

Keywords: Implementation, Total Quality Management (TQM), Quality