Enhancing Student Character through Effective Curriculum Quality Management for Special Needs Education

Regina Maheswari Saniputri; Feny Afifah Purnamasari; Irfan Intan Nurdiana; Diah Daniswara Rahayu; Lilis Suwandari

doi:10.61987/jemr.v4i3.1103

Authors

Regina Maheswari Saniputri Universitas Islam Nusantara
Feny Afifah Purnamasari Universitas Islam Nusantara
Irfan Intan Nurdiana Universitas Islam Nusantara
Diah Daniswara Rahayu Universitas Islam Nusantara
Lilis Suwandari Universitas Islam Nusantara

DOI:

https://doi.org/10.61987/jemr.v4i3.1103

Keywords:

Character Education, Quality Management, PDCA Cycle, Special Schools, Curriculum Management

Abstract

Character education in special schools is vital for developing students' personality, independence, and social skills. However, the 2024 Education Report Card indicates that student character development and curriculum management remain at the medium and developmental stages, suggesting a gap between ideal education goals and actual implementation. This study explores the application of the PDCA (Plan-Do-Check-Act) quality management cycle in managing the character curriculum. Using a qualitative case study approach, the research involved in-depth interviews, participatory observation, and document analysis. Findings reveal that the Plan stage is collaboratively and adaptively implemented through a thematic approach with teachers and parents. The Do stage focuses on instilling character values through practice and teacher role modeling. The Check stage involves reflective supervision and ongoing evaluations, while the Act stage emphasizes internal teacher training and curriculum revisions based on field data. The PDCA cycle has proven effective in creating a responsive, reflective, and sustainable character curriculum system. This study provides valuable insights for special education institutions aiming to develop a more effective and context-specific curriculum management system.

References

Adien, R., Amjad, H., Marlina, L., & Febriyanti. (2025). Transformasi Pendidikan Berkualitas: Faktor Pendukung Dan Strategi Peningkatan Mutu. Irfani: jurnal pendidikan islam, 21(1), 75–97. http://journal.iaingorontalo.ac.id/index.php/ir

Almajnuni, K. M., & Alwerthan, T. A. (2024). Enhancing teacher self-efficacy: The power of effective training programs. Journal of Pedagogical Research, 8(3), 34–47. https://doi.org/10.33902/JPR.202427265

Annie Opat, & Roger, C. (2013). Professional Capital: Transforming Teaching in Every School.

Bakoč, A., Brojčin, B., Banković, S., Glumbić, N., & Đorđević, M. (2024). Academic outcomes of inclusive education in typically developing children. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1448935

Cahyaningsih Putri, A., & Triyanto. (2019). Strengthening of School-Based Character Education (Case Study of Full-Day School at Cemara Dua Elementary School, Surakarta). 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019), 620–628.

Donath, J. L., Lüke, T., Graf, E., Tran, U. S., & Götz, T. (2023). Does Professional Development Effectively Support the Implementation of Inclusive Education? A Meta-Analysis. Educational Psychology Review, 35(1). https://doi.org/10.1007/s10648-023-09752-2

Fairbrother, M., Specht, J., Delorey, J., Whitley, J., Ismailos, L., & Villella, M. (2025). Integrating Practice and Theory in Teacher Education: Enhancing Pre-Service Self-Efficacy for Inclusive Education. Education Sciences, 15(4). https://doi.org/10.3390/educsci15040497

Hogan, J. A., Montalbano, C., Coviello, J., McQueston, J., Kirby, M., Koo, B. J., Nissley-Tsiopinis, J., Jutcovich, S., & Lang, J. (2025). Developing Inclusive Educators: Analyzing the Effectiveness of a Short-Term Technical Assistance Model for Best Practices. Education Sciences, 15(5). https://doi.org/10.3390/educsci15050578

Iksal, I., Hayani, R. A., & Aslan, A. (2024). Strengthening character education as a response to the challenges of the times. Indonesian Journal of Education (INJOE), 4(3), 761–774.

Indah Putri Pratama, F., Widyastono, H., & Kristiyanto, A. (2019). The Implementation Of Character Education For Children With Special Needs In Inclusive School. The Indonesian Conference on Disability Studies and Inclusive Education The 2 nd ICODIE Proceedings, 98–110.

Miles, M., Huberman, M, Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3 ed.). Sage Publications.

Mulyasa, E. (2011). Manajemen Kepemimpinan Kepala Sekolah (1 ed.). Bumi Aksara.

Norma, N., Suriansyah, A., & Effendi, R. (2023). Character Education Curriculum Management. International Journal of Social Science and Human Research, 06(05). https://doi.org/10.47191/ijsshr/v6-i5-43

Retnasari, L., Hidayah, Y., & Prasetyo, D. (2021). Reinforcement of Character Education Based on School Culture to Enhancing Elementary School Students’ Citizenship Character. Jurnal Ilmiah Sekolah Dasar, 5(2), 351–358.

Safitri, S. D. (2024). Strategies for Strengthening Character Education Through the Integration of Islamic Values: The Role of Teachers as Role Models in the Context of Contextual Learning. AFKARINA: Jurnal Pendidikan Agama Islam, 9(1), 11–22. https://doi.org/10.33650/afkarina.v8i2.9395

Samuel, M., Darto, W., & Itsna, N. L. (2023). Disiplin Dalam Pendidikan (1 ed.). PT. Literasi Nusantara Abadi Grup.

Saputra, R. G., Gutama, A., Ika, C., & Nita, R. (2024). Analisis Implementasi Pendidikan Karakter Anak Berkebutuhan Khusus Melalui Ekstrakurikuler Pramuka. Cendikia: Jurnal Pendidikan dan Pengajaran, 2(8), 692–703.

Setyaningsih, I. (2022). Implementasi Pendidikan Karakter Bagi Siswa Tunarunggu Di Slbs B Jati Wiyata Dharma Tuban. Jurnal Guru Dikmen dan Diksus, 5(1), 1–14. https://doi.org/10.47239/JGDD.V5I1.307

Sidik, F., & Rofi, A. (2025). Implementasi Kurikulum Adaptif untuk Anak Berkebutuhan Khusus: Sebuah Tinjuan Literatur. Jurnal Ilmiah Edukatif, 11(01), 133–143.

Sidik, F., Rofi’i, A., & Diana, D. (2025). Implementasi Kurikulum Adaptif untuk Anak Berkebutuhan Khusus: Sebuah Tinjuan Literatur. Jurnal Ilmiah Edukatif, 11(1), 133–143. https://doi.org/10.37567/JIE.V11I1.3632

Singerin, S. (2021). The Impact of Academic Supervision on Teacher Pedagogical Competence and Teacher Performance: The Role Moderating by Teacher Efficacy. International Journal of Elementary Education, 5(3), 496–504. https://ejournal.undiksha.ac.id/index.php/IJEE

Sukirman, Suyono, & Santosa, A. B. (2023). Manajemen Pendidikan Mutu Terpadu (A. Nurlaeli, Ed.; 1 ed.). Nuta Media.

Suriansyah, A., & Effendi, R. (2023). Character Education Curriculum Management. International Journal of Social Science And Human Research, 06(05), 2850–2857. https://doi.org/10.47191/ijsshr/v6-i5-43

Tomlinson, A. C. (2014). The Differentiated Classroom (Responding to the needs of all learners). Genny Ostertag. www.ascd.org/deskcopy.

Wang, T., Deng, M., & Tian, G. (2022). More Leadership, More Efficacy for Inclusive Practices? Exploring the Relationships between Distributed Leadership, Teacher Leadership, and Self-Efficacy among Inclusive Education Teachers in China. Sustainability (Switzerland), 14(23). https://doi.org/10.3390/su142316168

Woodcock, S., Gibbs, K., Hitches, E., & Regan, C. (2023). Investigating Teachers’ Beliefs in Inclusive Education and Their Levels of Teacher Self-Efficacy: Are Teachers Constrained in Their Capacity to Implement Inclusive Teaching Practices? Education Sciences, 13(3). https://doi.org/10.3390/educsci13030280