JRSSEM 2022, Vol. 01, No. 9, 1483 – 1500

E-ISSN: 2807 - 6311, P-ISSN: 2807 - 6494

DOI : 10.36418/jrssem.v1i9.150 https://jrssem.publikasiindonesia.id/index.php/jrssem/index

IMPLEMENTATION OF TOTAL QUALITY MANAGEMENT

(TQM) IN VOCATIONAL HIGH SCHOOLS (ANALYTICAL

STUDY AT SMK KARYA NUGRAHA BOYOLALI REGENCY)

Ngatiman

Ki Supriyoko

A. Mufrod Teguh Mulyo

1,2,3

Program Doktor Pascasarjana UNU Surakarta

e-mail: ngatimaniman659[email protected]om

, kisupriyoko@yahoo.co.id

mufrodteguh1983@gmail.com

*Correspondence: ngatimaniman6590@gmail.com

Submitted: 26 March 2022, Revised: 05 April 2022, Accepted: 16 April 2022

Abstract. This study aims to describe: (1) the implementation of TQM in SMK Karya Nugraha

Boyolali Regency; (3) supporting and inhibiting factors in the implementation of TQM at SMK Karya

Nugraha Boyolali Regency. This research is a descriptive study using a qualitative approach. Data

collection techniques used are interviews, observations, questionnaires and document studies.

Furthermore, the collected data were analyzed using interactive model qualitative data analysis

techniques. The results of this study indicate that: (1) Implementation of Total Quality Management

(TQM) at SMK Karya Nugraha Boyolali Regency is indicated by the strategic plan, quality policy,

upside-down organization, participatory and entrepreneurial leadership models, systems and

procedures QMS ISO 9001:2015, conducting a self-assessment that has been running in

accordance with quality guidelines and applicable legislation, supported by team work that has

entered the hard work stage, in the last 3 years SMK Karya Nugraha Boyolali Regency has finally

succeeded in realizing customer satisfaction, respect towards everyone, management based on

facts and making continuous improvement.

Keywords: implementation; total quality management.

Ngatiman, Ki Supriyoko, A. Mufrod Teguh Mulyo

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DOI : 10.36418/jrssem.v1i9.160 https://jrssem.publikasiindonesia.id/index.php/jrssem/index

INTRODUCTION

There are various forms of strategies

for improving the quality of education

including: School-Based Management

System (SBM), ISO 9001 (version 2008 and

2015) which prioritizes business process

patterns that occur in corporate

organizations so that almost all types of

businesses can implement this

management system, BS5750 quality

standards in the UK, MBPE Quality

Management System (Malcolm Baldrige

Performance Excellence) which is a

comprehensive management guide and

performance measurement in improving

organizational performance which consists

of 7 (seven) criteria and quite a lot of

conformity with BAN-PT accreditation

standards, this quality standard often used

by Universities, Management System with

Balanced Scorecard (BSC) model

(contemporary management tool used to

improve organizational ability to multiply

financial performance). Basically all types of

quality improvement strategies are

packaged in order to meet customer needs.

The answer to this problem is none other

than preparing quality human resources

(HR) who are capable and ready to

compete at national and global levels

through education (Hadis & Nurhayati,

2012).

Education in fact, has not been able to

produce quality human resources, which

are able to answer all the challenges in the

era of globalization, perhaps it has not

been fully realized. Even the world of

education in Indonesia today is still largely

emphasized on the aspect of equity, which

in Coleman's conception is categorized at

the level of passive equality of opportunity

to enter school or study, and has not yet

reached the level of active equality of

opportunity to obtain education or the

highest results through school (Fatkuroji,

2017). It is not an exaggeration to say that

the Indonesian nation is not yet ready to

face the competition in the third

millennium era. One of the reasons for this

unpreparedness is the phenomenon and

the reality of the low quality of human

resources produced by the world of

education (Wahyudi & Lutfi, 2019);

(Hartono, 2016). In order to get out of the

above conditions, in today's competitive

era, education in Indonesia should not only

include equality of access, but also need to

be developed to the level of equality of

survival, equality of output, and equality of

outcome.

Educational institutions as a system,

sub-systems that have not been handled

much are the sub-systems that are faced

and management or management (Saudah,

2015); (Manso et al., 2010). In fact, it is said

that the crisis of educators, which is felt

today, revolves around the crisis of

management. As the culmination of the

crisis, the quality of education is still low,

and in terms of resource management it is

still not efficient.

Educational Institutions management

factors will greatly determine the

productivity and effectiveness of

educational institutions (Aydin, 2017);

(Aldieri et al., 2018). Education as a system

will not be able to produce quality outputs

and outcomes, moreover the educational

process is not managed properly, therefore,

this means that education must also be

managed professionally, in order to be able

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to compete and be able to answer all global

challenges. After this awareness emerged

various reform movements such as the

effective school movement which seeks

and promotes the characteristics of

effective schools. There is an independent

school movement, which emphasizes the

autonomy of the use of school funding

sources. Some focus on decentralizing

authority from the central education office

to school-centred activities such as school-

based curriculum development, school-

based student guidance, and so on. The

reform movement that used these different

approaches then gave birth to SBM models.

School-based management (SBM) is an

important education management model.

School-based management provides

greater autonomy, flexibility/flexibility to

schools, and encourages community

participation in order to be able to increase

their role in improving school quality.

School-based management (SBM) adheres

to the principles of independence,

cooperation, participation, openness, and

accountability. Giving greater autonomy to

schools is expected to increase creativity,

initiative, and innovation in improving

school performance. Some of the

shortcomings/obstacles that may be faced

by interested parties in implementing SBM

are as follows: Not Interested in Getting

Involved. Inefficient, Group Minded,

Requires Training, Confusion over New

Roles and Responsibilities, Coordination

Difficulties, and Advantages of SBM (School

Based Management) in schools. The

emergence of these weaknesses then

innovates that in terms of productivity and

effectiveness, educational institutions must

always carry out improvements by always

paying attention to internal (inside) and

external (outside) factors. One of the

outside factors that need to be considered

is quality approaches from industry and

business, including Total Quality

Management (TQM).

Total Quality Management (TQM) is

one of the many strategies in quality

management that is oriented towards

stakeholders. Quality management or

quality management in TQM is carried out

in a systematic, gradual, comprehensive

and sustainable manner. All these stages

are carried out with the aim of achieving

customer satisfaction with high quality.

TQM refers to organizational change,

starting from changes in structure, goals,

manager roles, and employee roles. The

application of TQM in corporate

organizations has a positive impact on

work characteristics (Lamato et al., 2017).

TQM is implemented on a philosophical

basis, namely as a tool or tool to improve

quality by taking into account the needs

and satisfaction of customers or

stakeholders.

The concept of TQM is very much

needed by educational institutions, given

the needs and satisfaction of users is the

main goal of services in an educational

institution. "The concept of TQM is very

much needed by educational institutions,

considering the needs and user satisfaction

are the main goals of services in an

educational institution" (Sallis, 2014); (Wang

et al., 2012).

Total Quality Management is an

absolute thing for educational institutions,

especially institutions that have declared

themselves as Public Service Agencies

(BLU) (Huriyah, 2016).

Ngatiman, Ki Supriyoko, A. Mufrod Teguh Mulyo
 
                                                              | 1486 
 
Quality  management  in  educational 
institutions  can  be  done  by  managing  all 
educational  resources,  so  that  they  carry 
out their main duties and functions with full 
responsibility, so as to be able to produce 
quality  services  and  services  according  to 
user  expectations  and  needs.  In 
implementing  Total  Quality  Management 
(TQM) in educational institutions, there are 
five things that must be considered; namely 
the  focus  on  internal  and  external 
customers,  total  involvement,  quality 
standards,  commitment  and  continuous 
quality improvement (Surya, 2011). 
Total Quality Management (TQM), as a 
management strategy focused on process 
improvement  for  customer  satisfaction, 
which is seen as successful in the industrial 
world in developed countries such as Japan 
and America, has begun to be glimpsed by 
educational institutions to be adapted with 
the  aim  of  producing  "products"  that  are 
quality. In the perspective of Total Quality 
Management,  education  is  an  institution 
that provides and produces products in the 
form of services (Kigozi et al., 2019); (Wang 
et  al.,  2012).  The  products  in  the form  of 
services  are  provided  to  customers 
consisting of: 1) internal customers, namely 
managers  of  educational  institutions 
(including  teachers,  librarians,  laboratory 
assistants,  technicians  and  administrative 
staff),  2)  external  customers  which  are 
divided into: a) primary external customers 
or  students,  b)  secondary  external 
customers,  namely  parents,  government 
and  society,  and  c)  tertiary  external 
customers,  namely  users  or  recipients  of 
graduates  from  both  universities  and  the 
world of work or business, at local, national, 
and even international levels (Widiyanto et 
al., 2016); (Purike, 2021). 
Services  provided  by  educational 
institutions, especially universities, include: 
a) curricular services, b) research services, c) 
community  service,  d)  administrative 
services,  and  e)  extra-curricular  services 
(Winarsih, 2017). Because at the secondary 
education level there is no scientific work in 
the form of a thesis let alone a thesis, then 
research  services  and  community  service 
services do not exist or are not applied. So 
that there are  only  three  services,  namely 
curricular  services  and  extra-curricular 
services and administrative services. 
TQM  is  essentially  an  organizational 
philosophy and work culture (philosophy of 
management)  that  focuses  on  quality. 
According to  Deming,  quality  is what  the 
customer says it is (Vera &  Trujillo, 2013). 
The  goals  (goals)  to  be  achieved  in 
organizations  with  a  TQM  culture  are  to 
meet  or  even  exceed  what  is  needed 
(needs)  and  expected  or  desired (desires) 
by customers. 
With  regard  to  efforts  to  prepare 
human resources to face global challenges, 
secondary education has a very important 
and strategic role in accordance with Law 
Number 20 of 2003 Article 1 Paragraph 10, 
formulating  the  objectives  of  secondary 
education  is  an  education  unit  is  an 
educational  service  group  that  provides 
education on the path formal, non-formal, 
and  informal  at  every  level  and  type  of 
education.  
SMK  Karya  Nugraha  as  a  secondary 
education institution, is facing increasingly 
tough  challenges  along  with  changes  in 
society  due  to  the  influence  of 
globalization.  In  order  to  produce output 
that  is  able  to  carry  out  the  mandate  of 

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Islamic religious awareness in a society that

is always dynamic, Karya Nugraha

Vocational School must be able and able to

organize secondary education that

produces quality output.

To produce quality output, it is required

to manage a quality learning process as

well. Over the last few years, there have

been quite a number of changes that have

taken place and progressed quite rapidly.

With the stipulation of the National Final

Examination Standard (UAN), the

graduation rate of SMK Karya Nugraha has

reached 100%, although the level of output

quality still varies. The various

achievements they have prove that Karya

Nugraha Vocational School has basically

implemented Total Quality Management in

improving the quality of education which is

oriented to process quality and output

quality. The process of implementing Total

Quality Management in practice cannot be

separated from the important role of the

principal himself in carrying out his duties

and functions.

Based on the results of a preliminary

survey conducted by researchers, it was

found a problem that in practice, the

implementation of Total Quality

Management at SMK Karya Nugraha, of

course, is not as easy as turning the palm of

the hand. There are quite a number of

problems faced by Karya Nugraha

Vocational School, including the ethos that

is not uniform from one another, the

presence of several teachers in the wrong

room in teaching that are not in accordance

with their field of study as a result, this

school has difficulties in developing the

quality of education. This condition has

resulted in reduced public interest in

sending their children to SMK Karya

Nugraha, as evidenced by the last year

(school year 2019/2020) SMK Karya

Nugraha has slightly decreased the number

of students. The reason for researchers to

conduct research at SMK Karya Nugraha is

the desire to find out more about the

operational management pattern in quality

development at SMK Karya Nugraha, Total

Quality Management is the starting point in

analyzing management patterns at SMK

Karya Nugraha with an orientation on

improvement. both Extra Curriculum and

Extra Curricular on a continuous basis

(continuous improvement). This

improvement is not only limited to the area

of concern for educative staff, but also

involves all components in the

implementation of education in schools.

In order to improve the quality of

learning process management that is able

to produce quality outputs and outcomes,

then. it is necessary to take action and in-

depth academic studies in the form of

program evaluations as stated by

Stufflibeam, that the purpose of carrying

out evaluations in an activity program is to

obtain feedback for improvement, so that

services are maintained up to date and

ensure that a program is carried out

properly. effectively meet customer needs.

Karya Nugraha Vocational School in the

context of the research that the author is

doing, the aim is to determine the skill

management process of Karya Nugraha

Vocational School by using the TQM

approach as a benchmark and reference. In

this way, it is hoped that the problems and

obstacles faced can be identified which can

then be used as a starting point for future

improvements. The main focus studied in

Ngatiman, Ki Supriyoko, A. Mufrod Teguh Mulyo

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this research is in addition to the quality of

the content, the presentation of skills

services (both curricular, extra-curricular

and administrative) at SMK Karya Nugraha

in order to satisfy customers, especially

primary external customers namely

students in the perspective of Total Quality

Management (TQM). To analyze why the

implementation of Total Quality

Management (TQM) was carried out by the

SMK Karya Nugraha educational institution.

METHODS

The approach used by the author in this

research is a combination approach,

qualitative approach and quantitative

approach. This is taken on the basis of the

considerations that each approach. it has

advantages and disadvantages. With the

advantages of each approach, they can

complement each other's shortcomings.

Thus, the two approaches are expected to

be able to reveal and describe the quality,

services and results of the services provided

at SMK Karya Nugraha in a more

comprehensive manner.

To obtain the data needed in this study,

the following data collection methods were

used: Observation Method, Documentation

Method, Interview Method, and

Questionnaire Method.

Data analysis of the results of this study

used descriptive qualitative and

quantitative descriptive methods.

Qualitative descriptive is after the data has

been collected, then compiled and

classified. Furthermore, it is analyzed and

interpreted with words in such a way as to

describe the object of research at the time

this research is carried out, so that it can

describe the answers to the problems that

have been formulated. The thinking

approaches used are: Inductive Method,

Deductive Method.

RESULTS AND DISCUSSION

The implementation of TQM at SMK

Karya Nugraha Boyolali is represented by

the ISO 9001: 2015 Quality Management

System where the ISO 9001: 2015 QMS is

able to provide actual and potential

messages to customers that school

institutions take quality seriously that

policies and practices are in accordance

with quality standards national and

international levels whose goal is to achieve

high quality products which have

implications for external trust as well as

internal pride building.

The implementation of TQM at SMK

Karya Nugraha Boyolali has different

characteristics or types of quality

supporting components, therefore a

pattern of analysis is formulated that is able

to accommodate the interests of both

parties, where the comparison of TQM

implementation at SMK Karya Nugraha

Boyolali will be seen through aspects of the

components of Leadership and Strategy,

System and Procedures, Teamwork, and

Self-Assessment.

1. Leadership and Strategy

a. Leadership and TQM Strategy at

SMK Karya Nugraha Boyolali.

Leadership and Quality Strategy

implemented by SMK Karya

Nugraha Boyolali includes activities

to determine strategic plans, quality

policies, and leadership models. The

following is a description of these

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activities. Leadership and Quality

Strategy implemented by SMK

Karya Nugraha Boyolali includes

activities to determine strategic

plans, quality policies, and

leadership models. The following is

a description of these activities.

The strategic plan

The strategic plan of the

Karya Nugraha Boyolali

Vocational School is in the form

of a vision, namely to become a

superior, independent

educational institution based on

Imtaq. This vision is embodied

in a mission that produces

graduates: (1) Have faith and

fear of God Almighty and have

noble character; (2) Professional

and ready to face global

challenges; (3) Entrepreneurial

spirit, creative, innovative, so as

to create job opportunities; (4)

Competence so that it can be

absorbed in the world of work

and industry; (5) Insight and

care for the environment; and

(6) Potential to follow further

education.

Quality policy

SMK Karya Nugraha Boyolali

is a Vocational Training Institute,

which overall carries out the

mandate from the government

and the community to produce

graduates/middle-level workers

who have competence in their

fields, SMK Karya Nugraha is

also assisted by 5 (five) Heads of

Expertise Study Programs

including: 1) Head of Expertise

Competency Study Program :

Islamic Banking; 2) Head of the

Automotive Engineering

Expertise Study Program for the

motor body; 3) Head of the

Light Vehicle Automotive

Engineering Expertise Study

Program; 4) Head of the

Computer and Informatics

Engineering Study Program and

5) Head of the Motorcycle

Engineering and Business Skills

Competency Study Program. in

accordance with the

requirements and expectations

of customers, both regionally,

nationally, and internationally.

The management of SMK

Karya Nugra Boyolali is

determined to meet the

requirements and expectations

of customers as well as

stakeholder requirements by

working optimally to

form/produce EXPERT

graduates/human resources,

namely human resources who

are: (1) Productive (Producing

quality goods/services); (2)

Initiative (Always trying to

develop the power of initiative);

(3) Adaptive (Able to adapt to

various situations, conditions,

and demands of the

development of science and

technology); (4) Alert (Be careful

in producing goods/services);

(5) Analytical (Able to think and

act analytically, intelligently, and

carefully in dealing with various

problems); (6) Faith and Taqwa

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(Always based on faith and

devotion to God Almighty).

Furthermore, in order to

realize customer requirements

and expectations as well as

stakeholder requirements, the

school builds a quality

organization that enchants

every element/organization,

namely: (1) Caring (Having high

concern so as to create a

conducive work environment);

(2) Energetic (Having high

motivation and enthusiasm in

carrying out tasks); (3)

Sportsmanship (Upholding the

value of honesty and

responsibility in the

organization); (4) Thought (In

carrying out the tasks,

authorities and responsibilities

of the organization, always

prioritize constructive and

innovative thinking processes);

(5) Normative (Works in

accordance with existing and

mutually agreed norms); (6) Fair

(Always apply the concept of

fairness towards work practices

that are fair-play and satisfy

customers. To ensure that the

quality policy can be achieved

and maintained, a management

commitment is established that

will always carry out continuous

and continuous improvement.

Leadership Model

The following is a

presentation of data about the

leadership model in the

implementation of TQM at SMK

Karya Nugraha:

a) Delegation and distribution

of authority

One of the principal's

professional competencies

is to apply leadership in

their work, with the sub-

dimension of developing

professional school policies,

and distributing authority to

their subordinates in

accordance with the job

description.

b) Decision Making

Mechanism

Decision making is one

of the most important

things in management.

Decision making cannot be

separated from leadership.

Decision-making tends to

be bottom-up with the

following mechanisms: First,

identifying the various

components that are the

basis for decision-making

from the entire school

community; Second, the

collection and selection of

components according to

the priority scale; Third,

prepare a draft decision

making to be discussed in

the policy-making process.

Every decision that is

taken is often made through

deliberation, I often see that

the principal does not just

impose his will but with the

results of deliberation after

going through the process

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from below. Decisions

become one of the

foundations for

implementing the

organization and as a basis

for policy making.

c) Policy Setting Process

In taking a policy the

principal holds a special

meeting to accommodate

proposals and aspirations.

In order to produce optimal

policies within the TQM

framework, the principal

must first ensure that he has

received sufficient

information. In

implementing TQM, the

principal as top

management took strategic

steps, there were 4 steps he

took, including: 1) The

school formed a school

board consisting of the

principal, QMS, teacher

representatives, parents,

community members,

school staff and students, 2)

The school board then

measures the needs of the

school, 3) the school board

develops an action plan that

includes goals and

objectives, and 4) takes

decisions to make school

progress programs.

d) Build Communication

Pattern

To find out how the

principal in building

communication patterns,

with all stakeholders, all the

programs that he has

carried out, are currently

and will be carrying out so

that they are understood by

all parties. The principal is

quite communicative in

conveying all matters

relating to his leadership. He

is able to play his role as a

good manager or leader.

Two-way communication

between the other person

and himself. Often asks for

information and input about

the working relationship

between himself and others.

He even asked to be

criticized if it didn't fit, he

even opened a mail service,

either open or secret, as

long as it was constructive.

He dared to be corrected or

asked for advice and

opinions.

e) Supervise

The principal has the

task of supervising,

coaching or guiding

teachers and education

personnel as well as

administrators. In carrying

out the supervision program

through a class supervision

program, impromptu

(inspection) and

extracurricular activities.

Supervision is done by

making instruments to

measure the level of

success. He uses the results

Ngatiman, Ki Supriyoko, A. Mufrod Teguh Mulyo

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of supervision to improve

the performance of teachers

and employees as well as for

school development. The

results of supervision are

communicated in order to

be reciprocal for the

interests of the institution or

the interests of improving

the quality of teachers or

employees.

The first thing to do is to

look at the jobs given to

each different between

teachers, TU and students. If

it is seen that the main task

is running, it is not

uncommon for him to give a

kind of praise and for those

who have not been running

in an orderly manner, he

gives support or calls him in

his own style so that he does

not feel offended, including

supervising in terms of skills,

behavior and attitudes.

Against students, it is also

carried out by implementing

rules that must be followed

between student rights and

student obligations so that

students have rights and

obligations which are

certainly different from

other school members.

f) Provide motivation and

build a conducive working

atmosphere

The role of school

principals in motivating

teachers, education staff

and administrators is very

important so that they are

enthusiastic and passionate

in carrying out their duties

in order to improve the

quality of education.

Motivation can be given in

the form of rewards or

punishments, both physical

and non-physical. In

providing motivation the

principal considers a sense

of justice and feasibility

because this is important for

the principal to create a

conducive climate.

Creating a work

atmosphere that is full of

kinship, namely mutual

trust, mutual respect, and

mutual respect for the entire

school community, which is

always compact and solid in

carrying out the success of

the school to achieve its

goals. The principal is not

reluctant to give praise for

the maximum work but is

also not awkward in

conveying criticism of the

work that has not been

optimal, the principal

continues to encourage the

perfect performance of

teachers and staff according

to their respective abilities.

Principals are not

reluctant to give rewards for

maximum work but also do

not hesitate to correct

teachers or other

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employees, if they see

things that are not

appropriate. Principals

continue to encourage the

achievements of teachers

and staff according to their

respective abilities. The

principal also tries to create

a work atmosphere that is

full of kinship, namely

mutual trust, mutual

respect, and mutual respect.

2. System and Procedure

SMK Karya Nugra Boyolali

implements the ISO 9001:2015 Quality

Management System with ISO IAF

consultants, which means that the

school focuses on customer satisfaction

by preventing nonconformities at every

stage of work implementation. The

procedure taken by the school includes

several steps, namely:

a. Planning; First, the school conducts

a preparatory workshop. The

purpose of the preparation is to

make initial standards of activities

and tasks of all the elements in it.

Second, the preparation of schools

to make standards in records or

records.

b. Implementation; First, after the

school already has a quality

assurance consultant, the school

will socialize the ISO management

system to the school community.

Second, internal audit training by

involving all teachers with the aim

that teachers are able to

understand and apply knowledge

to dare to audit or correct their

fellow colleagues. Third, internal

audit where this activity is carried

out 2 (two) times a year for 2-3

days. For teacher affairs audit

activities, the team will take

samples, so that the internal audit

does not check the whole thing but

takes samples. Schools refer to

auditing in ISO as checking whether

the system is running or not, for

example, one teacher being audited

was found to have not made a

lesson plan. The analysis found that

the error was not solely on the

teacher, but on the system,

apparently there was no control for

the teacher. Then the results of the

analysis are not to punish the

teacher, but the results are

conveyed to who is responsible for

the teacher's affairs, for example in

the curriculum field there is or is not

a system capable of monitoring

these teachers to make learning

tools.

c. Then, the external audit is carried

out 2 (two) times or every 6 months.

The auditing agency (consultant)

visited the school for one day by

taking samples. Karya Nugra

Boyolali Vocational School together

with other schools under the same

roof as the auditing agency held a

coordination and agreement to

jointly share the costs of

accommodation, transportation,

auditor consumption, so that the

financing is lighter.

d. SMK Karya Nugra Boyolali

implements the ISO 9001:2015

Quality Management System with

Ngatiman, Ki Supriyoko, A. Mufrod Teguh Mulyo

| 1494

IAF Quality Assurance consultants

from Germany, which also means

the school focuses on customer

satisfaction by preventing

nonconformities at every stage of

work implementation. In addition to

the QMS ISO 9001: 2015, SMK Karya

Nugra Boyolali is also preparing for

the QMS ISO 14001 on

Environmental Management

Systems. The procedures taken by

the school include several steps,

namely: (1) All school members

make a commitment that they will

implement a quality management

system; (2) Forming an ISO team

that compiles documents; (3)

Preparation of Documents, then

together with the school conduct

the socialization (awareness) of the

ISO QMS to school residents about

the ISO management system, in this

case the Karya Nugra Boyolali

Vocational School. After compiling

the document, (4) the school

conducts a pre-audit (exercise);

then (5) The school conducts an

internal audit with the aim of seeing

and fixing things that become

problems. After the internal audit,

then conduct a management

review. Followed by an external

audit. In the external audit, if there

are still many shortcomings, there

will be repetition. Then the school

was determined to be worthy of the

ISO 9001:2015 QMS by giving a

certificate as a symbol.

e. States that the ISO 9001 QMS

procedures are: (1) writing and

ratifying documents (quality

guidelines, Standard Operating

Procedures (POS), work

instructions, forms, and so on); (2)

implementation of all that has been

written in the document. At this

stage it will undergo several

changes for refinement (fine

turning). There is always the

possibility that a document will

have to be revised. This stage is

considered sufficient if it has been

carried out for at least four months

and has produced notes/records as

evidence of its implementation; (3)

once the school is sure that the

system has been structured and

operates in accordance with the

requirements of ISO 9000, the

school can apply to a certification

body of its own choosing for audit.

From the theory and explanation

above, it can be concluded that the ISO

9001:2015 QMS is a system built by

SMK Karya Nugra Boyolali by carrying

out procedures that include the

following stages: writing and ratifying

documents, implementing and

improving, and certifying.

3. Teamwork

Oakland states that "Teamwork in

an organization is an important

component of TQM implementation,

considering that teamwork will increase

confidence, communication, and

develop independence". Teams need

time to grow and mature. There are

four stages of growth and maturity in

team development including: (1) the

development stage, where at this stage

the team is not yet a team, but rather a

collection of individuals. The emotional

1495 | Rational Choice Theory in the Study of Deepwater Horizon Oil Spill

level associated in this stage starts from

excitement, optimism, idealism, pride,

and anticipation of worry, suspicion,

and anxiety; (2) the challenge stage, is

the stage where members begin to

realize the scale of the task ahead and

they can react negatively to the

challenges that come by placing their

own personal agendas.

The process of forming the TQM

team at SMK Karya Nugra Boyolali is as

follows: before the ISO 9001:2015 QMS

there was no QMS formed, only the ISO

team during the preparation process

with a period of 1 (one) year. After

certification, the school principal

determines the structure in the school.

The team structure formed includes

several sections, namely: (1) Deputy

Principal for Management and

Manpower Affairs; (2) Secretary; (3)

R&D (Research and Development); (4)

Document Management; (5) RSBI

Affairs.

From the description above, it can

be concluded that the stages of the

mechanism for forming the TQM team

at SMK Karya Nugra Boyolali are

technically different but in principle

experiencing the same dynamics,

namely teamwork has reached the

stage of hard work, where team

members come out of differences and

determine work methods and they are

able to initiate the problem-solving

process and improve the process.

4. Self-Assessment

Self-assessment is intended to

increase accountability and

transparency which basically

emphasizes corrective steps or

objective corrections if there are

discrepancies or deviations between

implementation and planning. The self-

assessment process mentioned as

follows.

Figure 1. Self-Assessment Process

Quality assessment includes several

components, one of which is Quality

Management Training Assessment.

States that training assessment is a

comparison between normative criteria

(what should be) and the condition of

the group or individual being audited

(what exists). We tend to assume

everything is going well until the facts

show otherwise. Lack of training

provided to individuals or groups who

are expected to implement quality

concepts and procedures is usually the

main factor causing the failure of TQM

Ngatiman, Ki Supriyoko, A. Mufrod Teguh Mulyo

| 1496

(Total Quality Management) programs.

The training assessment process in

outline is comprehensive in scope and

designed to recognize the bond

between the organization and its

environment. Quality assessment is also

intended to identify the relationship

that exists between the school and its

parts. Quality assessment is expressed

in a form that does not blame or corner.

The existing steps of the quality

assessment process summarized as

follows:

a. Interview staff and administrators

to find out what managers and

subordinates actually do with a

focus on key tasks, responsibilities,

knowledge and skills required to

perform the job. Then the existing

data is analyzed.

b. Use competency statements to

describe each individual task.

Everyone needs to be assessed on

the basis of competence to

emphasize the importance of

successful task performance.

c. Explore the profile of each personal

that describes the importance of

each skill for successful task

performance.

d. Use competencies to identify each

person's strengths and weaknesses.

e. Evaluate individual proficiency for

each competency, then compare.

f. This model is useful for preparing

one's career plans.

g. All information can be used to carry

out personal development

programs in schools.

The TQM tools used in the quality

assessment process can be used:

deliberation, brainwriting, check sheets,

interviews, surveys, conflict

management. The assessment carried

out by SMK Karya Nugra Boyolali is

carried out by evaluating 2 (two) times

a year, namely in May and November. It

is periodic and not all parts are audited.

There is indeed a section that needs to

be audited often 2 (two) times a year,

there are also audited once every 1.5

years to see its implementation,

depending on the implementation in

the field. For example, the library here

is more organized, so it's not too

frequent.

Technical implementation: First,

socialization that an audit will be

carried out on a certain date and

instructed to the unit to immediately

make preparations; Then Second, the

implementation has procedures

including (1) Opening Meeting

explaining the purpose and objectives

of the audit; (2) Implementation,

Presenting the implementation

schedule, for example, section x there

are 5 (five) units being audited with a

scheduling matrix, then the auditors are

active according to the set hours and

then go to the place of each unit, for

example, the sarpras, then take a

sample of what carried out by sarpras,

then linking planning with

implementation; (3) In the closing

meeting, the team presents its findings,

and preventive and curative

improvements, prevention and

resolution must immediately be carried

out. At the same time, if the deficiency

can be resolved, for example, it is found

that LCD facilities in room x cannot

1497 | Rational Choice Theory in the Study of Deepwater Horizon Oil Spill

function, this has long been reported

that the LCD is damaged but has not

been handled, of course, there will be a

solution, so it must be addressed

immediately. There will be an

agreement/commitment so that this

problem does not happen again, so

there will be prevention. The Sarpras

team must make a system, make

procedures, how to prevent this

incident from happening again. This

means that he has to schedule

equipment inspections or routine

maintenance. Whenever there are

findings, it can be ascertained that two

things will be done, namely completion

and prevention (curative and

preventive).

There are several self-assessment

activities at SMK Karya Nugra Boyolali

including those relating to the

Fulfillment of Customer Satisfaction. To

measure the performance of the

management system, the school

monitors information related to

customer perceptions and expectations

in order to find out whether the school

has met customer needs by using

certain methods (questionnaires,

interviews, and other methods)

determined by the school.

Internal Audit, the School

establishes a documented

procedure that states the

responsibilities and requirements

for planning and carrying out

internal audits, establishing records

and reports of results at certain time

intervals, and establishing internal

audit procedures.

Monitoring and Measurement of

Educational Processes, Schools

establish and implement

appropriate methods for

monitoring and measuring the

Quality Management System

processes.

Monitoring and Measurement of

Educational Process Outcomes is

carried out by:

For verification purposes,

schools determine, monitor,

and measure the characteristics

of the results of the educational

process whose implementation

is carried out at appropriate

stages of the realization of the

educational process;

The school maintains evidence

of conformity with the

established criteria;

The school ensures that the

measurement and monitoring

records show the authority of

the personnel authorized to

pass the results of the

educational process.

Data Analysis, the School

establishes, compiles, and analyzes

appropriate data to demonstrate

the suitability and effectiveness of

the Quality Management System

and to assess where continuous

improvement of the Quality

Management System can be made.

Analysis of this data should provide

information about: (1) meeting

customer expectations; (2) the

suitability of the educational

process; (3) characteristics and

trends of the educational process

and students including

Ngatiman, Ki Supriyoko, A. Mufrod Teguh Mulyo

| 1498

opportunities for preventive action;

(4) suppliers.

Improvements that include several

things, namely: (a) Continuous

Improvement, Schools continuously

improve the effectiveness of the

Quality Management System

through the use of quality policies,

quality objectives, audit results,

data analysis, corrective actions,

prevention and management

reviews. (b) Corrective Action, the

School will take action to eliminate

the cause of the nonconformity, in

order to prevent the recurrence of

the non-conformity by taking into

account the priority scale. (c) The

school establishes a documented

procedure to establish

requirements for: a review of

nonconformities (including

customer complaints),

determination of causes of

nonconformities, assessment of the

need for action to ensure that

nonconformities do not recur,

determination and implementation

of necessary actions, recording of

results of actions taken, review of

corrective actions which is

conducted.

Preventive Measures, the School

establishes actions to eliminate the

causes of potential non-

conformities that can occur at any

time. Preventive action must be

appropriate to the impact of the

potential problem.

It establishes a documented

procedure for establishing

requirements for determination of

potential and causes, assessment of

the need for action to prevent

nonconformities, determination

and implementation of necessary

actions, records of actions taken.

It can be concluded that the self-

assessment action carried out by

SMK Karya Nugra Boyolali meets

the standards: planning;

Implementation; results

monitoring; evaluation; the existence of

an assessment standard; and corrective

actions (curative/preventive). In terms

of self-assessment, they have

conducted a line visit survey 10 times or

twice.

CONCLUSIONS

Implementasi Total Quality

Management (TQM) di SMK Karya Nugraha

ditunjukkan dengan rencana strategis,

kebijakan mutu, organisasi terbalik, model

kepemimpinan partisipatif dan

kepemimpinan kewirausahaan, sistem dan

prosedur SMM ISO 9001:2015, dan

penilaian mandiri yang telah berjalan

sesuai dengan pedoman mutu yang telah

dibuat dan peraturan perundang-

undangan yang berlaku, didukung oleh

kerja tim yang sudah memasuki tahap kerja

keras.

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