Abstrak: Tujuan penelitian ini mendeskripsikan perencanaan, pengorganisasian, pelaksanaan, evaluasi, faktor pendukung dan penghambat manajemen pembelajaran iklusi terkait upaya sekolah meningkatkan mutunya. Penelitian ini merupakan penelitian lapangan dengan pendekatan kualitatif. Subyek penelitian adalah kepala sekolah, guru kelas, dan koordinator inklusi. Pengumpulan data dengan menggunakan wawancara, observasi, dan studi dokumen. Validasi data menggunakan triangulasi data dan sumber. Analisis data menggunakan metode deskriptif kualitatif. Hasil penelitian menunjukkan guru memiliki wewenang dan tanggung jawab untuk melakukan beberapa langkah kegiatan yang meliputi: pembuatan silabus, RPP, PPI, dan program kerja guru pendamping khusus yang berisi agenda kegiatan siswa berkebutuhan khusus selama satu tahun. Menyajikan materi secara sistematis dan jelas, menciptakan iklim belajar demokratis dan partisipatif, menjaga kewibawaan guru di dalam kelas, dan penggunaan metode mengajar yang bervariasi. Faktor pendukungnya yaitu peran kepala sekolah merupakan pemimpin yang memiliki tanggung jawab besar dalam melaksanakan pendidikan dan lingkungan sekolah yang nyaman. Faktor penghambat adalah kompetensi guru yang masih kurang dalam kualifikasi akademik dan kurangnya variasi metode mengajar di dalam kelas. Kata kunci: manajemen, pembelajaran inklusi, mutu pendidikan Abstract: The purpose of this study is to describe planning, organizing, implementing, evaluating, supporting factors and inhibiting learning management related to school improving quality. This research is a qualitative field research. The research subjects were the principal, class teacher, and inclusion coordinator. Data collection using interviews, observation, and document study. Data validation uses data and source triangulation. Data analysis using qualitative descriptive methods. The results of the study show that the teacher has the authority and responsibility to carry out several steps of activities which include: making syllabus, RPP, PPI, and special accompanying teacher work programs that contain the agenda of activities for students with special needs for one year. Presenting systematic and clear material, facilitating learning and participatory learning, supporting the authority of the teacher in the classroom, and using various teaching methods. The supporting factor is the role of the principal who has a great responsibility in carrying out education and a comfortable school environment. The inhibiting factor is the competence of teachers who are still lacking in academic qualifications and also variations in teaching methods in the classroom.
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