Strategic Human Resource Management in Inclusive Schools: The Synergy of Teacher Competence, Digital Infrastructure, and Policy Implementation

Abstract

This study analyzes the role of digital infrastructure and the competence of special education support teachers (Guru Pendamping Khusus, GPK) in improving the effectiveness of inclusive schools through the synergy of basic education policy, technology, and community needs. A qualitative multi-site case study was conducted at SMAN 4 Sidoarjo and SMAN 21 Surabaya. Data were collected through in-depth interviews, observation, documentation, and field notes, and were analyzed using thematic analysis and cross-case analysis. The findings show that the effectiveness of inclusive schools is shaped by human resource readiness, the availability and competence of GPK, physical facilities, digital infrastructure, social support, initial assessment, and financing. SMAN 4 Sidoarjo demonstrates a more operational model of inclusion through instructional adaptation, GPK involvement, shadow teacher support, and a culture of social acceptance. SMAN 21 Surabaya illustrates a more responsive implementation pattern because it still faces limitations in GPK availability, resource rooms, accessibility facilities, and early identification systems. Digital technology has the potential to support inclusive learning, but its benefits depend on teacher competence, adaptive media, mentoring, and device accessibility. The study confirms that inclusive education is an ecosystem that requires synergy among policy, GPK competence, social environment, digital infrastructure, assessment, and financing.