scholarly journals Mengimplementasikan Manajemen Mutu di Sekolah Untuk Meningkatkan Mutu Pendidikan

2019 ◽  
Author(s):  
ratih elvikha yulasri ◽  
Hade Afriansyah ◽  
Rusdinal
Keyword(s):  
Positive Impact ◽  
Quality Of Education ◽  
Management Problem ◽  
Negative Effects ◽  
Development Education ◽  
Education Management ◽  
National Education ◽  
Democratic Development ◽  
Centralized Management

AbstrakThis article aims to describe the application of quality management in schools to improve the quality of education. In general, in Indonesia the national education management still tends centralized causing less encouraging democratic development education. National education management is a strategy that needs to be re doitata to overcome the negative effects of the globalization. Education management problem basically involves the lack of utilization of existing resources. At present, the management is less centralized education had a positive impact on the world of education even in certain cases lead to inhibit creativity centralized management of educational units at various levels and types of education. So that education units are not made significant progress in the era of globalization.

scholarly journals manajemen mutu terpadu

2019 ◽  
Author(s):  
ratih elvikha yulasri ◽  
Hade Afriansyah ◽  
Rusdinal
Keyword(s):  
Positive Impact ◽  
Quality Of Education ◽  
Management Problem ◽  
Negative Effects ◽  
Development Education ◽  
Education Management ◽  
National Education ◽  
Democratic Development ◽  
Centralized Management

This article aims to describe the application of quality management in schools to improve the quality of education. In general, in Indonesia the national education management still tends centralized causing less encouraging democratic development education. National education management is a strategy that needs to be re doitata to overcome the negative effects of the globalization. Education management problem basically involves the lack of utilization of existing resources. At present, the management is less centralized education had a positive impact on the world of education even in certain cases lead to inhibit creativity centralized management of educational units at various levels and types of education. So that education units are not made significant progress in the era of globalization

scholarly journals MENINGKATAN MUTU PENDIDIKAN MELALUI PENERAPAN MANAJEMEN BERBASIS SEKOLAH

2014 ◽  
Vol 15 (1) ◽  
pp. 13
Author(s):  
A. Samad Usman
Keyword(s):  
Quality Of Education ◽  
Significant Progress ◽  
Negative Effects ◽  
Positive Direction ◽  
Education Management ◽  
National Education ◽  
Centralized Management ◽  
Decentralization Of Education ◽  
Management Issues

National education management in Indonesia as a whole still remains to be centralized, so that less encouraging democratization and decentralization of education. Basically, education management issues concerning the efficiency in the utilization of existing resources. National education management is a neat strategy to overcome the negative effects of globalization. Hence strengthening it will steer globalization in a positive direction for the development of the nation. Centralized management system of education that has been proven to not bring significant progress to improve the quality of education in general. Even in certain cases, the centralized management of education had led to limit creativity in various types and levels of education. Keywords: National Education; Globalization; Education Management

scholarly journals Meningkatkan Mutu Pendidikan Tingkat Sekolah Menengah Atas

2019 ◽  
Author(s):  
Ade Angriani Hasta ◽  
Hade Afriansyah ◽  
Rusdinal
Keyword(s):  
School Level ◽  
Quality Of Education ◽  
Significant Progress ◽  
Negative Effects ◽  
High School Level ◽  
Positive Direction ◽  
Education Management ◽  
National Education ◽  
Decentralization Of Education

Management of national education in Indonesia as a whole is still centralized, making it less encouraging the democratization and decentralization of education, especially at the high school level. Basically, the problem of education management concerns efficiency in utilizing existing resources. National education management is a neat strategy to overcome the negative effects of globalization. Therefore strengthening it will direct globalization in a positive direction for nation building. A centralized education management system that has proven to not bring significant progress to improve the quality of education in general. Even in certain cases, centralized education management has led to limiting creativity in various types and levels of education.

scholarly journals Meningkatkan Mutu Pendidikan Tingkat Sekolah Menengah Atas

2019 ◽  
Author(s):  
Ade Angriani Hasta ◽  
Hade Afriansyah ◽  
Rusdinal
Keyword(s):  
School Level ◽  
Quality Of Education ◽  
Significant Progress ◽  
Negative Effects ◽  
High School Level ◽  
Positive Direction ◽  
Education Management ◽  
National Education ◽  
Decentralization Of Education

Management of national education in Indonesia as a whole is still centralized, making it less encouraging the democratization and decentralization of education, especially at the high school level. Basically, the problem of education management concerns efficiency in utilizing existing resources. National education management is a neat strategy to overcome the negative effects of globalization. Therefore strengthening it will direct globalization in a positive direction for nation building. A centralized education management system that has proven to not bring significant progress to improve the quality of education in general. Even in certain cases, centralized education management has led to limiting creativity in various types and levels of education.

scholarly journals Meningkatkan Mutu Pendidikan Tingkat Sekolah Menengah Atas

2019 ◽  
Author(s):  
Ade Angriani Hasta
Keyword(s):  
School Level ◽  
Quality Of Education ◽  
Significant Progress ◽  
Negative Effects ◽  
High School Level ◽  
Positive Direction ◽  
Education Management ◽  
National Education ◽  
Decentralization Of Education

Management of national education in Indonesia as a whole is still centralized, making it less encouraging the democratization and decentralization of education, especially at the high school level. Basically, the problem of education management concerns efficiency in utilizing existing resources. National education management is a neat strategy to overcome the negative effects of globalization. Therefore strengthening it will direct globalization in a positive direction for nation building. A centralized education management system that has proven to not bring significant progress to improve the quality of education in general. Even in certain cases, centralized education management has led to limiting creativity in various types and levels of education.

scholarly journals Analisis Kritis Permasalahan Pendidikan Islam Indonesia di Era Global

2019 ◽  
Vol 3 (1) ◽  
pp. 67
Author(s):  
Musrifah Musrifah
Keyword(s):  
Research Method ◽  
Learning System ◽  
Social Awareness ◽  
Quality Of Education ◽  
Education Management ◽  
National Education ◽  
Global Context ◽  
Global Era ◽  
Library Research

<p>The purpose of this study is to find out the problems of national education in Indonesia in a global context. This research method uses library research. The results showed that national education experienced problems including the first, the Philosophical Mistakes that interpreted the quality of education with the Achievement Index, second, Weakening the Empowerment of Educators (Teachers), Third Education Management was centralized, structuralistic, and bureaucratic, fourth, the learning system is paternalistic, harismatic, militaristic, monologue. Improvement efforts can be taken through three steps, namely <em>First,</em> build awareness at all social levels. <em>Second,</em> strengthening the epistemology of education on humanize humans. Third, strengthening the management of social awareness-based education.</p><p><strong>Keywords: </strong>National education problems in Indonesia, national education in the global era, Nassional Education Solutions in the Global Era.</p><p><strong> </strong></p><p><strong>Abstrak</strong></p><p>Tujuan dari penelitian ini adalah untuk mengetahui permasalahan pendidikan Nasional di Indonesia dalam konteks global. Metode penelitian ini menggunakan library research. Hasil penelitian menunjukkan bahwa pendidikan nasional mengalami permasalahan diantaranya <em>pertama,</em> kekeliruan filosofis yang mengartikan mutu pendidikan dengan Indeks Prestasi, <em>kedua</em>, lemahnya pemberdayaan tenaga pendidik (pengajar), <em>ketiga</em> manajemen pendidikan bersifat  sentralistik, strukturalistik, birokratik, <em>keempat,</em> sistem pembelajaran  bersifat paternalistik, harismatik, militeristik, monolog. Upaya perbaikan yang bisa ditempuh melalui tiga langkah yaitu <em>pertama,</em> membangun kesadaran pada semua lapisan masyarakat. <em>kedua,</em>  penguatan epistemologi pendidikan untuk memanusiakan manusia, <em>ketiga</em>,  penguatan manajemen pendidikan berbasis kesadaran sosial.</p><strong>Kata Kunci:</strong> Masalah pendidikan Nasional di Indonesia, pendidikan Nasional di era global, Solusi Pendidikan Nassional di Era Global.

scholarly journals The System Approach in the Perspective of Law Number 20 of 2003 concerning the National Education System

2019 ◽  
Vol 1 (1) ◽  
pp. 47
Author(s):  
Siraj Siraj ◽  
Sayni Nasrah ◽  
Trisfayani Trisfayani
Keyword(s):  
Public Understanding ◽  
School Level ◽  
Quality Of Education ◽  
Education Management ◽  
National Education ◽  
School Based ◽  
National Education System ◽  
School Based Management ◽  
Decentralization Of Education

In the context of implementing decentralization in the education sector, there are many problems that arise, because the implementation of decentralization of education is different from the decentralization of other areas of government which is basically concentrated at the district and city level. Decentralization of education has not only stalled at the district and city level but even more so that it reaches the school level. The existence of autonomy in the management of education is a potential for schools to improve the performance of personnel, offer direct participation from relevant parties, and increase public understanding of the implementation of education in schools. Decentralization of education has encouraged the improvement of services in the field of education to the community, which leads to efforts to improve the quality of education management at the lowest level, namely schools through the implementation of School-Based Management. The implementation of School-Based Management in general is to empower or empower schools through giving authority to schools, giving schools greater flexibility to manage school resources, and encouraging the participation of school members and communities to improve the quality of education.

Identifikasi Faktor-faktor yang Memengaruhi Hasil Akreditasi SMA di Indonesia Berdasarkan Data ARKAS

2021 ◽  
Vol 10 (3) ◽  
pp. 258-269
Author(s):  
Muh Nur Fiqri Adham ◽  
Budi Susetyo ◽  
Kusman Sadik ◽  
Satriyo Wibowo
Keyword(s):  
High School ◽  
Study Groups ◽  
Quality Of Education ◽  
Ministry Of Education ◽  
Model Accuracy ◽  
National Education ◽  
Explanatory Variables ◽  
School Budget ◽  
Ordinal Logistic Regression Analysis

Accreditation is an indicator of the quality of education at the education unit level. One affects the quality of education units is the school budget. School budgets are prepared in order to fulfill 8 national education standards. School budget management uses School Activity Plan and Budget Application (ARKAS) developed by the Ministry of Education, Culture, Research and Technology (Kemendikbudristek). ARKAS is an information system for managing school budget and expenditure planning. The Research is identifies the factors that influence the accreditation of high school (SMA) with accreditation as a response variable and 17 explanatory variables sourced from ARKAS and Dapodik data using ordinal logistic regression analysis. The best model stage is the model formed that has the smallest AIC value and has high model accuracy in determining the best model. The best model stage is the third model stage which is composed of 7 explanatory variables that affect the high school accreditation rating with AIC value of 1886,20 and model accuracy of 65,79%. The variables that affect to results of accreditation include school status, percentage of students eligible PIP, ratio of the number of students per number of teachers, percentage of teachers certified educators, ratio of the number of students per number of study groups, ratio of the number of students per number of computers, and ratio of the number of students per number of toilets

scholarly journals Educological Principles of Training Experts for the Education System of Ukraine: Achievements and Prospects

2021 ◽  
Vol 20 (55) ◽  
pp. 109-120
Author(s):  
Olena Protsenko ◽  
Viktor Ogneviuk ◽  
Svitlana Sysoieva ◽  
Olha Melnychenko
Keyword(s):  
Research Problem ◽  
Education Quality ◽  
Venn Diagram ◽  
Quality Of Education ◽  
Ethical Standards ◽  
Student Survey ◽  
Educational Law ◽  
Education Management ◽  
Before And After

RESEARCH OBJECTIVE: The problem of introducing expert examination of education management is relevant and pressing for Ukraine in the context of assessment of education quality at all levels. The purpose of the article is to substantiate the effectiveness of the model of training experts in the field of education on the basis of educology at Borys Grinchenko Kyiv University. THE RESEARCH PROBLEM AND METHODS: When processing the obtained empirical data, statistical methods were used to compare the indicators of the Master’s student survey before and after the course of educology according to Pearson’s criteria, Fisher’s test, and the Mann-Whitney-U test Venn diagram. THE PROCESS OF ARGUMENTATION: Training experts in the field of education is based on the model: 1) mastering the basics of educology and its components; 2) mastering the methodology of the examination and the ethical standards of its implementation; and 3) mastering the specifics of the educational segment which is subject to expert examination. RESEARCH RESULTS: The study confirms the efficiency of the developed model of experts’ training in the field of education. Educology provides the system, purposefulness and effectiveness for such training. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: The results of the study provide an opportunity to see the feasibility of the first level of the model, which involves mastering the basics of educology; the second level, which is aimed at mastering the components of the educational program, which reveal the methodology and specifics of expert activities; and the third level, which makes it possible to differentiate the suggested directions of such training, namely: measuring and monitoring the quality of education, education management, educational economics, and educational law

scholarly journals WAJIB BELAJAR (WAJAR) SEMBILAN TAHUN DALAM PERSPEKTIF PENINGKATAN MUTU PENDIDIKAN DASAR

2007 ◽  
Vol 16 (VIII) ◽  
pp. 77-86
Author(s):  
Herwanto Herwanto
Keyword(s):  
Education Program ◽  
Basic Education ◽  
Compulsory Education ◽  
Education Quality ◽  
School Age Children ◽  
Quality Of Education ◽  
Education For All ◽  
School Age ◽  
National Education

Education for all has been stipulated in the Preamble of 1945 Constitution of Republic of Indonesia. As from the proclamation of Independence Day, the Indonesian government has been developing national education to give the Indonesians equal and broad opportunity to have access for education. This article discusses the implementation of nine years’ compulsory education program to provide the citizens with equal access for education and simultanously to improve basic education quality. The discussion is focused in planning, implementation, and outcomes of the program, as it is assumed that the three aspects are inter-related each others in achieving the target. The discussion concludes, the nine years’ compulsory education program in Indonesia is implemented through improving the opportunity to have basic education for all school age children and simultaneously to accelerate the quality of education. However, to reach the target of quality some recommendations are provided.

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