UPAYA DAN STRATEGI PEMENUHAN STANDAR NASIONAL PENDIDIKAN

Principally, all the education institutions are obliged to implement and improve the quality assurance in order to fulfil as well as to improve education national standard. For the assurance of the education quality control, it needs to do an evaluation, accreditation and certification. In reality, there are still many schools and other education institutions which do not make a great effort to fulfill the obligation. The purpose of this study is to find out the effort and strategy which are done by schools to fulfill national education standards. This research method applied an interview and documentation. The results of this research showed that some efforts that must be done by schools and other education institution consist of the standard of the content, process, graduate outcomes, education personnel, facilities and equipment, management, funding, and education assessment. Some strategies needed to implement by schools and other national education institution in order to fulfill the education national standard are: using all the ready potent, making plan and work program needed, encourage all the schools component in order to improve their work activities, appointing quality control, improving teaching and learning tools, strengthening the schools regulations procedure, expanding work team with business industry as well as stakeholders, school committee, the control official team, and government, facilitating teachers and education administrative staff to improve their competence, evaluating each of the program conducted and documenting all the school activities held.Keywords : national education standards, effort, strategy

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administrasi kurikulum

10.31227/osf.io/rmebt ◽

2019 ◽

Author(s):

Roni Yunasril

Keyword(s):

Teaching And Learning ◽

Government Regulation ◽

Learning Processes ◽

Learning Activities ◽

Educational Goals ◽

Learning Materials ◽

Education Standards ◽

National Education ◽

The Republic ◽

National Education Standards

UU no. 2 of 1989 stated that the curriculum is a set of plans and arrangements regarding the content and learning materials as well as the methods used as guidelines in the implementation of teaching and learning processes. In the Republic of Indonesia Government Regulation No. 19/2005, regarding National Education Standards (SNP), it is stated that the curriculum is a set of plans and arrangements regarding the objectives, content, and learning materials and the ways used as guidelines for organizing learning activities to achieve certain educational goals.

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Kajian terhadap Standarisasi Pendidikan Agama Kristen

JURNAL TERUNA BHAKTI ◽

10.47131/jtb.v2i1.25 ◽

2019 ◽

Vol 2 (1) ◽

pp. 1

Author(s):

Yudhi Kawangung ◽

Nunuk Rinukti ◽

Arnita Ernauli Marbun

Keyword(s):

Religious Education ◽

Government Regulation ◽

Qualitative Approach ◽

National Standards ◽

National Standard ◽

Education Standards ◽

National Education ◽

Second Amendment ◽

Descriptive Method ◽

National Education Standards

This paper aims to examine the standardization of Christian Religious Education based on Government Regulation Number 13 of 2015 concerning Second Amendment to Government Regulation Number 19 of 2005 concerning National Education Standards, hereinafter referred to as PP No 13 of 2015 concerning National Education Standards. Christian religious education is a basic thing that must exist in Christian religious education but is not regulated in a national standard of education. The method used for the discussion of this problem is the descriptive method with a qualitative approach to the literature. The discussion and the result is that in fact Government Regulation Number 13 of 2015 concerning Second Amendment to Government Regulation Number 19 of 2005 concerning National Standards of Education in terms of Standardization of Christian Religious Education is still lacking. Christian Religious Education is not regulated in Government Regulation Number 13 of 2015 concerning Second Amendment to Government Regulation Number 19 of 2005 concerning National Education Standards but is regulated in Minister of Religion Regulation Number 27 of 2016 concerning Amendment to Ministerial Regulation Number 7 of 2012 concerning Christian Religious Education. Abstrak Makalah ini bertujuan untuk mengkaji standarisasi Pendidikan Agama Kristen berdasarkan Peraturan Pemerintah Nomor 13 Tahun 2015 tentang Perubahan Kedua Atas Peraturan Pemerintah Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan, yang selanjutnya disebut dengan PP No 13 Tahun 2015 tentang Standar Nasional Pendidikan. Pendidikan Agama Kristen merupakan hal dasar yang harus ada dalam pendidikan Keagamaan Kristen, namun tidak diatur dalam sebuah standar nasional pendidikan . Metode yang digunakan untuk pembahasan persoalan ini yakni dengan metode deskriptif dengan pedekatan kualitatif pada literatur. Pembahasan dan hasilnya yakni bahwa kenyataannya Peraturan Pemerintah Nomor 13 Tahun 2015 tentang Perubahan Kedua Atas Peraturan Pemerintah Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan dalam hal Standarisasi Pendidikan Agama Kristen masih ada kekurangan. Pendidikan Agama Kristen tidak diatur dalam Peraturan Pemerintah Nomor 13 Tahun 2015 tentang Perubahan Kedua Atas Peraturan Pemerintah Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan, melainkan diatur dalam Peraturan Menteri Agama Nomor 27 Tahun 2016 tentang Perubahan Atas Peraturan Menteri Nomor 7 Tahun 2012 tentang Pendidikan Keagamaan Kristen.

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EVALUASI TREND KUALITAS PENDIDIKAN DI INDONESIA

Jurnal Penelitian dan Evaluasi Pendidikan ◽

10.21831/pep.v16i2.1129 ◽

2013 ◽

Vol 16 (2) ◽

pp. 511-532 ◽

Cited By ~ 1

Author(s):

Sabar Budi Raharjo

Keyword(s):

Focus Group ◽

Focus Group Discussion ◽

Junior High ◽

Group Discussion ◽

National Standards ◽

Assessment Process ◽

National Standard ◽

Education Standards ◽

National Education ◽

National Education Standards

Penelitian ini dilakukan dengan tujuan untuk memperoleh informasi tentang tanggapan dan kelayakan satuan pendidikan terhadap penerapan delapan standar nasional pendidikan (SNP), trend kuantitas dan kualitas pendidikan, status akreditasi sekolah, tingkat pemenuhan, rasional dan tanggapan terhadap SNP, urutan delapan standar nasional yang harus dicapai, standar nasional yang paling sulit dicapai, tingkat kepuasan peserta didik terhadap pelayanan sekolah dan hambatan-hambatan dalam mencapai SNP. Metode penelitian yang digunakan adalah dengan Focus Group Discussion (FGD) dan studi dokumentasi. Data hasil FGD dianalisis secara kualitatif dan data hasil mengedarkan instrument dianalisis secara kuan-titatif. Hasil penelitian menunjukkan bahwa, setiap satuan pendidikan memberi tanggapan yang positif dan layak untuk menerapkan standar nasional pendidikan. Kualitas lulusan dan persentase lulusan cenderung naik. Jumlah sekolah yang terakreditasi yang terbanyak adalah nilai B, de-ngan tingkat pemenuhan delapan standar nasional untuk SD 73,55%, SMP 85,97%, SMA 77,07% dan SMK 76,15%. SNP yang sulit dicapai adalah standar kompetensi lulusan, ketenagaan, sarana dan prasarana. Variabel standar isi, ketenagaan, sarana dan prasarana, pembiayaan, pengelolaan, penilaian, mempunyai hubungan yang positif yang besarnya bervariasi ter-hadap variabel standar proses dan komptensi lulusan. Kualitas pelayanan untuk SD telah mencapai 87,4%, SMP 82,6%, Urutan prioritas dalam me-ningkatkan kompetensi lulusan, dilakukan dengan meningkatkan kualitas standar ketenagaan, isi, sarana dan prasarana, pengelolaan, penilaian, proses dan pembiayaan meskipun terdapat berbagai hambatan yang dialami sekolah.Kata kunci: trend, kualitas, standar nasional ______________________________________________________________ QUALITY EVALUATION OF EDUCATION TREND IN INDONESIAAbstract The research aims to obtain information about the response and the feasibility of education unit to the application in eight national standards, the trend of the quantity and quality of education, school accreditation status, the level of compliance with national education standards, and ratio-nal responses to the eight national standard, a sequence of eight national standards that should be achieved, the national standard that is difficult to achieve, the level of student satisfaction with the school service and ob-stacles in achieving national education standards. The research method used was a Focus Group Discussion (FGD) and documentation. FGD data were analyzed qualitatively and distributed instrument data results were analyzed quantitatively.The results showed every educational unit responses positively and appropriately to implement national education standards. Quality and percentage of graduates tend to increase, but still in the range of values 7.1. The percentage of graduates tends to grow up close to 99%. The number of accredited schools is mostly in B. The level of compliance of eight national standards for SD is 73.55%, Junior high school is 85.97%, SMA is 77.07%, and SMK is 76.15%. National education standards which are difficult to achieve are competency standards, work-force, facilities and infrastructure. Variable content standards, energy, infra-structure, finance, management, and appraisal have positive relation whose the amount varies with the standard variable process and competency of graduates. Service quality for primary schools has reached 87.4%, and junior high schools reached 82.6%. The priority to improve graduate competency was done through improving standard of content, facilities, management, assessment, process, and budgeting in spite of many obstac-les faced by schools.Keywords: trend, quality, national standard

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THE EVALUATION OF THE IMPLEMENTATION OF NATIONAL EDUCATION STANDARDS ON ANTECEDENT COMPONENTS IN SPECIAL OF VOCATIONAL HIGH SCHOOL

JISAE JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION ◽

10.21009/jisae.v6i1.13602 ◽

2020 ◽

Vol 6 (1) ◽

pp. 11-25

Author(s):

Ema Noviah ◽

Wardani Rahayu

Keyword(s):

High School ◽

Lesson Plan ◽

Program Planning ◽

National Standard ◽

Correctional Institution ◽

Vocational High School ◽

Education Standards ◽

National Education ◽

Minimum Criteria ◽

National Education Standards

The children's Special Correctional Institution (LPKA) on Tangerang City is one of the institutions that organizes the form of coaching Vocational High School (SMK). Implementation of education in Vocational High School must meet the minimum criteria in accordance with national education standards. Learning planning, educator qualifications and infrastructure is one of the components that exist in the national standard of education. This research aims to evaluate the quality of Lesson Plan (RPP) and assessment, educator qualifications, and infrastructure in the antecedent component of the Concatenate stake model in Special of Vocation High School. This research is an evaluative research with a qualitative approach. The method of data collection used in the form of interviews, documentation studies, and observations with the validity technique of data research results using the credibility by prologue engagement, persistent observation, and member checking. The results showed that educators first did not prioritize Learning Program Planning and its assessment, both lacking facilities of learning infrastructure, and all three educators who did not have a certificate of educators. Keyword: Antecedent component, evaluation, the children's Special Correctional Institution (LPKA)

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PERAN SISTEM PENJAMINAN MUTU PENDIDIKAN DALAM MENINGKATKAN MUTU PENDIDIKAN DI MADRASAH

TA DIBUNA Jurnal Pendidikan Agama Islam ◽

10.30659/jpai.1.1.41-56 ◽

2018 ◽

Vol 1 (1) ◽

pp. 41

Author(s):

Khoirul Anwar

Keyword(s):

Education Quality ◽

National Standard ◽

Quality Of Education ◽

Education Standards ◽

National Education ◽

National Education System ◽

Education Quality Assurance ◽

National Education Standards

The quality of education is related to whether or not national education goals are achieved as stated in Law No. 20 of 2003 concerning the National Education System. Therefore, the quality of education can be said it is good if it meets the National Education Standards. The fulfillment of minimum standards of education which is the National Standard of Education is a prerequisite to improve the quality of education including madrasah. The reality that emerges is the quality of education in Indonesia is still far from what is expected, let a quality in most madrasah which are still having many obstacles. Many madrasah do not qualify the National Education Standards, such as educators and education staff who have not met standardized qualifications and competencies, and inadequate facilities and infrastructure. This paper aims to describe how the role of the education quality assurance system in improving the quality of education in madrasah.

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IMPLEMENTATION OF EDUCATIONAL NATIONAL STANDARD POLICY ON THE OPERATION OF BASIC EDUCATION (Case Study in Wajo District, South Sulawesi)

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v1i1.23768 ◽

2018 ◽

Vol 1 (1) ◽

Author(s):

Sitti Aminah ◽

Imran Ismail

Keyword(s):

Elementary Schools ◽

Primary School ◽

Basic Education ◽

School Policy ◽

National Standard ◽

Research Knowledge ◽

Education Standards ◽

National Education ◽

Determinant Factors ◽

National Education Standards

<em>The background study of this research is to develop national education standards of the basic education. In this research study, the researcher tries to see and analyze the prevailing condition schools in the field of education. The goals of this research knowledge of the implementation of the National Education Standards policy and the determinant factors can support the implementation of National Education Standards policy on the implementation of National Standard School in Wajo Regency. The design of this research was descriptive qualitative research. The data for this research was collected through observation, interview, and documentation. The resulting analysis can be concluded as follows: First, the stages of implementation of the National Standard Primary School policy have not been implemented optimally because of overlapping. Second, the determinant factors that influence the implementation of the National Standard Primary School policy include resource support is still very limited, and third, less motivated elementary schools to get involved in the implementation of the National Standard Primary School policy, especially elementary schools in the standard category. In suggestion, good cooperation is needed with all parties and stakeholders in the implementation of the National Standard Primary School program through efforts to obtain common views and responsibilities towards Primary School development</em>

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THE EVALUATION OF THE IMPLEMENTATION OF NATIONAL EDUCATION STANDARDS ON ANTECEDENT COMPONENTS IN SPECIAL OF VOCATIONAL HIGH SCHOOL

JISAE JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION ◽

10.21009/jisae.061.02 ◽

2020 ◽

Vol 6 (1) ◽

pp. 11-25

Author(s):

Ema Noviah ◽

Wardani Rahayu

Keyword(s):

High School ◽

Lesson Plan ◽

Program Planning ◽

National Standard ◽

Correctional Institution ◽

Vocational High School ◽

Education Standards ◽

National Education ◽

Minimum Criteria ◽

National Education Standards

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ANALISIS IMPLEMENTASI DELAPAN STANDAR NASIONAL PENDIDIKAN DI SEKOLAH MENENGAH PERTAMA (SMP) KABUPATEN SINTANG

Bestari: Jurnal Pendidikan dan Kebudayaan ◽

10.46368/bjpd.v1i2.199 ◽

2020 ◽

Vol 1 (2) ◽

pp. 44-53

Author(s):

Ason Ason ◽

Mardiana Mardiana

Keyword(s):

School Principal ◽

National Standard ◽

Content Standards ◽

Research Subjects ◽

Education Standards ◽

Education Assessment ◽

National Education ◽

Qualitative Descriptive ◽

Stage 1 ◽

National Education Standards

Abstract: The research objective is to analyze the implementation of eight national education standards in SMP / MTs in Sintang Regency. The specific purpose of the research is to recognize the quality standards of each school and the quality of implementation of each national standard of education. This study uses a qualitative descriptive method, with research subjects being the School Principal and School Development Team. The study population was 33 SMP / MTs in Sintang Regency. The research sample was 5 of 33 SMP / MTs in Sintang District which had been accredited in stage 1 of 2019. Data were collected using non-test instruments in the form of observation sheets, interviews, and documentation, then analyzed descriptively qualitatively. The results showed that in general the implementation of eight national education standards in SMP / MTs in Sintang District was well implemented. The implementation of 8 National Education Standards, based on data obtained from sample schools are (1) SMP Negeri 1 Kelam Permai has reached 84%; (2) SMP Negeri 2 Kelam Permai reaches 85%; (3) SMP Negeri 4 Satap 79%: (4) SMP Negeri 2 Dedai 87% and (5) SMP Negeri 8 Dedai 76% The average results of data analysis for each standard showed that the Content Standards were 89%, Process Standards 86% , 84% Graduates Competency Standards, Educators and Education Personnel Standards 64%, Facilities and Infrastructure Standards 76%, Management Standards 83%, Financing Standards 88%, and Education Assessment Standards 87%. Thus it can be concluded that the implementation of eight national education standards in SMP / MTs in Sintang District has been carried out according to the situation and condition of each school.Keywords: analysis, eight standards Abstrak: Tujuan penelitian adalah untuk menganalisis implementasi delapan standar nasioanl pendidikan di SMP/MTs Kabupaten Sintang. Tujuan khusus penelitian adalah untuk mengetahun standar mutu masing-masing sekolah dan kualitas implementasi masing-masing standar nasional pendidikan. Penelitian ini menggunakan metode diskriptif kualitatif, dengan subyek penelitian adalah Kepala Sekolah dan Tim Pengembang Sekolah. Populasi penelitian adalah 33 SMP/MTs Kabupaten Sintang. Sampel penelitian adalah 5 dari 33 SMP/MTs di Kabupaten Sintang yang telah diakreditasi tahap 1 tahun 2019. Data dikumpulkan dengan menggunakan instrumen non tes berupa lembaran observasi, wawancara, dan dokumentasi ,kemudian dianalisis secara diskriptif kualitatif. Hasil penelitian menunjukkan bahwa secara umum implementasi delapan standar nasional pendidikan pada SMP/MTs di Kabupaten Sintang telah terlaksaana dengan baik. Keterlaksanaan 8 Standar Nasioal Pendidikan, berdasarkan data yang diperoleh dari sekolah sampel adalah (1) SMP Negeri 1 Kelam Permai telah mencapai 84%; (2) SMP Negeri 2 Kelam Permai mencapai 85%; (3) SMP Negeri 4 Satap 79% : (4) SMP Negeri 2 Dedai 87% dan (5) SMP Negeri 8 Dedai 76% Rata-rata hasil analisis data masing-masing standar menunjukkan bahwa Standar Isi 89%, Standar Proses 86%, Standar Kompetensi Lulusan 84%, Standar Pendidik dan Tenaga Kependidikan 64%, Standar Sarana dan Prasarana 76%, Stadar Pengelolaan 83%, Standar Pembiayaan 88%, dan Standar Penilaian Pendidikan 87%. Dengan demikian dapat disimpulkan bahwa implementasi delapan standar nasional pendidikan pada SMP/MTs di Kabupaten Sintang telah terlaksana sesuai dengan situasi dan kondisi sekolah masing-masing..Kata kunci: analisis, delapan standar

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Global policy convergence through “distributed governance”? The emergence of “national” education standards in the US and Germany

Journal of International and Comparative Social Policy ◽

10.1080/21699763.2014.977803 ◽

2015 ◽

Vol 31 (1) ◽

pp. 10-33 ◽

Cited By ~ 9

Author(s):

Sigrid Hartong

Keyword(s):

Core Curriculum ◽

State Standards ◽

Education Standards ◽

Global Policy ◽

Policy Convergence ◽

National Education ◽

Policy Sector ◽

The Us ◽

And Performance ◽

National Education Standards

This article focuses on the discussion of global policy convergence through the implementation of “distributed governance” within the education policy sector. Here, the focus is directed at the emergence of national education standards (NES) as a simultaneous instrument of fair school control and performance increase. Both the US and Germany show a high traditional resistance to nationally centralised educational control, but experienced a massive transformation in this direction by the recent implementation of a national core curriculum initiative (National Education Standardsin Germany andCommon Core State Standardsin the US). This article will rely on global governance and distributed governance research, focusing on the concept of “heterarchies”, to analyse the interplay of global and national contexts in the case of the rise of NES in the US and Germany, ultimately showing the concepts' contributions (and limits) to explain policy convergence.

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Administrasi Pendidik dan Tenaga Kependidikan (PTK)

10.31227/osf.io/x53vb ◽

2019 ◽

Author(s):

ANNISA

Keyword(s):

Career Development ◽

Human Resource ◽

Teacher Quality ◽

Performance Appraisals ◽

Education Standards ◽

National Education ◽

Education Personnel ◽

The Government ◽

Recruitment And Selection ◽

National Education Standards

Educators and education personnel are one of the National Education Standards which require special attention from the government and the community. An important view of educators is as follows. (1) Teachers who are expected to be present; (2) The teacher's duty as a vocation; (3) Democratic teachers; (4) Professional teachers; (5) Improving teacher quality. Regarding education personnel, enlightenment is needed, enlightenment can be implemented through a human resource approach, which includes: (1) competence, (2) certification, (3) qualifications, (4) recruitment and selection, (5) career development, ( 6) performance appraisals, (7) rewards and protections, and (8) dismissals. Furthermore, this paper also highlights educators and education personnel in terms of the POLEKSOSBUD.

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