scholarly journals Policy Implementation of Improving Education Quality of Primary Education Teachers in Laos and Indonesia

2017 ◽  
Vol 13 (3) ◽  
pp. 145
Author(s):  
Viengdavong Luangsithideth ◽  
Muhammad Huda ◽  
Ahmad Supriyanto ◽  
Bambang B. Wiyono
Keyword(s):  
Policy Implementation ◽  
Primary Education ◽  
Implementation Process ◽  
Monitoring And Evaluation ◽  
Policy Formulation ◽  
Ministry Of Education ◽  
National Education ◽  
Policy Dissemination ◽  
Deep Meaning

The purpose of this research is to get deep meaning of policy implementation to improve quality of primary education teachers in Laos and Indonesia. Research locations are in the Ministry of Education in those both countries. This research used a qualitative approach with a multi-case study design. First, policy formulation consider the aspect of novelty and national education goals; second, policy dissemination of existing policies do after getting approval from parliament, as well as socialization is done to the department of education in each provinces and districts; third, policy implementation process is done by establishing a monitoring team to oversee that the policy can work well; fourth, monitoring and evaluation of the implementation is done periodically, at least every six months, and the results of the evaluation are reported to the Ministry; fifth, gaps in the policy implementation is because monitoring can not be run with maximum caused by geographical conditions and the weakness of the role of school supervisors; sixth, efforts to repair gaps in the implementation of policies to improve the quality primary school teachers is to make laws on the teacher, as well as to provide training to teachers and principals.

scholarly journals EVALUATION OF THE ZONATION SYSTEM IMPLEMENTATION OF NEW STUDENT ACCEPTANCE

Akademika ◽  
2020 ◽  
Vol 9 (02) ◽  
pp. 81-103
Author(s):  
Kosasih Ali Abu Bakar ◽  
Yetti Supriyati ◽  
Ivan Hanafi
Keyword(s):  
Policy Implementation ◽  
Quantitative Research ◽  
Monitoring And Evaluation ◽  
Policy Formulation ◽  
Admission Policy ◽  
Ministry Of Education ◽  
Structure Factors ◽  
New Students ◽  
Implementation Models ◽  
New Student

The policy for admitting new students with this zoning system is based on the proximity of the student's residence to the school, so that indicators of student capacity and the quantity of students in the zoning area are the most important. This study aims to determine the extent of the success of the implementation of the new student admission policy by analyzing the factors that influence the success of this policy. This research uses mixed methods, this research is a qualitative research supported by quantitative research. The research stage begins with the identification of issues / problems and mapping the problems from the mass / online media, the results of existing studies and the results of monitoring and evaluation and studies conducted by the Ministry of Education and Culture, after which it is continued with a survey. The researcher then conducted a discussion which resulted in policy options and recommendations and standard operating procedures in policy implementation for the socialization stage by taking into account the communication factor, the policy formulation stage by taking into account the commitment factor, and the policy implementation stage with due regard to resource factors and organizational structure factors. In addition, this study also identifies current policy implementation models and proposes recommendations that should be implemented.

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 MENGUNGKAP ANALISIS DAN EVALUASI KEBIJAKAN TENTANG PENDIDIKAN AGAMA DAN KEAGAMAAN

Conciencia ◽  
2019 ◽  
Vol 19 (2) ◽  
pp. 99-111
Author(s):  
Benny Prasetiya
Keyword(s):  
Public Policy ◽  
Religious Education ◽  
Research Policy ◽  
Policy Research ◽  
Implementation Process ◽  
Policy Formulation ◽  
Education Standards ◽  
National Education ◽  
Analysis Technique ◽  
The Impact

The implementation of PP No. 55/2007 is part of government intervention in religious and religious education. every policy stipulated in its implementation certainly raises constructive criticism. Criticism that arises starts from the aspects of laws and regulations, the implementation process and the impact of a policy in the set of approaches used in this research policy research that focuses on researching policy formulation. The content analysis technique in this research is to compare the contents/formulation of PP RI No. 55 of 2007 concerning Islamic religious education with public policy theory. The researcher selects the data source that has relevance to this policy study and concludes the data for conclusions. The results of the research found were the formulation of PP RI No. 55 of 2007 related to public policy objectives that are regulative, deregulation, dynamic or stabilizing. Regulatory aspects provide restrictions and regulate the implementation of Islamic religious education. The deregulation aspect has the purpose of liberating in terms of providing education. The aspects of dynamism as the driving force for national education goals. The purpose of stabilization is intended to make adjustments to the rules so that Islamic educational institutions follow the National Education Standards.

scholarly journals Kepemimpinan Kepala Sekolah dalam Implementasi Manajemen Berbasis Sekolah di SMA Al-Masthuriyah

2020 ◽  
Vol 2 (1) ◽  
pp. 92-110
Author(s):  
Andrianto
Keyword(s):  
High School ◽  
Implementation Process ◽  
School Principal ◽  
Successful Implementation ◽  
Learning Tools ◽  
National Education ◽  
School Based ◽  
Community Initiative ◽  
School Based Management

One of the educational problems that our nation is currently facing is the issue of the quality of education. Various attempts have been made to improve the quality of national education, including through various training and improvement of teacher competencies, procurement of books and learning tools, improvement of educational facilities and infrastructure, and improving the quality of school management. Leadership is one of the factors that determine the successful implementation of SBM. School Based Management gives flexibility to schools to manage their potential by involving all elements of stakeholders to achieve improvements in the quality of the school. Because schools have very broad authority, the presence of a leader figure is very important. An understanding of the nature of leadership. In implementing SBM, School Based Management gives flexibility to schools to manage their potential by involving all elements of stakeholders to achieve improvements in the quality of the school. Because schools have very broad authority, the presence of a leader figure is very important. An understanding of the nature of leadership. In implementing SBM, principals need to have strong, participatory, and democratic abilities. This research uses a qualitative approach in descriptive form. The use of descriptive methods in this study with the aim to describe an activity of implementing the leadership of the school principal in implementing school-based management which first analyzes the implementation process. The implementation of School Based Management (SBM) at Al-Masthuriyah Sukabumi High School is participatory. This management gives authority from the foundation to the school, and then the school delegates to each teacher and employee. All teachers and employees feel involved starting from planning, implementing, and evaluating school programs. The principle of decentralization considers that the problems that arise in schools will be adjusted as well as possible if the solution is left to the party closest to the existence of the problem. In resolving the problem of education in schools, the most knowledgeable about the problem are the residents of the school itself, especially teachers, staff, school principals and parents of students. The application of participatory management improves the quality and education services so that Al-Masthuriyah High School can compete and produce quality graduates both academically and non-academically. SBM will succeed well if school members have the initiative in carrying out their work and the initiative of each individual is appreciated. What happened at Al-Masthuriyah High School was the lack of school community initiative due to lack of ownership of the school.

scholarly journals Análisis de los currículos autonómicos LOMCE de Educación Física en Educación Primaria (Assessment of the LOMCE state curricula on Primary Education Physical Education)

Retos ◽  
2015 ◽  
pp. 15-20
Author(s):  
David Méndez Alonso ◽  
Antonio Méndez Giménez ◽  
Javier Fernández Río ◽  
José Antonio Prieto Saborit
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
Evaluation Criteria ◽  
Quality Of Education ◽  
Ministry Of Education ◽  
Autonomous Communities ◽  
Learning Standards ◽  
Education Culture ◽  
Educación Primaria

Resumen. El objetivo de este trabajo fue analizar las diferencias entre los currículos de Educación Física (EF) en Educación Primaria (EP) de todas las Comunidades Autónomas (CCAA) españolas, fruto del desarrollo curricular de la LOMCE, y del Real Decreto 126/2014, elaborado por el Ministerio de Educación, Cultura y Deporte, por el que se establece el currículo básico de la EP Educación Primaria. La categorización de la EF como asignatura específica ha ocasionado que el desarrollo de sus contenidos sea transferido a las CCAA. Si bien la estructura de los documentos es muy similar: introducción, orientaciones metodológicas, contenidos, criterios de evaluación (CE) y estándares de aprendizaje secuenciados a través de los cursos, se encontraron importantes diferencias. Las principales desigualdades se dan en la presentación de los contenidos, destacando la diversidad de bloques, su nomenclatura y las distintas secuenciaciones elaboradas. Los CE y los estándares de aprendizaje muestran también diferencias en cuanto al grado de secuenciación. El nuevo marco curricular, diverso y heterogéneo no nos permite hablar de un modelo común para el estado. Se aprecian, a su vez, preocupantes diferencias en cuanto a la carga horaria asignada al área en las diferentes CCAA. Finalmente, se discuten las implicaciones de tales divergencias curriculares en términos de calidad educativa y de salud pública.Abstract. The goal of this study was to assess the differences among all the existing Primary Education (PE) Physical Education (Phys Ed) curricula from the different Autonomous Communities (AC). These are based on the LOMCE and the Real Decreto 126/2014 from the Spanish Ministry of Education, Culture and Sport. Phys Ed has been considered a specific subject, which meant that every AC was responsible for selecting its own contents. This issue has elicited marked differences among the different curriculae. The documents’ structure is very similar. They all include: introduction, methodological orientations, contents, evaluation criteria (EC) and learning standards sequenced through the different years. The main disparities were found among the contents in groups, names and sequencing. Evaluation criteria and learning standards also showed large sequencing disparity. Competence development has not been described in any document. Significant differences were observed in the number of Phys Ed hours per week between communities. Finally, implications on the quality of education and public health are discussed.

scholarly journals Education Reward for Teacher: Implementation Strategy to Improve Teacher’ Performance

2016 ◽  
Vol 3 (2) ◽  
pp. 205-217
Author(s):  
Sri Sarjana
Keyword(s):  
Implementation Strategy ◽  
Quantitative Methods ◽  
Teacher Performance ◽  
Ministry Of Education ◽  
Innovation Development ◽  
Teacher Implementation ◽  
National Education ◽  
Qualitative And Quantitative Methods ◽  
National Education Systems

Abstract Reward for teacher became one of the ways to improve teachers’ performance for the development of national education. It is an appreciation for teachers based on merit or the excellent performance, given both individually and institutionally in the form of material or appreciation. A competent teachers have the ability, skill, and attitude of work in accordance with established standards. The purposed of this study is to analyze the effect of reward on teachers in creating performance through the optimization of creativity, innovation development and competence. The data were analyzed through triangulation model of transformation that combines qualitative and quantitative methods. The findings indicate that teachers’ reward model that able to create performance through increasing the creativity, innovation, and competence. Furthermore, this study is expected to build awareness of the ministry of education in improving the quality of national education systems including the expansion of rewards for teachers who have great working performance in creativity, innovation and competence.Abstrak Penghargaan bagi guru menjadi salah satu tuntutan dalam upaya peningkatan prestasi kerja untuk pengembangan kualitas pendidikan nasional. Penghargaan guru merupakan bentuk apresiasi terhadap guru berdasarkan prestasi atau kinerja unggul yang diberikan baik perorangan maupun lembaga dalam bentuk materil maupun lisan. Guru yang kompeten memiliki kemampuan, ketrampilan maupun sikap kerja sesuai dengan standar yang ditetapkan. Tujuan penelitian ini untuk menganalisis pengaruh penghargaan guru dalam rangka menciptakan prestasi kerja melalui optimalisasi kreativitas, pengembangan inovasi dan peningkatan kompetensi. Teknik analisis data menggunakan model triangulasi transformasi yang memadukan metode kualitatif dan kuantitatif. Temuan dalam penelitian ini mengintegrasikan model penghargaan guru yang mampu menciptakan prestasi kerja melalui upaya meningkatkan kreativitas, inovasi, dan kompetensi. Lebih lanjut, penelitian ini mengharapkan kementerian pendidikan nasional lebih berperan aktif dalam meningkatkan kualitas sistem pendidikan nasional diantaranya melalui perluasan pemberian penghargaan bagi guru yang memiliki keunggulan dalam kreativitas, inovasi dan kompetensi. How to Cite : Sarjana, S. Khayati, N. Warini, L. (2016).  Education  Reward for Teacher: Implementation Strategy to Improve Teacher’ Performance. TARBIYA: Journal of Education in Muslim Society, 3(2), 205-217. doi:10.15408/tjems.v3i2.4390. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i2.4390

scholarly journals Developing Data-Driven Administrative Policy for International Montessori Center, Thailand

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Arisara Ali ◽  
◽  
Mark Anthony C. Pa-alisbo
Keyword(s):  
Policy Implementation ◽  
Parental Support ◽  
Administrative Support ◽  
Policy Formulation ◽  
Professional Relationships ◽  
Original Research ◽  
Stakeholder Groups ◽  
Administrative Policy ◽  
Stakeholder Input

This institutional survey research was used to improve administrative policies at International Montessori Center (IMC), a private international kindergarten in Bangkok, Thailand. The main goal of the study was to gather input from school stakeholders regarding daily conditions and functions, with the ultimate goal of improved administrative policy implementation. A literature review indicated no direct prior research. A survey gathered input from four stakeholder groups, including 15 teachers, 104 parents, 17 staff, and 3 administrators, regarding Physical Safety, Child Sense of Being Valued (classroom atmosphere), Classroom Conditions, Information Availability, Parent-Teacher Meeting Quality, Administrative Support, Parental Support (overall), Educational Tools and Technology, Quality of Peer Professional Relationships, and Availability of Needed Supplies. Stakeholders rated the daily operations areas using five-point Likert-style questions and responded to two open-ended questions. In sum, findings highlighted a number of useful perspectives for the little-studied early-childhood administrative community: a) seemingly mundane school functions are important to those who experience them on a regular basis; b) all stakeholder input is valuable when gathering school daily operations feedback; c) similarities and differences in stakeholder input help administrators develop a more holistic perspective of school functioning; and d) stakeholder input is a valuable tool for administrators to use when critically considering responsive policy formulation. Conclusions reached were limited to correlations and patterns found in one institution. However, it is clear that this original research is a valuable step in improving administrative policy implementation at the private international kindergarten level.

scholarly journals Kebijakan  Pendidikan  Anak Usia Dini (PAUD) Dalam Peningkatan Mutu Pembelajaran di  Kabupaten Bogor

2021 ◽  
Vol 3 (2) ◽  
pp. 251-267
Author(s):  
Yusi Srihartini ◽  
Iim Wasliman ◽  
Yosal Iriantara ◽  
R Supyan Sauri
Keyword(s):  
Policy Implementation ◽  
Policy Process ◽  
Research Problem ◽  
Education Standards ◽  
National Education ◽  
Childhood Education ◽  
Human Resource Policies ◽  
Quality Of Learning ◽  
Research Show

The background of this research problem is the quality of learning in Early Childhood Education (PAUD) in Bogor Regency, which still does not meet the established standards. The aims of this study are to describe: 1. PAUD policy process in improving the quality of learning, 2. Policy analysis. 3. Policy implementation, 4. Policy evaluation, 5. Barriers to policy implementation, and 6. PAUD policy implementation results. This study used a qualitative approach and data collection techniques were carried out through interviews, observations and documentation studies with data sources from the Bogor Regency Education Office in the field of PNF PAUD. The results of the research show: 1. The PAUD policy process in improving the quality of learning is based on the Regional Regulation of Bogor Regency Number 6 of 2011 in Articles 5,6,7. 2. Analysis of PAUD Policy in Bogor Regency there are still many that are not in accordance with National education standards and infrastructure facilities are not optimal, 3. Implementation of PAUD Policies, with HI (Holistic Integrative) PAUD Action Plans / Programs Partnership The Bogor Regency Education Office always synergizes and partners with organizations/institutions/associations of similar groups, 4. Evaluation of PAUD policies using accreditation as a benchmark in the quality of learning and the quality of these institutions, 5. Barriers to implementing PAUD human resource policies are constrained by the imbalance in the number of PAUD institutions with supervisors as PAUD coaches. 6. The results of the implementation of PAUD policies in improving the quality of learning, namely the implementation of Integrative Holistic PAUD as a form of service to the community in improving the quality of learning.

Time

2018 ◽  
pp. 225-236
Author(s):  
Peter Knoepfel
Keyword(s):  
Decision Making ◽  
Policy Implementation ◽  
Spatial Planning ◽  
Implementation Process ◽  
Policy Formulation ◽  
Subjective Time ◽  
Target Groups ◽  
Public Intervention ◽  
Climate Adaption

Within each policy formulation and implementation process, the options available to the actors are limited both by the rules governing decision-making (institutions) and the related time budgets, which clearly demonstrate the resource-related character of time. Time is frequently scarce, especially for those who consider that the need for a public intervention is urgent (usually the beneficiary groups). Other actors can wait (frequently the target groups) or they may even try to gain time by interrupting both policy formulation and, particularly, policy implementation activities. Thus, (subjective) Time is definitively an omnipresent public action resource. The chapter uses examples from all kinds of emergency policies or policies that are deliberately delayed and hampered through the adoption of time-consuming strategies by one of the three actor groups (environmental policies, natural disaster policies, climate adaption policies, spatial-planning policies). The chapter stresses the role of procedural deadlines, moratoria, time-consuming appeal procedures and, again, the relational character of the resource.

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