Analysis of the Multimedia Use of Primary Schools

Multimedia in learning could make the learning atmosphere more attractive for student attention and student interactions. The objectives of this research were: (1) describe the use of multimedia learning by elementary school teachers in Kendari City; (2) analyze the comparison of the use of multimedia learning in terms of school accreditation by the teacher at elementary school in Kendari City; (3) analyze aspects of obstacles in the use of multimedia learning for elementary school teachers in Kendari City. This research used mixed methods with a sequential exploratory strategy held at the Kendari City Elementary School. The school sample was determined using the random cluster sampling technique selecting 3 schools from 11 sub-districts. Each sub-district took 2 accredited A and non-A public schools and 1 accredited private school so that the total respondents were 66 people. Research data was collected through observation forms and interviews. The results of this research showed that: (1) multimedia learning use by primary school teachers in Kendari City was still good; (2) there was a meaningful comparison of the use of multimedia learning by elementary school teachers in Kendari City in terms of school accreditation; (3) aspects of barriers to the use of multimedia learning by primary school teachers in Kendari City include: (a) teachers 'lack competence in IT, (b) teachers' misconceptions about learning multimedia, (c) the lack of support structures and infrastructures, (d)) the lack of training on multimedia learning means, (e) the lack of involvement of the educational software used by teachers to support learning activities.

Dashboard Business Intelligence Vusialisasi Data Akreditasi Sekolah Pada SMP Negeri 1 Sembawa

This study aims to create a business intelligence dashboard to support school accreditation at SMP Negeri 1 Sembawa in the form of data visualization. In this study, several business intelligence dashboards were produced with the aim of providing convenience for schools in supporting the school accreditation process. Business intelligence is a tool to manage data and perform data analysis that can support school accreditation which will be collected into a data mart and the analysis process is carried out in the form of a cube. For the ETL process using the help of SQL Server Management Studio and SQL Server Development software and as a design for the dashboard creation using the Power BI software. This research has several dashboards including student achievement dashboard based on achievement level, student achievement dashboard based on year of achievement, and student achievement based on graduation which can be seen by year and gender of students.

Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study

Ensuring adequate engagement and preparation of all stakeholders in an accreditation self-study can be challenging for many reasons, including lack of motivation and inadequate understanding of expectations and procedures. The goal of this exploratory study was to determine whether using team-based learning (TBL) pedagogy to deliver an accreditation preparation workshop could effectively prepare and engage participants. A Likert-scale questionnaire was administered to workshop attendees (n = 52) to determine whether they found TBL-based training helpful and whether it promoted engagement. Twenty-four attendees completed the survey (46%). More than 80% of participants strongly agreed or agreed with 12 statements relating to perceptions of self and participant engagement within team activities and the usefulness of team activities. More than 65% of participants strongly agreed or agreed with statements relating to the helpfulness of the TBL approach in preparing for the self-study (five questions). Subgroup analysis showed no significant difference in responses based on whether on not participants had previously been involved in an accreditation self study. Our data indicate that a TBL approach can be an effective way to engage and prepare stakeholders for an accreditation self-study, and that TBL pedagogy has utility outside of the classroom setting.

Public availability of information from WFME-recognized accreditation agencies

The World Federation for Medical Education (WFME) Recognition Programme was created to ensure the comparability of medical school accrediting agencies, so that the schools accredited by those agencies would have similar educational quality. WFME explicitly values transparency and has recognition criteria that relate to agencies making information publicly available. Our study examined 20 WFME-recognized agencies’ transparency by reviewing agency websites for 27 information elements related to accreditation standards, procedures, and processes. We contacted agencies as needed for information that we could not find on their websites. We were only able to retrieve additional information from 3 of the 12 agencies that we attempted to contact. We found that while 12 agencies had over 90% of expected information elements available, 6 agencies had less than 50%. Our findings illustrate barriers for those who wish to better understand medical school accreditation in some regions and raise questions about how comparable WFME-recognized agencies are.

The Correlation between School Accreditation and Students’ English Achievement of Public Senior High Schools

The objectives of the study were (1) to find out whether or not there was a significant correlation between accreditation and students’ English achievement of public senior high schools in Palembang, and (2) to find out whether or not there was a contribution of accreditation on students’ English achievement. The population of 18 accredited public senior high schools in Palembang in 2016 with 3556 students of 12th grade were selected to be the sample of the study by using the purposive sampling technique. The data of the accreditation list and students’ English national examination scores were taken from BAP S/M (The Education Accreditation Board) and Ministry of Education and Culture of Indonesia. To analyze the data, Pearson Product Moment Correlation Coefficient to find out whether or not there was a correlation between the two variables. The result showed that (1) there was no significant correlation between school accreditation and students’ English achievement (r-obtained 0.406 and p-value 0.095), and (2) there was 16.4% contribution of school accreditation on student’s English achievement.

Do School Accreditation, Education Budget, and Teacher’s Competence Matter for Graduate’s Quality?

This study examinedthe effect of school accreditation, education budget, and teacher competence on the quality of high school graduates. The analysis method used was a panel regression through the Fixed Effect Model (FEM) approach, and the data were from 2017-2019. The results showed that school accreditation and education budgets had an effect on the quality of graduates. Also, the implication of this study is that schools need to increase accreditation, as well as the education budget. In terms of teacher competence, the teachers need to improve their competence by taking an active role in organizations, training teacher capacity, and mastery of information technology. Meanwhile, teacher competence has no effect on the quality of graduates in senior secondary schools. Simultaneously, all variables have a significant effect on the graduates quality. The limitation of this study is the data used, regardless of the status of private and public schools. Therefore, studies to compare private and public schools are of particular interest.

Pelaksanaan Kebijajakan Akreditasi Sekolah Pada Sekolah Menengah Umum (SMU) Negeri I Toho Kecamatan Toho Kabupaten Mempawah

This study is entitled: "Implementation of the School Accreditation Policy in the Public High School (SMU) I Toho, Toho District, Mempawah Regency". Using qualitative analysis, the results of this study indicate that the mplementation of the school accreditation system policy implemented by the West Kalimantan Province School Accreditation Board (BAS) towards the Toho I State High School since 2005 has been going well, and has had a positive impact on the average increase passing grade results of the Final School Examination (UAS) obtained by students majoring in Social Sciences and Natural Sciences at Toho I State High School in 2017 to 2018 when compared with the average value of UAS results obtained by Toho I State High School students in 2014, despite the increase in grades the average UAS results obtained by the students were still unsatisfactory for students' parents and the school. The results also showed that the performance of the school principal as the bureaucratic apparatus of the Toho State High School I in providing administrative services to the school community was seen from the aspect of responsiveness which could be said to be good, because school residents felt there was a communication channel provided by the Toho District Education Office to convey their aspirations. In addition, the ability of the bureaucratic apparatus at the Toho District Education Office to recognize what the school community wants through direct interaction with them, causes the demands and desires of the school community to be poured by the Toho subdistrict Education Office in the form of a work program which then get a positive response from the principal of Toho I State High School to implement it.