Development of Electronic-Based External Quality Assurance System (E-SPME) Model for Quality Improvement Senior High School

Abstract

The External Quality Assurance System (SPME) is an education quality assurance system in education units to achieve the National Education Standards (SNP). The purpose of this study was to determine the implementation of the External Quality Assurance System (SPME) in high school (SMA), to describe the development of an effective E-SPME model to improve the quality of education in high school, to analyze the results of the E-SPME which can provide an overview of the quality profile in high school. The research method used is Research and Development with samples taken through interviews (principals and teachers), questionnaires (Focus Group Discussion/FGD), and observation. The development of this E-SPME model consists of four main stages: preliminary study, product development, product effectiveness testing, and dissemination and implementation. The results of the study show that there is an increase in effectiveness and efficiency in ensuring the quality of high school education through the development of the E-SPME model, with a wider range of educational units even though the budget used is smaller. In addition, the performance-based approach provides a more complete picture of the quality of education that becomes a reference for all education stakeholders in determining the direction of education quality assurance policies from the regional to the central level. The application of electronic-based SPME is a strategic step in mapping and evaluating the quality of education, however, this effort requires collaboration between government sectors to present one-stop data through the accreditation dashboard. The map of quality assurance results in 2020 and 2021 has not shown a significant improvement. The number of schools that received A accreditation in 2020 was 205 out of 475 schools, and in 2021 267 out of 686 schools. There are criteria in accreditation that show an increase and some have decreased. The criteria that have increased are the quality of graduates and the learning process, while the criteria that have decreased are the quality of teachers and management of S/M.