Influence Of Accreditation Readiness In Improving The Quality Of Teacher Teaching In PAUD Banguntapan Bantul Subdistrict

Hibana Hibana,Susilo Surahman

doi:10.15294/jere.v10i1.49263

Abstract

Recognition of educational institutions is demonstrated through accreditation and quality of teaching. This research aims to explain the influence of PAUD accreditation readiness on the quality of teaching in 40 PAUDs in Banguntapan. Research methodology uses quantitative descriptive. The results showed the existence of six criteria for the willingness of accreditation mechanisms that must be met, among others: first, general requirements; Second, special requirements; third, classification of accreditation applications; fourth, the completeness of the document; fifth, validation and verification; and sixth, accreditation results. The results showed X2h>X2t, where there was a significant influence on accreditation readiness to the quality of teaching in PAUD Banguntapan. Meanwhile, six schools focus on general requirements, and six schools also on specific needs. Twelve schools prepare for the early stages of the school's survival. Furthermore, eight schools in the preparation stage of accreditation application classification; seven schools in the readiness stage of the process and awaiting visit; ten schools in terms of validation and verification; And three schools are fully prepared for accreditation.

Highlights

Article 1 Paragraph 22 of Law no. 20 of 2003 concerning the National Education System (Sisdiknas) mentions accreditation as a program feasibility assessment activity based on established criteria
The fundamental thing that distinguishes PAUD accreditation from Dikdasmen lies in the first standard, where the Disdakmen uses the term graduate competence
Seeing the importance of accreditation as a standard of readiness and quality of education, the writing in this study aims to explain the influence of PAUD accreditation readiness on the quality of teaching in the PAUD Banguntapan Subdistrict

Summary

Introduction

Article 1 Paragraph 22 of Law no. 20 of 2003 concerning the National Education System (Sisdiknas) mentions accreditation as a program feasibility assessment activity based on established criteria. 20 of 2003 concerning the National Education System (Sisdiknas) mentions accreditation as a program feasibility assessment activity based on established criteria. BAN PAUD and PNF (2018) said the purpose of accreditation is as a form of accountability to ensure the quality of education (Wijoyo, 2020). The benefit of accreditation is to build a culture of quality education. The fundamental thing that distinguishes PAUD accreditation from Dikdasmen lies in the first standard, where the Disdakmen uses the term graduate competence. PAUD uses the term level of developmental achievement (Damaiyanti & Mases, 2019). That’s why the Accreditation Assessment Instrument / IPA PAUD uses indicators of child growth and development. The difference in terms does not necessarily distinguish, in essence, the quality of learning in it. The activeness of educators is needed more as a process of monitoring and evaluating learners

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