Quality Of Basic Education Research Articles

Evaluation of Planning for The Completion of Nine Years of Compulsory Basic Education

This study focuses on the evaluation of the planning of 9-year compulsory basic education in East Lombok Regency, with the main objective of assessing the effectiveness of planning oriented to minimum service standards (MSS). This education planning is considered important in addressing the gap in access to education and improving the quality of basic education at the regional level. The research hypothesis is that the proper implementation of MSS in basic education planning can significantly improve access and quality of education and reduce illiteracy rates in the region. This research method combines qualitative and quantitative approaches through in-depth interviews, observations, and documentation, involving stakeholders such as education officials, school principals, and community leaders. This study found that the planning structure and products have included an in-depth analysis and appropriate budget allocation, but budget challenges and community support are aspects that need to be improved. The discussion of the research results emphasizes the importance of involving the community more actively and strengthening cross-sectoral collaboration to optimize the planning and implementation of basic education. Overall, this study makes a significant contribution to understanding the complexity of basic education planning in the region and offers recommendations for increasing the effectiveness of SPM implementation, which can play a role in improving the quality of education and reducing educational disparities in East Lombok Regency.

Enhancing Basic Education Quality through the Implementation of the Regional Medium-Term Development Plan in Oil-Rich Areas

This study investigates the implementation of basic education quality improvement policies in Balikpapan City, a region known for its pivotal role in Indonesia’s oil industry, often referred to as an oil-rich area. The research aims to assess the effectiveness of the Regional Medium-Term Development Plan (2021-2026) in addressing educational quality, considering the city's economic dependence on oil. Adopting a qualitative approach, the study focuses on the Department of Education and Culture in Balikpapan, engaging key informants to evaluate the efficacy of policy implementation. The analysis framework encompasses an evaluation of policy standards, resources, inter-organisational communication, and the characteristics of the implementing agencies. The findings reveal that, while considerable progress has been made in enhancing educational facilities and teacher competencies, challenges persist due to the city’s heavy reliance on the oil sector and its impact on local resources. Furthermore, the study explores the relationship between these challenges and Sustainable Development Goal (SDG) 4 (quality education) by addressing disparities in resource allocation and the city's limited capacity for economic diversification. The research recommends the integration of more diverse data sources, continuous monitoring, and deeper analysis of the social and economic impacts to further improve educational outcomes. Balikpapan's economic context, as an oil-dependent city, significantly influences its ability to implement and sustain effective educational policies, highlighting the necessity for balanced development strategies aligned with broader SDGs.

Enhancing the quality of educators for excellence in secondary education in Pariaman city: Policy analysis and quality feasibility

Along with decentralization and regional autonomy, the government encourages regions to develop sensitivity as stakeholders in education development. The government must strengthen its functions in education services, including setting national education policies, standards, performance-based quality control, and fostering coordination across government levels, education units, and society. This study aims to gather data on the policy direction for education implementation and the quality of educators in Pariaman City. Programs like teacher certification and improving education qualifications aim to enhance teacher quality, competence, and prestige, contributing to the improvement of Indonesia's education system. Teachers are encouraged to improve professionalism, teaching quality, and commitment to their profession, ensuring they feel valued and proud in their roles. As a result, there is a need for continuous program development and stakeholder support in Pariaman City, as well as in districts and municipalities, to enhance the quality of basic education, including systematic management of educators.

How does career calling influence teacher innovation? The chain mediation roles of organizational identification and work engagement

AbstractTeacher innovation is closely related to the improvement of basic education quality, and the cultivation of innovative talent for the nation. However, few studies have employed the causes of teacher innovation from the perspective of intrinsic motivation. To explore the factors and mechanisms affecting teacher innovation, we surveyed 421 middle school teachers to investigate the mediating roles of organizational identification and work engagement in the relationship between career calling and teacher innovation. The results indicate that career calling has a significantly positive impact on teacher innovation and that both organizational identification and work engagement mediate the effect of career calling on teacher innovation. Moreover, organizational identification and work engagement act as chain mediators in the relationship between career calling and teacher innovation. Therefore, to promote teacher innovation in middle school, it is important to emphasize the sense of calling, organizational identification, and work engagement. Practical implications for how to promote teacher innovation are also discussed.

Teachers and Parents Perceptions of the 9-Year Compulsory Education Policy in Indonesia

The Nine-Year Compulsory Education Policy in Indonesia aims to enhance access to and quality of basic education for all school-aged children. This study aims to analyze the perceptions of teachers and parents regarding this policy and to identify the factors influencing their views. The research methodology employed includes both quantitative and qualitative approaches. Data were collected through questionnaires and in-depth interviews with teachers and parents in several regions of Indonesia. The analysis techniques used include frequency distribution, percentages and averages to describe teachers' and parents' perceptions of the 9 Year Compulsory Education policy. The results indicate that the majority of teachers and parents support this policy, despite some challenges in its implementation. Factors such as economic conditions, accessibility to education, and the quality of educational facilities influence their perceptions. The recommendations from this study include increased policy socialization, provision of adequate educational facilities, and enhancement of teacher competencies.

Niche-Making in Intersectional Spaces: Narratives of a Mathematics Teacher Union Activist

In a world of rigid social norms that have shaped women’s lives, there are those who have broken stereotypes and advanced the field. This qualitative research investigates the narratives of Kaisog, a mathematics teacher whose strategic and deliberate decisions created within intersectional spaces brought about a negotiation of a mathematics teacher’s professional identity in the eventual creation of a new professional category: that of a mathematics teacher union activist. This paper explores the three categories of intersectionality namely structural, representational, and political, that were present in the life of Kaisog. Thematic analysis of the data revealed three themes of intersectionality: Neglecting the Vulnerable, Selective Mathematics, Women in the Workplace, and Being Queer in Society. It also argues how these intersectional spaces created niches for Kaisog: The Designated “Mother” Role, Decolonizing the Mathematics Curriculum, and Social Justice through Mathematics Education. Kaisog’s empowering structures include quality basic education, brilliant teachers, a matriarchal Ilonggo culture, and supportive family. Kaisog used mathematics as a tool for liberation and for achieving social justice and thus, creating a new niche for herself, that of a mathematics teacher union activist.

Sosialisasi Pemanfaatan Canva dan Quizziz dalam Pembelajaran

Quality basic education is inextricably linked to teacher competence. Competence is a person's ability or capability to perform a task based on his abilities. However, following the Covid-19 pandemic, many schools, including instructors, are struggling to adapt to the New Normal Era. One of these is elementary School No. 11 Dauh Puri, one of Denpasar's public elementary schools. Most teachers are elderly, and professional skill is required to design instructional media in a creative manner. One of the issues of Elementary School 11 Dauh Puri is teacher competence. Teachers lack the necessary expertise in science and technology to create engaging learning materials, particularly for foreign languages, that spark student interest. One of the methods proposed for improving teacher abilities is to provide training in the use of Canva as learning materials as well as the usage of Quizziz for assessment or evaluation of student learning. Teachers appreciate community service, which includes the use of Canva and Quizziz to create teaching materials. Despite the fact that she had official training, the teacher feels helped.

COMMUNICATIVE COMPETENCE OF FILIPINO ENGLISH LANGUAGE TEACHERS: BASIS FOR A DEVELOPMENT PROGRAM

Ongoing professional development and implementation of supportive educational policies are important to address the linguistic challenges faced by non-native English language teachers (NNETs). These would enhance educational outcomes for students and improve the quality of basic education. This mixed-method exploration of the communicative competence of NNETs in Arakan, North Cotabato, Philippines, used descriptive-evaluative design, correlation, and In-Depth Interviews (IDIs). The findings showed that predominantly young female NNETs with diverse educational backgrounds had significant deficiencies in phonology and notable inadequacies in syntax, morphology, lexicon, and orthography despite their diligence in lesson preparation. Significant correlations were found between the subjects taught and lexicon proficiency, as well as the number and types of subjects handled and morphology competence. However, no significant correlations existed between their competence and educational attainment, job description, or seminar attendance. Additionally, significant differences were observed in orthographic proficiency by age and syntactic proficiency by gender, while civil status did not significantly impact competence levels. These findings underscore the urgent need for targeted professional development for NNETs. Specialized training or advanced English courses are essential to address linguistic shortcomings. With improved grammatical and linguistic skills, NNETs can enhance their pedagogical effectiveness and ensure the delivery of quality basic education.

Estimating the extent of educational resource deprivation among basic schools and its effect on quality education in Ghana

Policymakers continue to contend with the challenge of measuring and classifying schools concerning educational resources, which makes it difficult for policy development and implementation towards efficient allocation of the scarce resources available to education managers. This study, therefore, sought to estimate the extent of educational resource deprivation among Basic Schools in Ghana and find out its effect on the delivery of quality education. The study used data from the Annual School Census (ASC Data) (2015/16–2018/19) and Basic Education Certificate Examination (BECE) pass rates (2015/16–2018/19) The findings revealed that the extent of educational resource deprivation has improved from 45.1 % in 2015/16–35.4 % in 2018/19 with higher regional disparities. The incidence of deprivation has also improved from a highest 83.6 % to a lowest 77.9 % while the intensity of the deprivation in Ghanaian basic schools changed from 49.6 % to 46.7 % with the northern sector of the country, especially the Brong Ahafo Region recording highest levels of deprivation. Again, it was found that quality basic education as evident in performance in BECE is determined by the availability of library facilities and ICT infrastructure, the nature of school building, supervision, teacher-pupil ratio, and availability of professional teachers. The study recommends the adoption of the Multidimensional Education Resource Deprivation Index (MERDI) as a guiding index in Ghana's educational resource distribution. Also, the Ghana Education Service should prioritise the deployment of quality teachers and the distribution of textbooks and other reading materials.

Improving Literacy and Numeracy in Natural Primary Schools Campus Teaching Program: SRL

The Teaching Campus Program is an important initiative to improve the literacy and numeracy skills of elementary school students in Indonesia. The aim of this research is to evaluate the effectiveness of these programs in achieving their goals using the Systematic Literature Review (SLR) method. Of the seven articles analyzed starting from campus programs teaching classes 1, 2, 3, 4, 5 and 6, it was found that these programs succeeded in increasing students' interest in learning, reading, writing and numeracy skills, as well as strengthening their personality and social skills. A holistic approach that includes the use of technology and community involvement has proven effective in creating a supportive learning environment. However, challenges such as program consistency and resource support must be addressed to ensure long-term sustainability. Therefore, these programs have great potential to improve the quality of basic education in Indonesia, but further efforts are needed to maximize their impact.

Promotion of the Russian Language in the education system of Tanzania: conditions, demand, «deficits» and potential «growth points»

The article analyzes the program documents regulating functioning of the education system of Tanzania, examines the socio-economic factors affecting its development, analyzes the language policy, as well as the state policy of the Government of the United Republic of Tanzania in the field of education, which is considered to be a strategic factor in the transformation of mentality and the creation of a well-educated nation, sufficiently possessing the knowledge necessary for competent and competitive solutions to the challenges facing the country. The authors identify objectives of the education system of Tanzania, aimed at promoting universal access to quality basic education, including preschool, primary and secondary education; eradication of illiteracy; dissemination of high-quality higher education, providing training of highly qualified personnel necessary for the effective development of all sectors of the economy. The problems faced by the education system of Tanzania, the ways to solve them and the prospects for development are determined. The activities of the Representative Office of the Federal Agency for the Commonwealth of Independent States, Compatriots Living Abroad, and International Humanitarian Cooperation, which is the coordinator of the promotion of the Russian language and culture in Tanzania, are described in detail. The factors influencing the demand for the Russian language, increasing motivation to study it and the demand for Russian education in general among the youth of Tanzania, as well as the formation of a positive image of Russia in the minds of Tanzanians, are identified. The conditions, «deficits» and potential «growth points» of the promotion of the Russian language in the education system of Tanzania are determined. The article presents the results of the survey conducted during the official visit of the delegation of the Samara State University of Social Sciences and Education to Tanzania, which determined the future prospects of the study, which will result in designing a modular training program for teachers of Russian as a foreign language for educational organizations of the United Republic of Tanzania in the system of Russian teacher training education, including a Russian as a foreign language course at a preparatory department, bachelor’s and master’s degree programs and advanced training for teachers of Russian as a foreign language.

TPACK Ability Test for Junior College Teacher Internship Students in Primary School Chinese

Background and Aims: TPACK (Technological Pedagogical and Content Knowledge) is an essential ability for teachers in the digital era that has a high effect on the quality of basic education. In this paper, 55 junior college teacher education students in the class of 2021, majoring in elementary education as teacher education students in Guangxi, were measured at the beginning of their educational internships to understand their level of TPACK. Methodology: Using a homemade TPACK measurement tool, a test paper, which experts had evaluated. Research results indicate that the scores in the seven dimensions of TK, PK, CK, TPK, TCK, PCK, and TPCK range from 30.5% to 61%, among which TPK was the highest and TK was the lowest. Overall, the TPACK ability was at a low level. Results: Results showed that the TPACK test results of teacher education students of primary school Chinese will provide an important basis for formulating TPACK improvement strategies in the internship stage. Conclusion: The results show that measuring TPACK competency in Chinese teacher education students in elementary schools is an essential first step toward developing focused tactics to improve TPACK in the internship stage. This realization emphasizes how important it is to match educational interventions to particular skill development requirements to maximize teaching efficacy in elementary school environments.

Georgia

In (FY) 2023, due to several educational funding prioritizations by Governor Brian Kemp, educational funding in Georgia appeared to have a promising outlook. However, (FY) 2024 presented several funding and political challenges for P-12 and higher education. Slight increases in P-12 funding were negated by cost-of-living and other economic increases, while higher education funding struggled with the anecdotal enrollment precipice. Additionally, many proposed funds were eliminated when the governor disregarded and vetoed budget line items. Georgia’s P-12 educational per-pupil expenditure remains dismal, ranking very low among states in the United States. Many national calls have been made for amendments to state funding formulas to adjust for poverty and other factors; however, the Quality Basic Education (QBE) in Georgia has seen no movement. This is very unfortunate, considering the nationwide trend. Finally, Georgia has two considerable threats to public education funding that have significant implications.

Teachers’ Views on the Conduct of Class Observation: The Philippine DepEd Setting

The Philippine Department of Education (DepEd) reiterated the need to conduct class observations to help ensure the delivery of quality basic education to all learners. It developed the Results-Based Performance Management System (RPMS) Manual for Teachers and School Heads, aligned with the Philippine Professional Standards for Teachers (PPST). The manual provides school heads and other raters with a detailed reference to help understand the tools and the different phases of assessment within the various cycles of RPMS, ensuring that mechanisms are in place to support teacher performance (DepEd, 2018). It is on this premise that this study is conducted. Primarily, it aimed to ascertain the elementary teachers’ views on the conduct of the class observations. Likewise, it also identified the factors necessary for the smooth conduct of the class observations. This study utilized the case study research design. It involved eighteen (18) elementary teacher participants and three (3) school principals, utilizing a purposive sampling design. The interview guide was used to gather the data, which was analyzed using the Collaizzi’s method. The study found that the elementary teachers’ views are characterized as systemic and observer expertise. The factors necessary for the smooth conduct of the class observations are: (1) observe honesty, confidentiality, and collegiality; (2) provide actionable feedback; and (3) support productive collaboration among teachers. Future researchers may duplicate this study on a national scale to validate the study’s findings.

School Leadership Strategy to IncreaseTeacher Professionalism and Its Impact on the Quality of Learning Education at Marcelo 2 Comoro School

Problem Formulation How are the school director's strategy steps to increase Professionalism Teacher in basic education. Research Objectives To analyses the School Director's strategy to increase Teacher Professionalism and its impact on improving the quality of basic education. The research findings will build theories for the School Leadership Strategy, especially increasing teacher professionalism, which focuses on the quality of learning. This knowledge will be a reference for the academic community and professionals to carry out continuous verification and discovery of this branch of science. In order to deepen our efforts, it is a basis to deepen and develop further for further research. Education is an inspiration for science, when the quality of the country's development process is in progress, the quality of basic education that is strong and strong can also affect the future development of the Nation. The leadership strategy has a range of ways to increase Professionalism teachers in order to have a good quality impact on learning for students. The method also has two or more meanings that are sought to find the practice of attitude, mentality, intellectual capacity, which has their purpose. The time for conducting the survey is on the start date and the end date. The start date of the survey was July 31th and August 11th 2023 and the location of the survey was conducted in the Basic. Education of Marcelo 2 Comoro Administrative Post of Dom Aleixo, Dili Municipality. Data collection techniques include Observation, Interview, documentation, data analysis techniques by qualitative methods, such as data collection, data reduction, data display, data verification. Research findings show that leadership responds to the same purpose that leaders aim to improve the quality of teaching learning through various ways to increase teacher professionalism to ensure quality of learning. In conclusion, the steps used by the leadership to improve the quality of the teacher's professionalism through a range of academic training, the leadership strategy is used to facilitate teachers at different levels of education to ensure quality, when implementing these strategies there are always obstacles but the leadership is low in order to overcome them, through leadership efforts it can contribute to improving the quality and quality of learning.

PENDAMPINGAN PROGRAM KAMPUS MENGAJAR ANGKATAN 7 UNTUK MENINGKATKAN LITERASI DAN NUMERASI DI SDN 1 ARYOJEDING KABUPATEN TULUNGAGUNG

The Campus Teaching Batch 7 program aims to improve literacy and numeracy at SDN 1 Aryojeding, Tulungagung Regency, through comprehensive mentoring. The program involves students as agents of change who collaborate with teachers in designing and implementing innovative learning strategies. The methods used include observations, interviews, and pre- and post-intervention evaluations to measure the effectiveness of the program. Preliminary results show a significant improvement in students' reading and numeracy skills after participating in this program. Intensive mentoring and the use of interactive learning media proved effective in motivating students and improving their understanding of basic literacy and numeracy concepts. In addition, the program also succeeded in improving teachers' skills through a sustainable learning model. The success of this program shows the importance of collaboration between universities and primary schools in creating a better learning environment. It is hoped that this mentoring model can be adapted and applied in other schools to improve the quality of basic education in Indonesia.

PENDAMPINGAN MAHASISWA PROGRAM KAMPUS MENGAJAR ANGKATAN 7 DALAM UPAYA PENINGKATAN KEMAMPUAN LITERASI DAN NUMERASI DI SDN 3 REJOTANGAN KABUPATEN TULUNGAGUNG

The Campus Teaching Batch 7 program aims to improve students' literacy and numeracy skills through student mentoring at SDN 3 Rejotangan, Tulungagung Regency. This activity examines the effectiveness of the mentoring program in overcoming the problem of low student literacy and numeracy skills. The methods used are observation, interviews, and pre- and post-assistance tests to measure changes in students' abilities. The results show that there is a significant improvement in students' literacy and numeracy skills after receiving intensive assistance from students. This program also had a positive impact on students' learning motivation, as seen from the increased participation and enthusiasm of students in learning activities. The mentoring students acted as facilitators, providing interesting and relevant materials, and using interactive and fun learning methods. In addition, the collaboration between student assistants, teachers, and parents also supports the success of this program. Student assistance in the Teaching Campus Program Batch 7 is effective in improving students' literacy and numeracy skills at SDN 3 Rejotangan. Recommendations are given to develop similar programs in other schools to improve the quality of basic education in Indonesia.

Optimizing Educational Processes: Strategies for Enhanced Primary and Secondary Education Implementation

The research aims to describe the implementation of primary and secondary education in schools. The type of research used in this research is descriptive qualitative. The subjects of this research were school principals, teachers, and students—data collection techniques through observation, interviews, documentation, questionnaires, and triangulation (combination). Data analysis techniques are carried out by reducing data, compiling data presentation, drawing conclusions, and verification. The research findings are that strategies for improving the implementation of primary and secondary education in optimizing the educational process can be implemented by schools and madrasas by planning the implementation of education, expansion and equalization of opportunities for quality basic education, including the development of alternative education; developing curriculum according to the needs of educational institutions (modifying); preparing school activity plans and budgets, managing according to technical instructions, making accountability letter and financial reports. The need for improvements in several crucial aspects of the education system, namely the development of a more relevant and effective curriculum, strategies for managing education funds that can optimize the use of available financial resources, effective education expansion, and equity strategies, increasing the competence of teachers and teaching staff are also important implications. This research stimulates innovation in the education system, such as the development of new learning methods or the integration of technology in the learning process, with concrete steps that educational institutions and policymakers can take to improve the quality and access to primary and secondary education, ensuring that all individuals have an equal opportunity to receive a quality education.

Agile Management Practices and Project Performance in Rwandan Schools: A Case of Rwanda Quality Basic Education for Human Capital Development Project

Agile Management Practices and Project Performance in Rwandan Schools: A Case of Rwanda Quality Basic Education for Human Capital Development Project

Implementasi Teori Pendidikan Ki Hajar Dewantara: Tinjauan Praktik Pembelajaran dan Dampaknya pada Peningkatan Kualitas Pendidikan Dasar

This study aims to investigate the implementation of Ki Hajar Dewantara education theory at the basic education level, especially at SD Negeri Ngudirejo 1, Jombang District, focusing on learning practices and their impact on improving the quality of basic education. Ki Hajar Dewantara, as an Indonesian education figure, is known for his contribution to the development of holistic and humanist education. This study uses a qualitative approach with classroom observation methods, interviews with teachers, and document analysis to collect data on learning practices related to the theory of Ki Hajar Dewantara. The results showed the implementation of various aspects of Ki Hajar Dewantara theory in learning practice at SD Negeri Ngudirejo 1. Teachers adopt principles such as freedom of learning, stage play is stage learning, and empowerment of learners. In addition, this study reveals the positive impact of the implementation of the Ki Hajar Dewantara theory on improving the quality of basic education, both in terms of learning outcomes and character development of students. The application of Ki Hajar Dewantara theory in learning practice at SD Negeri Ngudirejo 1 has a positive impact in forming students who are more independent, creative, and have strong character. These findings contribute to the understanding of educational practices in accordance with the principles of Ki Hajar Dewantara and reinforce the urgency of applying the theory in improving the quality of basic education in Indonesia. The implications of this research can also be the basis for the development of education policies that are more oriented towards holistic and humanist approaches advocated by Ki Hajar Dewantara.