Basic Concepts Integrated Quality Management

BASIC CONCEPTS INTEGRATED QUALITY MANAGEMENT Background National education standards are the minimum criteria that must be met in the implementation of education. National Education Standards include Content Standards, Process Standards, Graduate Competency Standards, Educator and Education Personnel Standards, Infrastructure Standards, Management Standards, Financing Standards, Assessment Standards. To maintain the quality of education, consistency of the function and purpose of education, the curriculum, learning process, and overall managerial must refer to and be guided by the National Education Standards. Government Regulation (PP) No 19 of 2005 on National Education Standards. The regulation explains that the national education standards are the minimum criteria for the education system in all jurisdictions of the Republic of Indonesia. In line with the implementation of the national education standards, the government mapped schools based on the level of fulfillment of the national education standards, namely schools that have met or almost met the national education standards and schools that have not met the national education standards. Basic Concepts of Standards Quality 1. Definition of Quality and Integrated Quality of Education Definition of Quality • According to the Big Indonesian Dictionary, Quality is a measure of the good and bad of an object, condition, level or degree (intelligence, intelligence, and so on). • According to Oemar Hamalik, the definition of quality can be seen from two sides, namely the normative aspect and the descriptive aspect. In the normative sense, quality is determined based on intrinsic and extrinsic considerations (criteria). Based on intrinsic criteria, the quality of education is a product of education, namely educated humans in accordance with ideal standards. Based on extrinsic criteria, education is an instrument to educate, a trained workforce. In a descriptive sense, quality is determined based on the state of learning achievement test results. • According to Feigenbaum (in Abdul Hadis and Nurhayati p. 84) quality is full customer satisfaction. A product is considered quality if it can provide full satisfaction to consumers, namely in accordance with consumer expectations for the products produced. Definition of Integrated Quality Education • Integrated Quality Management (TQM) of Education according to Edward Sallis is a philosophy of continuous improvement, which can provide a set of practical tools to every educational institution in meeting the needs, desires, and expectations of its customers, now and for the future. • According to Uhar Saputra, quality management can simply be defined as management activities to manage quality. Meanwhile, quality management can be said to be an activity of the overall management function that determines quality policies, objectives, responsibilities, and implements through quality management tools, such as quality planning, quality control, quality assurance, and quality improvement. 2. Principles of Integrated Quality Management According to Dean as cited by Ali Djamhuri (2001:8) the general principles of Integrated Quality Management include: a. Organizations that focus on achieving customer satisfaction (Customer Focus Organization). The organization, in this case management, must be able to optimize all the potential and resources of the organization and the existing system to create activities towards achieving customer satisfaction. Achieving customer satisfaction includes all stakeholders, both within the organization and outside the organization. b. Leadership Leadership is the process of influencing others to achieve organizational goals. Therefore, leaders must have a clear vision and mission, so that both can be outlined in the policies that will be taken. c. Involvement of all organizational participants (People Organization) All components in an organization must be involved. This means that the entire organization must always strive for continuous improvement. Improvement is not only from the principal, teachers, administrative staff, but all school community must have a commitment to make improvements. In other words, all members of the school community must be involved in efforts to provide the best possible service to customers. d. An approach that emphasizes process improvement (Process Approach) Lack of information system support and success measurement tools MMT assumes that the final output of an organization is not solely seen partially, but a long process. The process is carried out consciously by each individual. These activities are also interrelated with each other so as to produce organizational output. It is clear that graduates are not merely the product of academic staff, or employees, but involve a process that involves academic staff, employees, principals, students, parents, government, the business world, and the wider community, whose proportions are of course different from one another. e. Implementation of management using a system approach In an organizational context, efforts to improve certain processes must be linked to other processes. Because the parties related to the process are a series that cannot be separated. Demands for quality improvement. Learning cannot be done by teaching staff alone, but must also involve aspects of administration, leadership, facilities, and the creation of an optimal or supportive organization. f. Continual improvement measures (Continual Improvement or Kaizen) The core of continuous improvement by the leadership is human resources empowerment for both educational and administrative staff. Reality shows that not all organizational leaders realize the importance of empowering academic and administrative staff. Leaders are often more concerned with facility development or facility development. This is indicated by the existence of an education and training budget for both personnel, which is not at least less balanced than the physical development budget. g. Factual Apprecision Making Integrated Quality Management-MMT is based on customer satisfaction. Therefore, the orientation of MMT must be based on the facts desired by customers. On the other hand, satisfaction is related to quality. The implication is that the quality of satisfaction must be measurable and can be monitored at any time. In this way , organizational leaders must still be able to create and develop measuring instruments as the success of an institution.and develop measuring instruments as the success of an institution. 3. Benefits of Quality Management There are several benefits of integrated quality management in learning, including: 1. Assist in redefining the purpose and responsibilities of the school. The implementation of TQM in education will help clarify the role of each school component. Such as the principal, teachers, students, and the community. 2. Provide assistance in planning comprehensive leadership training for educators at all levels. 3. Designing the whole child development. This means that the existence of TQM will provide benefits to the design or design in the development of students. 4. Improving the performance of the learning process through increased productivity, effectiveness and efficiency. 4. Quality Management Objectives Quality management itself has several objectives that are expected to be achieved in the process. Namely: a. Establishing a vision and work standards for members of an organization or business entity b. Building motivation and work culture in organizations and business entities c. Help increase trust in the products produced by the company from both members and customers or clients. d. Provide innovation or further development of the company or organization itself. 5. Management Functions Quality Quality management has a function as a reference or benchmark in managing the quality provided by a company, organization or business entity. This will greatly affect the quality and performance of all company members in carrying out their respective duties in order to achieve the goals and vision of the company. Concept of Education and SNP (National Education Standards) 1. Education concept Education can be seen from various perspectives that can provide different meanings, but have the same ultimate goal of improving the quality of human resources. In the National Education System Law No. 20 of 2003, states that education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have spiritual strength, religion, self-control, personality, intelligence, noble character, and skills needed by themselves, society, nation and state. In the Big Indonesian Dictionary, it is explained that education is the process of changing the attitudes and behavior of a person or group of people in an effort to mature humans through the process of teaching and training: process, method, act of educating. In addition, several experts also expressed their views on the concept of education. Among them, Soegarda Poerbakawatja (1982) states that the definition of education can be interpreted broadly and narrowly. Broadly speaking, education includes all actions and proposals from the older generation to transfer their knowledge, experience, In a narrow sense, education is the same as teaching, although in the process of education, teaching will also be included as a form of educational activity. In a narrow sense, education is the same as teaching, although in the educational process teaching will also be included as a form of educational activity. (Foundation of Education, 2017: 26). From this explanation, it can be concluded that education is a process of changing one's self towards maturity with learning activities. In terms of components, education consists of: a) Curriculum; The curriculum is a component that deals with the objectives and reference materials for interaction, both explicit and implicit. b) Learning; Learning is a component that deals with the process of implementing interactions from the point of view of students c) Educating and teaching; Educating and teaching are components related to the process of implementing interactions from the point of view of educators. d) Educational environment; The educational environment concerns the situation that exists when teaching and learning interactions are taking place. e) Educational evaluation; Educational evaluation is concerned with the principles, mentality, techniques and procedures of using methods or things done in achieving educational goals. 2. National Standards Education Based on Law Number 20 of 2003 (in Poerwanti, E. & Suwandayani, I. B., 2020: 7), national education aims to develop the potential of students to become human beings who are faithful and devoted to God Almighty, have noble character, are healthy, have energy, are capable, creative, independent, and become democratic and responsible citizens. To realize the goals of national education, the National Education Standards (SNP) are needed. The National Education Standards are guidelines in planning, implementing and monitoring education in order to realize quality education. The benchmark for achieving the effectiveness of education implementation is regulated in 8 National Education Standards that have been set by the National Education Standards Agency (BNSP). The 8 National Education Standards are as follows: a. Content Standards Content standards are the scope of material and the minimum level of competence as outlined in the criteria regarding graduate competencies, study material competencies, subject competencies, and learning syllabus that must be met by students at certain levels and types of education. Content standards contain the basic framework and structure of the curriculum, learning load, education unit level curriculum, and education calendar (Poerwanti, E. & Suwandayani, I. B., 2020: 9). b. Process Standards Basically, process standards relate to standards in the implementation of learning in an education to achieve graduate competency standards. The implementation of the learning process in educational units should be organized in an interactive and inspiring manner, so as to motivate students to actively participate in learning activities. In order for the learning process to be carried out effectively and efficiently, each education unit needs to carry out careful and organized planning in a series of implementation of learning activities, starting from planning the learning process, implementing the learning process, assessing learning outcomes, and supervising the learning process. c. Education Assessment Standards Educational assessment standards are national education standards relating to mechanisms, procedures and instruments for assessing student learning outcomes. To guarantee and control the quality of education in accordance with the National Education Standards (SNP), evaluation, accreditation and certification are carried out in education units. d. Graduate Competency Standards Graduate competency standards are qualifications for graduates that include attitudes, knowledge and skills. Graduate competency standards include minimum graduate competency standards for primary and secondary education units, minimum graduate competency standards for subject groups, and minimum graduate competency standards for subjects. Graduate competency standards include: • SKL for Education Units & Subject Groups. • SKL for primary school subjects. • SMP-MTs Subject SKLs. • Senior High School Subject SKLs. • ABDE special education subject SKLs. • SKL for SMK-MAK subjects. e. Standards for Educators and Education Personnel Educator and education personnel standards are criteria for pre-service education and physical and mental fitness, as well as in-service education. Based on these standards, educators must have academic qualifications and competencies as learning agents, be physically and mentally healthy, and have the ability to realize national education goals. Educators also need to fulfill four competencies, as follows: • Pedagogical Competence. • Personality Competence. • Professional Competence. • Social Competence. f. Management Standard Management standards are national education standards relating to the planning, implementation and supervision of educational activities at the education unit, district/city, provincial or national level in order to achieve the efficiency and effectiveness of education delivery. Management standards consist of: • Management Standards by Education Units. • Management Standards by Local Government. • Government Management Standards. g. Education Financing Standards Education financing standards are standards that regulate the components and amount of education unit operating costs that apply for one year. Education financing itself consists of: • Education unit investment costs, which include the cost of providing facilities and infrastructure, human resource development, and fixed working capital. • Personal costs, or education costs that must be incurred by students to be able to follow the learning process regularly and continuously. • Education unit operating costs, including salaries of educators and education personnel, consumable educational materials or equipment, and indirect education operating costs, in the form of water, telecommunication services, maintenance of facilities and infrastructure, and others. h. Facilities and Infrastructure Standards Infrastructure standards are national education standards that relate to minimum standards or criteria related to learning spaces, places to exercise, places of worship, libraries, laboratories, and other learning resources needed to support the learning process 3. Implementer Standard To monitor and evaluate the implementation of the National Education Standards (SNP), the National Education Standards Agency (BSNP) was established. Based on Government Regulation No. 19 of 2005 Article 73 Paragraph 1 (in Hidayat, W. I., 2020), in order to develop, monitor and report on the achievement of national education standards, a National Education Standards Agency (BSNP) was formed. BSNP is domiciled in the capital city of the Republic of Indonesia which is under and responsible to the minister. BSNP members consist of experts in various fields, such as psychometrics, educational evaluation, curriculum and education management who have insight, experience and commitment to improving the quality of education. According to Government Regulation No. 19 of 2005 Article 76 Paragraph 3, in carrying out its duties, BSNP is authorized to profit: a. Developing National Education Standards. b. Organizing the National Examination. c. Provide recommendations to the government and local governments in education quality assurance and control. d. Formulating graduation criteria from education units at the primary and secondary levels