School Quality Assurance

SCHOOL QUALITY ASSURANCE A. School Quality Management Theory In the context of education quality, the definition of quality refers to the education process and education outcomes. In a quality education process, various inputs are involved, such as teaching materials (cognitive, affective, psychomotor), methodology, school facilities, administrative support, facilities and infrastructure, and other conducive resources. According to Danim (2008), input quality can be seen from 4 sides, including the following: 1. The good or bad condition of human resource input such as the principal, laboratory teachers, administrative staff, and students. 2. Whether or not the input criteria for materials in the form of teaching aids, books, curriculum, school infrastructure and facilities, and others are met 3. Whether or not the input criteria in the form of software are met, such as regulations, organizational structures and job descriptions 4. Input quality that is in the form of hopes and needs, such as vision, motivation, perseverance and ideals. The characteristics of a quality school according to Sallis (2006) include the following: 1. The school focuses on customers, both internal and external customers 2. The school focuses on efforts to prevent problems from arising, meaning there is a commitment to working correctly from the start 3. The school has an investment in its human resources 4. The school has a strategy to achieve quality, both at the leadership level, academic staff, and administrative staff 5. The school manages or treats complaints as feedback to achieve quality and positions mistakes as an instrument to do right in the next event or incident 6. The school has a policy in planning to achieve quality 7. The school strives for an improvement process by involving everyone in accordance with their main tasks, functions and responsibilities 8. Schools encourage people who are seen as having creativity, are able to create quality, and stimulate others to be able to work with quality. B. Regulations on the Education Quality Assurance System The regulations related to the education quality assurance system in Indonesia are: 1. Regulation of the Minister of National Education No. 28 of 2016 concerning the Education Quality Assurance System 2. Regulation of the Government of the Republic of Indonesia Number 19 of 2005 concerning National Education Standards 3. Regulation of the Ministry of National Education (Permendiknas) of the Republic of Indonesia Number 63 of 2009 Article 2 concerning the Education Quality Assurance System. C. School Quality Assurance Practices 1. Quality Assurance System in Hong Kong (Quality Assurance Framework in Hong Kong) In general, the framework for quality assurance in schools has the following characteristics 1. Quality assurance is based on general, open and objective performance indicators, which are formulated based on statements of objectives, which are used as a tool for assessing the quality of education in schools. 2. Quality assurance is carried out through a transparent and interactive process through self-assessment and quality assurance inspection. 3. Quality assurance is carried out by considering the strengths of various activities in the quality assurance process and school-based management, as well as traditional values and the needs of schools to change. 4. Quality assurance is carried out by maintaining a balance between support for schools through partnerships and pressure on schools through monitoring. 5. The purpose of Quality Assurance is to achieve quality school education through development and accountability. The performance indicators used as references in the assessment carried out in the quality assurance process include 4 domains, namely: 1. Management and organization 2. Learning 3. Support for students and school ethos 4. Learning achievement In the quality assurance process, it is carried out at three (3) levels, namely: 1. School level 2. Territorial level 3. International level