The internal quality assurance system (IQAS) of the secondary education unit is a quality assurance system which involves all components in the education unit. However, IQAS seemed to be scarcely heard in many private schools, including that of the Islamic private high schools in Mataram -West Nusa Tenggara Province, Indonesia. The purpose of this research is to find out to what extent do teaching staffs, school principals, and other members of the education unit understand and apply the IQAS in their schools so that the quality of the process as well as the learning outcomes of the students could be equivalent with what have been established at public schools. Using qualitative descriptive method, data were collected through document, questionnaires, and interviews with teachers, principals, and supporting education unit staffs. The results of the study claimed that the teaching staff and education unit as a whole did not fully understand the IQAS of the secondary education unit. IQAS programs were not well organized to meet the national education standards. All school members did neither have a good understanding of IQAS nor a good quality assurance team. Consequently, school programs did not lead to gradual quality improvement to achieve or even exceed the national education standards.
Abstrak: Tingkat pengetahuan warga sekolah terkait dengan Sisitem Penjaminan Mutu Internal (SPMI) masih pada tingkat rendah yang masih perlu dikembangkan sebelum membentuk sistem penjaminan mutu internal satuan pendidikan. Selain itu pemahaman pendidik terkait standar pendidikan nasional yang sangat berhubungan dengan tugasnya masih pada tingkat cukup sehingga masih perlu peningkatan pemahaman agar bisa melaksananakan proses dan evaluasi sesuai dengan standar. Perlu pengembangan bagi tenaga pendidik dan kependidikan dalam hal pengetahuan dan keterampilan dalam implementasi penjaminan mutu internal melalui tim khusus dari eksternal satuan pendidikan sampai sekolah tersebut siap untuk bisa melaksanakan sistem penjaminan mutu internal. Untuk dapat melakukan penjaminan mutu pendidikan, satuan pendidikan perlu membentuk SPMI sesuai dengan stándar dan aturan yang berlaku Estándar Nasional Pendidikan (SNP) walaupun dilihat dari nilai akreditasi mencapai stándar tertinggi. Dengan demikian diperlukan kajian terkait dengan sistem penjaminan mutu internal di sekolah-sekolah tersebut agar secara bertahap bisa memenuhi SNP atau bahkan melebihinya. Kata Kunci: Sistem Penjaminan Mutu internal (SPMI), Standar Nasional Pendidikan (SNP), Satuan Pendidikan Menengah
Will Javanese language die in ten to fifteen years to go? The answer tends to be "no". How about in coming two or three generations? The answer will be "possibly yes". The fact, since the day of the independence declaration of the Republik of Indonesia, Javanese language has been undergoing a process what may be called language obsolescent or language replacement, or language demise or language death, in a certain degree. There are at least two reasons to support the prediction on that undesired destiny of the Javanese language in next generation periods. First, in this global era caused by the speed development of science and technology especially in transportation and communication, half of the total languages in the world, around 6000 languages, were dead in the past three centuries and ten languages will die every year. Some local languages have been replaced by, not many but powerful and dominant international languages, like English, and by national language like Indonesian in Indonesia. In Semarang and possibly other cities in Java not including Surakarta and Yogyakarta, Javanese people rarely speak krama, in a situation where it should be, while at least in rural area where ngoko was used, now in certain domains are replaced by Indonesian language significantly, where the speakers are young generation. Javanese language, said many people, has been a foreign language taught in elementary school to senior high school. Today, however, in informal situation among those who are familiar one with another, especially between people from lower status, lower Javanese or ngoko is still used in many places, and full Javanese (ngoko and krama) is still used in areas such as Demak, Purwodadi, Salatiga, and Pekalongan. This phenomena will unlikely change in 5 to 10 years to go. But no one, I think, will dare to guarantee if people use one to two generations as criterion. Now people with different backgrounds have been without hesitant to choose Indonesian as their children's mother tongue since 30 to 35 years ago, with many different reasons. Two among other reasons are, first, for their children's success in school, and second, parents don't want their children speak with them using ngoko, so it seems no choice but Indonesian. How about with krama? It is not a secret any more that some parents in Semarang city tend not having communicative competence to speak krama. Entering global era in this reformation period, English language has been used everywhere in this country although actually people still use Indonesian, so what I mean is that that is a case of code-mixing. What is important to note here is that people's attitude toward that foreign language can be considered to endanger the status of Indonesian because of the high status of that foreign language in the situation only few people speak standard Indonesian, an Indonesian prestigious variety. It is clear without saying with the fate of Javanese language if no people are aware with the situation. This article proposes some suggestions to anticipate the situat...
Penelitian ini bertujuan untuk mengetahui kontribusi kinerja Komite Sekolah dan kepemimpinan kepala sekolah terhadap mutu pembelajaran di SMAN 1 Tanjung Kabupaten Lombok Utara. Penelitian ini menggunakan pendekatan kuantitatif yang melibatkan dua variabel bebas yakni: kinerja Komite Sekolah dan kepemimpinan kepala sekolah. Dengan satu variabel terikat yakni mutu pembelajaran.Penelitian ini dilakukan di SMAN 1 Tanjung Kabupaten Lombok Utara dengan populasi penelitian yakni semua personil sekolah tersebut dan mengambil sampel sebanyak 90 orang.Data penelitian dikumpulkan dengan menggunakan kuesioner dan dianalisis menggunakan statistik regeri sederhana, regresi ganda. Hasil penelitian ini menunjukkan bahwa: (1) terdapat kontribusi signifikan kinerja Komite Sekolah terhadap mutu pembelajaran di SMAN 1 Tanjung Kabupaten Lombok Utara dengan nilai kontribusi sebesar 8,6%, (2) tidak terdapat kontribusi signifikan kepemimpinan kepala sekolah terhadap mutu pembelajaran di SMAN 1 Tanjung Kabupaten Lombok Utara, (3) terdapat kontribusi signifikan kinerja Komite Sekolah dan kepemimpinan kepala sekolah terhadap mutu pembelajaran di SMAN 1 Tanjung Kabupaten Lombok Utara dengan nilai kontribusi sebesar 13,1%.
Tujuan penelitian ini adalah untuk mengetahui pengaruh antara pelaksanaan komunikasi kepala sekolah dan iklim kerja organisasi sekolah terhadap kinerja guru secara sendiri-sendiri maupun secara bersama-sama dengan kualitas pembelajaran pada sekolah dasar negeri di Kecamatan Mataram Kota Mataram. Untuk memperoleh data dalam penelitian adalah menggunakan metode ex-post fakto. Populasi dalam penelitian ini adalah seluruh guru sekolah dasar negeri di Kecamatan Mataram. Sampel penelitian sebanyak 60 orang guru yang ditentukan dengan teknik simple random sampling. Teknik pengumpulan data menggunakan kuesioner. Analisis data menggunakan uji regresi dan korelasi. Hasil penelitian menemukan ada pengaruh positif dan signifikan antara komunikasi kepala terhadap kinerja guru, iklim kerja organisasi sekolah terhadap kinerja serta komunikasi kepala sekolah dan iklim kerja organisasi sekolah secara bersama-sama terhadap kinerja guru sekolah dasar negeri di Kecamatan Mataram Kota Mataram. Dapat direkomendasikan dari uji komparasi dan uji statistik ternyata secara bersama-sama komunikasi kepala sekolah dan iklim kerja organisasi sekolah terhadap kinerja guru memberikan kontribusi yang lebih positif dan signifikan daripada secara parsial.
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