KETERCAPAIAN STANDAR NASIONAL PENDIDIKAN DI SEKOLAH MENENGAH ATAS

Lia Yuliana, Sabar Budi Raharjo

Abstract


This study aims to determine the achievement of National Education Standards (SNP) based on accreditation data and the inhibitors in achieving National Education Standards at the high school level. A quantitative descriptive was used in this research. Data obtained from school principals, school supervisors, and education officers at the secondary education level. Data was obtained from guided discussion gathered with school principals, school supervisors, education officer representatives, and resource persons from academics and practitioners. Respondents were taken based on purposive sampling with the aim at accredited A schools in urban areas. Secondary data obtained from BAN-SM, whereas the primary data obtained from the implementation of eight National Education Standards. School with A grade in accreditation is assumed could provide information on the difficulties and obstacles in the implementation of the National Education Standards. The finding showed that based on 2017 accreditation there were three educational standards with the lowest achievements namely, Educator and Educational Staff Standards (PTK), Facilities and Infrastructure Standards and Graduates Competency Standards. It was also found that there are obstacles in achieving standards at the education unit level. Standards that are difficult to achieve are Educator and Educational Staff Standards, Facilities and Infrastructure Standards, and Financing Standards. Schools accept these standards so that the fulfillment of these standards depends on the quota given by the government.

Abstrak  

Penelitian ini bertujuan untuk mengetahui capaian Standar Nasional Pendidikan berdasarkan data akreditasi dan hambatan dalam pencapaian Standar Nasional Pendidikan jenjang Sekolah Menengah Atas. Penelitian menggunakan metode deskriptif kuantitatif. Data diperoleh dari kepala sekolah, pengawas sekolah, dan cabang dinas pendidikan pada jenjang pendidikan menengah. Data diperoleh dari kegiatan diskusi terpimpin dengan kepala sekolah, pengawas sekolah, perwakilan cabang dinas, dan berdasarkan purposive sampling pada sekolah yang terakreditasi A pada daerah perkotaan. Data sekunder diperoleh dari BAN S/M. Sedangkan data primer diperoleh dari implementasi delapan Standar Nasional Pendidikan. Hasil penelitian menunjukkan bahwa pada jenjang SMA berdasarkan akreditasi 2017 ada tiga standar pendidikan yang capaiannya paling rendah yaitu Standar Pendidik dan Tenaga Kependidikan, Standar Sarana dan Prasarana, dan Standar Kompetensi Lulusan. Hambatan yang ditemui dalam pemenuhan standar pada tingkat satuan pendidikan yaitu terutama pada Standar Pendidik dan Tenaga Kependidikan, Standar Sarana dan Prasarana, dan Standar Pembiayaan. Dengan demikian, belum semua standar pendidikan dapat dipenuhi oleh sekolah tetapi pada sekolah swasta yang mandiri standar pendidikan dapat dicapai dengan baik. 


Keywords


education achievement, National Education Standards, senior secondary school, ketercapaian pendidikan, standar pendidikan nasional, SMA

Full Text:

PDF (Indonesian)

References


Admiraal, W., Janssen , T., Huizenga, J. Kranenburg , F., Taconis, R. & Corda, A. (2014). Eassessment of student-teachers’ competence as new teachers. TOJET: The Turkish Online Journal of Educational Technology. 13 (4), 21-29.

Azim, S. & Khan, M. (2012). Authentic assessment: an instructional tool to enhance students learning. Academic Research International, 2 (3), 314-320.

Akpan, CP. & Ita, A.A. (2015). Teacher Professional Development And Quality Universal Basic Education In Lagos State, Nigeria. Global Journal of Arts, Humanities and Social Sciences 3(9), 65-76.

Alba, C. (2011). Strategi Peningkatan Mutu Pendidikan Di Perguruan Tinggi. Jurnal Sosioteknologi, 10(24),1184-1190.

Celik, S. (2011). Characteristics and Competencies for Teacher Educators: Addressing the Need for Improved Professional Standards in Turkey. Australian Journal of Teacher Education, 36(4), 18-32. http://dx.doi.org/10.14221/ajte.2011v36n4.3.

Devi, V., Devan, D., Soon, P. C., & Han, W. P. (2012). Comparison of self-directed learning readiness among students experiencing hybrid and traditional curriculum. Journal of Clinical and Diagnostic Research. 6(6), 1047-1050.

Frey, B.B., Schmitt, V.L. & Allen, J.P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research & Evaluation. 17 (2), 215-232.

McBer, H. (2000). Research into teacher effectiveness: A model of teacher effectiveness. Nottingham: Department for Education and Employment.

Jaedun, A., Hariyanto, L., & Nuryadin, ER. (2014). An evaluation of the implementation of Curriculum 2013 at the building construction department of vocational high schoos in Yogyakarta. Journal of Education, 7(1), 14-22.

Kalolo, J. F. (2015). The quest for quality science education experiences in tanzanian secondary schools. Journal of Studies in Education. 5 (2), 22-39, DOI:http://dx.doi.org/ 10.5296/ jse.v5 i2.7146.

Lee, Y.M., Mann, K.V. & Frank, B.W. (2010). What drives students’ self-directed learning in a hybrid PBL curriculum. Advances in Health Sciences Education. 15(3), 425–437.

Nurfaisal. (2017). Usaha-usaha manajerial dalam pencapaian Standar Nasional Pendidikan. Jurnal Manjemen Pendidikan, 12(1), 23-37.

Rusman. (2015). Curriculum Implementation at Elementary Schools A Study on “Best Practices” Done by Elementary School Teachers in Planning, Implementing, and Evaluating the Curriculum. Journal of Education and Practice. 6 (21), 106-112.

Rourke, A.J. & Coleman, K.S. (2011). Authentic assessment in e-learning: Reflective and Collaborative writing in the arts. Proceedings Ascilite 2011. Hobart: Concise Paper.

Raharjo, S.B. (2012). Evaluasi Trend Kualitas Pendidikan di Indonesia. Jurnal Penelitian dan Evaluasi Pendidikan, 16(2), 511-532.

Sallis, E. (2002). Manajemen Mutu Pendidikan (terj. Ahmad Ali Riyadi dan Fahrurrozi, 2006), Yogyakarta: IRCISOD.

Scholtz, A. (2007). An analysis of the impact of an authentic assessment strategy on student performance in a technology-mediated constructivist classroom: a study revisited. International Journal of Education and Development using ICT, 3(4), 42-53.

Sekretariat Negara. (2003). UU No. 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Jakarta: Lembaran Negara.

Sekretariat Negara, (2005). Peraturan Pemerintah Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan. Jakarta: Sekretariat Negara.




DOI: http://dx.doi.org/10.24832%2Fjpnk.v4i2.1457

Refbacks

  • There are currently no refbacks.


View My Stats

Copyright of Balitbang Kemendikbud © 2016

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.