VI. KESIMPULAN DAN REKOMENDASI
2. Rekomendasi:
1. Pertimbangan diberikan kepada Kementerian Pendidikan dan Kebudayaan, apakah perlu mempertahankan sertifikasi Sekolah Standar Nasional, mengingat cakupan yang luas dari sistem Pendidikan Dasar oleh Akreditasi sekolah/madrasah.
2. Dilangsungkannya sebuah proyek besar untuk meninjau elemen-elemen kunci dari Sistem Penjaminan Mutu Pendidikan bagi Pendidikan Dasar di Indonesia dengan tujuan untuk memastikan bahwa:
• semua elemen dari sistem beroperasi dalam kerangka Standar Pendidikan Nasional; • semua elemen sistem beroperasi atas dasar filosofi yang sama dalam upaya
penilaian kualitas pendidikan, misalnya, memberikan nilai-nilai yang relatif sama untuk masing-masing delapan Standar SPN;
• instrumen penilaian yang digunakan di bawah kerangka EQAS dibakukan sejauh mungkin untuk mengurangi entri data yang harus dilakukan oleh setiap Sekolah/Madrasah;
• data base DAPODIK digunakan sejauh mungkin untuk mengumpulkan bagian dari
data set yang dibutuhkan, dan
• ciptakan kesesuaian antara instrumen dan proses sistem Akreditasi dengan sistem SPM-PD sehingga Akreditasi pada tingkat terendah (Akreditasi C) tidak dapat diberikan kepada Sekolah/Madrasah tanpa mencapai persyaratan dalam SPM-PD. Namun diakui bahwa dalam rangka pencapaian SPM-PD, beberapa indikator kinerja dalam SPM-PD perlu disesuaikan serta beberapa indikator dalam proses Akreditasi harus diupayakan menjadi non-negotiable, sehingga dengan tidak memenuhi beberapa indikator yang non-negotiable tersebut berarti akreditasi bagi Sekolah/Madrasah tersebut tidak mungkin diperoleh.
LAMPIRAN A
PERBANDINGAN TIGA INSTRUMEN PENILAIAN EQAS
(PERATURAN MENTERI NO 20/2007) PADA TINGKAT SEKOLAH
Lampiran A.
Perbandingan Tiga Instrumen Penilaian EQAS (Peraturan Menteri No 20/2007) Pada Tingkat Sekolah Menengah
Komponen Elemen Standar Evaluasi SPN-
Permendiknas No.20/2007
Pertanyaan /Indikator untuk SMP/MTs
SPN Akreditasi EDS
A. Definisi
1 Education evaluation standard
N/A 2 Education evaluation 3 Test 4 Daily test 5 Mid-semester test 6 End-of-semester test 7 Grade promotion test
8 School/madrasah examination 9 National examination
10 Minimum completion criteria (KKM)
B. Prinsip Evaluasi SPN Akreditasi EDS
1 Valid N/A KS.4.9 2 Objective G.4.1 3 Fair -4 Integrated G.4.1 5 Transparent G.4.1
6 Comprehensive and continuous
-7 Systematic
-8 Criterion-based
-9 AccounTabel G.4.1
C. Teknik Evaluasi & Instrumen SPN Akreditasi EDS
1 Various techniques based on characteristics
N/A
-2 Written, oral, practice or performance
test G.4.10,
G.4.15 3 Observation during and outside class
sessions G.4.12
4 Individual/group, home/project
assignments G.4.10,
G.4.15 5 Meeting requirements for substance,
construction and language
-6 Meeting requirements for evaluation
instrument of education units -7 Meeting requirements for evaluation
instrument of government (National Exam/UN)
-D. Mekanisme Evaluasi dan
Prosedur SPN Akreditasi EDS
-Komponen Elemen Standar Evaluasi SPN-
Permendiknas No.20/2007
Pertanyaan /Indikator untuk SMP/MTs
SPN Akreditasi EDS 2 Design of evaluation strategy by
educators
-3 Kinds of test conducted by educators -4 Evaluation on learning results as one of
graduation requirements
-5 Final evaluation on learning results of aesthetics and physical education subject-groups
-6 Final evaluation on learning results of
religion+morals and civics+character building subject-groups
-7 Activity steps of school/madrasah
exams KS.4.2,
G.4.3 8 Evaluation on honourable morals
-9 Evaluation on characters
-10 Evaluation on local content subject -11 Involvement in self-development
activities
-12 Daily test results KS.4.2,
G.4.3 13 Form of evaluation result delivery KS.4.2,
G.4.3 14 UN as evaluation activity of
government
-15 Implementation of UN
-16 Delivery of UN result
-17 Findings of data analysis on UN
-E. Evaluasi oleh Pendidik SPN Akreditasi EDS
1 Subject syllabus information 2 1 S.4.5 2 Performance Indikator of Basic
Competencies & Evaluation Techniques 2 1
-3 Instrument development 2 1
-4 Evaluation implementation 2 1 G.4.7 5 Evaluation result processing 2 1 KS.4.19 6 Evaluation result feedback 2 1 -7 Evaluation result utilisation 4 1 G.4.20 8 Evaluation result report at the end of
semester 1 1 KS.4.17
9 Evaluation result report on honourable
morals 2 2 G.4.11,
G.4.13
F. Evaluasi oleh Unit Pendidikan SPN Akreditasi EDS
1 Establishing KKM 2 - KS.4.4
2 Evaluation coordination 1 1
-3 Grade promotion criteria for classes
with packet system 2 1 KS.4.8
4 Grade promotion criteria for classes
Komponen Elemen Standar Evaluasi SPN-
Permendiknas No.20/2007
Pertanyaan /Indikator untuk SMP/MTs
SPN Akreditasi EDS 5 Decision on final marks for aesthetics
and physical education subject-groups
5 1
-6 Decision on final marks for
religion+morals and civics+character building subject-groups
KS.4.18 7 Implementation of school/madrasah
exam 8 -
-8 Evaluation result reporting of all
subjects to parents/guardians 2 1 -9 Learning result/performance reporting
of education units 2 1
-10 Decision on graduation according to 4
criteria 2 1
-11 Issuance of National Examination Result
Letter (SKHUN) 1 1
-12 Issuance of Graduation Certificate 1 1
-G. Evaluasi oleh Pemerintah SPN Akreditasi EDS
1 UN for particular subjects in Science &
Technology subject-group - -
-2 UN implementation system - -
-3 Utilisation of UN result for quality
mapping analysis - -
-4 UN result as consideration for advocacy
and support provision - - KS.4.21 5 UN result as consideration for
admission selection to the next level of education
3 3
-6 UN result as a determining factor for graduation, with annual criteria from BSNP
48 21 18*
* Dari 21 pertanyaan EDS tentang Evaluasi Standar, ada tiga pertanyaan yang ditemukan yang memiliki sedikit, atau jika tidak ada, relevansinya dengan unsur-unsur dari komponen SPN, yaitu G.4.6, G.4.14 dan G.4.16:
G.4.6 menanyakan tentang akses ke berbagai jenis kriteria dokumentasi dan prosedur evaluasi.
G.4.14 menanyakan tentang keberadaan evaluasi kreativitas murid.
G.4.16 menanyakan tentang masalah yang dihadapi saat mengembangkan evaluasi
LAMPIRAN B
ANALISIS LENGKAP MENGENAI HUBUNGAN ANTARA INDIKATOR
KINERJA SPM-PD DENGAN INFORMASI YANG DIKUMPULKAN OLEH
PROSES AKREDITASI
LAMPIRAN B
Analisis Lengkap Hubungan Antara Indikator Kinerja SPM-PD dengan
Informasi Yang Dikumpulkan oleh Proses Akreditasi
This section of the paper provides a detailed analysis of the relationship between SPM-PD Indikator and information gathered by the accreditation process. Documents used in the analysis consist of:
Ministerial Regulation 23/2013 and its accompanying Technical Guidelines;
the accreditation instruments used by BAN-SM and their accompanying Guidelines; and
the School/madrasah Profiles which are also used in the accreditation process and which contain the basic data about the facilities, staff and students of the school/madrasah.
The analysis is provided in a format which indicates what changes, if any, would need to be made to the accreditation instruments to ensure that data relevant to SPM-PD Indikator could be gathered through the accreditation process. This approach does not imply that there is an obligation on BAN-SM to make such changes, or that making changes to BAN-SM instruments only is the best way to synchronise the work on SPM-PD and accreditation. Detailed work to fully synchronise basic education SPM-PD and school/madrasah accreditation could also require modifcations or changes to some of the SPM-PD Indikator.
In the examination of SPM-PD performance Indikator (PIs) provided below, there are no recommendations related to the provision of information through the accreditation process to support PIs or sub-Indikator related to measuring the progress towards SPM-PD at district/city level.
Where the PI or sub-indicator is focused only at the district/city level, but requires information which has to be gathered at school/madrasah level before it is aggregated, it is assumed that the PI is also relevant at the individual school/madrasah level. For example, the SPM-PD Technical Guidelines show that PI 10 asks for the percentage of principals in the district/city who have S1 or D4 qualifications. The accreditation process collects this information at school/madrasah level, and this information is relevant to whether a school/madrasah meets the SPM-PD in relation to this PI.
SPM-PD PI 1:
An education unit is available within walking distance at a maximum of 3 km away over land or water for elementary schools (SD/MI) and 6 km away for junior high schools (SMP/MTs) from permanent residential settlements in a remote region.
Discussion of Indicator 1
The accreditation process involves only the assessment of individual schools/madrasahs. It does not concern itself with the broader issue of access to education.
Assessing whether a school/madrasah meets SPM-PD does not involve questions of access; it involves only the assessment of the quality offered by the educational institution. Sub-Indikator 1.1 and 1.2 ask for the percentage of permanent residential settlements which are already served with SD/MI and SMP/MTs within the specified distance parameters.
These sub-Indikator can be checked only at the district/city level, they cannot be measured at individual schools/madrasahs.
Recommendation for change to accreditation instruments:
None required.
SPM-PD PI 2:
The number of students in each class for elementary schools (SD/MI) is not more than 32 and for junior high schools (SMP/MTs) not more than 36. 1 (one) classroom is made available for each class furnished with a sufficient number of desks and chairs for students and teachers, and a whiteboard.
Sub-indicator 2.1
The number of students in each class for elementary schools (SD/MI) is not more than 32.
Equivalent Accreditation Instrument Indicator: SD/MI, Indicator 78:
The school/masdrasah has the required number of classrooms of the required size and with the required equipment.
Associated Accreditation Instrument Guidelines:
78(2) The number of classrooms in not less than the number of classes. 78(3) The maximum capacity of a classroom is 28 students.
Discussion of Sub-Indicator 2.1
The school/madrasah profile provides detailed information about the number of classrooms and classes in a school and about the number of students in a class. Although the Accreditation Instrument Guidelines indicate a desirable maximum of 28 students per
class as specified by the NES, the actual number of students in each class can be calculated from the data. It can thus be established whether the school has classes with more than 32 students.
Recommendation for change to accreditation instruments:
None required. Sub-indicator 2.2
Each SD/MI class is furnished with a sufficient number of desks and chairs for students and teachers, and a whiteboard.
Equivalent Accreditation Instrument Indicator: SD/MI, Indicator 78:
The school/masdrasah has the required number of classrooms of the required size and with the required furniture and equipment.
Associated Accreditation Instrument Guidelines:
78(7) The classrooms are provided with equipment as specified in Tabel 6. Discussion of Sub-Indicator 2.2
Diskusi Sub-Indikator 2.2
Tabel 6 specifies the provision of a desk and chair for each student and for the teacher, and of a blackboard or whiteboard in each classroom.
Recommendation for change to accreditation instruments: None required.
Sub-indicator 2.3
The number of students in each class for junior secondary schools (SMP/MTs) is not more than 36.
Equivalent Accreditation Indicator:
SMP/MTs Accreditation Instrument, Indicator 78:
The school/masdrasah has the required number of classrooms of the required size and with the required equipment.
Associated Accreditation Instrument Guidelines:
88(2) The number of classrooms in not less than the number of classes. Discussion of Sub-Indicator 2.3
The school/madrasah profile provides detailed information about the number of classrooms and classes in a school and about the number of students in a class. The number of students in each class can be calculated from the data. It can thus be established whether the school has classes with more than 36 students.
Recommendation for change to accreditation instruments:
None required. Sub-indicator 2.4
Each SMP/MTs class is furnished with a sufficient number of desks and chairs for students and teachers, and a whiteboard.
Equivalent Accreditation Instrument Indicator: SMP/MTs, Indicator 88:
The school/masdrasah has the required number of classrooms of the required size and with the required furniture and equipment.
Associated Accreditation Instrument Guidelines:
88(3) The classrooms are provided with equipment as specified in Tabel 8. Discussion of Sub-Indicator 2.2
Tabel 8 specifies the provision of a desk and chair for each student and for the teacher, and of a blackboard or whiteboard in each classroom.
Recommendation for change to accreditation instruments:
None required.
Additional discussion of PI 2
Sub-Indikator 2.1 to 2.4 ask for the percentage of schools/madrasahs in the district/city which meet the sub-Indikator.
These sub-Indikator can be checked only at the district/city level, they cannot be measured at individual schools/madrasahs.
SPM-PD PI 3:
At each junior high school (SMP/MTs), a natural science lab is made available and furnished with desks and chairs for 36 students and a minimum of one set of natural science lab tools for students’ demonstration and experiments.
Sub-indicator 3.1
At each junior high school (SMP/MTs), a natural science lab is made available and furnished with desks and chairs for 36 students.
Equivalent Accreditation Instrument Indicator: SMP/MTs, Indicator 92:
The school/masrasah has a natural science lab comprised of at least one classroom of required size and with the required furniture and equipment.
Associated Accreditation Instrument Guidelines:
92. The science lab has:
1) a minimum ratio of 2,4 m2/student and a size of 48 m2
2) the lab is provided with equipment as specified in Tabel 10. Discussion of Sub-Indicator 3.1
The accreditation indicator does not ask about the total number of chairs or Tabels for students, but Tabel 10 of the Guidelines specifies a chair for each student and a Tabel for each seven students. The SMP requirement means that each laboratory would need 36 chairs and 6 Tabels; the sixth Tabel would be needed because five Tabels would accommodate only 35 students.
The Accreditation Instrument Guidelines stipulate that a laboratory has to provide at least 2.4 sq. meters per student. This means that to meet both SPM-PD and accreditation criteria, the laboratory would need to be at least 86.4 sq. meters. Some existing SMP/MTs laboratories are likely to be smaller.
In spite of the differences between the SPM-PD and accreditation requirements for size and equipment of science labs, the accreditation data provides sufficient information to indicate whether this SPM-PD sub-indicator is met.
Recommendation for change to accreditation instruments:
Sub-indicator 3.2
At each junior high school (SMP/MTs), a natural science lab (has) a minimum of one set of natural science lab tools for students’ demonstration and experiments.
Equivalent Accreditation Instrument Indicator: SMP/MTs, Indicator 92:
The school/masrasah has a natural science lab comprised of at least one classroom of required size and with the required furniture and equipment.
Associated Accreditation Instrument Guidelines:
92. (2) the lab is provided with equipment as specified in Tabel 10. Discussion of Sub-Indicator 3.2
The accreditation Guidelines Tabel 10 specifies the equipment which is required.
Recommendation for change to accreditation instruments:
None required.
Additional discussion of PI 3
Sub-Indikator 3.1 and 3.2 ask for the percentage of schools/madrasahs in the district/city which meet the sub-Indikator.
These sub-Indikator can be checked only at the district/city level, they cannot be measured at individual schools/madrasahs.
SPM-PD PI 4:
At each elementary school (SD/MI) and junior high school (SMP/MTs), a teacher room is made available and furnished with desks and chairs for teachers, principal and other education staff; and at each junior high school (SMP/MTs), a principal’s room is made available and separate from the teacher room.
Sub-indicator 4.1
At each elementary school (SD/MI) a teachers’ room is made available and furnished with desks and chairs for teachers, principal and other education staff.
Equivalent Accreditation Instrument Indicator: SD/MI, Indicator 84:
The school/madrasah has a teachers’ room of the required size and with the required furniture and equipment.
Associated Accreditation Instrument Guidelines:
84. (4) the teachers’ room has furniture and equipment as specified in Tabel 12. Discussion of Sub-Indicator 4.1
The items in Tabel 12 fully cover the requirements of the SPM-PD indicator.
Recommendation for change to accreditation instruments:
None required. Sub-indicator 4.2
At each junior secondary school (SMP/MTs), a teachers’ room is made available and furnished with desks and chairs for teachers, principal and other education staff.
Equivalent Accreditation Instrument Indicator: SMP/MTs, Indicator 94:
The school/madrasah has a teachers’ room of the required size and with the required furniture and equipment.
Associated Accreditation Instrument Guidelines:
94. (2) the teachers’ room has furniture and equipment as specified in Tabel 12. Discussion of Sub-Indicator 4.2
The items in Tabel 12 fully cover the requirements of the SPM-PD indicator.
Recommendation for change to accreditation instruments:
Sub-indicator 4.3
At each junior high school (SMP/MTs), a principal’s room is made available and separate from the teacher room.
Equivalent Accreditation Instrument Indicator: SMP/MTs, Indicator 93:
The school/madrasah has a principal’s room of the required size and with the required furniture and equipment.
Associated Accreditation Instrument Guidelines:
93. (1) The principals’ room has a minimal size of 12 sq meters with a width of 3 meters. 93. (2) The furniture and equipment in the principal’s room are as specified in Tabel 11 Discussion of Sub-Indicator 4.3
The accreditation Indikator do not specify a principal’s room separate from a teachers’ room, but the size and furniture specified in Tabel 11, including furniture for guests, imply that it is a separate room.
.Recommendation for change to accreditation instruments: None required.
Additional discussion of PI 4
Sub-Indikator 4.1 to 4.3 ask for the percentage of schools/madrasahs in the district/city which meet the sub-Indikator.
These sub-Indikator can be checked only at the district/city level, they cannot be measured at individual schools/madrasahs.
SPM-PD PI 5:
At each elementary school (SD/MI), a teacher is provided for 32 students and 6 (six) teachers for each education unit and, in the case of a special region, 4 (four) teachers for each education unit.
Sub-indicator 5.1
At each elementary school (SD/MI), a teacher is provided for 32 students Equivalent Accreditation Instrument Indicator:
N/A
Discussion of Sub-Indicator 5.1
The school/madrasah profile provides the data which enables the calculation of whether the school/madrasah meets this SPM-PD sub-indicator.
.Recommendation for change to accreditation instruments: None required.
Sub-indicator 5.2
At each elementary school (SD/MI), 6 (six) teachers are provided for each education unit and, in the case of a special region, 4 (four) teachers for each education unit.
Equivalent Accreditation Instrument Indicator: N/A
Discussion of Sub-Indicator 5.2
The school/madrasah profile provides the data which enables the calculation of whether the school/madrasah meets this SPM-PD sub-indicator.
.Recommendation for change to accreditation instruments: None required.
Additional discussion of PI 5
Sub-Indikator 5.1 and 5.2 ask for the percentage of schools/madrasahs in the district/city which meet the sub-Indikator.
These sub-Indikator can be checked only at the district/city level, they cannot be measured at individual schools/madrasahs.
SPM-PD PI 6:
At each junior high school (SMP/MTs), 1 (one) teacher is provided for each subject and, in the case of a special region, one teacher for each cluster of subjects.
Equivalent Accreditation Instrument Indicator: N/A
Discussion of PI 6
The Guidelines for the Ministerial SPM-PD regulation specify that to meet this requirement, each SMP/MTs should have a teacher who teachers nothing else but one subject, or in a special region, nothing but one cluster of subjects. A teacher cannot be included in the count if he or she teachers predominantly one subject or cluster of subjects, but also teaches even one lesson of another subject or cluster of subjects.
The information provided in school/madrasah profiles allows the extraction of the information relevant to this indicator.
Recommendation for change to accreditation instruments:
None required.
Additional discussion of PI 6
This indicator asks for the percentage of schools/madrasahs in the district/city which meet the indicator.
The indicator can be checked only at the district/city level, it cannot be measured at individual schools/madrasahs.
SPM-PD PI 7:
At each elementary school (SD/MI), 2 (two) teachers have academic qualifications of bachelor’s degree (S1) or 4-year program (D-IV) and 2 (two) teachers hold educator certificates.
Sub-indicator 7.1
At each elementary school (SD/MI), 2 (two) teachers have academic qualifications of bachelor’s degree (S1) or 4-year program (D-IV).
Additional information from the SPM-PD Guidelines
The SPM-PD Guidelines indicate that two teachers with S1 or D-IV qualifications are required for each six classes, and that the principal is to be counted among the teachers. Equivalent Accreditation Instrument Indicator:
SD/MI, Indicator 47:
Associated Accreditation Instrument Guidelines:
47: Evidence to is provided by certificates/documents held by teachers. Discussion of Sub-Indicator 7.1
The accreditation process checks the documentation showing qualifications of each teacher. This is adequate information to ascertain whether there are two teachers with the