Advances in Social Science, Education and Humanities Research (ASSEHR), volume 258

2nd International Conference on Research of Educational Administration and Management (ICREAM 2018)

The Role of Accreditation in Improving Education

Quality

Arif Rahman Hakim, Nugraha Suharto

Educational Department
Universitas Pendidikan Indonesia
Bandung, Indonesia
Haarif28@[Link], Nunu123upi@[Link]

Abstract—This research was conducted to determine the role This national education system is a component of education
of accreditation in improving the quality of education. from various systems related to educational patterns that will
Accreditation can improve the quality of schools through various be applied nationally in order to achieve national education
aspects including content standards, process standards, graduate goals. The Vision of National Education is the realization of an
competency standards, standards of educators and educators, education system as a strong and authoritative social institution
facilities and infrastructure standards, management standards, to empower all Indonesian citizens to develop into quality
financing standards, assessment standards. one of the standards human beings so that they are able and proactive in responding
that is difficult to achieve is the graduate competency standard in to the challenges of an ever-changing era. Based on this vision,
2012 reaching 65.10%, this reality illustrates the low competency
the mission is carried out as follows:
of students. The method used is a literature review, by collecting
research results, national and international articles, journals  Striving for the expansion and equalization of
published in 2008 - 2018. Based on journals, articles and research opportunities for quality education for all Indonesians;
results that have been collected, it is found that national
education standards that have been implemented have a positive  Helping and facilitating the development of the
impact on improvement quality of education in Indonesia. potential of the nation's children as a whole from an
Improving the quality of education each year has increased early age to the end of life in order to realize a learning
according to the data of the National School / madrasah community;
accreditation body, in 2012 accredited education units reached
21,137 or around 65% of the total education units. The role of  Increasing the readiness of input and the quality of the
accreditation in advancing the quality of education is very large education process to optimize the formation of moral
to see so many education units that provide education services to personality;
the community.
 Increasing professionalism and accountability of
Keywords—accreditation; education quality educational institutions as a center for civilizing
knowledge, skills, experience, attitudes and values
based on national and global standards;
I. INTRODUCTION
In this Globalization era, countries compete to become the  Empowering community participation in the
most advanced, among them the most influential aspect is implementation of education based on the principle of
Education. Education is a key to be able to compete with other autonomy in the context of the unitary state of the
countries. With good education will have a major impact on the Republic of Indonesia.
progress of a nation and state. Based on this national vision and mission, the government
In the fourth paragraph of the 1945 Constitution of the needs to establish a basic reference that can be used as a
Republic of Indonesia, it states "Educating the life of the benchmark to assess an education unit. In Government
nation". In that paragraph illustrates that the government of the Regulation No. 19 of 2005 concerning national education
Republic of Indonesia is committed to building education to standards. National education standards include content
educate the lives of the people. In addition, Article 20, Article standards, process standards, graduate competency standards,
21, Article 28 C (1) and Article 31 also mandates that the standards of educators and education personnel, infrastructure
Indonesian government will realize a national education advice standards, financing standards, management standards
system. Where the education system is described in Law No. and assessment standards [2].
20 of 2003 concerning the national education system. In the These eight standards serve to provide an evaluation of the
Act No. 20 of 2003, the vision, mission, function, national quality improvement carried out by each education unit in
education objectives and national education development order to achieve the vision and mission of national education.
strategy are included [1]. In order to improve the quality of education the government
also made various policies, including the policy of certification

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 Advances in Social Science, Education and Humanities Research (ASSEHR), volume 258

of teachers and lecturers, provision of Block grants, and school In guaranteeing and controlling the quality of education in
operational assistance (BOS). accordance with the SNP, it is necessary to carry out 3
integrated programs, namely: evaluation, accreditation and
In improving the quality of education through national certification.
education standards, the government through Minister of
National Education Regulation No. 29/2005, the government One program in quality improvement carried out by the
established a National Accreditation Board (BAN). The National Accreditation Board is school accreditation. The
National Accreditation Agency as an independent evaluation purpose of this accreditation is to provide quality assurance for
body that has the authority to determine the feasibility of education so that the community can obtain education services
education programs and units at the level of primary and and results as promised by the education providers. so that it
secondary education with reference to the National Education can produce graduates in accordance with the standards set.
Standards [3]. Based on data from the National Accreditation Agency for
2007 - 2011, it is described in the form of the table 1 below .

TABLE I. DATA OF SCHOOL ACCREDITATION FOR 2007-20011

No Educations Unit Number of School Accredited Total 2007 - 2011
2007 2008 2009 2010 2011
1 Playground 83.006 12.568 9.758 2.075 1.928 10.557 36.886
2 Primary School 165.287 31.320 21.072 20.746 15.063 30.167 118.368
3 Junior High School 39.417 5.309 4.462 4.796 4.858 8.380 27.805
4 Senior High School 15.828 2.614 1.751 2.450 3.129 3.666 13.610
5 Vocational high School 20.175 2.890 1.606 3.538 2.606 4.786 15.426
6 Special school 1.452 257 201 171 212 201 1.042
Total 54.958 38.850 33.776 27.796 57.757 213.137

However, after the enactment of the National Accreditation School level, the level of admiration is low because they tend
Board in 2005, from 2007 to 2011 accreditation to 213,137 not to choose the type of work, in contrast to the education
education units. while the number of education units at that units that are above it such as high school and vocational high
time reached 325,165 education units. this amount illustrates school.
that Accreditation carried out has almost reached the target [4].
However, often the issues related to the results of II. THEORETICAL STUDY
accreditation that the assessor hears do not reflect the Initially accreditation was generally recognized, a process
appropriateness of the education program in accordance with of government assessment of private schools to determine the
the National Education Standards, which can be seen from the government's recognition of the school [6]. But the policy
unemployment rate of graduates of the education unit as changes and applies to all public and private education units.
follows [5].
School accreditation is an assessment process carried out by
Open unemployment data according to the highest the government to improve quality assurance, a comprehensive
education level February 2017 - February 2018 (figure 1). assessment of the education unit on the feasibility and existing
education programs. Accreditation results are realized in the
form of certificates of recognition and rating of eligibility
issued by independent and professional institutions [4].
Whereas according to the large Indonesian dictionary
"Accreditation is the recognition of an educational institution
that is given by an authorized body after the value that the
institution meets certain conditions or criteria". Accreditation is
carried out on the basis of improving the quality of education
by improving education services to the community so as to
produce graduates who can compete and be useful for society.
In the implementation of the instrument accreditation used,
it was developed based on a standard that refers to the national
education standard in accordance with government regulation
number 19 of 2005 which states that the minimum criteria for
Fig. 1. Unemployment data according to the highest education level in the education system throughout the NKRI include 8 national
February 2017 - February 2018. standards Education; 1) Content standards; 2) Standard
process; 3) Graduates Competency Standards; 4) Standards of
In the table 1 the Vocational Middle School unemployment Educators and Education staff; 5) Standards of Facilities and
rate is the highest reaching 8.92% in 2018, this unemployment Infrastructure; 6) Management Standards; 7) Financing
rate is factored by the low quality of graduates so that they Standards; and 8) Educational Assessment Standards. The
cannot compete in the global market world. At the Elementary

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standard according to government regulation number 19 of that ends with a new conclusion to a problem. In the early
2005 can be described as follows [7]: stages of searching journal articles using the DOAJ and Sage
pub databases, the DOAJ data base obtained about 42 articles
 The standard of graduate competency is a qualification from 2006 to 2018 using the keyword "school accreditation",
of graduates' abilities which includes attitudes, and 6916 articles in the Sage pub database. From the various
knowledge and skills. articles that were collected, 5 articles were taken which best fit
 The content standard is the scope of the material and the the discussion of this article.
level of competency as outlined in the criteria regarding
various kinds of competencies. IV. RESULT AND DISCUSSION
 Process standards are the implementation of learning in Based on the articles collected and analyzed by the authors,
one educational setting to achieve the competency it was found that the role of accreditation in improving the
standards of graduates. quality of education had a very positive impact, including; 1)
Achievement 8 National standards Education each year has
 The standards of educators and education personnel are increased; 2) The results of accreditation which are part of the
criteria for pre-service education and physical and chain of education quality assurance are recognized by donor
mental feasibility, as well as education in office. agencies such as AusAid, the European Union, USAID etc. 3)
 Standards of facilities and infrastructure are standards Education coaching conducted by the government will be more
relating to facilities owned by an education unit. directed because it refers to the data resulting from
accreditation. 4) Standards of competence, educators and
 Management standards are related to planning, education personnel, and infrastructure and standards are the
implementing and supervising education activities at the most difficult standards to improve.
education unit level.
In achieving Eight national standards the government has a
 Financing standards are standards that regulate major role in realizing it, because the government has a role as
components and the amount of operating costs of a servant, facilitator, facilitator, partner and education funder
education units that are valid for one year. [10].
 Educational assessment standards are standards relating Achievement of 8 National Education Standards each year
to mechanisms, procedures and instruments for has increased, this can be proved that in 2007-2011 the number
assessing student learning outcomes. of accredited education units reached 65.24% or 212,317
schools of the total [3].
In the development of quality there are 3 quality experts
who deepen and provide a basic explanation of the quality of In addition to increasing the number of accredited schools,
them; Edward Deming, Joseph Juran and Crosby. The three an increase in the value of the National Examination is an
quality experts have succeeded in developing a study of quality indicator of achieving a national standard for good education.
management as a thought that quality will always develop. In 2006 - 2010 the test scores experienced an increase and
graduation rates also increased.
According to Goetsch and Davis [8] said that quality has a
broader definition, namely that quality relates to human In 2006 graduation rates always increased by 92.1% to
conditions, products and services, processes and environment 93.34% and continued to increase, while in 2009 the value
that occur in dynamic processes that are able to meet or exceed increased from 7.35 to 7.37 [11].
expectations. The achievement of national education standards is
According to Juran [9] that quality is the suitability of certainly based on several supporting factors, including
results with their goals or benefits. Seeing the above definition procedural operational standards carried out by the
that quality is an outcome expected by each stakeholder or establishment of the Provincial Accreditation Board (BAP)
interested party, quality is expectation, good expectations about which is under the structural Central National Accreditation
a product or service, while Crosby states that quality is Board, Establishment of good communication between the
conformity with the needs of education stakeholders. agency and the Ministry of Religion, Assessors who contribute
Therefore, the quality of education is an expectation, good to the implementation accreditation to meet the target of the
expectations about the results of an education unit. The quality national accreditation body, as well as adequate budget funds
of education plays an important role in improving the quality of issued by the center and regions [12].
graduates who are fostered in an education unit, when the The results of accreditation that have been carried out
quality of higher education graduates will have the ability to be become a foundation used by donor institutions such as
able to compete in the world of the labor market. AusAid, Europa Union, USAID, etc. in the aspect of education.
so that the assistance provided can be in accordance with the
III. METHOD target set by the institution. In addition to being used as a
In writing this article using the literature review method, foundation for donor institutions, accreditation results are used
which is looking for national and international literature that is by the government to develop education development
used as material for discussion which is then carried out in programs in places or schools that have low accreditation
common, inequality in an article, then give a view and compare values. In the 8 National Standards of Education there are

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several standards that are difficult to achieve, this is because pattern of quality assurance to improve education services for
the condition of schools that do not have adequate funding, and the community can always be monitored. Achievement from
the condition of competent Human Resources is very minimal. year to year is influenced by several factors including;
National standards that are difficult to achieve are the awareness of stakeholders on the importance of quality
Standards of Competency of Graduates, Standards of Facilities assurance carried out through the Accreditation system, the
and Infrastructure, and Standards of Educators and Education competencies of different assessors and different
Personnel. SNP Components that have not been fully fulfilled, understandings often result in inappropriate judgments with
namely Standards Graduates, Sarpras and Education Personnel national education standards that have been determined so that
[3]. they cannot represent the standards that have been made. The
standards that are difficult to achieve are the standard of
With regard to the quality of education, the indicators of graduate competency, standard of facilities and infrastructure
education quality include graduate competence, judging by the and standards of educators and employment.
ability of graduates. This competence can be in the form of
abilities possessed in the aspects of knowledge, skills and
behavior [13].
REFERENCES
Based on the results of research conducted at the junior
high school level it was found that the level of attainment of
[1] Departemen Pendidikan Nasional, “Undang-undang RI No 20 tahun
national education standards was as follows (table 2): 2003 tentang Standar nasional Pendidikan,” Jakarta: Depdiknas, 2003.
[2] Departemen Pendidikan Nasional, “Peraturan Pemerintah No 19 Tahun
TABLE II. THE RESULTS OF RESEARCH ON THE LEVEL OF 2005 tentang Badan Akreditasi Nasional Sekolah/Madrasah,” Jakarta:
ACHIEVEMENT OF NATIONAL EDUCATION STANDARDS IN JUNIOR HIGH Depdiknas, 2005.
SCHOOL [3] S. Wiratno, “Analisis Kinerja Badan Akreditasi Nasional
Sekolah/Madrasah,” Jurnal Pendidikan dan Kebudayaan, vol. 18(3), pp.
No Standard Achievement SNP
310-318, 2012.
1 Content 89,40
2 Process 90,99 [4] Badan Akreditasi Nasional Sekolah/Madrasah, “Laporan Pencapian
Kinerja Ban S/M Tahun 2007 – 2011,” unpublished, Balitbang,
3 Graduate 65,10
Kemdiknas, Jakarta, 2010.
4 Employment 80,27
5 Infrastructure 86,03 [5] Badan Pusat Statistika, “No. 42/05/Th. XXI,” unpublished, 07 Mei,
6 Management 94,63 2018.
7 Financing 88,36 [6] S. Arikunto, Penilian Program Pendidikan, Jakarta: PT Bina Aksara,
8 Assesment 92,99 1988, pp. 256.
Average 85,97 [7] D. Mulyasana, Pendidikan bermutu dan Berdaya Saing, Bandung: PT
Rosda Karya, 2011, pp.147.
[8] D.L. Goetsch, and S.B. Davis, Quality management for organizational
This study uses survey methods conducted on populations excellence, Upper Saddle River, NJ: pearson, 2014.
and samples. The population used in all SMP N in Indonesia is [9] J.M. Juran, A history of managing for quality: The evolution, trends, and
16,803 SMP N. Then a Stratified Random Sampling sample is future directions of managing for quality, Milwaukee: ASQC Quality
performed with an error sampling of 5%. So the number of press, 1995, pp. 597.
samples is 42 SMP [11]. [10] I.N.T. Astawa, “Memahami Peran Masyarakat dan Pemerintah dalam
Kemajuan Mutu Pendidikan di Indonesia,” Jurnal Penjaminan Mutu
In the table above it can be seen that the highest Lembaga Penjamin Mutu Institut Hindu Bharma Negeri Denpasar, vol.
achievement is the management standard 94.63% and the 3(2), pp. 197–205, 2017.
lowest achievement is the 65.10% graduate competency [11] S.B. Raharjo, “Evaluasi trend kualitas pendidikan di Indonesia,” Jurnal
Penelitian dan Evaluasi Pendidikan, vol. 16(2), pp. 511-532, 2012.
standard. High management standards illustrate that education
management in Indonesia is good enough, but in terms of [12] M. Zulkifli, “Kinerja Badan Akreditasi Provinsi Sekolah/madrasah
(BAP S/M) dalam Meningkatkan Mutu Pendidikan di Provinsi Sulawesi
graduation students are still far from expectations. Tenggara,” Al-Ta'dib, vol. 8(2), pp. 168-189, 2015.
[13] M. Idrus, “Mutu pendidikan dan pemerataan pendidikan di daerah,”
V. CONCLUSION Psikopedagogia, vol. 1(2), 2012.

Accreditation is an important aspect in improving the

quality of education, with the passage of accreditation, the

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