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Advances in Social Sciences Research Journal – Vol.7, No.9
Publication Date: September 25, 2020
DOI:10.14738/assrj.79.9135.
Soewita, D., Syamsudin, A., Gintings, A., & Iriantara, H. Y. (2020). The Implementation of Learning Quality Management in Increasing
Graduates Quality. Advances in Social Sciences Research Journal, 7(9) 654-663.
The Implementation of Learning Quality Management in Increasing
Graduates Quality
Daud Soewita
Postgraduate School,
Universitas Islam Nusantara
Abin Syamsudin
Profesor, Post Graduate School
Universitas Islam Nusantara
Abdorrakhman Gintings
Professor, Education Policy,
Universitas Faletehan.
Dr. H. Yousal Iriantara
M.M.Pd., Lecturer, Post Graduate School
Universitas Islam Nusantara
ABSTRACT
This research aims to describe the implementation of planning,
organizing, learning execution, and evaluation of learning outcomes
based on information and computer technology at SMAN 5, SMK N 10,
SMAN N 11 of Tangerang Regency. The programs to improve the
learning quality in these 3 high schools were conducted continuously
through programs of enhancing the teachers’ competency based on
information and communication technology (ICT). Teachers as
educators generally have interesting ideas and innovations in teaching
by implementing ICT when compiling, executing, and evaluating
learning outcomes. ICT-based learning seemed more dynamic,
interactive, flexible, and interesting for the students. Educators
searched for strategies in teaching-learning process by deploying
inspiring techniques for the talented students. The students interested
with the learning materials could interact with the teachers intensively,
not only at the learning time. The quality management of technology- based education was a profound learning for the educators and
education staff. This was because they acquired knowledge and
understanding in planning, organizing, directing, and controlling the
sources of education in order to effectively, efficiently, autonomously
achieve the education targets and to produce quality they were proud
of.
Keywords: learning, information and technology based, graduate quality.
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URL: http://dx.doi.org/10.14738/assrj.79.9135 655
Soewita, D., Syamsudin, A., Gintings, A., & Iriantara, H. Y. (2020). The Implementation of Learning Quality Management in Increasing Graduates Quality.
Advances in Social Sciences Research Journal, 7(9) 654-663.
BACKGROUND OF THE STUDY
The success of education system may be viewed from its graduates. Competences achieved are in
line with the related learning curriculum. Meanwhile, the successful learning is related to the
teachers and their mastery on the competences, which are the objectives of the learning. The
graduates of Senior High School (SMA) are prepared to enter Higher Education, meanwhile the
graduates of Vocational High School (SMK) are prepared to be work force of business and industrial
sectors. This is why the measure of success of both school systems is relatively different. The
number of graduates accepted in higher education institution can be made as a success indicator of
school system of SMA. On the other hand, the success indicator of SMK can be viewed from the
percentage of the graduates who work or who become entrepreneurs.
Quality of the graduates affects the absorption of labor force. Goetsech (2000) states that employers
quickly absorb the qualified graduates with great skill and productivity to compete in various job
vacancies. Thus, schools should be able to produce graduates who are able to answer challenges for
the needs of future Human Resources. According to indicators to see a nation’s development is its
excellent human resources, which can compete in the education or in the job there are 3
components to consider together: (1) ability to fulfill customers’ wants, (2) focus on the resulted
products; (3) continuous adaptation over demands for changes to dynamically move in order to
maintain customers’ satisfaction.
Education quality becomes something that cannot be underestimated by the school management.
How the customers feel satisfied, how the educational institutions are able to bring innovations that
satisfy the customers. A product is said to be qualified when it can provide satisfaction to the
customers. Customers appreciate every school institution and assess the products resulted in the
middle of competitions with other institutions.
Vocational Schools are still facing problems related to the qualitative and quantitative equalities.
Qualitative equality happens because the rapid technology development in industry causes gaps
between the competence the vocational school graduates have and the competence the industries
need. Meanwhile qualitative equality happens because there is inequality between the available job
vacancies and the education outputs who are searching for jobs.
There were researches related to education quality that the good school standards brought up
alternative aspects and indicators to determine the quality education. Education quality depended
on the teachers, adequate education process of teacher candidates (Puustinen, Santti, Koski, and
Tammi, 2018), induction process and continuous development of profession (Avalos, 2011). Thus,
it is interesting to deeply examine on how the executing system can guarantee the quality of the
graduates, strategies to achieve schools’ quality in order to improve their graduates’, and the
impacts resulted from the internal quality guarantee system.
Government issued the quality standards of education on Law of National Education System
Number 20 of 2003, which came along with other policies such as Government Regulation (PP) no.
19 of 2005, Minister Education Regulation Number 22, 23, and 24 of 2006 which are related to the
management of education system in Indonesia, which were directed to execute autonomous
education management. Schools are autonomously expected to implement open principles and
transparent management to improve quality. Openness/transparency is shown in decision-making,
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planning and executing activities, using the funds, etc. Schools are required to continuously evaluate
and improve in order to increase the quality of students and the schools progressively and entirely.
Continuous improvement should be a habit for the school. There is no day without improvement.
Thus, there should be fixed quality system used as guide for improvement. The quality system must
involve organization, responsibility, procedure, process, and source to implement quality
management.
One of problems faced by Indonesia is the low quality of education, especially in the elementary and
middle educations. The gaps between quality of education and qualification of required work force
by the working world indicate the fundamental weakness of middle education. This shows that
there should be ground and continuous connection and congruity between the education process
in middle schools and continuous processes in working world.
Based on the ideas and problems faced by the middle schools currently, it is considered important
to examine the management of quality improvement for the graduates of middle schools based on
information and communication technology, which are viewed from satisfaction level of the
stakeholders and performance of the educators.
THEORETICAL FRAMEWORK
Literature Review
Many nations in the world believe that education plays enormous roles to develop their countries.
As a planned effort, education institutions carry three functions, these are: (1) education functions
to improve students’ creativities; (2) education functions to inherit values to the students; and (3)
education functions to improve productive working ability of the students (Muhadjir, 1987, pp. 20-
25). Education involves teaching of specific skills and also something invisible but deeper, they are
providing knowledge, consideration, and wisdom. Education is the cornerstone to establish,
prepare, build, and develop the ability of human resources, which really determine the success of
future development. Education is also the cornerstone for growing unity of the nation with highly
civilized people.
The aims of National Education as stated on Law Number 20 of 2003 about National Education
System, Article 3: “National Education functions to improve the ability and to establish characters
and dignified national civilization in order to educate the national life; to develop the potential of
students so they can be faithful, God-fearing, noble, healthy, skilled, creative, independent
According to Stoner, management is process of planning, organizing, observing, guiding, and
monitoring the efforts of organization’s members and deploying other organization’s sources in
order to achieve the set targets. Meanwhile, in school context, school management is actually the
application of management science in schools. When we apply the term ‘management’ in
government, it becomes government management; in education, it becomes the education
management, and so on.
Mulyasa (2011), who cites the Department of National Education, states that quality can be defined
as an entire picture and characteristic of goods and services which show its ability to satisfy the
expected or implied needs. In the context of education, the definition of quality includes input,
process, and output of education. In the world of education, quality does not happen spontaneously.
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Soewita, D., Syamsudin, A., Gintings, A., & Iriantara, H. Y. (2020). The Implementation of Learning Quality Management in Increasing Graduates Quality.
Advances in Social Sciences Research Journal, 7(9) 654-663.
The desired quality should be systematically planned before. Quality is a prime part in an
institution’s strategy and to achieve it, it is compulsory to apply the systematic approach by using
well-established planning. Strategy planning is one of parts to improve quality.
Vincent Gasperz (2005) explains about Deming cycle to associate the product results and
consumers’ needs, and to focus on the resources of all departments (research, design, production,
and marketing) in working together to meet the needs. The usage of technology in education is
something common. It helps to provide computers and network that connect students’ houses with
classrooms, teachers, and school administrators. All of them are connected to internet, and the
teachers are trained to use their personal computer.
The usage of Information and Communication Technology in education is the technology used to
process the data. This includes acquiring, compiling, saving, and manipulating data in various ways
to produce qualified information. Qualified information is relevant, accurate, and punctual
information that is used for education and government purposes. Thus they can be strategic
information in decision-making.
METHODOLOGY
This research applied qualitative approach. The research method focused on general principles of
ground embodiment of every phenomenon. These phenomena were found in activities of increasing
learning quality at schools. This research was adhered to descriptive analysis on problems faced
when the research was conducted. Then, the research results were processed and analyzed in order
to draw conclusions. Descriptive analysis was applied for this research because researcher wanted
to deeply understand the policies issued by government in education sector in order to manifest the
aims of national education and the mandate stated on Law no. 20 of 2003 about National Education
System.
This research applied case study. The studied objects were three high schools, which consists of two
senior high schools and one vocational high school. The case study researched here was the
implementation of information and technology communication in learning quality management at
SMAN 5 Tangerang Regency, SMKN 10 Tangerang Regency, and SMAN 11 Tangerang Regency.
Qualitative method was applied by using phenomenology approach. In this approach, observations
over the participants were conducted to find out phenomenon happening when the participants
executed the learning. The observations were conducted by collecting data on information and
communication technology in planning, executing, and evaluating the learning. Then, the results of
observation were processed to find out the meaning of what the participants have expressed.
Besides phenomenology, ethnography approach was also applied. Ethnography approach studies
social or cultural group at schools more deeply. It obliges the researcher to directly contact and to
daily join the researched objects.
FINDINGS
SMAN 5 Kosambi – Tangerang Regency
Principal and Vice Principal in Curriculum created a schedule to execute and to observe the learning
process. The observed aspects included learning administration, learning execution, and
assessment. The results of the observation showed that the teachers at SMAN 5 fulfilled the learning
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administration, and become competent in delivering the subject material. The results of observation
were followed up by improving the teacher professionalism through MGMP activities an in house- training (IHT)
Planning, execution, and evaluation of learning have used or applied information and
communication technology. This can be seen from the learning devices, taught materials, and
assessment on learning results. All of them were well-saved in the computer.
SMKN 10 Teluknaga – Tangerang Regency
Principals and teachers prepared the learning devices. They included assessment administration on
teachers, learning administration, devices to conduct the learning, and instruments for assessing
students’ learning outputs. The principal observed the processes from how the teachers prepared
materials, delivered material, managed the class, to assess the learning outputs. The principal built
a good relationship with the teachers, so the teachers did not feel overwhelmed to prepare all the
learning devices.
The implementation of planning, organizing, learning execution, and evaluation of learning outputs
were based on information technology. Computer could run well without many constraints. In the
classrooms, the researchers could see the sky-like decoration since this is a vocational flight school.
The school was dominated by male students in air force-like-uniforms, with spry standing position,
ready to salute up. The military atmosphere can be strongly felt in the classroom. A female student
commanded out loud welcoming us. The projector had been on. This meant that the device had been
ready to use before that class.
Class-Based Assessment is a process of collecting, reporting, and using information of students’
learning results by implementing the continuous, authentic, accurate, and consistent assessment
principles under the authority of teachers in the classroom. Class-Based Assessment identifies the
competence achievement and learning results brought up by clear statement about the achieved
standards using the progress maps of both student learning and the reports.
SMAN 11 Sepatan – Tangerang Regency
The principal focused to increase the learning routinely assessed the teachers’ competences,
especially the ones related to the management of ICT-based learning.
Annual Program is a general program for each course in every class. It consists of the outlines to be
achieved in a year and to be developed by the related teachers. This program is necessary to be
prepared and to be developed by the teachers before the academic year started. This is because this
program is the guideline from the development of the next programs, which are semester, weekly,
and daily programs; syllabus-making; and assessment system.
The students responsively and quickly took out their book, which they had brought from home for
that day’s learning. The students, who did not have laptops, joined the others in the same group to
find out and to analyze the materials delivered by the teacher of Civic Education. The teacher of
Civic Education looked assertive but exciting when teaching because the students were happy with
his way of teaching. This was the type of teaching the students wanted, so the materials given did
not sound boring.