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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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Advances in Social Sciences Research Journal (ASSRJ) Vol.7, Issue 9, September-2020
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.