Tantangan Global Pendidikan

Kekuatan Eksternal
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Mutu Pendidikan
Core Competence
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MUTUatau MATI..!!
Hot Issue
Standarisasi Mutu  Mutu atau Mati…!!!
Go Global Link..! Bahasa..!
Effective Curriculum  Science for life, Lifeskill
Islamization  Integrated, Based on values..
ICT  Rich Learning Resources, e Learning, SIS,
Jejaring
Professional teaching..!
Transformational Leadership
Pengertian
1. Sekolah yang mampu mengelola dan mengoptimalkan semua sumber
dayanya sehingga dapat dimanfaatkan untuk melayani semua siswa (Taylor,
1990 )
2. Kemampuan sekolah dalam menjalankan fungsinya secara maksimal, baik
fungsi ekonomis, fungsi sosial-kemanusiaan, fungsi politis, fungsi budaya
maupun fungsi pendidikan (Cheng, 1996)
3. Mampu mewujudkan apa yang disebut sebagai ”self renewing schools” atau
”adaptive schools” (Garmston and Wellman, 1995), atau disebut juga sebagai
”learning organizations” (O’Neil,1995) yaitu suatu kondisi dimana
kelembagaan sekolah sebagai satu entitas mampu menangani
permasalahanyang dihadapinya sementara menunjukkan kapabilitasnya
dalam berinovasi.
7 dimensi bagi pengembangan (Quality School)

 Parent Support
 Parents support their child’s education
Instructional Quality
 Parents know what happens at school This school prepares students for adult life
 Enough parents participate at parent/teacher conferences This school provides a quality education
 Parents support extracurricular activities
Instruction at this school is innovative
Instruction at this school challenges students
 Teacher Excellence
 Teachers are knowledgeable about the subjects they teach


Teachers care about students as individuals Resource Accessibility
Teachers promote good behavior in their classrooms
 Teachers are well organized
Staff has access to enough ongoing training
 Teachers enjoy teaching Counselors are accessible to students
Students have adequate computer access
The school has quality textbooks and instructional
 Student Commitment materials
 Students are well behaved Students have enough extracurricular opportunities
 Enough students participate in extracurricular activities
 Students enjoy learning
 Students have pride in their school
Safety
Students and staff feel safe at school
 Administration Students feel safe traveling to and from school
 Administration is accessible to parents, students, and staff The school is clean and in good repair
 Administration promotes quality education The school grounds and hallways are well supervised
 Administration is well organized
 Administration promotes good behavior at the school
 Administration has high expectations for all students

School Rich School District, UT (2005)

 7 Karakteristik Sekolah Efektif
Bank Dunia (2000) Education Quality Improvement Program

 Supporting inputs: dukungan orang tua dan masyarakat, lingkungan belajar yang sehat,
dukungan yang efektif dari sistem pendidikan, serta kelengkapan buku dan sumber belajar yang
memadai.
 Enabling condition: kepemimpinan yang efektif tenaga guru yang kompeten, fleksibilitas, dan
otonomi serta waktu di sekolah yang lama.

 School climate: harapan siswa yang tinggi, sikap guru yang positif, keteraturan dan disiplin,
kurikulum yang baik, sistem reward dan insentif bagi siswa dan guru, serta tuntutan waktu belajar yang
tinggi.
 Teaching learning process: strategi mengajar yang bervariasi, pekerjaan rumah yang sering,
penilaian, dan umpan balik yang sering, dan partisipasi seperti kehadiran, penyelesaian studi dan
kelanjutan studi siswa.
 Outcome – based policy: adanya penekanan pada tujuan mencapai hasil lulusan yang terbaik.
 Focuses on accountability artinya, sekolah lebih mengedepankan akuntabilitas publik
sehingga pada akhirnya
 Shared role & responsibility artinya semua pihak menjunjung tinggi visi dan misi
pendidikan, adanya tujuan pembelajaran yang terarah sehingga guru mengjar sesuai dengan visi dan
misi pendidikan, adanya kurikulum yang baik dan berdiversifikasi, dan lain sebagainya dalam rangka
mencapai mutu pendidikan yang tinggi.
 CORE VALUES AND LEARNING PRINCIPLES
The curriculum design and approach must be one that is inspiring, exciting and attractive to the
learners, and also relevant to the needs of the time.

a. Spirit of Inquiry & Discovery: Wonder, Plan, Investigate, Discover, Reflect, Share, Act. The above seven
attributes are characteristics of an active learner consistently looking for knowledge and information.

b. Spiritual & Character Education: Beliefs, Duties and Responsibilities, Virtues, Prohibitions Manners,
Feelings, Attitudes, Life and Quranic Literacy Skills. The above elements are the daily ingredients to the
making of a whole muslim. One that is firm in his/her belief, consistent in practice and exemplary in
character.

c. Challenging and Inspirational Ideas: God, The World & Me, Knowing Yourself, Becoming a Moral
Person, Understanding and Being Understood, Getting along with Others, A Sense of Belonging, Drawing
Strength from the Past, Islam for All Times & Places, Caring for Allah’s Creation, Facing the Challenge,
Making a Difference, Taking the Lead. The above ideas are those that strengthen the resolve of our young
muslims. It brings clarity to their understanding of their religion and prepares them for the many challenges
ahead.

d. Effective teaching and Learning: Meaningful, Integrative, Valuesbased, Challenging, Active and
Interactive. These approaches in teaching are crucial in ensuring that Islamic Education is delivered to the
young in the most effective and engaging manner; learning Islam becomes such a pleasant experience that it
encourages them to find out and learn more.

e. Instruction: Higher-order Thinking, Deep Knowledge, Substantive Conversations, Real-World

Connections. By using the above instruction methods, quality of the discussions and topics could be ensured
and maintained.

f. Assessment: Organisation of Materials, Consideration of Alternatives, Quality of Content and Process,

Elaborated Communication, Connections to Society and the World, Audience Beyond the Classroom. By
having a multiple assessment approach, the child’s learning is assessed consistently and fairly – encompassing
all the different elements of the experience that the child goes through inside and outside of class thus
reflecting his/her abilities and knowledge more accurately.

Singapore Islamic
Education
Produktivitas
Sekolah
Psychologist’s
Administrator
production
Production
Function
Function dari segi keluaran
sekolah dari segi keluaran
perubahan perilaku siswa
administrative

Economic
production
seberapa besar harga atau biaya atas “layanan”
yang telah diberikan dibandingkan dengan
perolehan yang ditimbulkan.
Effective leader on Education
1. A sense of mission
2. Involving others
3. Concern with teaching
4. Hands-on monitoring
5. Hands-on staffing
6. An academic orientation
7. High expectations
8. Monitoring and evaluation
Beberapa Definisi Profesional tentang mutu,
antara lain :

Mutu gambaran total sifat dari suatu

produk atau jasa pelayanan yang berhubungan
dengan kemampuannya untuk memberikan
kebutuhan kepuasan (American Society for
Quality Control).
Mutu “Fitness for use”, atau
kemampuan kecocokan penggunaan (J.M. Juran).
Mutu kesesuaian terhadap permintaan
persyaratan (The conformance of requirements-
Philip B. Crosby, 1979).
MANAJEMEN MUTU
“TQM, a philosophy and set of guiding principles that
represent the foundation of a continuosly improving
organization” (Menurut Cassio seperti yang dikutip
oleh Hadari Nawawi 2005 : 127).
Karakteristik TQM
 Fokus pada pelanggan, baik pelanggan internal maupun eksternal
 Memiliki obsesi yang tinggi terhadap kualitas
 Menggunakan pendekatan ilmiah dalam pengambilan keputusan
dan pemecahan masalah.
 Memiliki komitmen jangka panjang.
 Membutuhkan kerjasama tim
 Memperbaiki proses secara kesinambungan
 Menyelenggarakan pendidikan dan pelatihan
 Memberikan kebebasan yang terkendali
 Memiliki kesatuan yang terkendali
 Adanya keterlibatan dan pemberdayaan karyawan.
Sumber-sumber Mutu Sekolah
Komitmen Pucuk Pimpinan (Kepala Sekolah)
terhadap kualitas.
Sistem Informasi Manajemen
Sumberdaya manusia yang potensial
Keterlibatan semua Fungsi
Filsafat Perbaikan Kualitas secara Berkesinambungan
 TQM

KOMITMEN PADA KUALITAS

PERBAIKAN KUALITAS SUMBER – SUMBER

KUALITAS
SECARA BERKELANJUTAN

FUNGSI – FUNGSI MANAJEMEN :

PERENCANAAN, PENGORGANISASIAN, PELAKSANAAN,
PENGANGGARAN, KONTROL

PELAKSANAAN PEKERJAAN
SECARA BERKUALITAS

HASIL :
MEMUASKAN ORANGTUA, SISWA &
MASYARAKAT
BALDRIGE AWARD CRITERIA FRAMEWORK

System

Faculty &
Staff Focus
Driver 5. 0
Organizational
Performance Student Learning Results;
7. 0 Students & S.H focus
Information
And Analysis results.
4. 0
Leadership Budgetary, Financial &
1. 0 Goal market results.
Student, Stake
Holder & Market Faculty & Staff results
Focus
Process
3. 0 Organizational
Management
6. 0 Effectiveness results.
Strategic
Planning
2. 0

* 2002 Award Criteria

Malcolm Baldrige Framework
Siklus Continuous Improvement