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All Journal Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Dinamika Pembelajaran : Jurnal Pendidikan dan Bahasa
Asy’aril Muhajir
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Filosofi Mutu dan Mutu Pendidikan Yayuk Zulaikah; Akhyak Akhyak; Asy’aril Muhajir; Nur Effendi; Liatul Rohmah
Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Vol. 2 No. 2 (2024): May : Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/semantik.v2i2.610

Abstract

The purpose of writing this article is to understand the philosophy of quality and quality of education. Library research is research carried out by reviewing various journals and related reference books. The results of his research show that Quality is a philosophy and methodology that helps institutions to plan changes and set agendas in the face of excessive external pressures. the philosophy of quality has changed and no longer refers to the classical view. This change can be seen from the quality orientation which refers to consumer needs and criteria. The quality philosophy generally adopted today is that product quality is not only determined by the producer but is determined by the consumer (customer). Education quality is the ability of educational institutions and systems to empower educational resources to improve quality in accordance with educational expectations or goals through an effective educational process. The scope of educational quality cannot be separated from three models, namely: input, process and output. In efforts to improve quality using this model, there are several criteria and characteristics that must be met in each scope. Above the national education standards, there are eight (8) things that must be considered to create quality education, namely Content Standards, Process Standards, Educator and Education Personnel Standards, Facilities and Infrastructure Standards, Management Standards, Financing Standards and Educational Assessment Standards.
Pengembangan Mutu Pendidikan Di Negara Berkembang Zainal Panani; Asy’aril Muhajir; Nur Effendi
Dinamika Pembelajaran : Jurnal Pendidikan dan bahasa Vol. 1 No. 2 (2024): Mei : Dinamika Pembelajaran : Jurnal Pendidikan dan bahasa
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/dilan.v1i2.227

Abstract

The purpose of writing this article is to determine the development of education quality in developing countries. This research uses a type of library research. Library research is research carried out by reviewing various journals and related reference books. The results of his research show that quality education is education that can produce students who have abilities, insight and skills in accordance with established standards, so that they have sufficient opportunities to be competent in any job market without ignoring the moral aspects of their lives. A developing country is a country with a low average income, relatively underdeveloped infrastructure, and a human development index that is poor compared to global norms. Educational policies in developing countries generally originate from the legacy of colonial educational policies. It is said this because developing countries when they first became independent had not yet developed their own educational policies based on the realistic needs of their people. The independence that has been achieved in the political field is not automatically followed by independence in other fields, especially in the field of education. The causes of the low quality of education in developing countries are, 1) lack of qualified teachers, 2) failure of schools to care for students, in fact elementary schools are less effective in supporting the development movement, if the impact is not proven within an appropriate period of time, 3) poor state of the curriculum. not appropriate. The basic problems of the curriculum at the pre-university level include the expansion of cultural adaptation, localization and vocationalization of the curriculum, 4) Inequality in rural and urban progress.
Co-Authors Akhyak Akhyak Liatul Rohmah Nur Effendi Yayuk Zulaikah Zainal Panani