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All Journal Competitor : Jurnal Pendidikan Kepelatihan Olahraga Annual Conference on Islamic Early Childhood Education
Azizah, Rahma
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Education Neuroscience

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Sistem Penjaminan Mutu Internal di CERIA Demangan Yogyakarta Jannana, Nora Saiva; Santosa, Edy Yusuf Nur Samsu; Maryam, Maryam; Faridah, Syifa Durotul; Husna, Asnal; Azizah, Rahma
Annual Conference on Islamic Early Childhood Education (ACIECE) Vol. 8 (2024): The 8th Annual Conference On Islamic Early Childhood Education
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga Yogyakarta

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Abstract

Pendidikan anak usia dini (PAUD) berperan penting dalam membangun fondasi perkembangan anak, mencakup aspek kognitif, sosial, emosional, dan fisik. Untuk memastikan kualitas layanan PAUD, diperlukan sistem penjaminan mutu yang sistematis dan berkelanjutan. Namun, banyak lembaga PAUD menghadapi tantangan dalam menerapkan sistem penjaminan mutu karena keterbatasan sumber daya dan struktur organisasi. Studi ini bertujuan untuk menganalisis penerapan sistem penjaminan mutu internal di Taman Bermain (TB) & Taman Kanak-Kanak (TK) Ceria Demangan Yogyakarta, yang mengintegrasikan fungsi penjaminan mutu ke dalam berbagai unit manajemen tanpa memiliki tim khusus.  Penelitian ini menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara dengan Kepala Sekolah dan Wakil Kepala Sekolah TK Ceria Demangan, serta analisis dokumen terkait penjaminan mutu. Hasil penelitian menunjukkan bahwa penjaminan mutu di Ceria dilakukan melalui pembagian tugas dalam tim Litbang, HRD, dan Koordinator Internal-Eksternal. Siklus penjaminan mutu meliputi perencanaan, implementasi, evaluasi, dan perbaikan berkelanjutan, yang dijalankan secara fleksibel berdasarkan kebutuhan sekolah. Salah satu praktik unggulan yang mendukung penjaminan mutu adalah kegiatan field-trip, yang memberikan pengalaman belajar berbasis eksplorasi kepada anak-anak. Meskipun terdapat tantangan dalam aspek logistik dan koordinasi, strategi perencanaan ulang serta komunikasi yang intensif dengan mitra eksternal terbukti efektif dalam memastikan keberlanjutan program.  Studi ini mengindikasikan bahwa meskipun tidak memiliki tim penjaminan mutu khusus, pendekatan berbasis tim dengan pembagian tugas spesifik mampu memastikan peningkatan mutu pendidikan secara berkelanjutan. Implikasi dari temuan ini menegaskan bahwa fleksibilitas dalam implementasi sistem penjaminan mutu dapat menjadi strategi efektif bagi PAUD dengan keterbatasan sumber daya
Physical Education Teachers' Perceptions of Inclusive Learning in Elementary Schools, Martapura District Azizah, Rahma; Rahmadi, Rahmadi; Haffyandi, Recky Ahmad
COMPETITOR: Jurnal Pendidikan Kepelatihan Olahraga Vol 17, No 2 (2025): June
Publisher : UNIVERSITAS NEGERI MAKASSAR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/cjpko.v17i2.73786

Abstract

This study aims to explore the perceptions of Physical Education (PE) teachers toward inclusive learning in elementary schools within Martapura District. Employing a quantitative descriptive method, data were gathered through a 4-point Likert scale questionnaire distributed to 13 PE teachers selected purposively from 7 elementary schools. Participants were chosen based on having a minimum of one year of experience in teaching inclusive classes. The total population encompassed 39 elementary schools in the district. The results revealed a limited understanding of inclusive education among teachers, with 38% indicating inadequate knowledge of its concepts. Similarly, 38% of the respondents fell into the low category in terms of readiness and ability to deliver inclusive Physical Education. A significant proportion of teachers (77%) reported encountering substantial barriers in implementing inclusive learning, such as insufficient training, lack of supporting facilities, and the absence of specialised co-teachers. Despite these challenges, the study found that institutional support—particularly from school principals and inclusive-oriented policies—was relatively strong, with 46% of respondents reporting a high level of school-based backing, albeit with variations across institutions. These findings suggest that while policy-level support exists, the implementation of inclusive PE remains inconsistent and underdeveloped. The study concludes that enhancing inclusive Physical Education requires targeted teacher training programs, better infrastructural support, and stronger collaboration among educators, administrators, and policymakers. Strengthening these components is essential to realise the full potential of inclusive education in fostering equal participation for all students in Physical Education settings.
Co-Authors Faridah, Syifa Durotul Haffyandi, Recky Ahmad Husna, Asnal Jannana, Nora Saiva Maryam Maryam Rahmadi Rahmadi Santosa, Edy Yusuf Nur Samsu