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Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi

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Published by Universitas Negeri Yogyakarta

ISSN : 23026383 EISSN : 25021648 DOI : -

Core Subject : Education,

Education

Jurnal Pembangunan Pendidikan: Fondasi & Aplikasi (JPPFA) is interested in comparative studies that lead to new insights and challenge of orthodox theories; that have potential for policy impact; and that apply to broad range of settings, including industrial democracies as well as low and middle income countries, countries in political transition and countries recovering from armed conflict and social unrest. JPPFA also considers papers that look at education and development through the policies and practices of official development assistance and commercial education trade. JPPFA engages these approaches to deepen the understanding of the relationship between education policy and development.

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Articles 219 Documents

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Inculcating tolerance by multicultural based PPKn learning G. Gunartati; Z. Zamroni; Abdul Gafur
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 5, No 2 (2017): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

This study aims to: (1) describe the teaching conditions of multicultural-based PPKn implemented by SMA in DIY, (2) produce a feasible model of teaching PPKn based on multi-culture for inculcating tolerance for senior high school students , (3) find out the effectiveness of developed teaching model. This research was research and development adopting the procedural model of Borg Gall. The procedures were divided into four phases, namely: (1) the needs analysis phase (2) the development stage of models and expert judgment (3) testing and refining the model, and (4) dissemination phase. The experiment was conducted at SMA Jetis, SMA 2 Bantul, and SMA 2 Wates. The Subjects were teachers and students of XI class of those SMAs. The data analysis used the descriptive analysis and t-test to determine the effectiveness of the product. The results of the reaseach are as follow. First, the teaching of PPKn in SMA in DIY is still conventional and not yet exploring multicultural values. Second, teaching model of multicultural-based PPKn declared eligible by material experts, instructional experts and assessment of the teachers. And the third, the teaching model developed is effectively used in the teaching and learning. This is indicated by the significant differences in learning outcomes between the experimental and control groups. The effectiveness is proved by using t test that the result is significant (p 0.05), and the mean of experiment group is higher than the mean of the control group.

Pembelajaran program full day school di SD Muhammadiyah Gunungpring Dita Febri Handani; Sugeng Bayu Wahyono
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 6, No 2 (2018): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Tujuan penelitian ini adalah mengungkapkan: (1)program full day school, (2)pembelajaran full day school berdasarkan konsep pendidikan gaya bank Paulo Freire, (3)reaksi siswa terhadap pembel-ajaran full day school berdasarkan konsep pendidikan gaya bank Paulo Freire di SD Muhammadiyah Gunungpring. Penelitian ini menggunakan pendekatan kualitatif jenis ethnografi. Unit analisis berupa kegiatan pembelajaran di kelas serta kegiatan di luar pembelajaran di SD Muhammadiyah Gunungpring. Partisipan dalam penelitian ini adalah guru dan siswa SD Muhammadiyah Gunungpring. Pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan dokumentasi. Teknik analisis yang diguna-kan yaitu model Miles dan Huberman, yang meliputi reduksi data, penyajian data, dan kesimpulan. Hasil penelitian ini adalah sebagai berikut: (1)Program full day school merupakan program sekolah yang berlangsung dari pagi hingga sore hari karena diberi tambahan materi yang sesuai dengan tujuan pendidikan sekolah tersebut; (2) terjadi praktik pembelajaran dominatif dalam full day school di SD Muhammadiyah Gunungpring. Praktik dominasi ditunjukkan dalam metode pembelajaran yang berpusat pada guru. Guru menetapkan aturan-aturan yang harus dipatuhi siswa yang dapat mendisiplinkan dan menyeragamkan pikiran siswa. Praktik dominatif di sekolah full day memberi dampak siswa lebih menyukai bentuk penilaian yang praktis dan mudah sehingga tidak memiliki pandangan kritis terhadap suatu permasalahan yang ada; (3) pembelajaran full day school menimbulkan berbagai reaksi siswa. Siswa diharapkan tunduk dan patuh terhadap aturan-aturan yang diberikan di sekolah. Namun, pada kenyataannya terdapat berbagai perilaku kritis siswa, sehingga tidak semua siswa patuh dan tunduk terhadap aturan yang telah ditetapkan.Kata kunci: pendidikan gaya bank, dominasi, pembelajaran. A FULL DAY SCHOOL PROGRAM IN MUHAMMADIYAH GUNUNGPRING ELEMENTARY SCHOOLAbstractThe aim of this study is to reveal: (1) full day school program, (2) the learning of full day schooling based on the concept of Paulo Freire’s banking model, (3) the students reaction of the teaching in full day school method based on the concept of the education model of Paulo Freire Bank in Muhammadiyah Gunungpring Elementary School. This research used the qualitative research with the type of ethno-graphy research. The unit of analysis was the indoor and outdoor learning activities in Muhammadiyah Gunungpring Elementary School. The participants of the study were teachers and students of Muhamma-diyah Gunungpring Elementary School. The data collection was through observation, deep interviews and documentation. The technique used to analyze data consisted of three steps: data condensation, data display, and conclusion. The result of this study is as follows: (1) The full day school program is a school program that runs from morning to evening because it is given additional material that is suitable for the purpose of the school education. (2) There is a dominance in teaching practice in full day schooling at Muhammadiyah Gunungpring Elementary School. It was showed by the teacher-centered learning method. He determined the rules that should be obeyed by the students so that they could be diciplined and made homogenous in thinking. Students preferred a practical and easy assessment so they do not have a critical view of an existing problem. It disciplines the minds of the students. However, there are various critical behaviours of students, and not all students are obedient and subjected to the established rules. (3) The learning reaction in Muhammadiyah Gunungpring Elementary School occured. The students are expected to be obedient to school's rules. Nevertheless, they behaved critically so that not all of them obeyed the school regulation.Keywords: banking model of education concept, dominance, learning

Penanaman nilai-nilai moral melalui kegiatan bercerita pada anak usia 5 tahun Narendradewi Kusumastuti; R. Rukiyati
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 5, No 2 (2017): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Penelitian ini untuk mendeskripsikan tentang proses penanaman nilai-nilai moral melalui kegiatan bercerita di RA Plus Darussalam Bojonegoro, meliputi: (1) nilai-nilai moral yang ditanamkan; (2) pelaksanaan; (3) faktor penghambat dan faktor pendukung. Penelitian ini merupakan penelitian kualitatif dengan jenis studi kasus. Subjek penelitian ini terdiri dari kepala sekolah, guru, dan anak. Pengumpulan data dengan observasi, wawancara, dan dokumentasi. Hasil penelitian adalah (1) nilai-nilai moral yang ditanamkan religius, kejujuran, toleransi, disiplin, kerja keras, kreatifitas, kemandirian, demokratis, rasa ingin tahu, bersahabat/ komunikatif, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, dan tanggung jawab; (2) proses terdiri dari (a) adanya perencanaan sebelum kegiatan bercerita yang tertuang dalam bentuk RPPM dan RPPH; (b) media yang digunakan buku pilar, buku cerita, boneka tangan, menggambar menggunakan spidol, dan video; (c) evaluasi yang digunakan penilaian formatif yaitu observasi (pengamatan), percakapan, dan unjuk kerja; (d) hasilnya adalah pengetahuan anak menjadi lebih luas, anak bisa membedakan baik buruk, anak menceritakan kembali isi cerita, perilaku anak setelah dibacakan cerita menjadi baik mencontoh dari cerita yang sebelumnya disampaikan guru; (3) faktor penghambat yaitu keras lemahnya dan tinggi nada suara saat guru bercerita belum terlihat, kekayaan bahasa yang dimiliki guru masih kurang, adanya dua kelas yang dijadikan satu; (4) faktor pendukungyaitu anak mendapatkan cerita dari rumah, guru diberikan berbagai macam pelatihan termasuk pelatihan mendongeng, tersedianya berbagai macam buku cerita, perilaku guru menjadi teladan yang baik bagi anak.Kata kunci: moral, bercerita, anak usia dini CULTIVATING MORAL VALUES THROUGH STORYTELLING ACTIVITYAbstractThis study aimed to describe the cultivation of moral values through storytelling in RA Plus Darussalam Bojonegoro, including: (1) the moral values inculcated; (2) implementation; (3) inhibiting factors and supporting factors.This research is a qualitative case study. The subjects of this study consisted of principals, teachers, and children. The collection of data is through observation, interviews, and documentation.The results of research moral values inculcated (1) religious, honesty, tolerance, discipline, hard work, creativity, independence, democratic, curiosity, respect for the achievements, friendly/communicative, love peace, likes to read, care for the environment, social care, responsibility; (2)the process consists of (a) there is availability of planning before telling a story in the forms of RPPM and RPPH; (b) the implementation tells the media used there are five kindspillars book, story books, puppets, drawing using markers, and video; (c) evaluation used is formative assessment, that is observation, conversation, and performance;(d)The result of the planting of moral values through the activity of storytelling is the knowledge of the child becomes more widespread, the child differentiate good bad, the children recount the contents of the story, the child's behavior after being read the story to be well modeled from the previous story submitted by the teacher;(3) inhibiting factors include loud weakness and high tone of voice when the teacher told the story has not been seen, the richness of the language owned by the teacher is still lacking and just reading the book only; the existence of two classes that are combined into one; (4) the supporting factorschildren get stories from home, the teachers have been given a wide range of training including training of storytelling, the availability of various story books; (d) the behavior of the teachers in being a good example for the children.Keywords: moral, storytelling, early childhood

A study of the professional community of teachers in equity of teaching quality Mousafi Juliasandi; Arif Rohman
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 6, No 1 (2018): June
Publisher : Graduate School, Universitas Negeri Yogyakarta

The high level of educational participation has not guaranteed the quality of education in a country. Especially developing countries, the issue of educational participation can be overcome with the maximum, but the problem that is still the agenda in various countries is about the equalization of the quality of education. This article is an article compiled based on literature review of the issues. One of the key factors causing inequality in the quality of education is the irregularity of the quality of educators which ultimately affects the inequality of teaching quality. The literature study conducted finding the teacher community is an effective solution to solve the problem. The professional community is an association of teachers to interact with each other and communicate in an integrated learning and teaching improvement. The professional community of teachers is considered to be able to overcome the quality of educators who are located in remote areas. The activities of this professional community of teachers can also be maximized by the use of various media such as internet network. Addressing the gap in teaching quality between remote and airspace will ultimately be able to address the inequalities of appropriate educational quality.

Analisis hubungan rasa ingin tahu dengan hasil belajar IPA Nehru Nehru; Erika Irianti
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 7, No 1 (2019): June
Publisher : Graduate School, Universitas Negeri Yogyakarta

Penelitian ini dilakukan dengan tujuan untuk menjabarkan dan menentukan hubungan atau pengaruh rasa ingin tahu terhadap hasil belajar IPA di tingkat Sekolah Menengah Pertama (SMP). Penelitian yang dilaksanakan merupakan penelitian statistik deskriptif dengan metode campuran yaitu metode kualitatif dan metode kuantitatif. Populasi penelitian adalah peserta didik di sekolah menengah pertama kelas VII. Penggambilan data menggunakan instrumen angket dan soal tes pilihan ganda. Instrumen yang digunakan merupakan angket rasa ingin tahu sementara soal tes yang diberikan kepada peserta didik merupakan soal pilihan ganda untuk kelas VII pada pokok bahasan besaran dan pengukuran. Analisis data menggunakan bantuan software SPSS untuk mengolah data. Uji yang digunakan dalam penelitian ini adalah adalah uji korelasi nonparametrik Kendall’s Tau hal ini karena data terdistribusi normal namun tidak linear. Berdasarkan penelitian dan analisis data yang didapat peneliti hasilnya tidak terdapat hubungan antara rasa ingin tahu terhadap hasil belajar siswa sekolah menengah pertama pada pokok bahasan besaran dan pengukuran. Tidak ada korelasi antara kedua variabel yang diteliti dibuktikan setelah uji korelasi diperoleh nilai signifikansi sebesar 0,101 yang artinya lebih besar dari 0,05. AbstractThis research was carried out with the aim of describing and determining the relationship or influence of curiosity on science learning outcomes at the junior high school level. The research carried out is descriptive statistical research with mixed methods namely qualitative methods and quantitative methods. The study population was students in VII grade junior high school. Retrieving data using questionnaire instruments and multiple-choice test questions. The instrument used was a curiosity questionnaire while the test questions given to students were multiple-choice questions for class VII on the subject of magnitude and measurement. Data analysis uses the help of SPSS software to process data. The test used in this study is the nonparametric correlation test Kendall’s Tau this is because the data is normally distributed but not linear. Based on the research and data analysis obtained by the researcher, the result is that there is no relationship between curiosity towards the results of junior high school student learning on the subject of magnitude and measurement. There is no correlation between the two variables studied proved after the correlation test obtained a significance value of 0.101, which means greater than 0.05.

Tranformasi Pendidikan untuk Mengatasi Konflik Masyarakat dalam Perspektif Multikultural Arif Unwanullah
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 1, No 1 (2012): Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v1i1.1050

Abstrak Globalisasimerupakan suatu rangkaian proses yang mengintegrasikan kehidupan global. Kaitan antara globalisasi dan pendidikan akan melahirkan suatu masyarakat baru yaitu masyarakat yang didasarkan pada“knowledge-based-society”. Untuk itu pendidikan sangat penting didalam mewujudkan masyarakat masa depan yang berdasarkan ilmu pengetahuan, karena melalui pendidikan proses transformasi serta pengembangan ilmu pengetahuan akan terjadi. Transformasi Pendidikan dalam perspektif multikultural seyogyanya memfasilitasi proses belajar mengajar yang mengubah perspektif monokultural yang esensial, penuh prasangka, dan diskriminatif ke perspektif multikulturalis yang menghargai keragaman dan perbedaan, toleran, dan sikap terbuka. Transformasi pendidikan selayaknya juga mampu memberikan ide yang mencerdaskan, antara lain dengan cara mendesain materi, metode, hingga kurikulum yang mampu menyadarkan masyarakat akan pentingnya sikap saling toleran, menghormati perbedaan suku, agama, ras, etnis dan budaya masyarakat Indonesia yang multikultural. Kata kunci: transformasi pendidikan, konflik dan multikultural

PERSPEKTIF MULTIKULTURAL PADA PENDIDIKAN AGAMA ISLAM DI MADRASAH ALIYAH Rohmat Rohmat; Zamroni Zamroni; Achmad Dardiri
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 3, No 1 (2015): Juni
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v3i1.7810

Penelitian ini bertujuan menemukan makna multikultural menurut guru Pendidikan Agama Islam Madrasah Aliyah (MA) MINAT Cilacap. Penelitian ini merupakan penelitian kualitatif-naturalistik. Penelitian dilakukan di MA MINAT Cilacap. Waktu penelitian intensif di lapangan dilakukan Januari 2012- Februari 2014. Subjek penelitian dipilih dari para praktisi pendidikan di MA MINAT Cilacap dan guru Pendidikan Agama Islam yang terdiri atas guru mata pelajaran Alquran/hadis, Akidah/akhlak, Fiqih dan Sejarah Kebudayaan Islam. Teknik pengumpulan data adalah observasi, wawancara, dan dokumentasi. Teknik analisis data dilakukan dengan teknik analisis induktif dengan beberapa langkah utama yaitu pengumpulan data, reduksi data, penyajian data, dan kesimpulan atau verifikasi. Hasil penelitian menunjuukan makna multikultural menurut guru Pendidikan Agama Islam MA MINAT Cilacap yaitu: makna persamaan hak, persaudaraan dan toleransi. Hal tersebut tidak lepas dari pengaruh yang dikembangkan institusi MA MINAT Cilacap yang mengembangkan konsep tawazun (keseimbangan antara dunia dan akhirat) dan mengedepankan tasamuh (toleransi) yang membawa konsep yang baik terhadap pendidikan multikultural. Guru Pendidikan Agama Islam MA MINAT Cilacap memberi makna multikultural antara lain tentang persamaan hak yang harus diberikan lembaga pendidikan sebagai institusi sebagai tempat untuk melakukan pemberdayaan siswa. Persamaan hak menjadi pondasi dasar dalam meminimalisasi konflik yang berkembang dalam masyarakat. Pemberdayaan siswa MA MINAT Cilacap pada sikap persamaan hak memberikan nilai positif pada pembentukan perilaku yang lebih menerima perbedaan.

IMPLEMENTASI PENDIDIKAN KARAKTER DI SMP NEGERI 8 DAN SMP NEGERI 9 PURWOKERTO Tutuk Ningsih; Zamroni Zamroni; Darmiyati Zuchdi
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 3, No 2 (2015): Desember
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v3i2.9811

Penelitian ini bertujuan untuk menemukan dan mendeskripsikan; (1) implementasi pendidikan karakter (IPK) di SMP Negeri 8 dan SMP Negeri 9 Purwokerto; (2) peran kepala sekolah, guru, dan siswa dalam IPK; dan (3) aktualisasi nilai-nilai karakter dalam IPK. Metode yang digunakan dalam penelitian ini merupakan metode kualitatif dengan pendekatan kualitatif-naturalistik.Teknik pengumpulan data yang digunakan adalah pengamatan partisipan, wawancara mendalam, dan dokumentasi. Analisis data menggunakan model interaktif Miles dan Huberman. Berdasarkan hasil penelitian ditarik kesimpulan berikut ini. (1) Implementasi pendidikan karakter yang lakukan melalui pola kegiatan terpadu antara kegiatan intrakurikuler dan ektrakurikuler. (2) Implementasi pendidikan karakter yang dilakukan oleh kepala sekolah, guru, dan siswa mempunyai peranan yang positif dalam pembentukan kultur sekolah yang berkarakter. Peran kepala sekolah, guru, dan siswa dalam IPK diwujudkan dalam: (a) peran kepala sekolah sebagai motivator, pemberi contoh keteladanan, pelindung, penggerak kegiatan, perancang kegiatan, pendorong, dan pembimbing; (b) peran guru sebagai pendidik, pengasih, dan pengasuh; dan (c) peran siswa sebagai subjek didik dan pelaksana kegiatan di sekolah. (3) Aktualisasi nilai-nilai karakter dalam IPK cenderung mengacu pada prinsip ABITA (Aku Bangga Indonesia Tanah Airku) berbasis kebangsaan dan religius yang meliputi 18 nilai karakter, yaitu: (a) nilai religius, (b) kejujuran, (c) demokratis, (d) tanggungjawab, (e) disiplin, (f) peduli lingkungan, (g) peduli sosial, (h) kerja keras, (i) mandiri, (j) cinta tanah air, (k) semangat kebangsaan, (l) rasa ingin tahu, (m) gemar membaca, (n) menghargai prestasi, (o) cinta damai, (p) bersahabat/komunikatif, (q) toleran, dan (r) kreatif. (4) Terdapat persamaan dan perbedaan dalam IPK di kedua SMP tersebut, persamaannya adalah mengacu pada nilai-nilai yang ada pada prinsip ABITA, perbedaannya kalau di SMP Negeri 8 melaksanakan 12 nilai karakter dan kegiatan pelajaran sekolah setiap pagi diawali dengan baca Alquran pada jam ke-0, sedangkan SMP Negeri 9 Purwokerto melaksanakan 18 nilai karakter sesuai prinsip ABITA sebagai pilot projek Kemdikbud yang kegiatan pelajaran dimulai setiap pagi diawali dengan “Salam ABITA”, menyanyikan lagu kebangsaan, dan kegiatan kebersihan lingkungan sekolah.

REKAYASA SOSIAL KOLABORASI PENDIDIKAN KARAKTER DAN PENDIDIKAN MULTIKULTURAL: PRAKSIS DI YAYASAN PERGURUAN SULTAN ISKANDAR MUDA Taat Wulandari
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 4, No 2 (2016): Desember
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v4i2.12424

Banyak variabel kompleks untuk menilai kondisi satu masyarakat (Indonesia), apakah masyarakat dalam keadaan ideal sesuai dengan cita-cita seluruh anggotanya atau tidak. Dua di antara variabel tersebut yakni tampak dari adanya kecenderungan karakter sebagian masyarakat yang mengalami kemunduran dan rentannya permasalahan yang muncul akibat heterogenitas masyarakatnya. Dua persoalan tersebut, alangkah baiknya tidak hanya berhenti sebatas wacana, komoditas pers, atau bahkan komoditas politik. Harus ada praksis yang dikerjakan apabila ingin mengatasinya melalui tindakan-tindakan yang visible dan terukur dalam bentuk aksi nyata. Medium pendidikan (pendidikan karakter) dapat menjadi satu alternatif terhadap upaya memerangi mundurnya karakter masyarakat dan pendidikan multikultural menjadi medium untuk mengatasi permasalahan karena heterogenitas anggota masyarakatnya. Meskipun di satu pihak, kebhinnekaan masyarakat Indonesia tidak boleh dipersalahkan ketika banyak terjadi konflik, di pihak lain kebhinnekaan harus menjadi potensi agar efektif mempersatukan rakyat yang beranekaragam dan terpencar. Nafas ‘pendidikan karakter’ dan ‘pendidikan multikultural’ selaku conditio sine qua non ini tampak dalam praksis pendidikan di Yayasan Perguruan Sultan Iskandar Muda atau ‘Sekolah Pembauran’ di Medan, Sumatera Utara.Kata kunci: pendidikan karakter, pendidikan multikultural, sekolah pembauran SOCIAL ENGINEERING COLLABORATION OF EDUCATION CHARACTER AND MULTICULTURAL EDUCATION: PRAXIS EDUCATIONAL FOUNDATION IN SULTAN ISKANDAR YOUNGAbstractThere are many complex variables to assess the condition of the society (Indonesia), whether a society has the ideal condition based on the visions of its members or not. Two of the variables include the tendency of some people whose character has experienced a setback and the vulnerability of problems that arise due to the heterogeneity of the community. These two issues should not become a plan, a news commodity, or even a political commodity only. There must be a praxis that is performed to solve the problems through visible and measurable actions in the form of real action. A medium of education (character education) can be an alternative to fight against the decadence of the character of the community and multicultural education can be a medium to overcome the problems due to the heterogeneity of the community members. The diversity of the Indonesian society should not be blamed when a conflict occurs but it should be able to effectively unite the diverse society. The core of 'character education' and 'multicultural education' as the conditio sine qua non can be seen from the praxis of education at Sultan Iskandar Muda foundation or 'Sekolah Pembauran' in Medan, North Sumatra.Keywords: character education, multicultural education, sekolah pembauran

Developing the quality of early childhood mentoring institutions Sri Hartini
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 5, No 1 (2017): June
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v5i1.15508

The study was to uncover the concept of quality improvement, the supporting and the inhibiting factors within the quality improve and the quality improvement in the early childhood mentoring institutions/kindergarten. The study was a qualitative research. The subjects in the study were kindergarten principals, kindergarten teachers and parents. The data were gathered by means of observation, interview and documentation. For the data analysis, the researcher selected the qualitative descriptive data analysis method. The results of the study were as follows. First, the concept of educational quality improvement in the early childhood mentoring institutions/ kindergarten has been improveed from the vision, the mission and the objectives and the concept includes the aspects of planning, process and output which has synergy from one to another. The planning has been formulated in the curriculum, the syllabus and the daily activity plan. Second, the approach, the strategy and the technique of quality improvement has maximized the well-qualified schools’ resources, have been supported by the sufficient facilities and have been funded by the sufficient budget. Third, the supporting factors within the quality improvement of early childhood mentoring institutions/kindergarten have been the increasing awareness within the society toward the significance of early childhood mentoring institutions, the massive socialization conducted by the Office of Education through the provision of training programs in relation to the early childhood mentoring institution/kindergarten management and the human resources empowerment toward developing the quality of early childhood mentoring institutions. Fourth, the inhibiting factors within the quality improvement of early childhood mentoring institutions have been the lack of society care and participation, the less quality human resources that early childhood mentoring institutions have, the fund limitation, the facility limitation and the lack of program management effectiveness.Keywords: development, educational quality, kindergarten

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Location
Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA