Optimalizing the Quality of Education Through a Comprehensive School Self-Evaluation

By : Ade Nurmaliyani

Students of Kls II.C MPI S2 UIN Sunan Gunung Djati Bandung

 

Improving the quality of national education is a crucial agenda that requires the active participation of all education units. Many schools are trying to improve quality, but often these efforts are poorly directed without a deep understanding of the internal conditions. The assumption is that the evaluation carried out by external parties has not fully described the real needs of the school. There is a gap between the demand for quality improvement and the implementation of systematic and sustainable internal evaluations. This paper aims to argue that the School/Madrasah Self-Evaluation Model (EDS/M), which includes basic concepts, goal setting, use of valid instruments, and its use as the basis for the School Development Plan (RPS/M), is a strategic approach for sustainable improvement of the quality of education.

First,  the concept of School/Madrasah Self-Evaluation (EDS/M) must be understood as a participatory and fundamental internal assessment process. EDS/M engages all school stakeholders to honestly reflect on performance based on the National Education Standards (SNPs), identifying strengths and areas for improvement. The argument is that without a correct understanding of the concept, where EDS/M is seen as a mirror for self-improvement and not just an administrative fulfillment or a place to seek rankings, then the essence of this evaluation will be lost. This deep understanding is the foundation for schools to independently and continuously improve the quality of their services.

Second,  clear and measurable goal setting is a crucial follow-up to the implementation of EDS/M. Once strengths and weaknesses are identified through EDS/M, schools must be able to formulate quality improvement goals that are specific, relevant, and oriented towards the achievement of National Education Standards. The argument is that EDS/M that is not followed by the setting of concrete targets will end up as a document without impact. It is this goal that provides direction for improvement efforts, ensuring that the resources and programs designed are truly focused on improving the strategic aspects that have been identified as priorities to achieve the expected quality.

Third, the effectiveness of EDS/M is highly dependent on the use of instruments that are specifically designed, valid, and refer to clear standards. The EDS instrument serves as the main tool for comprehensively collecting school performance information, covering eight National Education Standards (SNPs). The argument is that without proper and standardized instruments, the data collected may be inaccurate, incomplete, or difficult to interpret, making it difficult to analyze and make decisions. A good instrument, which has gone through a process of validation and testing, ensures that self-evaluation is carried out objectively and produces reliable information for planning.

Fourth, the results of EDS/M must be the main and factual basis in the preparation of the School/Madrasah Development Plan (RPS-M) or the School/Madrasah Work Plan (RKS-M). Detailed information on the real condition of the school, including the analysis of the needs and priorities identified from the EDS/M, is a vital input to design strategic and relevant programs and activities. The argument is that planning that is not rooted in self-evaluation data tends to be assumed and less effective. By making EDS/M the foundation, RPS-M/RKS-M will be more realistic, focus on real needs, and have a higher probability of success in realizing sustainable quality improvement.

According to Natizah, the implementation of a comprehensive School/Madrasah Self-Evaluation Model---starting from understanding concepts, setting strategic targets, using reliable instruments, to utilizing the results as a basis for planning---is a necessity for schools/madrasas that are committed to sustainable quality improvement. An honest and engaging process of self-evaluation will result in a clear roadmap for improvement. Therefore, every educational unit needs to prioritize the implementation of EDS/M as a sustainable cycle in order to achieve a superior and equitable culture of educational quality.

 

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