Manajemen Akreditasi dalam Peningkatan Mutu Pendidikan di MTs Bunayya Islamic School Curup

Mantara, Anggi and Nuzuar, Nuzuar and Wanto, Deri (2022) Manajemen Akreditasi dalam Peningkatan Mutu Pendidikan di MTs Bunayya Islamic School Curup. Masters thesis, IAIN CURUP.

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Abstract

MTs Bunayya Islamic School is one of the private madrasas that was established in 2018. Based on quality demands, through the Regional Office of the Ministry of Religion, madrasas apply for accreditation for the first time. The quality of education managed within a period of 4 years, in 2018/2019 MTs Bunayya Islamic School participated in the SINUS competition held by the Tadris Mathematics study program IAIN Curup and got third place. In 2021, he participated in the Madrasah Science Competency (KSM) and won two district level winners in the integrated mathematics field and won three district level winners in the integrated integrated science field. In terms of quantity, the number of students is increasing every year. In the field of administration, MTs Bunayya Islamic School for 4 years continued to carry out regulations in administration. This study uses a qualitative research type with a descriptive approach. There are two types of data used, namely primary and secondary data. Data were collected by three methods, namely interviews, observation, and documentation. Data analysis is done by reducing, presenting data and drawing conclusions. The data were tested using source triangulation, technical triangulation and time triangulation techniques. From the results of the research and discussion, it is stated that (1) Accreditation Management at MTs Bunayya Islamic School starts from the Planning stage which involves all components in the madrasa. All madrasa residents work together in applying the accreditation plan. The next stage is organizing by dividing the main tasks according to four standards based on the 2020 Education Unit Accreditation Instrument (IASP) and preparing a special place for accreditation documents in the form of a map to facilitate the organization of accreditation. The next stage is implementation, namely collecting all documents related to the quality of graduates, the learning process, the quality of teachers, and madrasa management. The next stage is the supervision carried out by the head of the madrasa by conducting discussions, monitoring, and evaluating the performance results of the madrasa accreditation team. (2) Accreditation in improving the quality of education can be seen from the results of the accreditation which got a score of 86 with a B rating. The results were satisfactory, because MTs Bunayya Islamic School for the first time carried out the accreditation process. (3) The internal impact that is felt after the accreditation process is that teachers have the awareness to improve their competencies. For students, the existence of madrasa accreditation adds confidence because they have studied at an accredited madrasa. The external impact of the accreditation process is that public trust in schools increases. Overall, it can be concluded that the management of accreditation at MTs Bunayya Islamic School is carried out by planning, organizing, implementing and supervising. Quality improvement through accreditation has a good and satisfactory value. Accreditation has internal and external impacts.

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Thesis (Masters)

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