Penelitian evaluatif ini bertujuan untuk mengevaluasi Tata Kelola Program Indonesia Pintar (PIP) pada Madrasah Ibtidaiyah Swasta Kecamatan Blimbing Kota Malang ini sengaja menggunakan model CIPPO yang mengukur ketercapaian Program dari komponen Context, Input, Process, Product, dan Outcome. Hasil penelitian menunjukan bahwa: (1) Pemahaman pengelola PIP tentang regulasi sangat baik. (2) Tidak adanya peraturan daerah terkait yang menunjang PIP disatuan madrasah ibtidaiyah.(3) Kuota PIP yang terbatas sehingga belum memenuhi kebutuhan sasaran penerima PIP secara menyeluruh. (4) PIP tepat sasaran dengan penghasilan penerima rata-rata 500.000 per bulan. (5) Proses pendataan telah dilakukan secara berjenjang namun tidak transparan. (6) Sinergitas dan koordinasi pendataan antara unsur sekolah, aparat desa, dan Kemenag Kota Malang belum optimal. (7) Tidak ada peningkatan jumlah penerima PIP setiap tahun. (8) Adanya peningkatan jumlah keluhan masyarakat terkait mekanisme pendataan dan pencairan dana penerima PIP. (9) Belum adanya peningkatan jumlah penerima PIP memiliki KIP.(10) Adanya keterlibatan semua elemen masyarakat dalam pendistribusian KIP. (11) Tidak adanya peningkatan pelaporan hasil pendataan secara berkala dan tepat waktu setiap tahun. (12) Pengelola PIP di tingkat Kemenag Kota Malang tidak memiliki basis data PIP yang secara terbuka dapat diakses oleh masyarakat. (13) Sosialisasi belum berjalan dengan baik. (14) Koordinasi antara Kemenag Kota Malang, pihak sekolah, dan lembaga yang mencairkan dana PIP berjalan dengan baik. (15) Pencairan dana PIP tidak tepat waktu, (16) Belum adanya peningkatan kegiatan monitoring dan evaluasi PIP dengan melibatkan lembaga independent.(17) PIP tidak berdampak terhadap prestasi belajar siswa. (18). PIP tidak berdampak positif terhadap kompetensi akademik dan non akademik siswa. (19) Adanya peningkatan kepuasan pengelola terhadap pelaksanaan PIP. (20) Tidak semua pemilik KIP menerima bantuan dana PIP untuk menunjang operasional pendidikan. (21) Tidak adanya peningkatan jumlah penerima dana PIP setiap tahun baik dalam satu jenjang pendidikan maupun lintas jenjang pendidikan. (22) Meningkatnya angka partisipasi sekolah anak usia 6-12 tahun di Kota Malang. Kata kunci: Program indonesia pintar, PIP, CIPPO

The education is an important thing for every individual, especially early childhood, in this case children need good stimulation, one of which is in the cognitive aspect. The purpose of this study was to emphasize the application of block media and the effectiveness of using block media for cognitive development of early childhood in group A RA Sunan Giri Sumberjaya. This study used a descriptive-qualitative research method with the research subjects being group A children, totaling 28 children. Data collection techniques used are observation, interviews and documentation. Data were analyzed using data reduction, data presentation and drawing conclusions. The results and discussion emphasize the development of educator competencies in implementing activities to recognize the concept of numbers, understand shapes and train children's creativity. Meanwhile, the effectiveness of the block media can be known through memory in solving problems during the learning process of the concept of number, shape, size and color. The research can be concluded that the learning that is carried out by improving the quality of the media, the competence of teachers in innovating in their work can be improved.

The assessor is a professional who has the assessment competency and high personal capacity for task completion. An assessor should adapt to the SISPENA online technology in carrying out assessment tasks. The objectives of this article are: (1) Analyzing the readiness of the online SISPENA system in accreditation, (2) Analyzing the competency of assessors with online SISPENA at each stage of the accreditation assessment, and (3) Analyzing the quality of PKBM before and after online SISPENA accreditation. This survey research was conducted in East Java province by involving 35 PKBM assessors and at the same time, the research sample was taken by purposive sampling. Data was collected by distributing questionnaires and then analyzed using the formulation of Jeffreys's Amazing Statistics Program (JASP). The results show that: (1) SISPENA online is well prepared as an effective and efficient accreditation quality control strategy at every stage of the accreditation assessment, (2) All assessors have excellent assessment competency and work professionally at every stage of accreditation. and (3) the significant improvement in quality-based institutions' performance after participating in accreditation, this is relevant to the commitment to fulfill the Eight National Education Standards by all institutions after obtaining accreditation status. This research is still far from perfect, so we hope for constructive suggestions for future improvements.

This explanatory quantitative study aims to analyze the effect of SIS-PENA literacy and Assessor Assessment Competency on the quality of PKBM accreditation either partially or simultaneously. Specifically, the purpose of this study is to analyze: (1) The effect of SISPENA literacy and Assessor Competence on the quality of PKBM accreditation in East Java. (2) The Effect of SISPENA Literacy on the Quality of PKBM Accreditation in East Java. (3) The influence of the KPKA assessment on the quality of PKBM accreditation in East Java, and (4) The effect of the visitation assessment on the quality of PKBM accreditation in East Java. This study involved 51 people from 60 PKBM cluster assessors in East Java. The sample selection was carried out by Proportional Random Sampling. The research data was collected by distributing questionnaires to all assessors, but 51 questionnaire packages were returned and filled in completely, while the other 9 questionnaire packages did not return. The research questionnaire used a Likert scale. The data that has been collected is then analyzed using the Multiple Regression technique using Jeffrey's Amazing Statistics Program (JASP) application version 15.00. The results of the study include: (1) There is a significant effect of SISPENA literacy and Assessor Assessment Competency on the quality of PKBM accreditation in East Java. (2) There is a significant influence of SIS-PENA Literacy on the Quality of PKBM Accreditation in East Java. (3) There is a significant effect of the KPKA assessment on the quality of PKBM accreditation in East Java., and (4) There is a significant effect of the visitation assessment on the quality of PKBM accreditation in East Java. This study concludes that partially or simultaneously assessor SISPENA literacy and assessor competence greatly affect the quality of PKBM accreditation results in East Java.

With the high dropout rate and the relatively high cost of education, the existence of PIP is a solution in helping the poor to return to school. This evaluative research uses a goal-oriented model as developed by Tyler, involving 32 people from the education office, managers of community learning centers, students, and partner institutions. Data were collected through document analysis and unstructured interviews, then analyzed using the approach of Robert K. Yin with pattern matching, explanation, and time crane analysis formulas. The results of the study include: (1) Program socialization has been carried out in a planned manner, (2) The data collection process has been well integrated with the national database, (3) PIP distribution has been delayed due to policy changes, (4) PIP coordination lines have not run optimally due to limited communication lines between the center and the regions, (5) Monitoring and evaluation programs have not been carried out in a planned manner, (6) The PIP program has an impact on meeting school operational costs and increasing student achievement and school participation rates.