Is the Education Quality in Indonesia Equal? An Analysis on the Findings of Principal Partnerships Program

Abstract

<p style="text-align: justify;">The purpose of this research is to analyze the achievement of the results, progress, and obstacles encountered during the two years of the commencement of the principals’ partnership program in Indonesia. The scope of the Principal's Partnership program comprises three main components, such as curriculum management, academic supervision, and management of the school ecosystem. Data were analyzed using survey methods. Sampling data were taken from 106 impacted schools, using the percentage results of action plan reports in 15 indicators from the three main components program's implementation. The findings indicate that the principal partnership program activities, in general, have been well implemented and according to the percentage target of the principal's partnership program with a national increase in achievement of the Curriculum Management component from 61% to 69%, academic supervision from 61% to 71% and management of the school ecosystem from 48% to 56%. The percentage increase also occurs when instrument data is processed per indicator in components. The findings imply that the partnership program has a significant impact on equity growth in remote areas.</p>

Strategy to Increase the Effectiveness of Differentiated Learning

“…This fact illustrates that the Principal's academic supervision has not been able to achieve the objectives optimally. This statement is supported by the study results (Pusporini et al, 2020;Rahabav, 2016;Suyatno et al, 2023).…”

Academic Supervision Management to Support School Literacy Movement

“…This means that if the principal's academic supervision is effective, the teacher's performance will be high [31]. that the impact of academic supervision on teacher professionalism and the quality of graduates is that teachers know and correct deficiencies and weaknesses in teaching and learning activities; Teachers can improve in terms of learning methods, teaching and learning techniques, class mastery, discipline, better teaching quality; Teachers after being supervised can be more confident in teaching; Student achievement in terms of academic and non-academic increases such as character, ethics, mutual respect, enthusiasm for learning, learning is more fun, communication becomes multi-directional, good school and national exam scores, and is accepted at state universities [32].…”

Navigating Quality Madrasah: MAN IC, Principle Performance, Teacher Performance, Positive Psychological Capital and Student Achievement

“…Reading the educational history of the alumni of the MAN Jember Special Program (MAN-PK) in Santri Kaliwates (Maftuhin, 2020), perhaps what appears from their learning traditions is the "in love of knowledge" as described by Pranoto (2019). Different character of school quality under the Ministry of National Education (MoNE) environment, as recorded in research byPusporini, Triana, Syahid and Kustandi (2020). Historically, the MAN PK was formed by Munawir Syadzali, Minister of Religious Affairs for the Period of 1983-1993, who was named by Effendy, Prasetyo and Subhan (in Azra and Umam, 1998)as the era of "Disbursement of Ideological Tension".…”