SISTEM PENJAMINAN MUTU TERINTEGRASI DI SMA GLOBAL MADANI BANDAR LAMPUNG

ABSTRAK Kemajuan zaman telah membawa pendidikan dalam arus peruabahan yang kompetitif terutama soal kualitas. Upaya untuk memastikan terselenggaranya pendidikan mulai dari organisasi, kebijakan, sistem, dan segala proses sesuai standar nasional pendidikan dilakukan melalui penjaminan mutu pendidikan. Persoalan penerapan Sistem Penjaminan Mutu Internal (SPMI) yang membutuhkan lebih banyak sumber daya menjadikan rendahnya implementasi SPMI pada tiap-tiap satuan pendidikan di Indonesia, sedangkan menjamin kualitas pendidikan yang sesuai dengan harapan stakeholders merupakan suatu bentuk dari pertanggungjawaban publik (public accountability) dalam proses penyelenggaraan pendidikan. Penelitian ini bertujuan untuk mendeskripsikan penerapan Siklus Penjaminan Mutu Internal di SMA Global Madani Bandar Lampung dengan menggunakan data primer yang diperoleh dari hasil wawancara yang diuji menggunakan teknik triangulasi kepada beberapa sumber. Dokumen-dokumen yang berkaitan dengan topik penelitian ini gunakan sebagai data pendukung (sekunder). penelaahan dilakukan berlandaskan teori manajemen mutu dan penjaminan mutu internal pendidikan. Teori penjaminan mutu internal merujuk pada siklus penjaminan mutu internal pendidikan yang dikemukakan oleh Deden Makbulloh, selanjutnya disandingkan dengan teori manajemen mutu yang dikemukakan oleh W. E. Deming dengan siklus PDCA-nya. Siklus penjaminan mutu internal yang dilaksanakan oleh SMA Global Madani Bandar Lampung terdiri dari proses perencanaan, proses pelaksanaan, proses monitoring dan evaluasi, dan tindakan perbaikan. Tahapan-tahapan siklus penjaminan mutu internal dilakukan dalam kerangka siklus PDCA (Plan, Do, Check, dan Act). Perencanaan dilaukan secara bottom up dan diintegrasikan melalui pendekatan sinoptik yakni program dipandang sebagi objek perencanaan dan dipandang sebagai bagian dari sistem. Pelaksanaan program di SMA Global Madani Bandar Lampung dilaksanakan dengan membentuk tim pelaksana, kemudian pelaksanaan program pengembangan mutu dibantu dan diawasi oleh tim Penjamin mutu pendidikan. Pengawasan program dilakukan melalui monitoring dan evaluasi yang dilaksanakan langsung pada setiap kegiatan (on progres). Tahapan tindak lanjut dilakukan dengan menentukan hal-hal yang perlu diperbaiki dan dijadikan sebagai dasar perencanaan iii selanjutnya. Integrasi visi sekolah dengan proses penjaminan mutu internal di SMA Global Madani Bandar Lampung dilakukan dengan melaksanakan program yang diselaraskan dengan visi sebagai cita-cita yang hendak diwujudkan, berbasis keislaman, kecerdasan, dan kemartabatan sesuai visi SMA Global Madani yaitu Insan Islami Cerdas Bermartabat. Sebagai pedoman dan alat ukur dalam upaya pengendalian mutu, SMA Global Madani menggunakan Code of conduct Global Madani (CCGM) dan Excel Appreciation (EA). Penggunaan CCGM dan EA ialah sebagai alat untuk mengontrol mutu selama proses penjaminan mutu berlangsung sesuai prinsip Trilogi Kualitas. Kata Kunci: Mutu Pendidikan, Penjaminan Mutu, SPMI. iv ABSTRACT The progress of the times has brought education into a competitive stream of change, especially in terms of quality. Efforts to ensure the implementation of education starting from the organization, policies, systems, and all processes according to national education standards are carried out through education quality assurance. The problem of implementing the Internal Quality Assurance System (SPMI) which requires more resources makes the implementation of SPMI low in each education unit in Indonesia, while ensuring the quality of education in accordance with the expectations of stakeholders is a form of public accountability in the process of providing education. This study aims to describe the implementation of the Internal Quality Assurance Cycle at SMA Global Madani Bandar Lampung by using primary data obtained from interviews that were tested using triangulation techniques to several sources. Documents related to the topic of this research are used as supporting (secondary) data. the study was conducted based on the theory of quality management and education internal quality assurance. Internal quality assurance theory refers to the internal quality assurance cycle of education proposed by Deden Makbulloh, then juxtaposed with the quality management theory proposed by W. E. Deming with his PDCA cycle. The internal quality assurance cycle implemented by SMA Global Madani Bandar Lampung consists of the planning process, implementation process, monitoring and evaluation process, and corrective action. The stages of the internal quality assurance cycle are carried out within the framework of the PDCA cycle (Plan, Do, Check, and Act). Planning is carried out bottom-up and integrated through a synoptic approach, namely the program is seen as an object of planning and is seen as part of the system. The implementation of the program at SMA Global Madani Bandar Lampung is carried out by forming an implementing team, then the implementation of the quality development program is assisted and supervised by the education quality assurance team. Program supervision is carried out v through monitoring and evaluation which is carried out directly on each activity (on progress). The follow-up stage is carried out by determining the things that need to be improved and used as the basis for further planning. The integration of the school's vision with the internal quality assurance process at SMA Global Madani Bandar Lampung is carried out by implementing programs that are aligned with the vision as the ideals to be realized, based on Islam, intelligence, and dignity according to the vision of SMA Global Madani, namely Intelligent Islamic People with Dignity. As a guideline and measuring tool in quality control efforts, SMA Global Madani uses the Code of Conduct Global Madani (CCGM) and Excel Appreciation (EA). The use of CCGM and EA is as a tool to control quality during the quality assurance process according to the Quality Trilogy principle. Keywords: Education Quality, Quality Assurance, SPMI