Jurnal Empowerment Volume 8 Nomor 2, September 2019 e-ISSN : 2580-7692 p-ISSN : 2252-4738 152 UTILIZATION OF SUPERVISION IN EARLY CHILDHOOD EDUCATION AND COMMUNITY EDUCATION DEVELOPMENT INSTITUTIONS FOR ACCREDITATION PURPOSES Eva Liana Center for Early Childhood Education and Community Education DevelopmentMinistry of Education and CultureJl. Jayagiri No. 63 Lembang West Bandung West Java, Indonesia evaliana81@gmail.com ABSTRACTNational Education Standards is criteria used by educational units. Educationalunits that will be undergoing accreditation must possess the standards whichconsists of: Content Standards, Process Standards, Graduate CompetencyStandards, Educators and Education Personnel Standards, Facilities andInfrastructure Standard, Management Standards, Financing Standards andAssessment Standards. The purpose of the Center for the Early ChildhoodEducation and Community Education Development is so that the educationalunits in their working areas can be well accredited so that the level and qualityof educational units which namely are nonformal education can compete withformal education. The method used by the researcher is Qualitative Descriptiveto find out the extent to which supervision conducted by PP PAUD and Dikmasof West Java provides benefits to the educational unit to prepare accreditationdocuments. The type of research that will be used by the researcher is CaseStudy Research conducted in the city of Bogor and Cimahi. The techniques usedare interviews, instruments and documentation. This research producesinformation that participants who participate in supervision activities ingeneral can understand and have completed filling in accreditation documentsso that the documents are submitted directly to the Accreditation Board of theProvince of West Java. The conclusion of the researcher is that the supervisionactivities conducted by PP PAUD and Dikmas of West Java are very useful foreducational units that will be applying for accreditation for their institution. Keyword: supervision PAUD dan Dikmas, accreditation INTRODUCTIONThe Law of the Republic of Indonesia number 20 of 2003 on National Education System,Particularly article 60, paragraph (1) mandates that accreditation is undertaken todetermine the feasibility of programs and educational units in formal and non-formaleducation paths at every level and type of education. Article 2, paragraph (2) ofGovernment Regulation number 19 year 2005 which was amended by GovernmentRegulation number 13 year 2015 stated that the guarantee and quality control of Jurnal Empowerment Volume 8 Nomor 2, September 2019 e-ISSN : 2580-7692 p-ISSN : 2252-4738 153 education in accordance with the National Education Standards is conducted withevaluation, accreditation and certification which means that every program andeducation unit in the formal and non-formal path must be developed to achieve theNational Education Standards (NES).According to (Dolopo et al., 2015), the school as an educational unit, has the obligationto implement quality education that meets the needs of Indonesia people. So, schools informal education and educational units in non-formal education are obliged to improvethe quality of education both in terms of educators, learners, curriculum, managementand improving facilities and infrastructure in the learning place itself, because schoolsor educational units are the spearhead of education.The Center for Early Childhood Education and Community Education Development (PPPAUD and Dikmas) of West Java is one of the Technical Services Unit of the Ministry ofEducation and Culture through the Directorate General of Early Childhood Educationand Community Education which has the working area in the West Java and DKI Jakartaprovinces and has the task of implementing the development model and quality of earlychildhood education and public education Supervision and has the following functions:a. Mapping of the quality of early childhood education and community education.b. Development of educational programs in early childhood education and communityeducation.c. Development of educational model in early childhood education and communityeducation.d. Supervision of early childhood education and community education units inachieving national education standards.e. Facilitate the compilation and implementation of educational programs and modelapplication for the development and utilization of resources in the field of earlychildhood education and community education.f. Development of early childhood education and community education resources.g. Information management of early childhood education and community education.h. Development and implementation of partnerships in early childhood education andcommunity education;i. Implementation of administrative affairs of the center for early childhood educationand community education development (PP PAUD and Dikmas).In implementing the functions of which one of them is Supervision of early childhoodeducation and community education unity in achieving national education standard,West Java PP PAUD and Dikmas carry out supervision activities to the educational unitslocated in its working area for the establishment of early childhood and communityeducation units accredited by the National Accreditation Board for Early ChildhoodEducation and Community Education.The supervision activities undertaken by the Center for Early Childhood Education andCommunity Education Development are conducted in collaboration with the West JavaProvincial Accreditation Board. The cooperation is in the form of compilation of Jurnal Empowerment Volume 8 Nomor 2, September 2019 e-ISSN : 2580-7692 p-ISSN : 2252-4738 154 materials that will be given to the supervision participants so that the material is inaccordance with the National Education StandardsBased on the data from the National Accreditation Board for Early Childhood Educationand Non-formal Education (BAN PAUD and PNF), there are currently several PAUD andDikmas units that already have accreditation, namely:1. Accredited PKBM 32 from 9,372 (0.3%)2. Accredited PAUD 36,561 from 190,160 (19.2%)3. Accredited LKP 345 of (19,325%)Based on these data, there are still many institutions that must be guided to meetnational education standards. So, the Center for Early Childhood Education andCommunity Education Development (PP PAUD and Dikmas) of West Java as theTechnical Implementation Unit of the Ministry of Education and Culture is directlyresponsible to jointly provide guidance and coaching of the educational units in itsworking area.According to Sergiovanni and Starratt, Supervision is a specifically planned program toassist teachers and supervisors in learning more of their day-to-day tasks inschools/institutions so as to use their knowledge and skills in delivering better services.This is in line with the statement of Alfonso et al. that "Supervision is a combination or integration of processes, procedures, consciously designed to advance the work effectiveness of individuals and groups”Guidance or supervision of the PAUD and Dikmas educational units held by the Centerfor Early Childhood Education and Community Education Development of West Java isfocused on improving the quality of PAUD and Dikmas unit services which refers to theminimum criteria of the National Education Standards set by the government. So, thepurpose of this guidance activity is the increasing ability of the educational units (PAUD,PKBM, LKP) to fulfill all the national education standards and can be accredited by BANPAUD and PNF.The purpose of this supervision is increased performance of learners to learnpassionately so as to attain optimal learning achievement; improvement of the qualityof educators' and education personnel’s performance; increased effectiveness of thecurriculum, process and learning materials; increased effectiveness and efficiency ofexisting facilities and infrastructure; improvement of the quality of the educational unitmanagement.Therefore, the researcher tries to see and observe whether supervision or guidanceconducted by PP PAUD and Dikmas of West Java helps educational units in fulfilling thenational education standards so that the educational units can apply for accreditation toBAN PAUD and PNF.The target of supervision activities of PAUD and Dikmas units in 2016 is as many as 400(four hundred) educational unit institutions spread throughout the West Java and DKI Jurnal Empowerment Volume 8 Nomor 2, September 2019 e-ISSN : 2580-7692 p-ISSN : 2252-4738 155 Jakarta province. This activity is held for 3 months for 33 locations in West Java and 5locations in DKI Jakarta. But the researcher only analyzes this supervision activity incities of Bogor and Cimahi.Benefits that will be felt by the educational unit that has been supervised is theeducation unit understands and knows in detail how to compile documents inaccordance with the National Education Standards and for those who have completedthe forms and compiled the accreditation submission documents, can directly send thedocuments to the Accreditation Board of West Java Province. METHODSIn accordance with the objective of the researcher, this research uses the QualitativeDescriptive research design to find out the extent the supervision conducted by PPPAUD and Dikmas of West Java benefits the PAUD and Dikmas educational units inpreparing accreditation documents. The type of research that will be used by theresearcher is a Case Study research conducted in the cities of Bogor and Cimahi by using12 people from Bogor and 12 people from Cimahi.The researcher only uses primary data obtained directly from the object of researchnamely the Supervision activities participants. The techniques used are interview,instrument and documentation. The researcher provides the instrument to thesupervision participants to find out to what extent the benefits conducted by PP PAUDand Dikmas of West Java in helping the educational unit to achieve accreditationobjectives. RESEARCH RESULTThis supervisory activity includes PAUDs, PKBMs and LKPs in West Java Province with303 educational units and DKI Jakarta with 97 educational units. Total supervisionparticipants are 400 educational units. This activity is held for 3 days in the EducationOffice of each city/district.The participants of this activity are educational units that have never and will submitaccreditation documents to the National Accreditation Board in this case through theAccreditation Board of West Java Province.The education unit that will follow this supervisory / supervisory activity must complywith the specified general requirements such as:1. Has a deed of establishment2. Has an establishment license3. Has a business operation license4. Must have a National Education Unit Principal Number5. The program to be accredited has been running for at least 2 yearsGeneral requirements that must be possessed by the educational unit is Jurnal Empowerment Volume 8 Nomor 2, September 2019 e-ISSN : 2580-7692 p-ISSN : 2252-4738 156 a. PAUD shall meet the requirements set out in the 8 national education standardssuch as: Education Level Achievement Standards; Content Standards; ProcessStandards; Educators and Education Personnel Standards; Facilities andInfrastructure Standards; Management Standards; Financing Standards andEducation Assessment Standards. In total there are 60 points of assessment thatmust be fulfilled by the educational unit to apply for Accreditation.b. LKP shall meet the requirements set out in the 8 national education standards suchas: Graduate Competency Standards; Content Standards; Process Standards;Educators and Education Personnel Standards; Facilities and InfrastructureStandards; Management Standards; Financing Standards and Education AssessmentStandards. In total there are 77 points of assessment that must be fulfilled by theeducational unit to apply for Accreditation.c. PKBM shall meet the requirements set out in the 8 national education standardssuch as: Education Level Achievement Standards; Content Standards; ProcessStandards; Educators and Education Personnel Standards; Facilities andInfrastructure Standards; Management Standards; Financing Standards andEducation Assessment Standards. In total there are 72 points of assessment thatmust be fulfilled by the educational unit to apply for Accreditation.The researcher only takes samples of research in two locations: the cities of Bogor andCimahi. This activity is held for 3 days each followed by 12 participants with thefollowing distribution:Table 1. Bogor City supervision activity participantNo Name of institution Type ofeducational unit Total1 TK High Scope Rancamaya PAUD 12 TK IT Andina PAUD 13 SPS Kartika Sari PAUD 14 SPS Bunga Harapan PAUD 15 SPS Be Smart PAUD 16 SPS Harapan Bangsa PAUD 17 PKBM Nurul Hidayah PKBM 18 PKBM Mandiri PKBM 19 PKBM Kartini PKBM 110 LKP Bogor Institute LKP 111 LKP Nenny LKP 112 LKP Herlinda LKP 1Total 12 Participants of this supervision activity are the chairmen or managers of the educationalunits located in Bogor and will be compiling accreditation preparation documents.PAUD educational units are more dominant in this activity because the number of PAUDeducational units are more than the number of PKBM and LKP in every district/city. 6people from PAUD education units, 3 people from PKBM education units and 3 peoplefrom LKP. These participants have never participated in any supervision activities Jurnal Empowerment Volume 8 Nomor 2, September 2019 e-ISSN : 2580-7692 p-ISSN : 2252-4738 157 previously undertaken by the Center for Early Childhood Education and CommunityEducation Development.Table 2. Cimahi City supervision activity participantNo Name of institution Type ofeducationalunit Total1 TK Adinda Cahaya Plus PAUD 12 KB Hidayatul Amin PAUD 13 Kober Cahaya Ilmu PAUD 14 KB Cahaya Hati PAUD 15 TK Daarul Piqri PAUD 16 TK Kartika Siwi PAUD 17 PKBM Mitra Dikmas PKBM 18 PKBM Munggaran PKBM 19 PKBM At Tajdid PKBM 110 LKP Aditia Surya LKP 111 LKP Amanah Natural HealingEducation LKP 112 LKP Smart in English LKP 1Total 12 Participants based on table 2 are participants from Cimahi. Like participants fromBogor, participants from Cimahi have never participated in similar activities of theCenter for Early Childhood Education and Community Education Development. Thenumber of participants who participated in this activity amounted to 12: from PAUD 6people, PKBM 3 people and LKP 3 people. The number of PAUDs participating in thesupervision is more than the other educational units based on the data of PAUD andDikmas education units from the Provincial Education Office of West Java and DKIJakarta. Likewise, Cimahi which has more PAUDs compared to other educational units.In this activity, PP PAUD and Dikmas of West Java partners with the Accreditation Boardof West Java Province which in this case they send one assessor per regency/city tobecome an authority for the supervision activity. The assessor is entitled to conduct anassessment of a competency in accordance with the scope of the assessment, where theassessor will be authorized to assess and determine the results of the competency test.The assessor will become an associate of the educational unit that will complete andcompile the accreditation submission documents. The appointed assessor will explainthe 8 national standards including the points in it, so what is expected in this activitycan proceed in with its original objective.The activity conducted in the city of Bogor is followed by 12 participants who comefrom PAUD, PKBM and LKP educational units that have not submitted accreditationsubmission documents. Participants who come from the educational units are expectedto be the chairmen of the institutions that will prepare the accreditation submissiondocuments. Beside that, participants are also expected to bring existing documents in Jurnal Empowerment Volume 8 Nomor 2, September 2019 e-ISSN : 2580-7692 p-ISSN : 2252-4738 158 order to be checked by the assessor whether the documents are in accordance with thepredetermined standards or much remains to be rectified.The activity conducted in the city of Cimahi invited 12 participants who come fromeducational units who have never filed an accreditation submission document to theAccreditation Board of West Java province. The requirements of the participants ofCimahi supervision are the same as the requirements of Bogor, so the activities in thetwo cities are not much different from each other.The essence of this supervision is the participants will be guided and assisted to preparethe accreditation submission document. Supervision materials that will be given toparticipants have been provided by PP PAUD and Dikmas of West Java in accordancewith the needs of each educational unit. In general, it is differentiated as follows:1. Supervision materials for PAUD Accreditation Preparation2. Supervision material for PKBM Accreditation Preparation3. Supervision materials for LKP Accreditation Preparation During the activity, the assessor will provide detailed guidance. How to compiledocuments and how to fill the instruments that have been provided as an indicator ofthe success of supervision activities.The PAUD Accreditation Instrument has 60 points of assessment consisting of:1. Development Achievement Level Standards = 3 points2. Content Standards =12 points3. Process Standards =10 points4. Educators and Education Personnel Standards = 4 points5. Process Standards = 7 points6. Management Standards =17 points7. Financing Standards = 4 points8. Education Assessment Standards = 3 pointsAll these points will be explained by the assessor to the educational units from PAUD.Each question/statement point has different statuses according to its role in accordancewith the fulfillment of the unit quality standards and the relevant PAUD program. Thestatus is stipulated as follows: Must (Major) Status is a question/statement point that isconsidered to affect the quality of PAUD directly, Should (Minor) Status is aquestion/statement point that is considered to potentially influence PAUD qualitystandards, Ought (Observed) Status is a question/statement point that is considered toaffect the effectiveness, efficiency, and productivity of PAUD’s performance. Jurnal Empowerment Volume 8 Nomor 2, September 2019 e-ISSN : 2580-7692 p-ISSN : 2252-4738 159 PKBM Accreditation Instrument has 72 points of assessment consisting of:1. Graduates Competency Standards = 2 points2. Content Standards = 8 points3. Process Standards = 7 points4. Educators and Education Personnel Standards = 6 points5. Facilities and Infrastructure Standards = 6 points6. Management Standards =28 points7. Financing Standards = 5 points8. Education Assessment Standards =10 pointsAll these points will be explained by the assessor to the educational units from PKBM.Each point of question / statement has different status according to its role inaccordance with the fulfillment of the unit quality standards and the relevant PKBMprogram. The status is stipulated as follows: Must (Major) Status is aquestion/statement point that is considered to affect the quality of PKBM directly,Should (Minor) Status is a question/statement point that is considered to potentiallyinfluence PKBM quality standards, Ought (Observed) Status is a question/statementpoint that is considered to affect the effectiveness, efficiency, and productivity ofPKBM's performance.Accreditation Instrument LKP has 77 points of assessment consisting of:1. Graduates Competency Standard = 3 points2. Process Standard =11 points3. Process Standards =14 points4. Educators and Education Personnel Standards = 6 points5. Process Standards =11 points6. Management Standards =19 points7. Financing Standards = 5 points8. Education Assessment Standards = 8 pointsAll these points will be explained by the assessor to the educational unit from PKBM.Each item of question / statement has different status according to its role inaccordance with the fulfillment of the unit quality standards and the relevant PKBMprogram. The status is stipulated as follows: Must (Major) Status is aquestion/statement point that is considered to affect the quality of PKBM directly,Should (Minor) Status is a question/statement point that is considered to potentiallyinfluence PKBM quality standards, Ought (Observed) Status is a question/statement Jurnal Empowerment Volume 8 Nomor 2, September 2019 e-ISSN : 2580-7692 p-ISSN : 2252-4738 160 point that is considered to affect the effectiveness, efficiency, and productivity ofPKBM's performance.After the technical explanation regarding National Education Standards, participants ofthe supervision activity will be given guidance in filling accreditation instruments ofPAUD, PKBM and LKP and the preparation of supporting documents for accreditationsubmission in accordance with 8 national education standards. Participants areencouraged to compile the accreditation forms. This is because during compilation ofthe file participants will be accompanied by the assessors. So, the documents are inaccordance with the requirements set by the National Accreditation Board.After the guidance is completed, the researcher tries to see the extent of the success ofsupervision by observing the prepared instrument.Table 3. Recapitulation of participants' understanding of the supervision materialNo Aspect Understand(%) Not quiteunderstand(%) NotUnderstand(%) Total(%)1 Understanding of policy andaccreditation mechanism ofPAUD and Dikmas unitreaction, among others,contains: Theoreticalconcepts of nationaleducation standards in PAUDand Dikmas accreditation;accreditation instrument;accreditation assessment 88,36 11,64 0 100 2 Understanding of fulfillmentof technical guidance materialof PAUD accreditationinstrument and compilationof accreditation applicationsupporting documentsreaction. 86,30 13,70 0 100 3 Understanding on fulfillmentof technical guidance materialof PKBM accreditationinstrument and compilationof accreditation applicationsupporting documentsreaction. 68,30 31,70 0 100 4 Understanding on fulfillmentof technical guidance materialof LKP accreditationinstrument and compilationof accreditation applicationsupporting documents 69,61 30,39 0 100 Jurnal Empowerment Volume 8 Nomor 2, September 2019 e-ISSN : 2580-7692 p-ISSN : 2252-4738 161 No Aspect Understand(%) Not quiteunderstand(%) NotUnderstand(%) Total(%)reaction. The table above can be observed that 78.14% of participants have been able tounderstand the materials presented at the time of supervision took place. Theparticipants have stated their ability to complete all accreditation documents andsubmit them to the West Java Provincial Accreditation Board. CONCLUSIONAs a result of this study, the researcher sees that the supervision from the PP PAUD andDikmas of West Java, will be very helpful for PAUD and Dikmas educational units inpreparing the accreditation submission documents. The benefits and impact obtainedfrom this supervision activity are:1. Assist educators and education personnel in every educational unit to improveproblem-solving skills encountered in the learning and management in accordancewith the National Education Standards2. Provide support and motivation for educators, education personnel and learners toimprove the quality of learning3. Establish better communication and coordination between education units withPAUD and Dikmas of West Java Based on (Radovan 2011) "An increase in the number of requests for the acceptability of a solution in the field presented in the article" explains that in general, education willcontinue to experience change so that the school/educational units must continuouslydevelop themselves to always obtain a solution in solving a problem.What is described by (Stofer 2015 (Stofer 2015)“Whether or not free-choice learning is the answer, the problems with trying to contrast and separate formal and either nonformal or informal go beyond a simple issue of hyphenation. These terms are still all based in a mindset that privileges a standardized, structured school system, by setting formal as the standard against which informal and nonformal are compared (Falk & Dierking, 1998)"establishes formal education as the standard of an education, with theaccreditation of an education institution/unit then it can compete with formaleducation.The benefit of accreditation for the educational unit is to encourage PAUD and Dikmaseducational units to always try to improve the quality of PAUD and Dikmas programs ina sustainable, planned and competitive manner at the district/city level and utilize allreliable and accurate accreditation information as feedback in an effort to improve theperformance of the PAUD and Dikmas units. Jurnal Empowerment Volume 8 Nomor 2, September 2019 e-ISSN : 2580-7692 p-ISSN : 2252-4738 162 The impact that will be felt by the educational unit is the implementation and theservice is more optimal and qualified in accordance with the National EducationStandards. In addition, the benefits are directly felt by the educational unit, namely:a. PAUD is an educational institution that is non-formal for early childhood, rangingfrom 0-6 years. The PAUD educational institution provides the provision for childrento welcome the next level of education through education-oriented play activities.Activities in early childhood education institutes aims to develop the children’spersonality to become good children in accordance with the expectations of theirparents. Many PAUD institutions compete and race to become the most qualifiedinstitution and are in demand by the community. With the accreditation of the earlychildhood institution, the higher the quality assurance level of the institution, both interms of management, education personnel and the program it runs.b. Community Learning Activity Center is a community-based educational institution,in short is from, by and for the PKBM community. The purpose of the establishmentof PKBM is to realize the improvement of quality improvement of life of a society byopening entrepreneurship education, equality education and coursework coursethat empowers the surrounding community. With the accreditation of a PKBMinstitution, the institution can conduct National Examination Package A, B and C tofacilitate the management in graduating their students.c. Course and Training Institute is a form of non-formal educational unit organized forpeople who need knowledge, skills, life skills, and attitudes to develop themselves,develop their profession, work, independent business, and/or continue theireducation to a higher level. With the accreditation of a course institution, the higherthe selling power of the institution. Course institutions can be trusted because thequality of its graduates is in accordance with government standards. BIBLIOGRAPHYAlfonso, et al. Instructional Supervision: A. System behavior. Boston: Allyn and BaconInc., 2003.Dolopo, Affairs, Madiun District, Luki Eko Cahyono, and Satrijo Budiwibowo. n.d. "LukiEko Cahyono, Satrijo Budiwibowo & Juli Murwani: Analysis of the Implementationof 8 Standards ...`, "99-105.Malang, State University. n.d. "Need for Accreditation and Certification of EqualEducation Program Package c Based on Regional Autonomy," 48-53.Radovan, Marko. 2011. "Validation of Non-Formal and Informal Learning - ResearchResults." Andragoška Spoznanja: The Andragogic Perspectives, no. 1: 24-32.Stofer, Kathryn A. 2015. "Informal, Non (-) Formal, or Free-Choice Education andLearning? Toward a Common Terminology for Agriscience and Ag-STEMEducators "3 (1): 125-34.Sergiovani and Strarratt, Educational Govermence and Administration. New Jersey,Prentice Hall Inc, 2007.