Journal of Education, Teaching and Learning

Volume 4 Number 1 March 2019. Page 71-83

p-ISSN: 2477-5924 e-ISSN: 2477-4878

Journal of Education, Teaching, and Learning is licensed under

A Creative Commons Attribution-Non Commercial 4.0 International License.

Management of Quality Improvement for PAUD
(Case Study of PAUD Handayani at Pontianak City)

Siti Ruwaidah
1)

, Wahyudi
2)

, Sukmawati
3)

1)
Universitas Tanjungpura, Pontianak, Indonesia

E-mail: sitiruwaidahalfikri40@gmail.com
2)

Universitas Tanjungpura, Pontianak, Indonesia
E-mail: wyudi_fkip@yahoo.com

3)
Universitas Tanjungpura, Pontianak, Indonesia

E-mail: sukmawati@fkip.untan.ac.id

Abstract. The quality of education is a benchmark in assessing the success of the school in creating qualified students. It

is appropriate if the school or institution can maintain and improve the quality of its education. Improving the quality of

education is influenced by many factors, such as the leadership of the manager, the professionalism of the teacher, and

the support of the teaching and education personnel in the institution. The purpose of this study was to obtain

information about improving the quality of PAUD that focused on how planning, management, evaluation, inhibiting

and supporting factors in the implementation of Handayani PAUD quality improvement, as well as efforts made to

overcome the obstacles found in applying quality improvement planning. This research uses descriptive qualitative

method. Data collection procedure techniques used are field research techniques while the methods used are observation,

interviews, and documentation. Subjects in this study were managers, teachers, and education personnel in Handayani

PAUD. The results of this study indicate that: (1) improving the quality of institutions can occur if there are plans and

programs that are prepared and disseminated by joint managers of educators and education personnel and related parties,

(2) management of quality improvement needs the support of all parties in the institution, (3) the evaluation of the

improvement of the quality of education by the manager by supervising it periodically and continuously, and the

manager should also involve the role of the supervisor to help supervise the program management in the institution, (4)

the commitment of all parties in the institution is a supporting factor while less optimal evaluation from the manager,

educational background of educators that are not appropriate and the professionalism of educators in carrying out the

learning process is one of the inhibiting factors, and (5) the efforts made to overcome obstacles are by involving

educators and education personnel in workshops or training mbingan and motivation, as well as planning to form a

parenting program with parents of students around the institution's environment because the quality of education will

increase and be carried out well with joint efforts, maximum control and evaluation of managers and related parties.

Keywords: Management; Quality Improvement; Case Study

I. INTRODUCTION

Early childhood for children is the golden

age, which only comes once in a lifetime and cannot

be repeated. At that time the child was in a sensitive

where the child was especially easy to accept as a

stimulus from the environment. Even around 50% of

adult intelligence had occurred when they were four

years old according to Nova Ardy Wiyani (2014: 7).

It shows that what a loss is a family, society, and

nation if why is the important period that takes place

in early childhood because growth and intelligence

development that takes place optimally is very

influential on later life.

Humans need knowledge in their lives. The

knowledge can be obtained through the education

process. Education can shape human character to be a

better human being and is useful for others, faithful

and devoted and responsible. Education in Law No.

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Journal of Education, Teaching and Learning

Volume 4 Number 1 March 2019. Page 71-83

p-ISSN: 2477-5924 e-ISSN: 2477-8478

20 of 2003 (Article 3) concerning National Education

System aims to develop the potential of students to be

faithful and devoted to God Almighty, noble, healthy,

knowledgeable, capable, creative, independent, and a

democratic and responsible citizen.

Education can be obtained from an early age

or childhood. At this age, human character can be

formed and created in accordance with the education

obtained. One of the goals of education is that it can

create safety and happiness for humanity, in

accordance with Ki Hadjar Dewantara's statement in

the book Sita Acetylena (2018: 111) in education and

the process of forming positive language character is

an important and appropriate tool for character

building that guides all forces the nature that exists in

children, so that they as human beings and as

members of society can achieve the highest salvation

and happiness. According to Suyadi (2013: 5)

character education is the universal values of human

behavior which encompasses all activities of life,

both those related to God, oneself, fellow human

beings and the environment manifested in thoughts,

attitudes, feelings, words, and deeds based on norms

of religion, law, karma, culture, and customs. And

also stated that he also wanted a) to place students as

centers of education, b) to view education as a

process that is thus dynamic, and c) to prioritize the

balance between creativity, taste, and intention in

children.

The quality of education is a benchmark in

assessing the success of the school in creating

qualified students. Schools can be said to be of good

quality if there is a good learning process in the

school, and has school institutions or institutions that

are able to handle and be responsible for the learning

outcomes of their students.

The meaning of improving the quality of

education is that not only can educate children to gain

knowledge, but also can develop children's

knowledge comprehensively. Improving the quality

of education can also provide hope for students to get

a more decent life in the future. According to Edward

Sallis (in Jasuri, 2014: 15) said, Total Quality

Management (TQM) is a philosophy of continuous

improvement, which can provide a set of practical

tools to every educational institution in meeting the

needs, desires, expectations of its customers,

currently and for the future.

Every child has the right to get an education

from an early age; the most important is from the

family and school scope as a continuation. The

potential of children will develop very rapidly,

namely between the ages of 0 to 6 years, that's where

the importance of early age education is because the

age is the golden age period. Education in schools for

early childhood provides many opportunities to

develop various activities involving fine and gross

motor physical, intelligence, socio-emotional

language, and communication, in accordance with the

stages of development of early childhood. According

to Maimunah Hasan (2012: 7). Early Childhood

Education (PAUD) is the implementation of

education that focuses on laying the foundation in

several directions including 1) physical growth and

development (fine and rough motor coordination). 2)

intelligence (thinking power, creativity, emotional

intelligence, spiritual intelligence) 3) socioemotional

(attitude and behavior, religion) language and

communication, which is adapted to the uniqueness

and developmental stages of early childhood.

Whereas in Law no. 20 of 2003 concerning

the national education system stated that PAUD is a

coaching effort aimed at children from birth to 6

years of age which is carried out through the

provision of educational stimuli to assist physical and

spiritual growth and development so that children

have readiness to enter further education.

From the two above definitions, it was

concluded that the purpose of early childhood

education helps the child's physical and spiritual

growth and development so that they have readiness

to enter further education.

The high expectations of the people with the

existence of early education can be seen from the

enthusiasm of parents in sending their children to

school. It cannot be separated from the teacher who

has given birth to a quality successor. Teachers are

considered good in teaching when the teacher is able

to master the class and is skilled in attracting

students' interest in learning well. According to Jamal

Ma'mar Asmani (2015: 13), PAUD teachers must be

dynamic and revitalized to their full potential in order

to be able to carry out a large task of delivering early

childhood children to recognize the greatest potential

they possess and ways to hone and develop

consistently and continuously.

In relation to efforts to improve the quality

of education, the school pays attention to the mandate

of the law no. 20 of 2003 concerning the national

education system, law no.14 of 2005 concerning

teachers and lecturers. Government Regulation no. 19

of 2005 concerning national standards of education

which means that its quality education school is a

school that meets minimum standards, namely,

content standards, process standards, SKL or STPPA

for PAUD, standards of educators and education

personnel, facilities and infrastructure standards,

management standards and assessment standards,

Maswardi and Yulianingsih (2011: 4).

There are several things that become a

reference for improving the quality or quality of

PAUD. Among them are the following: a) there are

minimum standards before the community or

foundation establishes PAUD institutions, b)

educators who will teach in PAUD should be trained

in at least 2 months, so that they can carry out their

duties to the maximum; c) PAUD educators should

participate in PKB (Continuing Professionalism)

Journal of Education, Teaching and Learning

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activities, d) optimize the role of Himpaudi & PAUD

Forum, in developing the potential of its members; e)

conduct comparative studies, f) teachers increase

reading likes because the knowledge of PAUD is

very broad, especially learning unique children

requires a lot of knowledge; g) teachers or educators

must go to school again; h) allocation of funds from

the Regional Government to improve the quality of

PAUD educators in their respective regions; and i)

growing the spirit of researching for the teachers

because of the complexity of the child's problems,

then at least educators must be fond of researching if

there are problems that feel blocked.

In the ideal PAUD manager according to

candy reference no. 137 of 2014 Article 25 states (1)

Academic Qualifications of PAUD Teachers: a. have

a four-Diploma (D-IV) diploma in the field of early

childhood education obtained from an accredited

study program, or have a relevant education or

psychology diploma of four (D-IV) or bachelor (SI)

obtained from the Professional program Teacher

(PPG) PAUD from an accredited college. (2)

Competency of PAUD Teachers is developed in a

complete manner covering professional personality,

and social competencies, as contained in Attachment

II which is an integral part of the Minister's

regulation.

In the field, there are still many educators in

Handayani PAUD who do not have academic

qualifications as PAUD educators, but are able to

achieve B accreditation category, either playgroup

(KB) or Kindergarten (TK) programs. Handayani

PAUD is able to implement PAUD quality

management to be able to compete in change by

developing education programs that can improve the

quality of early childhood education (PAUD). Based

on the above background, the authors are interested

in conducting research in Handayani PAUD which is

located on the Selat Panjang road in Siantan Hulu

Village, North Pontianak Subdistrict.

II. RESEARCH METHOD

Research Approach and Type of Research

This study uses a qualitative research

approach because this research was conducted to

obtain data, scientifically for the purpose and

usefulness of an ongoing problem, namely the

improvement of the quality of Handayani PAUD.

This research describes the problems raised based on

real facts. The fact is based on specific facts, then

examined to solve the problems and then draw

general conclusions. Therefore, this study aims to

describe the management of improving the quality of

education in PAUD Handayani, North Pontianak

Subdistrict, Pontianak City.

Research Location

This research was conducted at Handayani

PAUD in North Pontianak Subdistrict, Pontianak

City.

Data Sources

The data needed in this study comes from

primary data and secondary data. Primary data is data

that is directly given to researchers about the

opinions in the management of Handayani PAUD

quality improvement that is carried out by managers

including, quality improvement planning, procedures

performed, how to evaluate management from quality

improvement planning, supporting factors and

inhibitors of quality improvement, and effort- efforts

made to overcome in the process of quality

improvement. The data referred to in these secondary

sources are existing literature and can assist

researchers in completing this research such as

managers, educators, accreditation documents, and

the data obtained through observation and recording

about the general picture in the implementation of

quality improvement in Handayani PAUD.

Data Collection Procedure

Data collection techniques are one of the

methods used to obtain data/information in research.

Data collection techniques used are field research,

namely the author plunges directly into the field to

obtain the required data, while the methods used are:

a. Observation
b. Interview

Interviews were conducted to

managers/principals, educators and education staff in

Handayani PAUD Pontianak City with the time that

researchers had made with the informants.

c. Documentation
This research uses documentation method to

quote and analyze data that has been documented in

Handayani PAUD.

Furthermore, through documentation of the

data will be obtained accurate information relating to

the title of the research on improving the quality of

education and school profiles. So it is useful in

learning the background and progress that has been

achieved so that the document data is supporting and

complementary to the primary data obtained from in-

depth interviews and interviews. To obtain data about

the management of Handayani PAUD quality

improvement, the researchers tried to be in a situation

of blending with managers, educators, and

administration in the management of quality

improvement in Handayani PAUD Pontianak City.

Types of Data Analysis

The data analysis process in this study uses

interactive model data analysis which consists of

three data analysis components, namely data

reduction, data display, and Miles and Huberman (in

Sugiyono, 2014: 91). The process of these three

components is a cycle, where the process of data

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Volume 4 Number 1 March 2019. Page 71-83

p-ISSN: 2477-5924 e-ISSN: 2477-8478

reduction, data presentation, and conclusion drawing

are sequential and sequential analysis sequences.

Based on the interactive analysis, the data

analysis is carried out with the following steps: a)

Researchers come to the research location for

interviews, observation, and documentation to collect

data related to the research problem. b) Data that has

been collected, then reduced, sorted, and

systematically clarified to then be presented. c) Data

from the presentation is then analyzed, the results of

this analysis are then reduced so that the conclusions

taken can truly be accounted for. d) After data

reduction has been carried out, then the data is

presented as a conclusion in the form of descriptive

or description which is of course also equipped with

supporting data for the perfection of research results.

The data analysis process begins by

examining all data available from various sources.

According to the data analysis technique used in this

study is to use steps as stated by Miles and Huberman

in Sugiyono (2014: 91), namely as follows:

1. Data reduction
During the data collection process, all the

data produced was collected from the results of

documentation studies and observations about the

management of quality improvement in Handayani

PAUD Pontianak City. The data is then poured in a

summary form which contains a brief description of

the results of understanding and sharpening the data

that has been collected.

Then the collected data is read and

understood again. So that the data is done to identify

the data entered to be presented based on the research

focus. Data selection is done to avoid biases that arise

as a result of the complexity of the data that comes

out of the focus of the research.

2. Presentation of Data
The data in this study will be presented

simply in the form of words, sentences, narratives, if

possible according to the data category. Such data

presentation is expected to have collected data giving

a comprehensive and seemingly simple picture,

which ultimately makes it easier for researchers to

interpret and use the data to make the right decisions.

The data presented in this study are data

relating to the implementation of quality

improvement in Handayani PAUD Pontianak City

including (1) planning for improving the quality of

PAUD Education. (2). management of PAUD quality

improvement. (3) evaluation of PAUD quality

improvement. (4) things that support and hinder the

management of PAUD quality improvement. (5)

efforts made to overcome obstacles.

3. Conclusion
The conclusion is the essence of the research

findings that describe the last opinions based on

previous descriptions or the decisions obtained based

on the motive of inductive and deductive thinking.

The conclusions made must be relevant and focused

on research, research objectives and research findings

that have been conducted that have been interpreted

and discussed. In accordance with the purpose of the

study, to obtain information about the management of

quality improvement in PAUD Handayani, Pontianak

City. Then the research findings are expected in the

form of planning, management, evaluation, inhibiting

and supporting factors and how to overcome the

obstacles found during the management of quality

improvement in Handayani PAUD Pontianak City.

Checking the Validity of Findings

In this study to find the validity of the data

using data triangulation techniques. The data

triangulation conducted by researchers at PAUD

Handayani, Siantan Hilir Village, North Pontianak

Subdistrict by a) comparing observational data with

data from interviews with the teacher, b) comparing

what one teacher said with another teacher, c)

comparing the state of perspective a teacher with

various opinions of other teachers, d) comparing the

results of interviews with the contents of a

documentation that has to do with Handayani PAUD.

Research Stages

In this study, researchers started with

preparation, implementation, and reporting.

1. The preparatory phase starts from January 2018
where it begins with prior permission from the

institution, preliminary observation, preparation

and stabilization of research proposals through

seminars, consultation on research improvements

and arranging research permits.

2. The implementation phase includes data
collection and data analysis including:

a. Received a research permit from the Dean of
FKIP UNTAN Pontianak, then submitted a

research letter to the PAUD Handayani

Manager of Pontianak City.

b. Researchers met Handayani PAUD Manager
and expressed the objectives of the

researchers and made an agreement about

the time for interviews with informants.

c. Researchers interviewed Managers,
Educators, and Education personnel.

d. Research conducts interviews, observations,
searches for documents related to research

while managing data and analyzing data that

has been collected into patterns and

consultations.

e. Determine themes, analysis of themes and
completeness of consultation data

f. Test the validity of data based on data
groups and consultation

g. Draft/report and consultation
h. Prepare research and consultation reports
i. Research test results (thesis exam)
j. Thesis improvement and consultation
k. Report submission

3. Reporting phase

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III. RESULT AND DISCUSSION
A. Result

In accordance with the research, focus

developed, in this chapter the researcher also presents

data and research findings, namely: (1) Planning for

improving the quality of PAUD. (2) PAUD quality

improvement management. (3) PAUD Quality

reminder evaluation, (4) supporting and inhibiting

factors faced in implementing PAUD quality

improvement, and (5) efforts made to overcome

obstacles found in the PAUD quality improvement

process.

1. Quality Improvement Planning in Handayani

PAUD

a. Interview Results
To improve the quality of the

institution, a manager will certainly develop a

planning program for his institution. From the

interviews that have been conducted by

researchers with Handayani PAUD managers, it

is known that with regard to the process of

teaching and learning activities, the manager has

conveyed to the teaching teachers in the

institution to be able to prepare the learning tools

periodically. Especially for the preparation of

RPPH, so that the teacher as much as possible

compile it himself by taking into account the

classroom conditions and the characteristics of

the students faced, and referring to the syllabus

and curriculum apply. For this reason, the teacher

must be more creative in choosing a learning

approach that is in accordance with the

characteristics of students in the class he or she

receives.

For teaching staff, managers program so

that teachers who teach in institutions can have

an appropriate educational background. The next

program is a program that has been prepared

together with the teacher and staff in the

institution, namely eight standard programs,

some of which are about curriculum,

infrastructure, management, and financing.

Information obtained by researchers

from administrative staff reveals that the

programs prepared by the manager for both

teachers who teach in the institution, as well as

the administrative staff themselves have been

adjusted to their respective job desk. For

administrative staff themselves, for example, so

that matters related to institutional management

can be arranged neatly and regularly, about data

on educators, students, inventory of institutions,

and matters relating to the administration of other

institutions.

Furthermore, the administrative staff

said that the institution could have adequate

facilities and infrastructure, systematic

management and financing program that could

improve the quality of the institution as expected.

It was also said by the teacher and companion

who taught in the institution that the manager had

conveyed the program that had been planned by

the manager in relation to improving the quality

of the institution in the division of tasks and

employee discipline at the beginning of the

school year.

From the interviews that have been

conducted with several teachers, researchers can

conclude the things that have been programmed

to support the improvement of the quality of the

institution are, curriculum development,

preparing RPPH in accordance with the syllabus,

completing learning tools, choosing the right

learning method for students, using various the

types of media that already exist, and make the

necessary media themselves that the institution

does not yet have. The use of varied learning

methods and media is very important and needs

to be considered so that students can develop

optimally in accordance with their interests and

needs.

b. Documentation Results
Based on the results of interviews and

documentation it can be concluded that the

Handayani PAUD quality improvement planning

in Pontianak city is based on the preparation of

an annual work program that has been made by

the institution and evaluated to see how far it is

implemented and what constraints it faces.

2. Management Done to Improve School Quality
a. Interview Results

PAUD Handayani's manager said that

improving the quality of institutions does not

always mean obtaining high grades or

achievements. Improving the quality of

institutions can also be seen from the changes

and development of students, both character and

academic, which are getting better.

The implementation of this quality

improvement certainly cannot be done by the

school itself, but also requires the support of

parents of students. Therefore, the manager has

also socialized the wishes of the school to

continue to improve the quality of the institution

in a meeting attended by committees, parents of

students, and PAUD Handayani educators and

education staff which was held at the beginning

of the school year. In addition, the programs

owned by the school have also been outlined in

the annual program of the institution to facilitate

managers in their implementation and

evaluation.

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p-ISSN: 2477-5924 e-ISSN: 2477-8478

Regarding improving academic quality,

institutions have made several efforts. In this

case, the participation of educators and students

is needed. Managers always give motivation to

educators to keep improving themselves,

including in training, and competitions.

In line with what has been conveyed by

the manager, some teachers who have been asked

for information about the steps taken by the

manager to improve the achievements of the

institution, one of which is to motivate the

teachers to become outstanding teachers. The

manager holds a meeting on discipline, provides

guidance when the teacher will take part in

training or competition. And in terms of

improving student achievement, teachers are also

encouraged to develop children as best they can,

and make it an additional learning program.

For administrative staff, the steps that

have been taken to compile institutional data

regularly, to facilitate reporting and provide

administrative information when needed. In

terms of management, administrative staff

always report the final state of the institution at

the end of each month, as well as the financing

documents that have been recorded. In addition,

the administrative staff is also responsible for the

assets of the institution. Therefore, whenever an

institution's assets have been used, they will be

trimmed or returned to their original place so that

they will not be easily damaged and maintained.

b. Observation Results
Observations made by researchers when

several times were present in the process of

learning activities. Researchers see first hand the

ongoing activities. That educators in PAUD

Handayani carry out learning activities in

accordance with the planning that has been made

with the learning approach in accordance with

the achievement of the child's age development.

In addition, there is the use of media and

provides a game that supports learning.

Hopefully, all students are focused on playing

activities while learning to learn while playing.

c. Documentation Results
Based on the documentation, it can be

seen that Handayani PAUD in management

improves the quality of PAUD through carrying

out all of the plans listed in the annual program.

Which starts with the socialization activities and

what steps must be carried out. The results of the

documentation in appendix 16 about curriculum

implementation.

Based on the results of interviews and

documentation it can be concluded that the

management of the quality improvement of

Handayani PAUD in Pontianak City is carried

out by the educators and administrative staff.

3. Management evaluation of Quality Improvement
Planning.

a. Interview Results
Some things that are done to evaluate

the management of quality improvement

planning in Handayani PAUD are that the

manager periodically supervises, i.e., at least two

times a year. Then the teacher who observes the

results of the assessment of the child's

development, both the development of its

characteristics and academic development.

Assessment conducted by the teacher is carried

out during the KBM process and at the end of

learning. Evaluation and assessment are

important tasks of educators.

One teacher also said that an evaluation

of improving the quality of institutions could be

obtained through dialogue with the surrounding

community, especially parents. With this, the

institution can get their views and opinions about

the development of the quality of the institution

from time to time.

b. Documentation Results
Based on the declaration, it can be seen that

Handayani PAUD Pontianak City has evaluated

through supervision of its administrative devices,

the process of learning activities and the

condition of facilities and infrastructure by

inventorying all the items of the institution it

owns.

Based on the results of interviews and

decommissioning, it can be concluded that

management evaluation of Handayani PAUD

quality improvement planning through periodic

supervision.

4. Supporting Factors and Inhibiting the Quality
Improvement of Handayani PAUD

a. Interview Results
In general, the manager said that the

supporting factors that enable the

implementation of improving the quality of

institutions are the presence of educators and

education personnel who want to participate in

supporting this program. In addition, the

institution also has adequate facilities and

infrastructure. While the inhibiting factor is the

desire of some parents, who want their children

to be given calistung material immediately. But

educators in Handayani PAUD remain

committed to that early childhood education is

playing while learning and learning while

playing. Because playing is still an important

part of early childhood development.

From the information obtained by

researchers from teachers and administrative

staff, it is known that another inhibiting factor is

that the institution does not yet have a teacher

with an education degree in PAUD and

administrative staff with an appropriate

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educational background. Besides that the teacher

also has not used various learning methods.

However, the manager still has a positive mind

that the teacher and administrative staff in his

institution must have the willingness to continue

to learn to develop their professional abilities,

which can later have an impact on improving the

quality of the institution.

For infrastructure facilities,

management and financing of institutions have

been managed quite well. It's just that there are

some institutional facilities that must get routine

repairs and maintenance. Another obstacle

conveyed by the manager is minimal funding.

With students who are predominantly from

middle to lower families, the costs set by the

institution amount to Rp. 50,000 / month, still

considered by some parents of students.

However, it does not dampen the desire of

PAUD Handayani to continue to be able to

develop institutions and educate early childhood

in the environment around the institution.

Then the opinion expressed by the

teacher about other supporting factors to improve

the quality of the institution is the existence of

the principal program, adequate institutional

facilities, and teachers who are included in

training in accordance with their fields. And the

inhibiting factor is the lack of media and APE

available at the institution. One teacher also

added that he felt less creative in utilizing the

media and APE that were available at the

institution, and this also became one of the

obstacles in improving the quality of teaching in

the classroom.

Institutional achievements are also

supporting factors for quality improvement

which are also influenced by the quality of

students. Unfortunately, students who will study

at this institution do not go through academic

selection. It is a challenge for the teachers, so

that children who study in Handayani PAUD can

have evenly distributed academic abilities, and

can get achievements both inside and outside the

school.

The latest information about the factors

inhibiting and supporting this quality

improvement was obtained from the

administrative staff stating that a conducive

working atmosphere had a positive impact on the

performance of employees in the institution. But

unfortunately, with an educational background

that is not in accordance with the current field of

work, he hopes that there will be training on

administrative personnel that he can follow. So

that his knowledge of administrative science can

increase and can give a good influence on his

work. And better understand the tasks that will

be carried out as administrative staff at PAUD

Handayani Pontianak City.

5. Efforts Made by Institutions to Overcome
Obstacles Found in the Quality Improvement

Planning Process

a. Interview Results
The manager said efforts were made to

overcome some of the obstacles faced in

improving the quality of education, for example

for parents of students who always wanted their

children to learn calistung, managers would

patiently open themselves and insight with

guardians of students and the community. It is

also one of the functions and main tasks of an

PAUD manager. From this, it can form the

closeness between managers and parents so that

managers can freely provide understanding and

understanding to them.

The manager also wishes to hold a

parenting program in his institution. Because

with the existence of parenting, managers can

manage PAUD programs with the community to

find support for ideas, learning resources, and

institutional funding. With this activity, parents

get knowledge in accordance with the role of

parents and what should be done as parents of

students. This program will be discussed first

with relevant parties in the institution to be

planned and implemented in the institution.

For problems with teacher education in

institutions that are not appropriate, the manager

will always strive to provide reinforcement and

motivation to include training or training that can

add to the knowledge and insight of the teacher.

Although the institution should continue to look

for teachers who have the appropriate

educational background. The manager also stated

that it was not possible if the agency would

recruit new educators if he found an HR who had

an appropriate educational background.

Based on the statement given by the

administrative staff regarding the educational

background that is not appropriate, the manager

will certainly include administrative staff if there

is appropriate training or training. But the

manager believes that with the current quality of

work, the professional attitude shown by the

administrative staff, the tasks assigned to him

can be carried out properly and trustworthy.

For APE and media whose numbers are

still not in accordance with the number of

students, the manager has asked the teacher and

administrative staff to maintain the APE and the

existing media, so that it is durable and not

damaged quickly. While for the addition of the

number and variants, the manager will strive

gradually to be able to fulfill it by socializing

with parents, if possible there are among the

parents of students who are willing to provide

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additional media. And adding media purchases

and APE in the planned use of the agency's aid

budget.

B. Discussion
After analyzing the results of the research,

then the next is to explain the results of the research

that has been done. This presentation is a description

of the data from the results of direct observation,

interviews and document studies at the institution. In

this discussion, the researcher will restate the

findings data and then study it with theory, or

relevant expert opinion.

1. Quality Improvement Planning in Handayani
PAUD

In essence, planning is something that is

planned what must be done, when to do it, how to do

it, and who does it (T. Hani Handoko, 1989: 77) The

series of activities that have been planned are then

implemented to be realized later. In this regard, the

manager at Handayani PAUD institution has also

made plans to improve the quality of the institution

he leads.

The results of the study describe how a

manager acts as manager in the institution he leads.

Robbins and Coulter write that "managers engage in

planning, establish their goals strategies for achieving

those goals, and develop plans to integrate and

coordinate activities" (2016: 41). It was also stated

that a manager is responsible for planning and

arranging things that need to be done by his workers

to achieve the stated goals.

PAUD Handayani's management has

designed the management of the institution, and the

program appears in the document about the Work

Plan for the Project. The program that has been

created is of course compiled through evaluations

that have been carried out on the results of program

management that have been carried out in the

previous school year. This program is then socialized

to all staff in the institutions and parents of students

through socialization meetings so that all parties can

play a joint role to improve the quality of the

institution.

For planning quality improvement related to

the teaching and learning process, the manager has

conveyed that the teacher can prepare the learning

tools periodically. Teachers as subjects in doing this

learning planning are required to be able to compile

various teaching programs in accordance with the

approaches and methods to be used (Veithzal Rivai

and Sylviana Murni, 2009: 112). Therefore, teachers

should also have sufficient knowledge about various

approaches and methods of learning. It will greatly

affect how the teaching and learning process takes

place in the classroom and also the results obtained

after the teaching and learning process is complete.

The manager also said that the aspects in

RPPH prepared by the teacher should also be

prepared based on the curriculum and syllabus that

has been set. Quality of education will be achieved if

the teacher refers to competency standards that must

be mastered, materials, learning resources,

appropriate methods and media, and evaluation and

programs to determine the next steps. To achieve

these goals, Hidayat (in Veithzal Rivai and Sylviana

Murni, 2009: 112) states that several things that must

be prepared in the planning of teaching are: (1)

understanding the curriculum, (2) mastering teaching

materials, (3) preparing teaching programs, (4)

carrying out teaching programs, and (5) assessing the

teaching and results of the teaching and learning

process that has been carried out.

The next planning program is to choose the

right learning method for students, to use a variety of

existing media, and make the necessary media

themselves that the institution does not have. The

implementation of this program is expected to

improve the quality of children's education. Because

the use of appropriate methods and media can

increase students' interest to be more active and focus

on learning.

One of the plans to improve the quality and

management of the institution, which empowers the

administrative staff to manage and compile matters

relating to information and communication

technology and administration. In addition, the

manager also handed over the management of goods

and management of school facilities and

infrastructure to administrative staff. With good

quality of work and responsibility and a professional

attitude, the manager hopes that the administrative

staff can carry out management planning to improve

the quality of education in their institutions.

2. Management of Quality Improvement Planning
in Handayani PAUD

One of the enhancements of the quality of

education to produce students with character and

achievement. The success of student education is one

sign of increasing the quality of institutions. It can be

realized by the commitment between the school,

students, and parents of students. For this reason,

there must be a good relationship between the

institution and parents. The first step taken by the

manager is to socialize the school program to

improve the quality of Handayani PAUD education.

Managers, by providing reinforcement,

motivation, participating in training and training, and

continuous guidance to educators and education

personnel can create a conducive culture and work

climate of PAUD institutions. It is in accordance with

the managerial competence that must be owned by

the manager in accordance with government

regulation No. 13 of 2007.

Managers as leaders in institutions also

conduct monitoring, supervision, and evaluation of

their employees. Not only for its employees, but the

manager also acts as a supervisor for every element

of the school program. Like the curriculum,

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administration, infrastructure, relations with the

community and also finance. The manager's function

in the field of supervision is part of the manager's

role as an education supervisor as well as a

bureaucracy in education management (Mukhneri

Mukhtar, 2013: 178).

The manager functions and is responsible

for two aspects of management in the school. The

first is the aspect of staffing, finance and facilities

and infrastructure. In this regard, the manager has

given this responsibility to the administrative staff of

the institution. Administrative staff regularly compile

staffing data regularly, report on financial reports,

and maintain and report the condition of damaged

institutions and infrastructure and require repairs.

The second aspect is the technical aspects of

education, including teaching and learning activities.

The manager has done it by arranging programs, such

as the division of the teacher's duties, developing the

curriculum, and requesting that the teacher prepare

and equip the learning lesson. The manager also

supervises that is carried out at least once a semester.

The supervision carried out by the manager

of the teacher is an obligation and is appropriate to be

done as a direct supervisor at school. By supervising,

managers can see directly the activities carried out by

the teacher in the implementation of learning

activities in the classroom. In this supervisory

activity, the manager can measure whether the

implementation of the learning carried out by the

teacher is in accordance with the predetermined

standard or measuring instrument. Supervision

carried out by the manager is in accordance with the

function of the principal as manager and education

supervisor in accordance with the manager's ability

and commitment that has been made with the

teachers who teach in his institution (Mukhneri

Mukhtar, 2013: 181).

Improving the quality of education is also

influenced by the achievements of the institution. In

general, these achievements are obtained from

competition activities attended by students. In this

case, the teacher is the party who plays an important

role in giving guidance to their students. To improve

students 'academic competencies, teachers, in

accordance with their duties, have prepared good

teaching, pay attention to the diversity of students'

characteristics, be democratic in developing

strategies, and pay attention to the interests and needs

of students, in order to produce a maximum learning

experience so that students can receive lessons well.

3. Evaluation in Handayani PAUD Quality
Improvement Planning

In government regulation, No. 13 of 2007

stated that managers must have supervision

competencies. That is, managers must plan academic

supervision programs, carry out supervision of

teachers, and follow up the results of supervision in

order to improve teacher professionalism. In other

words, the manager is responsible for empowering

educators well in order to improve the quality of

education in the institution he leads.

Institutional quality improvement is also

related to the achievements of students. And students

who excel are certainly closely related to a teacher

who has educated him in school, besides of course

the support provided by parents. In this case, the

teacher at Handayani PAUD has planned and

implemented the learning and conducted an

evaluation of students during the teaching and

learning process and at the end of the learning.

As stipulated in the Teacher Competency

Standards that teachers have 7 functions, namely: as

educators, as instructors, as mentors, as trainers, as

program developers, as program managers and as

professionals. Especially as a teacher, the teacher is

tasked with planning learning, implementing learning

that educates and assesses learning processes and

outcomes.

However, during observations and

interviews with managers or other personnel in the

institution, there is no mention of the role of PAUD

supervisors in evaluating the quality of institutions.

PAUD supervisors certainly can also play a role in

providing supervision, guidance, and evaluation

regarding the improvement of the quality of the

institution. As explained by Veithzal Rivai and

Sylviana Murni (2009: 848) that the supervisory task

is: (1) compiling and implementing annual activity

guidelines, (2) guiding the implementation of the

curriculum, (3) guiding technical personnel, (4)

guiding administration, ( 5) guiding the use and care

of school assets, (6) maintaining cooperative

relationships with stakeholders, and (7) submitting

results reports to carry out tasks.

The definition of supervision has been

widely discussed by administrative and management

experts. Bateman and Snell stated that supervision is

an activity to direct individuals in achieving

organizational goals. Whereas according to Robbins

and Mary "Control it's a process of monitoring,

comparing, and correcting work performance." While

Luthans and Doh saw that supervision was

"Controlling the process of measuring performance

and taking action to ensure desires result" (Mukhneri

Mukhtar, 37: 2013).

To get a good quality institution, it should

be if all components are involved, including the

supervisor. Principals, teachers, and supervisors need

to increase their roles in improving the quality of

institutions. A good supervisor can help with

problems faced by both the principal and the teacher

in the institution. Supervisors can help principals and

teachers to carry out tasks according to their

respective job descriptions.

It can be said that improving the quality of

institutions can be started from qualified school

supervisors. Quality supervisors will produce

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qualified teachers; qualified teachers will produce

quality institutions and students; of qualified students

will produce a quality society as well (Veithzal Rivai

and Sylviana Murni, 78: 2009).

Therefore, it is important for managers to

supervise supervision of the PAUD units they

manage.

4. Supporting factors and obstacles to improving
the quality of Handayani PAUD education

Based on the findings of the data obtained

by the researchers it can be concluded that several

factors that support the occurrence of quality

improvement in Handayani PAUD include:

a. Purpose

Every activity or activity carried out by

Handayani PAUD institutions is an encouragement to

achieve the goals. The aim to be achieved by

Handayani Early Childhood Education is for good

quality education. It is able to bring PAUD

Handayani into a B accredited PAUD for playgroup

programs and kindergartens. Every institution that

focuses on goals, all elements in Handayani PAUD

institutions will be encouraged and do their best in

guiding and directing to achieve goals.

b. Principal/manager
The principal/manager as the principal of

the school or institution has an important role in

making good quality improvement efforts related to

input, process, and output in education. Professional

leaders will target the material to be more active and

diligent in achieving aims. It is manifested in the

head of the school. Handayani PAUD managers who

have become professional leaders in work. Because

the headmaster PAUD Handayani conducts direct

monitoring of his subordinates so that the

performance of teachers and administrative staff can

be evaluated directly.

c. Support and participation of educators and
education personnel

In the institution, it can realize management

from planning to improve the quality of the

institution. With the support and participation of

educators and education staff in the institution, the

programs that have been planned will be possible.

Even so, the manager must continue to oversee the

implementation of the planning of all programs that

have been prepared together with the parties

concerned.

The manager also includes educators and

education staff in institutions in training and training

to improve their respective competencies. An

educator is always supposed to improve his

competence so that he can become a qualified

educator and produce qualified students.

d. Administrative Staff
Administrative staff who act according to

standard operating procedures in the office by having

a work ethic that is friendly, polite, and

communicates well. Professional and responsible for

his work.

e. Other resources (funds, curriculum, facilities,
and infrastructure)

In order to achieve the quality of education,

the school/institution improves the existing resources

such as the Operational Operational Assistance Fund

(BOP), the KBM guidelines based on the curriculum,

the improvement of institutional facilities and

infrastructure so that the children and Handayani

PAUD work units can utilize effectively and

efficiently. Completeness of facilities and

infrastructure is also a factor of how Handayani

PAUD is able to compete with good quality.

f. A conducive environment
A conducive, safe and comfortable

environment is one of the reasons for parents to send

their children to Handayani PAUD. A clean

environment and the presence of green plants that are

driving factors for Handayani PAUD's coolness.

Besides that, a close relationship and a sense of

kinship between teachers, parents, as well as school

residents in Handayani PAUD institutions are things

that are always applied by Handayani PAUD, so

there are no gaps with each other.

While the inhibiting factors found by

researchers are parents who want their children to

learn calistung material as soon as possible and some

of the parents consider the weight of the monthly

money charged by the institution. Another inhibiting

factor is educators and education personnel who do

not have an appropriate educational background.

Educators are also less creative in using the media

and APE that are available at the institution. In

addition, there are several APE whose numbers do

not correspond to the number of students in the

institution.

Mortimore (Hendyat Soetopo, 94: 2005)

suggests several factors that need to be considered in

improving the quality of educational institutions,

namely:

a. Positive and strong leadership. A leader who has
strong character and commitment can give a

good example to his subordinates.

b. High expectations. High expectations can be
expressed in planning and then applied to be

realized together.

c. Monitor student progress. This monitoring
activity can be carried out by the teacher by

evaluating during the learning process and at the

end of the learning process.

d. Student responsibility and involvement in life in
school. Education will be quality and trusted by

the community if it produces graduates who are

responsible, disciplined, creative and qualified.

e. Intensive and Prizes. This intensive needs to be
applied to increase students' motivation and

discipline in the learning process.

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f. Parental involvement in school life. The success
of a student certainly cannot happen easily

without the support of his parents.

g. Consistent planning and approach. A program
will be carried out well and successfully if done

with varied approaches and carried out

consistently.
5. Efforts are made to overcome obstacles found in

the process of implementing PAUD quality

improvement planning.

Faced with several obstacles in the process

of implementing quality improvement planned by the

institution, the manager does several things as an

effort to overcome these obstacles. For example,

when parents demand that teachers teach calistung to

their children, the manager approaches the parents

directly. The manager explained that early childhood

learns through playing, and there are things that need

to be given to children before they learn to read, write

and count.

In id.theasianparent.com explained there are

several main concepts that need to be taught to

children according to their age and development. The

first is to recognize letters and sounds, study colors,

shapes, objects and recognize numbers. Then learn to

cut, stick and draw, and socialize. Learning to can be

in the form of learning to share, working together,

waiting in line, and acting with friends.

The basic things that need to be instilled in

this early childhood besides being taught by the

teacher at school also need to be known by parents.

Parents can train and play with children at home to

reinforce what the teacher has given at school.

Therefore, there needs to be a good relationship

between institutions and parents.

This agency manager is also aware of this.

Therefore the manager also plans to hold a parenting

program in the institution's environment. Parenting is

an educational effort carried out by the family by

utilizing the resources available in the family and the

environment in the form of independent learning

activities (paud-anakbermainbelajar.blogspot.com).

The general purpose of the parenting program is to

invite parents to provide the best for their children

jointly. And the specific purpose of this program is to

increase the knowledge and skills of parents in

carrying out care, care, and education of children in

their own families with good foundations.

With a good communication relationship

and the same expectations between family and

institution, it is very likely that early childhood can

develop optimally. It can also unite the character

education taught at school and home. This program

will form good cooperation and mutual support

between families and schools. But to form this

program several things need to be prepared, namely;

identify parental needs, form committees, create job

desk, compile programs, schedule activities, identify

potential and supporting partners, implement

programs, and conduct evaluations.