ANALISIS KEBIJAKAN UJIAN AKHIR PENDIDIKAN DINIYAH FORMAL BERSTANDAR NASIONAL/IMTIHAN WATHANI DALAM SISTEM PENDIDIKAN NASIONAL (STUDI KASUS DIREKTORAT PENDIDIKAN DINIYAH DAN PONDOK PESANTREN KEMENTERIAN AGAMA REPUBLIK INDONESIA)

Arum Wardatul Husna Asyauqiya, NIM.: 1910490035 (2023) ANALISIS KEBIJAKAN UJIAN AKHIR PENDIDIKAN DINIYAH FORMAL BERSTANDAR NASIONAL/IMTIHAN WATHANI DALAM SISTEM PENDIDIKAN NASIONAL (STUDI KASUS DIREKTORAT PENDIDIKAN DINIYAH DAN PONDOK PESANTREN KEMENTERIAN AGAMA REPUBLIK INDONESIA). Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

In 2018 the Government held the Final Examination for National Standard Formal Diniyah Education (UAPDFBN)/Imtihan Wathani (IW) in accordance with the Mandate of Law Number 18 of 2019 concerning Islamic Boarding Schools and Regulation of the Minister of Religion Number 31 of 2020 concerning Islamic Boarding School Education. The purpose of making policies is to measure students' abilities and mastery of learning in PDF. This study aims to analyze the implementation of UAPDFBN/IW policies in the national education system during the implementation of this program. Using a qualitative approach supplemented by observation, documentation and semi-structured interviews at the Directorate of Early Education and Islamic Boarding Schools of the Ministry of Religion of the Republic of Indonesia. There are three things that are focused on in this research based on William N. Dunn's theory of policy analysis, namely: Social problems behind the holding of the UAPDFBN/IW policy, Implementation of the UAPDFBN/IW policy and the consequences of making the UAPDFBN/IW policy. The results of this research are the social problems that lie behind the UAPDFBN policy, namely the need for standardization of education in PDF units. In the implementation process, the concept of George C Edward III was used which put forward four factors in policy implementation, namely: communication, resources, attitudes and bureaucratic structure that influenced the success or failure of the UAPDFBN/IW policy. The four implementations have gone well except for human resources and infrastructure that need to be improved. Finally, the consequences of the policy are in the form of positive and negative consequences. The positive consequence is the self-confidence of students because they get a valid diploma. For the government, it has standardized education in the implementation of learning in PDF units. The negative consequences of the UAPDFBN/IW policy are the emergence of several obstacles and problems that must be corrected in every implementation of the UAPDFBN/IW policy.

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