ANALISIS IMPLEMENTASI AKREDITASI PAUD DALAM MEMBANGUN EKOSISTEM PENDIDIKAN ANAK USIA DINI BERKUALITAS

Habibah Afiyanti Putri, NIM.: 23204032006 (2025) ANALISIS IMPLEMENTASI AKREDITASI PAUD DALAM MEMBANGUN EKOSISTEM PENDIDIKAN ANAK USIA DINI BERKUALITAS. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Early Childhood Education (PAUD) is a strategic foundation for human resource development during the golden age, determining a child's holistic development. Although the importance of PAUD is increasingly recognized, the quality of services in Indonesia still faces systemic challenges related to equitable access, quality standardization, and accountability. Accreditation serves as an external quality assurance instrument, but its implementation still faces obstacles such as limited resources, administrative complexity, and gaps in understanding of quality standards. This study aims to comprehensively analyze the contribution of PAUD accreditation to building a core ecosystem of quality education, focusing on three main pillars: learning quality, teacher professionalism, and institutional governance. This research employed a qualitative approach with a case study design in five early childhood education (PAUD) institutions in the Special Region of Yogyakarta, consisting of kindergartens (TK) and Raudhatul Athfal (RA) with A and B accreditations. Data were collected through in-depth interviews with principals, teachers, and education staff, participant observation of the learning process, and analysis of institutional documents. Data analysis employed the Miles and Huberman model, with triangulation of sources, methods, and theories to ensure the validity of the findings. The results indicate that accreditation serves as a transformative catalyst in building a core ecosystem for quality education. First, accreditation influences improvements in learning quality through a paradigm shift from teacher-centered to child-centered learning, strengthening a continuous assessment-based planning system, innovating learning methods, and developing an authentic assessment system. Second, accreditation plays a role in promoting teacher professionalism by raising awareness of professional standards, facilitating continuous competency development, and fostering a culture of professional reflection through academic supervision and learning communities. Third, accreditation strengthens institutional governance by developing a differentiated organizational structure, a quality-based documentation system, and a continuous self-evaluation mechanism. This research confirms that effective accreditation requires a holistic, contextual, and sustainable approach to create an inclusive, responsive, and developmentally optimal early childhood education (ECE) ecosystem.

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