ORGANIZATION AND MANAGEMENT OF EARLY CHILDHOOD EDUCATION PROGRAM: AN EVALUATION ON SUBUR SEJAHTERA KINDERGARTEN, KENDARI, INDONESIA

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ORGANIZATION AND MANAGEMENT OF EARLY CHILDHOOD EDUCATION
PROGRAM: AN EVALUATION ON SUBUR SEJAHTERA KINDERGARTEN,
KENDARI, INDONESIA
Sitti Rahmaniar Abubakar1, Anwar2, Jamiludin2 and Aisyah2
1Postgraduate Student of Haluoleo University, Indonesia
2Lecturers of Haluoleo University, Indonesia
ABSTRACT: The objective of this research is to describe the implementation of early
childhood education program (ECEP) at Kindergarten of Subur Sejahtera Kendari,
Indonesia. This research uses qualitative method, with Context, Input, Process and Product
(CIPP) model evaluation design adopted from Daniel Stufflebeam (2003). The results of the
study indicate that: (1) the context component covering the legal basis of the program has
been fulfilled; (2) the input components that include human resources in the form of teachers
and staff have been fulfilled, with appropriate academic qualifications, and adequate
facilities and infrastructures; (3) the learning process implementation component has shown
sufficient circumstances in accordance with those required in the national curriculum; and
(4) product components covering output and outcomes are in good category. Thus, it can be
concluded that the implementation of ECEP at Subur Sejahtera Kindergarten, Indonesia is in
accordance with national standards of early childhood education. The suggestions that can
be put forward are: (1) the competence of the kindergarten teachers still need to be
improved; (2) the quality of teaching and learning process need to be improved; and (3) the
teaching and learning process need to be managed more effectively by taking into account
the developmental aspects required in accordance with national standards of education.
KEYWORDS: Early Childhood Education, Organization, Management, Input, Output.
INTRODUCTION
The importance of education given from early childhood and its contribution to the
development of human resource quality has been proven by various studies. Therefore, ECEP
should receive serious attention and it can touch all children without any discrimination.
ECEP is expected to be the basis for the development of human resources quality,
parcicularly in Indonesia.
The development of ECEP is an effort as well as a commitment to realize expected
children’character. The expected Indonesian children have ten main characteristics, namely:
(1) faith; (2) devoted to Almighty God; (3) have noble character; (4) healthy; (5) smart; (6)
honest, (7) responsible; (8) creative; (9) confident; and (10) love the homeland. The
attachment of these ten traits to each of the children is the basis for getting them ready for
further education and ready to enter the wider environment. Thus, the quality of human
resources as an investment component of the nation's development can be fulfilled (Ministry
of National Education of Republic of Indonesia, 2011: 17).
Efforts to provide education services at ECEP levels have shown an increase in gross
enrollment rates (GER). Based on the document of the Strategic Plan of Indonesian Ministry
of Education and Culture in 2010-2014, the achievement of GER nationally increased in
every year, for example, in 2007 it reached 25.30%, in 2008 it reached 26.50%, then there
International Journal of Education, Learning and Development
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was an increase in 2009 which reached 28. 03%, in 2010 to 29.60%, and in 2011 it reached
34.43% (Ministry of Education Education of Republic of Indonesia, 2013: 15). Furthermore,
in 2014/2015 the GER reaches 68.10% (Ministry of Education Education of Republic of
Indonesia, 2015: 1) and in 2015/2016 it has reached 70.06% (Ministry of Education
Education of Republic of Indonesia, 2016: 1).
The most important aspect in ECEP is teacher factor. The facts show that the number of
teachers with undergraduate education qualifications began to show significant improvement,
especially in Kendari, Indonesia. By 2015 there were 72 kidergartens in this city that employ
552 teachers, and among 235 (42.57%) of them have had undergraduate degree in early
childhood education field; 3 (0.54%) of them have had master degree. The rest of the teachers
consits of diploma and high school graduate (Abubakar, 2016)
To realize the improvement of the quality of ECEP, it is necessary to optimize the potentials
of all stakeholders. The main components that must be optimized include the role of
professional organizations, the role of social organizations, and the role of universities that
can be optimized in the development of research, laboratories, mentoring, training, and as a
center for the development of early childhood education.
The success of ECEP is influenced by a variety of factors, including the characteristics of
learners and the environment, the purpose of the educational program and the equipment
used, the procedures and mechanisms of program implementation. The most important factor
that can support the success of the program is the evaluation activity. Evaluation aims to
compare the performance of the various dimensions of the program with a number of specific
criteria, and finally it comes up with the description of the strengths and weaknesses of the
program.
American Joint Committee on Standards for Educational Evaluation (AJCSEE) in Unicef
(2017) presents the standard of evaluation as: “The standards highlight the considerations that
must be weighed in formulating an evaluation design: 1) Utility: seek to ensure that an
evaluation will serve the information needs of intended users; 2) Feasibility: seek to ensure
that an evaluation will be realistic, prudent, diplomatic, and frugal; 3) Propriety: seek to
ensure that an evaluation will be conducted legally, ethically, and with due regard for the
welfare of those involved in the evaluation, as well as those affected by its results; 4)
Accuracy: seek to ensure that an evaluation will reveal and convey technically adequate
information about the features that determine the worth or merit of the programme being
evaluated.”
The ECEP evaluation uses four standards, which include usability, feasibility, propriety, and
accuracy.
RESEARCH METHOD
This research uses qualitative method, with Context, Input, Process and Product (CIPP)
model evaluation design adopted from Daniel Stufflebeam at. al. (1960). It was implemented
at Subur Sejahtera Kindergarten, Kendari, Indonesia. The use of a qualitative approach is
based on Creswell's opinion (2014: 185) by considering the following aspects: (1) this
research is conducted on natural objects, without controling and manipulating variables; (2)
the researcher as a key instrument presents directly in the field and investigated the object;
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(3) it has varied data sources; (4) the conclusion reached after performing the observation
toward the object of the research; and (5) the results of the research emphasize the meaning.
The determination of research subjects is done through the following steps: (1) establishing
the social situation or place that is Subur Sejahtera Kindergarten, Kendari, Indonesia; (2)
determining the actors i.e. teachers at the research location; (3) establishing the activities
undertaken that is learning process as the target of the evaluation research program. The
primary data collection techniques consist of observation, interview, and questionnaire.
While, the secondary data were collected through document study.
The data of the research were analyzed using Miles and Hubermen (2004); the precedure
covers data reduction, data presentation, and data verification. The qualitative data analysis
was done interactively and continuously until the data reach saturation degree. The data
analysis consit of data reduction, data display, and conclusion.
RESULTS AND DISCUSSION
Results
The results of evaluation on the context component reveal that the Subur Sejahtera
Kindergarten has the legal basis of the institution in the form of notary deed and operational
permit. The kindergarten also has documents containing the vision, mission and objectives of
the institution; the institution also has organizational structure and a five-year work plan
(2016 to 2020). The Institute has completed the requirements for establishing a kindergarten
institution in accordance with the technical guidance of kindergarten establishment from
Ministry of Education of Republic of Indonesia (2015).
The result of evaluation on input component shows that there are 2 teachers with
undergraduate education qualification. The result of evaluation on learning facilities and
infrastructure shows that this component has met the minimum standard. In terms of
financing aspect, the institution receives financial support from the government in addition to
the funds that come from monthly donations of learners. The result of input component
evaluation also shows that there are 4 teachers and two classes (2 study groups); they are
Class A and Class B . Class A is a group of children aged 4 to 5 years consisting of 14
children; class B is a group of children aged 5 to 6 years old, which consisting of 18 children.
The ratio of teacher and student is 1:10. All teachers have undergraduate education
qualification majored in early childhood education. Besides having undergraduate education
qualification of early childhood, the principal also has a master degree of education.
Facilities and infrastructure available at the kindergarten includes out door and in door
facilities. The infrastructure includes one unit school building of 1 unit consisting of principal
room, teachers' council room and two classrooms. Furthermore it can be stated that the
financing in the kindergarten comes from government grants in form of education
operartional aid; this grant is received anually and the total amount is based on the number of
students. Another kind of funds derived from donations from parents received every month.
The financial funds are allocated for teacher transportation costs, maintenance of instructional
learning, and incidental institution costs.
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Evaluation results on the implementation of process component indicate that the learning
process has been implemented in accordance with the national curriculum guide. The process
component in the kindergarten shows that the learning process lasted for 6 days a week from
Monday to Saturday, with time duration of 900 minutes per week. The teaching and learning
process applies weekly and daily lesson plan, which is carried out inform of both outside and
inside classroom activities. In the classroom teachers and students perform three sets of
processes: preliminary, core, and closing activities. In general, learning has been referring to
the provisions in the national curriculum that is the 2013 curriculum on early childhood
education.
Product components consist of outputs and outcomes. Output is the result of children's
learning process which is poured in the form of books of progress reports published in each
semester. Furthermore, in order to obtain more comprehensive data about the state of student
development, the information on the development of students is dug out from the parents’
perceptions. Meanwhile, the data related to outcomes were obtained from the nearby
elemetary school (e.g. State Elementary School 18 Mandonga). This elementary school gets
inputs from the output of the Subur Sejahtera Kindergarten. When these graduate students
accepted in grade 1 of the elementary school they already have a mature development to
follow the teaching and learning process. The children are able to show progress and are
ready to receive academic lessons, for example, reading, writing, and arithmetic.
Discussion
The context component of program evaluation toward Subur Sejahtera Early Childhood
Education, which was established in 2011, is an effort to describe the environment, user
needs, and program objectives that refers to Stufflebeam (2003: 2). The institution already
has supporting documents of establishment; they are notarial deed and operational permit.
The formal basis of this institution is a document contained visions, missions, organizational
goals, organizational structures, and a five-year work plan (2016 to 2020). According to
Kasrani (2006) that by having a formal basis of organization it reflects that the childhood
education institution has the same perspective with others similar institutions in the
implementation of the program.
For input components, Subur Sejahtera Early Childhood Education has had 4 teachers and
two study groups (Class A and Class B) where Class A is a group of children aged 4 to 5
years and class B is children aged 5 to 6 years. The ratio of teacher and student is 1:10. Based
on these conditions, the availability of teachers has been in accordance with the Technical
Guidance of Establishment of Kindergarten from Ministry of Education of Republic of
Indonesia (2015) which requires the ratio of teachers and students maximum of 1:15.
Teachers and the principals of the Subur Sejahtera Early Childhood Education have had
education background as scholar of early childhood education, and besides that the principal
already obtained a master degree on education field. The academic qualification of teachers is
in accordance with the Regulation of Minister of Education and Culture of Republic of
Indonesia Number 137 Year 2014, which stated that a teacher of early childhood education
program must has at keast a diploma Diploma four (D-IV) or Bachelor degree in early
childhood education obtained from an accredited study program, or have a diploma four (DIV)
or other relevant undergraduate or bachelor degree (S1) from accredited institution and
have a certificate of early teacher education from an accredited university.
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Furthermore, the facilities and infrastructure at the kindergarten have met the minimum
requirements as specified in the Technical Manual of Establishment of Kindergarten. It is
stated that the institution must have land for building and yard, having a safe and healthy
classroom with hand-washing facilities and clean water; it must also has a teacher room and a
principal's room, latrines, and other spaces relevant to the children's needs. The institution
should also have indoor and outdoor play facilities, as well as having a covered and
uncontaminated trash bin. The required facilities are not fully owned by the Subur Sejahtera
Kindergarten. The ealuation on financing shows that the fnancial of the kindergarten is
already in accordance with the standard of early childhood education because funding comes
from government aid in form of Education Operational Assistance received every year.
Another financial resource is donations from parents received in every month. Financial aid
grants are allocated for teacher transportation costs, maintenance of learning activities, and
institutional incidental activities.
Regarding to the process component, the teaching and learning process at the kindergarten
lasted for 6 days in a week (from Monday to Saturday), with a 900 minutes time duration per
week. This is in accordance with the circumstances required in the Technical Guidance for
Establishment of Kindergarten (2015) which states that if the teaching and learning process
takes 6 days, the duration of studying each day is 150 minutes or 2.5 hours ̶ excluding breaks
(Directorate of Early Childhoor Education, Ministry of Education of Republic of Indonesia,
2015: 43 ). The teaching and learning applies weekly and daily lesson plan, which is carried
out through outside and inside classroom activities. According to Haynes (2010) learning
must be well prepared, considering learning is a complex activity. There are three steps in the
learning process, the first step is planning and preparation, the second step is the activities in
the classroom including classroom management, learning and learning, and the third step is
reporting and evaluation (the activity that takes place after the learning process of assessment,
with related activities such as feedback and evaluation). It shows that the teacher and students
of the Subur Sejahtera Kindergarten perform three sets of processes namely introduction, the
core activities, and closing activity. Thus it can be concluded that the institution already
implemented satisfied teaching and learning and process.
Product components that are divided into two important parts in the evaluation process at the
Subur Sejahtera Kindergarten become benchmarks in the achievement of learning outcomes
in accordance with the national standards of early childhood education. ECEP is an integral
part of the national education standards as mandated by Government Regulation Number 19
Year 2005, which is formulated by taking into account the characteristics of the
implementation of early childhood education. ECEP standard referred to in this study is
contained in the Regulation of Minister of Education and Culture of the Republic of
Indonesia Number 137 Year 2014 about the National Standard of ECEP.
Product components consist of outputs and outcomes. Output is the result of teaching and
learning which is poured in the form of report book of students’ development. The report is
presented in the form of a description that is a result of the child's developmental outcomes
consisting of moral development, religious values, physical motor development, cognitive
development, language development, emotional social development, and art development.
Furthermore, to obtain a more comprehensive data on the state of development of children,
the information was gathered from parents. This is important, considering that parents are the
ones who aware the condition of the children; they have more time to communicate and
interact with the children. The outcomes of the erly childhood education will determine
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which learners have completed the program and accepted to higher education institutions
(elementary schools). Data obtained from elementary schools who have accepted the alumi of
the Subur Sejahtera Kindergarten indicates that most of the children already have mature
development to follow the teaching and learning program in the elementary schools. Children
are able to show progress and ready to receive academic lessons in form of reading, writin,g
and arithmetic. This is in accordance with the stages of cognitive development of children,
from the age of 6 years the child no longer thinks egocentric; their thinking process is
growing. Children who get good stimulation at a previous age, at the age of 7 to 8 years they
are able to use cognitive strategies representational or systematically internalized, these
cognitive abilities enable children to follow formal school and be able to master the
increasingly complex academic material (Schroeder & Gordon, 2002 ).
CONCLUSIONS AND RECOMMENDATIONS
Conclusions
Based on the resultsthe research, it can be concluded that kindergarten evaluated, Subur
Sejahtera Kinderragten, is an institution that organizes education for the early age with the
quite good category. With this category, the kindergarten still needs improvement in order to
increase the effectiveness and efficiency of the institution. It needs better management so that
it is expected that all components can function optimally.
Suggestions
Based on the conclussions, some suggestions can be put forward: (1) in the context
component, it is necessary to regularly review the vision, mission and objectives of the
institution so that the institution can adjust its direction and objectives with the development
of science and technology as well as the development happens in the community; (2) on the
input component, it is necessary to supervise and to develop teacher competence which
includes paedagogic competence, professional competence, personality competence, and
social competence through in service training program; (3) in the process component, it is
necessary to improve the quality of the teaching and learning process, which is managed
more effectively by considering the six aspects of child development, namely moral
development and religious values, physical motor development, cognitive development,
language development, emotional social development, and art development; and (4) on the
product component, there needs to be a more intense attention given to the children's
developmental in accordance to the child's level of development.
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