Evaluation of the Achievement of Minimum Service Standards at Az-Zahra Integrated Islamic Elementary School, Gorontalo City
Article Sidebar
Page Numbers:
455-469
Digital Object Identifier:
10.58578/ijecs.v4i2.10399
Viewed: 38 times
Downloaded: 25 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:
Mansur Kasa1*, Abdul Kadim Masaong2, Arwildayanto Arwildayanto3 
Copyright :
Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
Minimum Service Standards (SPM) for Basic Education serve as an important benchmark for assessing the quality of educational services at the school level. However, their implementation continues to face challenges, particularly in infrastructure provision, school management, and learning effectiveness. This study aims to evaluate the fulfilment of the Minimum Service Standards for Basic Education at SDIT Az-Zahra, Gorontalo City, using the Context, Input, Process, and Product (CIPP) evaluation model. A quantitative descriptive approach supported by qualitative data was employed. Data were collected through observation, interviews, documentation, and questionnaires, and were analyzed using descriptive percentage analysis to determine the achievement level of each evaluation component. The findings show that the fulfilment of SPM at SDIT Az-Zahra, Gorontalo City was generally categorized as sufficiently fulfilled, with an average achievement score of 74.91%. The context and input components each obtained 73.19%, the process component reached 73.75%, and the product component achieved the highest score at 79.51%. These results indicate that the school has demonstrated commitment to meeting SPM through data-driven planning, adequate learning implementation, and relatively high levels of learning outcomes and parental satisfaction. Nevertheless, several obstacles remain, particularly in infrastructure adequacy, School-Based Management implementation, academic supervision, and staff optimization. The study concludes that SPM implementation at SDIT Az-Zahra has been relatively successful but still requires systematic strengthening in management, educational resources, and learning service quality. This study contributes to educational quality evaluation by demonstrating the usefulness of the CIPP model in identifying school-level strengths and improvement priorities, with practical implications for data-driven planning, academic supervision, infrastructure improvement, and stakeholder engagement in the continuous enhancement of basic education services.
Citation Metrics:
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Anita, A., Fadhila, H. I. A., Muhsin, M., Febrianti, N., Jamilah, S., & Pratiwi, D. A. (2025). Tantangan Adaptasi Guru dalam Implementasi Kurikulum Merdeka di SDN Semangat Dalam 2. MARAS: Jurnal Penelitian Multidisiplin, 3(2), 608–618. https://doi.org/10.60126/maras.v3i2.893
Ansori, A., Faizah, N., Fajariah, P., & Saputra, R. (2025). Efektivitas Pengelolaan Sarana dan Prasarana Pendidikan dalam Meningkatkan Kualitas Pembelajaran. AL-Ikhtiar: Jurnal Studi Islam, 2(3), 186–200. https://doi.org/10.71242/z2ezjn11
Barrett, P., Treves, A., Shmis, T., & Ambasz, D. (2019). The impact of school infrastructure on learning: A synthesis of the evidence. World Bank. https://openknowledge.worldbank.org/entities/publication/9ccd4228-5eb8-55a4-b0b4-fb51e26cdf79
Bo, N. S. W. (2025). OECD digital education outlook 2023: Towards an effective digital education ecosystem. Hungarian Educational Research Journal, 15(2), 284–289. https://doi.org/10.1556/063.2024.00340
Carney, S. (2022). Reimagining our futures together: A new social contract for education by UNESCO, Paris, UNESCO, 2021, 186 pages, ISBN 978-92-3-100478-0. Comparative Education, 58(4), 568–569. https://doi.org/10.1080/03050068.2022.2102326
Edwards, D. B., Jr., Caravaca, A., Rappeport, A., & Sperduti, V. R. (2024). World Bank influence on policy formation in education: A systematic review of the literature. Review of Educational Research, 94(4), 584–622. https://doi.org/10.3102/00346543231194725
Fajar, G., & Ridwan, M. (2026). Implementasi Manajemen Berbasis Sekolah dalam Meningkatkan Kualitas Layanan Pendidikan Islam. JMPI: Jurnal Manajemen Pendidikan Islam, 2(1). https://ejournal.stitlakbok.ac.id/index.php/jmpi/article/view/66
Firmansyah, H., Ainissyifa, H., & Hadiyanto, N. (2026). Pengaruh Sarana Prasarana Pendidikan terhadap Motivasi Kerja untuk Mewujudkan Kinerja Guru: Penelitian di SD Garut Islamic School Prima Insani. Action Research Journal Indonesia (ARJI), 8(1), 128–151. https://doi.org/10.61227/arji.v8i1.681
Hadiati, E., Mardliyah, R., & Widi, A. B. P. (2025). Peran Standar Kualifikasi dan Kompetensi Guru dalam Mewujudkan Pendidikan Berkualitas. Edukreatif: Jurnal Kreativitas dalam Pendidikan, 6(1). https://ijurnal.com/1/index.php/jkp/article/view/428
Lee, A., Legood, A., Hughes, D., Tian, A. W., Newman, A., & Knight, C. (2020). Leadership, creativity and innovation: A meta-analytic review. European Journal of Work and Organizational Psychology, 29(1), 1–35. https://doi.org/10.1080/1359432X.2019.1661837
Leithwood, K., Sun, J., & Schumacker, R. (2020). How school leadership influences student learning: A test of “The four paths model.” Educational Administration Quarterly, 56(4), 570–599. https://doi.org/10.1177/0013161X19878772
Mesiono, M., Nasution, P. M. G., Napiah, M. A., & Hidayat, R. (2022). Implementation of national education standards in improving the quality of education. Edukasi Islami: Jurnal Pendidikan Islam, 11(1). https://doi.org/10.30868/ei.v11i01.2827
Meyvita, I., Azizah, A. N., Alya, J., Agetta, Y. M., & Zulfadewina. (2025). Membangun Kompetensi Profesional Guru Sekolah Dasar dalam Menyambut Pendidikan Berkualitas. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(2), 212–231. https://doi.org/10.23969/jp.v10i02.24535
Muhadi, M., Jarir, J., Khairina, K., Rajuna, R., & Prasetyo, E. (2025). Evaluasi Perencanaan Desain Pembelajaran, Pelaksanaan Proses Kegiatan Pembelajaran, dan Evaluasi Instrumen Hasil Pembelajaran. Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian kepada Masyarakat, 5(2), 156–165. https://doi.org/10.56832/edu.v5i2.1084
OECD. (2019). PISA 2018 results (volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
Ramadhana, A. M., Ilato, R., Ardiansyah, A., Moonti, U., & Sudirman, S. (2023). Pengaruh Manajemen Pembiayaan Pendidikan terhadap Ketersediaan Sarana dan Prasarana Sekolah SMA Negeri 1 Tilamuta Kabupaten Boalemo. JIIP: Jurnal Ilmiah Ilmu Pendidikan, 6(6), 4096–4101. https://doi.org/10.54371/jiip.v6i6.2135
Romli, A. B. S., & Darmawan, D. (2025). Pengaruh Kompetensi Pedagogik Guru terhadap Hasil Belajar Siswa Setingkat Menengah Kejuruan. Jurnal Manajemen dan Pendidikan Agama Islam, 3(2), 130–146. https://doi.org/10.61132/jmpai.v3i2.979
Sabdaningtyas, L. (2018). Model Evaluasi Implementasi Kebijakan Standar Pelayanan Minimal pada Satuan Pendidikan Jenjang SD. Jurnal Penelitian dan Evaluasi Pendidikan, 22(1), 70–82. https://doi.org/10.21831/pep.v22i1.19638
Satriadi, T. I., Tanrere, S. B., & Zuhri, S. (2026). Kompetensi Manajerial Kepala Madrasah dalam Meningkatkan Mutu Pendidikan pada Madrasah Tsanawiyah Darussalam Pangkalpinang. Al-Zayn: Jurnal Ilmu Sosial & Hukum, 4(2), 4458–4470. https://doi.org/10.61104/alz.v4i2.4953
Schildkamp, K. (2019). Data-based decision-making for school improvement: Research insights and gaps. Educational Research, 61(3), 257–273. https://doi.org/10.1080/00131881.2019.1625716
Slavin, R. E. (2014). Educational psychology: Theory and practice. Pearson.
Subandi, N. (2021). Analisis Standar Proses Pendidikan Menuju Pendidikan yang Berkualitas. Tanzhimuna: Jurnal Manajemen Pendidikan Islam, 1(1), 100–113. https://doi.org/10.54213/tanzhimuna.v1i1.158
Susanty, S. (2024). Pemberdayaan dan Partisipasi Masyarakat dalam Pendidikan Menuju Sekolah Bermutu. Jurnal Terapung: Ilmu-Ilmu Sosial, 6(2), 221–238. https://doi.org/10.31602/jt.v6i2.16291
Tobondo, Y. (2026). Kepemimpinan Transformasional untuk Sekolah Masa Depan: Strategi Meningkatkan Kinerja Guru Menuju Indonesia Emas 2045. SUKMA: Jurnal Pendidikan, 9(2), 157–192. https://doi.org/10.32533/09205.2025
Tolulu, P., Panigoro, M., Payu, B., Hafid, R., & Sudirman, S. (2023). Pengaruh Sarana dan Prasarana terhadap Mutu Pendidikan di Sekolah SMA Negeri 2 Tilamuta Kabupaten Boalemo. JIIP: Jurnal Ilmiah Ilmu Pendidikan, 6(12), 9669–9672. https://doi.org/10.54371/jiip.v6i12.2279
Wijanarti, N. (2016). Evaluasi Pencapaian Standar Pelayanan Minimal Berdasarkan Prinsip Good Governance di Sekolah Dasar Negeri. Kelola: Jurnal Manajemen Pendidikan, 3(2), 207–218. https://doi.org/10.24246/j.jk.2016.v3.i2.p207-218
Zulkarnain, A., Ali, A. M. T., Herawati, V. S., Nofiyanti, D., & Mardiyah, M. (2025). Optimalisasi Indikator Program dalam Manajemen Strategi Pendidikan: Evaluasi, Implementasi, dan Dampaknya. Journal of Islamic Education El Madani, 5(1), 47–58. https://doi.org/10.55438/jiee.v5i1.162