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ABSTRACT
The shared awareness between the government and the community about the
importance of PAUD created the growth of PAUD institutions in Indonesia,
including in the District of Cilawu, Garut Regency. A way to facilitate PAUD
services, which must be accompanied by the quality of PAUD institutions. The
varieties of quality performances of 12 non-formal PAUD institutions in the
Cilawu District of Garut Regency after accreditation reflect the quality of the
PAUD institutions which it managed. The criteria for managing and
administering PAUD throughout the Republic of Indonesia have been regulated
based on Minister of Education and Culture of the Republic Indonesia
Regulation No. 137 in 2013 covering the National Standards for Early
Childhood Education which includes eight national PAUD standards that must
be fully documented, in accordance with PAUD national standard guidelines,
and implemented in everyday life in PAUD institutions. This study aims to
determine the description of the quality of non-formal PAUD institutions in
Cilawu District, Garut Regency before and after accreditation, to determine the
description of the quality of each PAUD national standard before and after
accreditation, and to determine the effect of quality values before accreditation
on quality values after accreditation. In the implementation, this research was
carried out in several stages, namely: (1) study of theoretical concepts and
development needs studies, (2) problem analysis, (3) data collection, (4) data
analysis and discussion, (5) conclusions and suggestions. Through data
analysis and hypothesis testing using the t test (t test), the quality profile of non-
formal PAUD institutions in Cilawu District, Garut Regency and the influence
of quality values before accreditation on quality values after accreditation was
produced. The results of this study have implications, among others: First, the
quality value obtained by the 12 non-formal PAUD institutions in the District of
Cilawu, Garut Regency showed the variety of implementations of quality
culture. Second, the diversity of the quality of PAUD institutions before and
after accreditation was a picture of the weak quality of coaching and assistance
carried out by foundations, government, central government, and partner
organizations. Third, to improve the quality of the quality of institutions
required continuous coaching and guidance from various parties, such as;
foundations, government, central government, universities, partner
organizations such as HIMPAUDI, IGRA, IGTKI or other similar
organizations. Fourth, the quality value before accreditation greatly influenced
the quality value after accreditation.
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