NATIONAL EDUCATION STANDARDS

KUKUH WAHYU PRATOMO

(20170810142)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE EDUCATION

UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

2019
Declaration

I certify that the attached material is my original work. No other person’s work or
ideas have been used without acknowledgment. Except where I have clearly stated
that I have used some of this material elsewhere, I have not presented this for
assessment in another course or unit at this or any other institution. I have retained
a copy of this assignment. I have read and understood the Muhammadiyah
University of Yogyakarta document Academic Integrity at the Muhammadiyah
University of Yogyakarta: Student guidelines for avoiding plagiarism.

Kukuh Wahyu Pratomo

12-12-2019
 CHAPTER 1
INTRODUCTION

A. Background
Everyone cannot be separated from education, and everybody needs
education because education is something necessary for human life. Everyone must
have tried to get a high education, which is formal and non-formal institutions. In
the school, to measure the ability the students often used by the result of the
assessment or assignment to determining the success or failure, although this is not
the sole determinant tool an education, this way still used in the world education.
In education, there is a spread of disciplines, together with lessons learned.
Lessons embrace the four skills, particularly listening, speaking, writing, and
reading. In Indonesia, education has been arranged by the government in national
education standards. According to government regulation number 19 of 2005, bab
one pasal one ayat 1, what is meant by national education standards is the minimum
criteria regarding the education system in the entire jurisdiction of the Unitary
Republic of Indonesia. In other words, every educational institution is required to
meet the minimum criteria that have been determined. To achieve the goal of
equitable education in the jurisdiction of the Unitary State of the Republic of
Indonesia. Indonesia has eight national education standards which are have been
arranged in regulation. There are standard kompetensi lulus, standard isi, standard
proses, standard pendidikan dan tenaga kependidikan, standard sarana dan
prasarana, standard pengelolaan, standard pembiyaan pendidikan, and standard
penilaian pendidikan.

In implementing the improvement of the quality of education, there must be

someone who guarantees and controls the quality of education so that it is in
accordance with National Education Standards. In this case, the government carries
out evaluation, accreditation, and certification. These three processes are carried
out to determine whether an educational institution with a national standard is
appropriate.

National Education Standards aim not only to equalize the quality standards
of education in the Unitary State of the Republic of Indonesia, but also to meet the
demands of local, national, and global change. Because of the quality of education
in Indonesia has lagged far behind that of other ASEAN countries, improvements
in education will continue so that the quality of education in Indonesia can compete
with other countries.

B. The objective
The objective of this paper is :
To tell the information about national education standards in Indonesia.

C. The benefit
The benefit of this paper are :
• Writer
The benefit for the writer is he can get a piece of knowledge about national
education standards, and he can explain it to the many people or his students if he
becomes a teacher.

• Reader
The benefit for the reader is he can understand the national education
standards in Indonesia, and the readers can know the difference in each national
education standards. Then, he can explain it to many people.

E. The Outline
• Introduction
• Body or Literature review
• Methodology
• References
 CHAPTER II
BODY

1. Standard Isi

According to Milakarmila (2013), Standard isi or standard content is the scope of

the material and the level of competence set forth in the criteria regarding graduate
competencies, competency of study material, subject competencies, and learning
syllabus that must be met by students at certain levels and types of education.
Standard content includes the scope of material and the level of competency to
achieve graduate competencies at certain levels and types of education. Each level
has different competencies, starting from elementary school to high school. And in
the standard content contained the basic framework and structure of the curriculum,
learning load, education unit level curriculum, and educational/academic calendar,
which is useful for guiding the implementation of learning to achieve certain
educational goals.
The aim of the content standard is to improve the quality of education directed at
the development of the potential of students in accordance with the development of
science, technology, art, as well as an educational paradigm shift oriented towards
the needs of students.
The content standard has an important role in the education process at school,
among others, is to regulate the structure of the curriculum so that teachers can
allocate learning time efficiently and the content standard also regulates the learning
curriculum so that the learning process will be more directed as expected by the
government.
 Peraturan menteri yang berkaitan dengan standar isi adalah:

· Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 22

Tahun 2006, tentang Standar Isi untuk Satuan Pendidikan Dasar dan Menengah.
· Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 23
Tahun 2006, tentang Standar Kompetensi Lulusan untuk satuan pendidikan Dasar
dan Menengah.
· Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 24
Tahun 2006, tentang Pelaksanaan.
· Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 14
Tahun 2007, Standar Isi Program Paket A, Program Paket B, dan Program Paket
C.
· Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 64
Tahun 2013, tentang standar isi.

2. Standar Proses
Process standards are national education standards relating to the
implementation of learning in an educational unit to achieve graduate competency
standards. According to Noviastrini Chemsunj (2010), Education process standards
are a technical form that is a reference or criteria that are planned or designed in the
implementation of learning.
The learning process should be interactive, inspiring, fun, challenging,
motivating students to participate actively, and provide sufficient space for the
initiative, creativity, and independence in accordance with students' talents,
interests, and physical and psychological development. This is very helpful in the
development of the mind and mentality of students and provides an example.
The important things are each education unit planning the learning process,
implementing the learning process, evaluating the learning outcomes, and
monitoring the learning process for the implementation of an effective and efficient
learning process, so that it can be used as a guide for teachers in managing learning.
In practice in schools standard processes are useful for achieving competency
standards that must be achieved, what is meant is that the educational process serves
as a tool to achieve educational goals, namely competencies that must be achieved
in educational endeavors.

Peraturan menteri yang berkaitan dengan standar proses adalah:

· Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 41
Tahun 2007, tentang Standar Proses untuk Satuan Pendidikan Dasar dan
Menengah.
· Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 1
Tahun 2008, tentang Standar Proses Pendidikan Khusus.
· Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 3
Tahun 2008, tentang Standar Proses Pendidikan Kesetaraan Program Paket A,
Paket B, dan Paket C.

3. Standar Kompetensi Lulusan

A graduate competency standard is a qualification of a graduate's abilities,

which includes attitudes, knowledge, and skills. Graduates 'competency standards
are used as guidelines for assessing students' graduation from the education unit.
Each level of education has a different basic competition. Starting from basic
education, which only aims to lay the foundation of intelligence, knowledge,
personality, noble character, and the skills to live independently and follow further
education. Up to the level of higher education that aims to prepare students to
become members of society who have a noble character, have knowledge, skills,
independence, and attitudes to discover, develop, and apply science, technology,
and art, which are beneficial to humanity.

Graduates 'Competency Standards for primary and secondary education units

are used as a guideline for assessing students' graduation. Graduates Competency
Standards (SKL) include minimum competency standards for elementary and
secondary education units, minimum competency standards for groups of subjects,
and minimum competency standards for subjects. Competency Standards
Graduates have an important role in practice in schools including the standard
competency of graduates used as an assessment guide in determining the graduation
of students, from the Education unit, and graduate competency standards at the level
of basic education, junior high school, senior high school, vocational high school
aims to lay the foundation of intelligence, knowledge, personality, noble character,
and the skills to live independently and attend further education.

Peraturan menteri yang berkaitan dengan standar kompetensi lulusan

adalah:
· Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 23
Tahun 2006, menetapkan Standar Kompetensi Lulusan (SKL) untuk Satuan
Pendidikan Dasar dan Menengah.
 Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 24
Tahun 2006, tentang Pelaksanaan Peraturan Menteri Pendidikan Nasional.
 Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 22
Tahun 2006, tentang standar Isi untuk satuan pendidikan Dasar dan
Menengah.

4. Standar Pendidikan dan Tenaga Kependidikan

As a teacher must have academic qualifications and competencies as agents

of learning, physically and mentally healthy, and have the ability to realize national
education goals. Academic qualifications referred to above are the minimum level
of education that must be met by a teacher, as evidenced by a relevant diploma
and/or certificate of expertise in accordance with applicable laws and regulations.
The teacher itself should have a competency standard. Competence itself is a set of
task skills and behavioral knowledge that must be possessed. Once possessed, of
course, must be lived, mastered, and realized by the teacher in carrying out
professional tasks in the classroom called teaching. Competencies that must be
possessed by teachers include, among others: pedagogical competencies,
personality competence; professional competence; and social competence.

Tenaga kependidikan or education personnel are members of the community

who are dedicated and appointed to support the implementation of education.
Included in the education workforce are the headmaster, teacher, and other
education personnel. Education Standards and education personnel have an
important role in supporting the learning process and the school environment. The
important role of this standard is that teachers, as educators, are intended to be
educators, who become figures, role models, and identification for students and
their environment. Therefore, teachers must have certain quality standards, which
include responsibility, authority, independence, and discipline. And the important
role of education personnel is as an administrative facilitator to support all activities
in the Education agency. Each education staff is obliged to support administrative
work on each line of the task force, starting from the faculty, department, and study
program level.
Educators include a teacher in TK / RA, SD / MI, SMP / MTs, SMA / MA,
SDLB / SMPLB / SMALB, SMK / MAK, education units Package A, Package B,
and Package C, and educators in institutions of courses and training. Educational
staff includes principals/madrasas, supervisors of education units, administrative
staff, library staff, laboratory staff, technicians, study group managers, tutors, and
cleaning staff.

5. Standard Sarana dan Prasarana

Facilities and infrastructure standards are national education standards related

to supporting facilities such as study rooms, sports venues, places of worship,
libraries, laboratories, workshops, playgrounds, places for creativity and recreation,
as well as other learning resources, which are needed to support the learning
process, including the use of information and communication technology.
 Every educational institution must have the facilities and infrastructure that
have been determined. These facilities include furniture, educational equipment,
educational media, books, and other learning resources, consumables, and other
equipment needed to support an organized and continuous learning process.
Then, the infrastructure includes land, classrooms, leadership rooms for
education units, teaching rooms, administration rooms, library rooms, laboratory
rooms, workshop rooms, production unit rooms, canteen rooms, power and service
installations, places for exercising, places of worship, places play, a place for
creation, and other spaces/places needed to support an orderly and continuous
learning process.
Peraturan menteri yang berkaitan dengan standar sarana dan prasarana adalah:
· Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 24 Tahun
2007, tentang Standar Sarana dan Prasarana untuk SD/MI, SMP/MTs, dan
SMA/MA.
· Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 33 Tahun
2008, tentang Standar Sarana dan Prasarana untuk SDLB, SMPLB, dan SMALB.
· Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 40 Tahun
2008, tentang Standar Sarana dan Prasarana untuk SMK/MAK.

6. Standar Pengelolaan

Management standards are national education standards relating to the planning,

implementation, and supervision of educational activities at the level of the
education unit, district/city, province, or national in order to achieve the efficiency
and effectiveness of education delivery.

Management of education units at primary and secondary education levels applies

school-based management as demonstrated by independence, partnership,
participation, openness, and accountability. Saddle the management of the
education unit at the tertiary level, implements the autonomy of the tertiary
institution within limits stipulated in the applicable legislation providing freedom
and encouraging independence in the academic, operational, personnel, financial,
and other functional management areas governed by each - each college.

Management standards have an important role in managing education, and

indirectly have an important role in practice in the school environment. This
management standard has a role in exploring, foster, mobilize, and maintain
educational resources in a balanced and sustainable manner for the achievement of
objectives through a system of cooperation. An example is that management
standards can be tools for planning, organizing, directing, monitoring, and
developing in schools.

7. Standard Pembiayaan Pendidikan

Financing standards are standards that govern the components and magnitude
of operating costs of education units that are valid for one year. Funding includes
teacher salaries, professional teacher improvement, provision of learning space
facilities, space repairs, equipment / mobile procurement, procurement of tools and
textbooks, office stationery (ATK), extracurricular activities, educational
management activities, and educational supervision. In the financing standard, there
are three kinds of costs that must be spent, namely: a). Investment costs, b). Personal
costs, and c). Operating costs.

Educational unit investment costs, namely the cost of providing facilities and
infrastructure, human resource development, and permanent working capital.
Meanwhile, personal costs, as well as education costs that must be incurred by
students to be able to follow the learning process regularly and continuously, for
example, are spp for high school and vocational high school. And, operational costs
are costs that govern school operations such as teacher salaries, maintenance of
facilities and infrastructure, insurance, and etc.
 Financing standards have an important role in practice in schools with the
existence of funding standards, so all educational activities that occur in school
agencies can be carried out properly, and the learning process can run well in
accordance with the expected goals.

8. Standard Penilaian Pendidikan

Assessment is the most important part of the learning process. Because of

the learning process, the teacher needs to know how far the learning process has
achieved results in accordance with the objectives set. Educator assessment
standards are national education standards related to mechanisms, procedures, and
instruments for assessing student learning outcomes. Assessment is carried out on
an ongoing basis to monitor the process, progress, and improvement of results in
the form of daily tests, midterm tests, end of semester tests, and class improvement
tests. Meanwhile, education assessment is defined as the process of gathering and
processing information that can be used to determine the achievement of learning
outcomes. According to Nana Sudjana (1995: 3), that assessment has the
characteristics of the object or program being assessed and the existence of criteria
as a basis for comparing reality or what it is with criteria or what should be.

Assessment standards are very important in the learning process. Assessment

here serves as a tool to find out how successful the learning process is happening.
It also serves as an improvement in the teaching and learning process carried out by
teachers and students. And also, as a report of student willingness given to parents
so that their parents know the results of their children's learning in the form of report
cards that are usually given at the end of the semester.
Within the assessment standards, there are a variety of Techniques that are
carried out by teachers to gather information about learning progress, including
written techniques, observations, practical tests, assignments, oral tests, portfolio
assessments, journals, self-assessments, and peer-to-peer assessments.
 CHAPTER III

METHODOLOGY

In this study the instrument of collecting the data used an interview section
with the question based on national educational standards. This data of this study
will be collected from Muhammadiyah 4 senior high school. The people that I
interviewed are the headmaster of the school and the teacher and school treasure.
The time of this interviewed on Monday, 23 December 2019, in the afternoon at
SMA Muhammadiyah 4 Yogyakarta.

In the SMA Muhmmadiyah 4 Yogyakarta based on the standard

infranstructure almost the infranstructure are good and complate if, according rules
of opening Nomor 19 Tahun 2005 about standards infranstucture the minimum
criteria about the facility are study room,sport venue,prayer rom,library,laboratory,
and so on. In SMA Muhammadiyah 4 already fulfill those facility in the standards
infranstructure, and the infranstructure in the SMA Muhammadiyah 4 every years
estimated continue increase. And, based on the standard graduate in this school the
quality of graduate every years is very high. This school is top five senior high
school in the Yogyakarta, then the level of graduate certainly is good. The facilities
of the infranstructure and the level of the students is compatible. In the financing
standards this school is good. The financial of this school is from privately and also
supported by government by BOS APBN,but that is not too much.
 CHAPTER IV
FACTS AND FINDINGS

The Information from the interviewed

Standar Isi
In the SMA Muhammadiyah 4 Yogyakarta the material are adjusted to
the curriculum, while SMA Muhammadiyah 4 Yogyakarta applies two curriculum
there are curriculum 2013 and KTSP curriculum. In the curriculum 2013 was
applied to grade X students and the KTSP curriculum was applied to the class XI
and XII. KTSP curriculum for class XI and XII students only applies material
according to their majors. While in the 2013 curriculum related to specialization,
cross-interest and compulsory and majors have been carried out since class X.

Standar Kompetensi Lulusan

The Efforts made by schools to increase the percentage of graduation
is by make additional tutoring / learning. This effort was carried out with the
agreement of the represented of students and teachers at SMA Muhammadiyah 4
Yogyakarta.

Standar Proses
In this school the delivering learning materials adjust with the material
to be taught. For example with a discussion process, group presentations. In the
learning process in the class the teacher varies the teaching method.

Standar Pendidik dan Tenaga Kependidikan

To improve the standard pendidik dan tenaga kependidikan in SMA
Muhammadiyah 4 Yogyakarta, it was implemented that teachers must have a
minimum of an undergraduate level (Strata 1). Some teacher and educational staff
in SMA Muhammadiyah 4 Yogyakarta already have S1 and S2 degrees. While for
administrative staff there are still high school graduates.
Standar Sarana Prasarana
Infrastructure facilities in SMA Muhammadiyah 4 Yogyakarta have a
land that is not too wide, but has facilities that are complete enough to support the
learning process, there are : library,healty center,canteen,mosque,laboratory,class
room with AC,internet and etc.

Standar Pengelolaan Pendidikan

Standar Pengelolaan Pendidikan in SMA Muhammadiyah 4
Yogyakarta, there are functional and structural. The functional one is the teacher,
while the structural one is the administrative Staff.

Standar Pembiayaan Pendidikan

Standar Pembiayaan Pendidikan in SMA Muhammadiyah 4
Yogyakarta comes from the Committee, SPP, BOS APBD and BOS APBN.

Standar Penilaian Pendidikan

Standar Penilaian Pendidikan at SMA Muhammadiyah 4 Yogyakarta
starts from the smallest things such as daily tests, midterm tests, tests for grade
promotion and for class XII special assessments are conducted such as school final
exams, practice exams and computer-based national exams. The assessment results
obtained are then recapitulated and collected to the curriculum principal. Then
analyzed by each teacher, after that seen students who reach the KKM value given
enrichment. Whereas, students who are still less than the KKM score will be
remedial to improve their grades.
The Analysis

The fact and the findings I got from the interviewed section that can be
get from the results of this study are, the first the completeness of the facilities and
infrastructure in SMA Muhammadiyah 3 Yogyakarta is sufficient to meet standards
of the BSNP. The second the quality of student graduation every year has increased
along with the increa completed of facilities and infrastructure in senior high school.
And the third there is the students have a good relationship between facilities and
infrastructure with the quality of graduates in major science, social, and language
at SMA Muhammadiyah 4 Yogyakarta.
 CHAPTER V
CONCLUSION

National Education Standards are minimum criteria regarding the education

system in all jurisdictions of the Unitary State of the Republic of Indonesia.
National Education Standards aim at ensuring the quality of national education in
the context of educating the nation's life and shaping the dignified character and
civilization of the nation. In addition, the National Education Standards serve as the
basis for planning, implementing and supervising education in the context of
creating quality national education
Based on the rules of opening Number 19 of 2005, there are eight national
education standards in the carrying of national education standards. There are
standard content, standard process, standard competence of graduate educators,
standard teaching staff, infrastructure standards, management standards, financing
standards and educational assessment standards.
Muhammadiyah 4 Yogyakarta High School has implemented the eight
National Education Standards. Therefore, in SMA Muhammadiyah 4 Yogyakarta
there are no obstacles in the application of National Education Standards. Because,
already accustomed to applying it for a long time.

5.2 Suggestion

We as prospective teachers who will later be placed in any school

must know and implement 8 National Education Standards.
References :

Badan Standar Nasional Pendidikan. (2015.). Diakses tanggal 15 Desember 2019,

dari http://bsnp-indonesia.org/standar-nasional-pendidikan/.

Khairuddin dkk,Kurikulum Tingkat Satuan Pendidikan (KTSP) Konsep dan

Implementasinya di Madrasah, Madrasah Development Center (MDC) Pilar MEdia
JATENG: semarang,2007

Sanjaya,WinaStrategi Pembelajaran Berorientasi Standar Proses

Pendidikan.Jakarta: Kencana.2011

Undang-Undang R.I. Nomor 20 Tahun 2003 tentang SISDIKNAS dan Peraturan

Pemerintah R.I.Tahun 2010.Bandung:Citra Umbara.2013

Undang-Undang R.I Nomor 14 tahun2005 dan Peraturan menteri Pendidikan

Nasional RI Nomor 11 tahun 2011 Tentang Guru dan Dosen.Bandung:Citra
Umbara. 2012

Indonesia, R. (2005). Peraturan pemerintah RI Nomor 19 Tahun 2005 Tentang

standar nasional pendidikan. Cipta Jaya.

Indonesia, P. R. (2005). Peraturan Pemerintah Republik Indonesia nomor 19 tahun

2005 tentang standar nasional pendidikan. Departemen Pendidikan Nasional
Republik Indonesia.

Ainun haris 2012 (http://nasrudinhadi.blogspot.co.id/2012/05/makalah-standar-

kompetensi-lulusan-skl.html) di akses pada tanggal 15 November 2019 pukul
20.00.

Kemdikbud. 2015. Badan Standar Nasional Pendidikan,

(online). http://litbang.kemdikbud.go.id/index.php/2013-06-18-06-45-37. Diakses
tanggal 7 November 2015.

Peraturan Menteri Pendidikan Nasional Republik Indonesia No 16 Tahun

2007 tentang Standar Kualifikasi Akademik dan Kompetensi Guru.
Peraturan Menteri Pendidikan Nasional Republik Indonesia No 24 Tahun
2008 tentang Standar Tenaga Administrasi Sekolah.

Depdiknas. 2007. Standar Pengelolaan Pendidikan oleh Satuan Pendidikan Dasar

dan Menengah, Jakarta: Permendiknas No. 19 tahun 2007.

BSNP Indonesia (https://bsnp-indonesia.org/standar-pembiayaan-pendidikan/) di

akses pada tanggal 15 November 2019 pukul 21.00.

Anonim. (2006). Pedoman Model Penilaian Kelas KTSP TK-SD-SMP-SMA-SMK.

MI-MTS-MA-MAK. Jakarta: BP Cipta Jaya.