The Role Of National Education Standards In Improving The Quality Of Education In Indonesia

Erlin Ermawati; Siti Julaiha

doi:10.63922/ijevss.v5i02.2683

Erlin Ermawati Sultan Aji Muhammad Idris State Islamic University of Samarinda
Siti Julaiha Sultan Aji Muhammad Idris State Islamic University of Samarinda

DOI: https://doi.org/10.63922/ijevss.v5i02.2683

Keywords: Education Quality, Internal Quality Assurance System, National Education Standards, Quality Assurance, Educational Management

Abstract

Quality education serves as a fundamental pillar of Indonesia’s human resource development; however, disparities in educational quality across institutions remain a critical obstacle to equitable national educational services. The National Education Standards (SNP), regulated under Government Regulation No. 57 of 2021, provide a normative framework establishing eight minimum standard components to ensure uniform educational quality throughout Indonesia. This study aims to describe the implementation of SNP management within Indonesia’s educational system, identify factors influencing its effectiveness, and analyze its contribution to the overall improvement of educational quality. This research employs a qualitative approach using library research methodology, drawing from reputable national scientific articles published between 2021 and 2026, retrieved through Google Scholar, Garuda, and SINTA databases. Data were analyzed using descriptive-analytic content analysis techniques. The findings reveal that integrated SNP management implemented through School-Based Management (SBM) and the PPEPP cycle within the Internal Quality Assurance System (SPMI) framework significantly contributes to improved learning processes, graduate competencies, and accreditation outcomes. Key supporting factors include principals’ managerial competence, teacher professionalism, and the collective growth of a quality culture. Conversely, infrastructure limitations in remote and underdeveloped areas, low information technology proficiency among educators, and weak data-driven decision-making constitute significant structural barriers. This study concludes that the SNP functions as a strategic instrument for quality equalization and the sustainability of the national education system. The government is recommended to strengthen affirmative policies for schools in disadvantaged regions through increased funding, digital literacy-based capacity building, and reinforced educational management information systems that support empirically grounded decision-making.

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