Sistem Penjaminan Mutu Perguruan Tinggi ( SPM-PT )
Kementerian Pendidikan Nasional
Direktorat Jenderal Pendidikan Tinggi
Sistem Penjaminan Mutu
Perguruan Tinggi ( SPM-PT )
2010
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2 Berhubung Buku ini bersifat inspiratif, maka tidak terdapat susunan yang baku SPMI, sehingga perguruan tinggi dapat menentukan susunan aspek SPMI masing-masing, Ditjen Dikti tidak mendikte.
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Internally driven
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Penentuan
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Audit butir mutu
Kesenjangan
! ! standar mutu Ya dan hasil audit !!!!!!!!!!!!!!!!!!!!!!!
Identifikasi action untuk memenuhi
standar mutu
Tidak
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Gabungkan pada proses PDCA berikutnya
Evaluasi standar
mutu dan kaizen
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3 Standar penyelenggara perguruan tinggi menjadi relevan khususnya untuk perguruan tinggi yang diselenggarakan oleh masyarakat (perguruan tinggi swasta). 4 Bahkan dapat ditambahkan pula standar tentang pembukaan, perubahan, dan penutupan fakultas dan/atau program studi. Tentang hal ini lihat Keputusan Mendiknas No. 234/U/2000 tentang Pedoman Pendirian Perguruan Tinggi, khususnya Pasal 18.
5 Sebagai contoh populer adalah visi Presiden JF. Kennedy ketika ia menyatakan bahwa sebelum akhir tahun 1969 Amerika akan mengirim orang ke bulan! Ketika dia menyebutkan visinya (dan visi Amerika tentunya) itu tak ada satupun orang yang percaya bahwa hal itu akan terwujud, namun pernyataan visi itu
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6 Pemangku kepentingan internal misalnya semua unit kerja di lingkungan perguruan tinggi, staf dosen dan tenaga administrasi / penunjang, dan mahasiswa; sedangkan pemangku kepentingan eksternal misalnya ikatan alumni, asosiasi perusahaan, organisasi profesi, orang tua / wali mahasiswa, dsbnya.
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DOKUMEN DOKUMEN KEGIATAN NYATA KEGIATAN NYATA
( CURRICULUM PLAN ) ( CURRICULUM PLAN ) ( ACTUAL CURRICULUM ) ( ACTUAL CURRICULUM )
SERANGKAIAN MATA SERANGKAIAN MATA
PROSES PROSES
KULIAH KULIAH PEMBELAJARAN PEMBELAJARAN SILABUS SILABUS
PROSES EVALUASI PROSES EVALUASI
PROGRAM KEGIATAN PROGRAM KEGIATAN ( ASSESSMENT ) ( ASSESSMENT ) PEMBELAJARAN PEMBELAJARAN
PENCIPTAAN SUASANA PENCIPTAAN SUASANA ( GBPP ( GBPP - - SAP ) SAP )
PEMBELAJARAN PEMBELAJARAN
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1 Bila diperlukan informasi lebih detail tentang kurikulum dapat membaca buku “Tanya Jawab Seputar Kurikulum Berbasis Kompetensi (KBK) di Perguruan Tinggi” terbitan Ditjen DIKTI pada tahun 2005.
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2 Dalam praktek, jumlah butir standar dalam setiap jenis standar ditetapkan oleh program studi, sesuai dengan visi, kebutuhan stakeholders, serta urgensi dan kemampuan program studi yang bersangku- tan.
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MASUKAN TAHAPAN PROSES
Pernyataan Misi Kebutuhan Industri
Kebutuhan Masyarakat PENDEFINISIAN MASALAH
Kebutuhan Profesional
Tujuan Pendidikan dan Kompetensi Lulusan
Domain Ilmu Pengetahuan
Karakteristik Mahasiswa II Badan Akreditasi
PENSTRUKTURAN DAN PENGORGANISASIAN Sumberdaya
KURIKULUM Cara Belajar Mengajar
Struktur Kurikulum padaTingkat Makro dan Rinci
Badan Penasehat Hasil III
Assessment Penguji dari Luar
Hasil Survei IMPLEMENTASI
Evaluasi Umpan Balik Pengguna
DAN Diri Hasil Pencapaian
EVALUASI Mahasiswa
(assessment)
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Kegiatan Penanggung Jawab Perumusan Standard
Ket. Jurusan/Ka.. Prodi dan disyahkan Mutu Prodi :
rapat jurusan.. Bila diperlukan dibentuk Misi dan Visi Prodi dan
Tim perumus Spesifikasi Prodi dan Kompetensi Lulusan,
Kurikulum
Pemenuhan standar Ket. Jurusan/Ka. Prodi/Sek. Kegiatan Akademik dan
Jurusani/Sek. Prodi Penunjang * Kegiatan perkuliahan, Kerja Praktek, Penelitian
Sek. Jurusan/Sek.Prodi/ Pembantu mahasiswa dan Tugas
Pengurus Jurusan 1 (PPJ 1) Akhir * Kegiatan kerjasama, penelitian dan pengabdian
Pembantu Pengurus Jurusan 2 masyarakat * Kegiatan co-kurikuler : success skill training, personal development
Pembantu Pengurus Jurusan 3 programs, career workshop dll
Pengendalian Standar Sek. Jurusan/Sek. Prodi/PPJ 1/Dosen/ Evaluasi Penyempurnaan
Mahasiswa Kurikulum
Pengendalian Standar Badan penasehat, Penguji dari luar, Evaluasi Peninjauan
Alumni, Pengguna, Mahasiswa Kurikulum
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1 Tentang Praktik Baik Perguruan Tinggi dalam menetapkan, melaksanakan, dan mengendali- kan berbagai standar mutu ini, lihat Bab-Bab berikut dalam buku ini.
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2 Lihat, Praktik Baik Standar Kompetensi Lulusan, dalam bab lain buku ini. 3 Lihat, Praktik Baik Standar Isi, dalam bab lain buku ini.
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3 Tentang bagaimana merumuskan visi dan misi institusi, lihat Buku I dari Praktik Baik Dalam Penjaminan Mutu Pendidikan Tinggi, tentang Standar Identitas.
4 Lihat UU No. 29 tahun 2004 tentang Praktik Kedokteran, LN No 116 Tahun 2004, TLN 4431. 5 Kerjasama tersebut dapat pula dilakukan dengan Ikatan Alumni perguruan tinggi yang bersangkutan.
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1 Peraturan Pemerintah (PP) No. 38 tahun 1992 tentang Tenaga Kependidikan, diubah dengan PP No. 39 tahun 2000, menyebut bahwa Tenaga Kependidikan adalah anggota masyarakat yang mengabdikan diri secara langsung dalam penyelenggaraan pendidikan, yang terdiri atas tenaga pendidik, pengelola sat- uan pendidikan, penilik, pengawas, peneliti, dan pengembang di bidang pendidikan, pustakawan, laboran, teknisi sumber belajar, dan menguji. Sedangkan Pendidik adalah tenaga kependidikan yang bertugas mem- bimbing, mengajar, dan/atau melatih peserta didik, yang terdiri atas pembimbing, pengajar, dan pelatih. Jadi, PP ini menegaskan kembali bahwa Tenaga Kependidikan meliputi Pendidik dan tenaga kependidikan yang tidak berfungsi sebagai pengajar, pembimbing, pelatih namun mereka ini mengabdikan diri secara langsung dalam penyelenggaraan pendidikan. Jadi, bila merujuk pada PP ini, Pendidik sebenarnya adalah
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MANAJEMEN MANAJEMEN KELEMBAGAAN KELEMBAGAAN
OUT PUT OUT PUT KURIKULUM KURIKULUM
INPUT INPUT
BISNIS PROSES BISNIS PROSES
ALUMNI ALUMNI PUBLIK PUBLIK
PENDIDIKAN PENDIDIKAN PROSES PROSES
MAHASISWA MAHASISWA
PENELIT IAN PENELIT IAN PRODUK PRODUK INFORMASI INFORMASI
PENELIT IAN PENELIT IAN PROSES PROSES
PUBLIK PUBLIK
PENGABDIAN PENGABDIAN PRODUK FASILIT AS PRODUK FASILIT AS PROSES
MASYARAKAT MASYARAKAT KEPADA KEPADA KEPENDIDIKAN KEPENDIDIKAN PENDIDIK DAN PENDIDIK DAN
PENGABDIAN PENGABDIAN PROSES KEPADA KEPADA
TENAGA TENAGA
MASYARAKAT MASYARAKAT
KEUANGAN KEUANGAN
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GOAL GOAL
SCOPE OF MANAGEMENT SCOPE OF MANAGEMENT PLANNING PLANNING
DIRECTING DIRECTING
CONTROLLING CONTROLLING EVALUATING EVALUATING
RESOURCES RESOURCES
MARKET MARKET
MAN MAN MATERIAL MATERIAL
MACHINERY MACHINERY
METHOD METHOD MONEY MONEY
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AKADEMIK AKADEMIK
MISI MISI
KEPEMIMPINAN KEPEMIMPINAN
INTERNAL INTERNAL KEMAHASISWAAN KEMAHASISWAAN
KOORDINASI/ KOORDINASI/
PENJAMINAN PENJAMINAN
AUDIT AUDIT MANAJEMEN PPM MANAJEMEN PPM
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MUTU MUTU
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KEUANGAN KEUANGAN
PROSES PROSES PENGABDIAN PENGABDIAN
MANAJEMEN MANAJEMEN
KEPADA KEPADA
SISTEM SISTEM INFORMASI INFORMASI
MASYARAKAT MASYARAKAT
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RENCANA STRATEGIK
PENAJAMAN
PENJABARAN RENCANA
PERUMUSAN PROGRAM
Arah dan
Kebijakan Umum
SUB
Universitas PROGRAM
Strategi dan
RENCANA KINERJA KEGIATAN
Kondisi Ekonomi KEUANGAN
dan Keuangan
RKAT RKT/
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PROSES RKAT DENGAN RENCANA ANGGARAN D UNIT KERJA (RAKU) DAN SAB
OK
SUB UNIT KERJA U
Universitas UNIT KERJA
ARAH & M
KEBIJAKAN E UMUM
RKAT UK:
N DOKUMEN YANG DIHASILKAN Y Tujuan Umum Tupoksi A
N Sasaran Umum
Tujuan UK G Sasaran UK
FORMULIR H PRIORITAS
D STRATEGI
I PRIORITAS
USULAN A INDIKASI
PROGRAM
KEGIATAN RKT : SI
REKAP KEGIATAN:
L OUTCOME
Nama Kegiatan; K
N RINGKASAN RKAT
S S A A B B / / R R K K A A T T WAJAR
Belanja PEGAWAI
DASAR PENILAIAN SAB
B. Barang & Jasa;
OLEH TIM ANGGARAN EKSEKUTIF
B. Perjalanan
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HUBUNGAN AKUNTABILITAS KINERJA INSTANSI PEMERINTAH DAN SAK/SAP
LPJ KEU PENYELENGGARAAN
(PP. 153) UNIVERSITAS
Lap Thn
BERDASARKAN LPA (Belanja)
RENSTRA TOLOK UKUR
RENSTRA
(PP. 153)
LAKIP
(INP 7/99) Indikator
LAPKEU
INPUT:
BERBASIS KINERJA/ RKT
RKAT
Keuangan
LAKIP
SDM Peralatan
STANDAR AKUNTANSI KEUANGAN
OUTPUT
STANDAR AKUNTANSI PEMERINTAH OUTCOME
BENEFIT IMPACT
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Kegiatan
PENDEKATAN KELEMBAGAAN
dilaksanakan Apakah tidak
Manaje
oleh unit
men
Apakah terkait langsung tidak
program? dengan
kegiatan tsb Apakah menambah tidak
aset?
ya
Belanja (langsung) Modal
Belanja Ops Belanja Adm (langsung) dan Pemel (tdklangsung Umum )
Jenis- Jenis- Jenis- Rincian Obyek- Rincian Obyek- Obyek- Rincian
Kegiatan
PENDEKATAN PENDEKATAN KEGIATAN KEGIATAN
langsung ke langsung ke manfaat masy ? masy ? Apakah Apakah
manfaat Apakah Apakah
tidak
Aparatur
langsung langsung terkait terkait
tidak
ya
program program ? dengan dengan
Pelayanan Publik
ya
kegiatan tsb Apakah menambah tidak
aset?
ya
Belanja Belanja Ops (langsung) Modal dan Pemel Belanja Adm (langsung)
(tdklangsung) Umum
Obyek- Jenis- Jenis- Jenis- Rincian
Rincian Obyek- Obyek- Rincian
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Disscussion of AABP : Understanding Non-Investment Expenditure Non-
Vision & Goals &
Main
Mission Objective
Indirect Operational Expenses: Expenses
- Human Resources
Direct
- Goods & Services
Management Expenses
- Belanja Perjalanan Dinas
Indirect Expenses Administration Expenses: - Human Resourses
- Goods & Services - Belanja Perjalanan Dinas
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K K U U L L I I A A H H PENILAIAN
MAHASISWA HASIL BELAJAR BELAJAR
TIDAK LULUS
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KULIAH DAN TUTORIAL
KOMPETEN TUGAS PRESENTASI SEMINAR MEMBUAT
MODEL
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3. Pengumpulan
4. Analisa & Data
Interpretasi Data
1. Misi, Tujuan &
Outcome
2. Implementasi Metode
5. Pengambilan Keputusan unt Peningkatan Program
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PENDIDIKAN
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PDCA
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PDCA
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PDCA
Sem.Ganjil 2005
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SDCA
PDCA
15 Sem.Ganjil 2005
SDCA
PDCA
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SDCA
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1 Tentang istilah Tenaga Kependidikan, Pendidik, Dosen memang agak jumbuh (overlapping), oleh karena peraturan perundang-undangannya sendiri yang inkonsisten dalam mengartikan istilah tersebut. Tentang hal ini, lihat Bab VI Pedoman dan Praktik Baik Standar Pendidik/Dosen dan Tenaga Kependidikan. Agar seragam, maka dalam bab ini istilah Dosen dipakai sebagai pengganti istilah Pendidik, sedangkan untuk Tenaga Kependidikan diartikan sebagai karyawan yang bekerja pada PT tetapi bukan menjalankan tugas professional Dosen.
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2 Pasal dan ayat yang dikutip dalam bab ini sangat terbatas sebab hanya dipilih ketentuan yang sangat esensial saja. Pembaca dipersilahkan untuk membaca secara utuh seluruh pasal dalam UU tentang
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3 Bunyi pasal ini merujuk pada peraturan perundang-undangan tentang sistem jaminan social nasional, dan tentang jaminan social tenaga kerja. 4 Pembaca dipersilahkan untuk membaca lebih lanjut pasal-pasal lain dalam UU tersebut untuk memahami apa saja yang dimaksud dengan berbagai jaminan social sesuai dengan jenisnya, serta luas lingkup jaminan yang disediakan, dsbnya. Pasal dan ayat yang dikutip dalam buku ini hanyalah yang secara eksplisit mewajibkan pemberi kerja atau pengusaha untuk mengikut-sertakan pekerja ke dalam program jaminan social nasional dan/atau jaminan social tenaga kerja. Penyelenggara Perguruan Tinggi, khususnya masyarakat atau pihak swasta semisal Yayasan, wajib mematuhi isi UU ini dan UU No.3 tahun 1992 sebab kriteria pemberi kerja yang disebut oleh UU No. 40 tahun 2004 atau pengusaha dalam UU No. 3 tahun 1992 dapat diterapkan
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7 Pemangku kepentingan internal misalnya semua unit kerja di lingkungan perguruan tinggi, staf dosen dan tenaga administrasi / penunjang, dan mahasiswa; sedangkan pemangku kepentingan eksternal misalnya ikatan alumni, asosiasi perusahaan, organisasi profesi, orang tua / wali mahasiswa, dsbnya.
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Masukan Lingkungan
Visi dan Misi Sasaran dan Tujuan
PROSES
Tata Pamong (Governance)
Keluaran (Mahasiswa)
Masukan
SUASANA AKADEMIK Proses Pembelajaran Pengelolaan Program
(Lulusan, dll)
Penelitian & Tesis
Pengabdian/Pelayanan Kepada Masyarakat
Dosen dan Tenaga Pendukung Sarana dan Prasarana Kurikulum, Biaya dan Sumber Dana
Masukan Instrumental
Sistem Informasi & Kendali Mutu
Gambar 1. Proses Transformasi-Produktif di Perguruan Tinggi
(Sumber : Buku Pedoman Evaluasi-Diri Program Studi – BAN PT, 2002) 1
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Sikap/Mental (Attitude) x Etika, Moral, Integritas,
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! Pengetahuan (Knowledge)
x Specific Technical
Ketrampilan (Skill)
Issues x Ketrampilan Teknis x Hukum & UU
x Komunikasi x Lingkungan
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Pendidikan/Pengajaran
x Wawasan,/knowledge x Buku Ajar/Hand-Out x Studi Kasus Nyata
Wawasan Baru
Studi Kasus Nyata Knowledge
Teori/
Metodologi
Jasa Konsultasi,
Information
Pelatihan, dll Problem Solving
(Aplikasi)
Penelitian Pengabdian/Pelayanan
x Publikasi Ilmiah
pada Masyarakat
x Patent
x Jasa Produk, Informasi x Kompetensi Kepakaran
Permasalahan
x Nilai-Nilai Baru
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SP Belajar-Mengajar Staf Dosen (OHP, LCD, Multimedia
Lain-Lain) Mahasiswa
Pustakawan, Laboran, Staf Administrasi
Kualitas
Suasana Peralatan &
Akademik Akademik Petunjuk
Ruang Lab/
Aturan
Workshop/Studio
Praktikum
Metoda
Buku Teks,
PP
Silabus,
Jurnal, CD Rom, dll
SAP, dll
Organisasi & Laboratorium & Kurikulum Manajemen
Perpustakaan Akibat
(Effect) Gambar 4. Diagram Sebab-Akibat Pembentukan Suasana Akademik Kondusif
Sebab (Cause)
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x Sarana & Prasarana
x Interaksi Kegiatan
x Rancangan
ai
Pengembangan
x Keterlibatan Sivitas
Akademika
an
x Kepribadian Ilmiah
x Banyaknya keluhan dari sivitas akademika (dosen/mhs)
ta P
x Jumlah karya ilmiah mahasiswa
x Jumlah PPM dosen x Jumlah penelitian, penulisan buku dan jurnal dosen
er
x Jumlah seminar oleh dosen dan mahasiswa
x Jumlah rasio dosen S1, S2 dan S3
as
x Banyaknya sanksi akademik yang diberikan
al
ah