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Volume 3, No. 2, December 2021

e-ISSN:

2797-6068

dan p-ISSN:

2777-0915

STRATEGY ANALYSIS OF NON-FORMAL EDUCATION

SERVICE QUALITY AT THE DEPARTMENT OF

EDUCATION AND CULTURE, MAMASA DISTRICT

Darlin

, Petrus

dan Asrin Tandi

Paul Indonesian Christian University, Indonesia

E-mail: darlineza30@gmail.com

, pettram[email protected]

, dan asrin79[email protected]

Keywords

Analysis of Service

Quality Strategy,

Non-formal

Education

Article Info

Accepted:

November, 24

2021

Revised:

December, 4

2021

Approved:

December, 13

2021

Abstract The implementation of Non-formal Education

at the Mamasa Regency Education and Culture Office is

still limited in services, both in providing facilities and

infrastructure, and other supports so that it is necessary

to get maximum service. Research purposes to describe

the quality of public and innovative services in the field of

non-formal education at the Mamasa District Education

and Culture Office, to realize a public service quality

strategy with excellent character in the field of non-formal

education at the Mamasa District Education and Culture

Office. The data used in this study are primary data and

secondary data. This research is a type of qualitative

research. Research that describes a certain situation and

object that will be studied in the current conditions, based

on the facts or existing facts. Service strategies that can

be carried out in the field of Non-formal Education at the

Mamasa Regency Education and Culture Office with the

following implementation: Implementation of advanced

courses for alumni of Non-formal Education and

improvement of infrastructure for supporting services for

Non-formal Education, Implementing services with

excellent character and creativity in service delivery, and

Improvement and improvement of service quality in the

field of Non-Formal Education, Mamasa Regency

Education and Culture Office.

Introduction

Law No. 20 of 2003 article 1 paragraph 12, concerning the National

Education system (David & Budianto, 2021), which is strengthened by the issuance

Strategy Analysis of Non-Formal Education Service Quality at The Department of

Education and Culture, Mamasa District

142

Darlin

, Petrus

dan Asrin Tandi

of government regulation No. 17 of 2010 concerning the management and

implementation of education (Organization, 2011), in particular article 1

paragraph 31 states that non-formal education is a level of education outside

formal education that can implemented in a structured and tiered manner (Putri

et al., 2018).

Non-formal education as part of the national education system (Alif et al.,

2019), which is jointly organized by the government and the community, which

aims to:

1. Increase piety to God Almighty

2. Improve intelligence and skills

3. Enhance character

4. Strengthen personality, national spirit and love for the homeland

5. Produce development humans who can build themselves, and jointly

responsible for the development of the nation.

Functions of Non-formal Education, namely: 1) Non-formal education

functions as a substitute (Hidayat et al., 2021), meaning that if the community

member does not have a network with the Formal Education unit or has dropped

out of school (DO) from Formal Education (Redondo et al., 2021), then he or she

can attend Education through the Non-formal Education route (Marín & Espinoza,

2021); 2) Non-formal education functions as an addition to formal education,

meaning that if the knowledge (Decembrotto, 2021), skills, and attitudes obtained

by students in the formal education unit are deemed inadequate (Iannone et al.,

2021), they can add them through non-formal education (Morgan et al., 2021); 3)

Non-formal education functions as a complement (Fantozzi, 2021), meaning that

if students in the formal education unit feel they still want to increase their

knowledge and skills (Shantini et al., 2021a), then they can continue their

education through the non-formal education pathway (Gultom, 2021). Such as:

Computer Courses, Sewing Courses, Foreign Language Courses, and Personality

Courses (Sokorutova et al., 2021).

The Education Unit which is the place for the implementation of Non-

formal Education, which consists of (Shantini et al., 2021b): 1) Community

Learning Activity Center (PKBM); 2) Learning Activity Studio (SKB); 3) Course and

Training Institute (LKP); 4) Study Groups; 5) Taklim Council; and 6) Non-formal

PAUD Institutions.

Based on the phenomenon that occurred at the research location (Jansà &

Ramis, 2021), it was found that the implementation of Non-formal Education had

not been carried out optimally where the implementation of Non-formal

Education at the Mamasa Regency Education and Culture Office was still limited

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in services, both in providing facilities and infrastructure, and other supports so

that they needed to get maximum service.

Non-formal Education Services At the Mamasa Regency Education and

Culture Office, special attention needs to be paid to its implementation as

stipulated in the legal basis for public services as follows: a) Law Number 20 of

2003 concerning the National Education System; b) Permendagri Number 52 of

2011 concerning SOPs within the Ministry of Home Affairs and Provincial,

Regency/City Governments; c) Government Regulation Number 65 of 2005

concerning Guidelines for Compiling and Applying Minimum Service Standards;

and d) Law Number 25 of 2009 concerning the implementation of Public Services.

Efforts to determine the success of a goal that has been set and want to be

achieved, an analysis is needed to find out the strengths, weaknesses,

opportunities, and threats within an organization, so an analysis is needed which

is better known as a SWOT analysis (strengths, weaknesses, opportunities). , and

threats) which can be described in the SWOT Matrix table as follows:

Table 1. Strategy Determination Using the SWOT Matrix.

Strength/Kekuatan (S) Weakness/Kelemahan

INTERNAL

(W)

EXSTERNAL

- The condition of

the geographical

location of

Mamasa Regency

- Is a new district

- Have official

permission

- Many people are

interested in Non-

Formal Education

- Limited facilities

and infrastructure

to support non-

formal education

- Teachers/Tutors

who are still

lacking and not

yet a bachelor

(S1)

- Not yet known to

the general public

SO Strategy WO Strategy

Darlin

, Petrus

dan Asrin Tandi

Strategy Analysis of Non-Formal Education Service Quality at The Department of

Education and Culture, Mamasa District

144

Opportunities (O)

- Development and progress

of science and technology

- Strategic location

- Community growth

- Community needs for the

importance of education

(Using Strength to Seize

Opportunities)

Mamasa Regency is a

new Regency, located in

the golden triangle

which is close to

Polman, Mamuju and

Tanah Toraja Regencies

and has an official

operational permit.

(Overcoming

Weaknesses by Taking

Advantage of

Opportunities)

The public's concern

for education is very

good, the facilities and

infrastructure to

support education are

limited. There are also

educators who have S1

and are also in the

process of continuing

with S1 education.

ST Strategy WT Strategy

Threats (T)

- High level of external

competitors

- Consideration of options

that appear

- Increasing community

demands

ST Strategy

(Using Strength to

avoid or overcome the

Threats) The location of

Mamasa Regency

which

support, that

has an official

operational permit and

community interest in

the needs of Non-

Formal Education in

Mamasa District

WT Strategy

(Minimizing

Weaknesses and

avoiding Threats)

Improving non-formal

education supporting

infrastructure and

improving quality so

that it can compete

with external

competitors as well as

increasing educators

and maximum

socialization of the

goals and objectives of

non-formal education

Research Method

This study uses a qualitative descriptive research approach. Qualitative

descriptive research is research that describes the state of a certain object that

will be studied in the current state or condition, based on the facts or existing

facts. According to Sugiyono (2017: 9) the qualitative descriptive method is a

research method based on the philosophy of postpositivism, which is used to

examine the condition of natural objects (as opposed to experiments) where the

researcher himself is the key instrument, and data collection techniques are

carried out by triangulation. , meaning that the data obtained tend to be

qualitative, so that the data analysis method is inductive/qualitative and the

results of qualitative research are aimed at understanding meaning,

understanding uniqueness, constructing phenomena, and finding hypotheses.

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Result and Discussion

Informant sources are people or individuals who are used and utilized as

information providers who assist the process of researchers in revealing a

phenomenon that occurs, then the selection of informants, namely, internal

sources as many as 5 Structural officials and from external as many as 25 people

as partners in the Non-formal Education Office Mamasa District Education and

Culture which has been selected with certain criteria, namely: 1) Informants who

master the problems of public service strategies in the field of Non-formal

Education within the Mamasa District Education and Culture Office; and 2) Have

experience in providing innovative services and excellent character.

Sources of informants who will be asked for information, data and

information are: 1) Head of the Office of the Education and Culture Office of the

Mamasa Regency; 2) Head of PAUD Development and Non-Formal Education

Department of Education and Culture of Mamasa Regency; 3) Head of the

Institutional and Infrastructure Section for Non-formal Education at the Mamasa

Regency Education and Culture Office; 4) Head of the Curriculum and Assessment

Section of the Non-formal Education Department of the Mamasa Regency

Education and Culture Office; 5) Head of Section for Students and Character

Development for Non-formal Education at the Mamasa Regency Education and

Culture Office; 6) Non-formal Education Work Partners, Learning Activity Centers

(SKB) in Mamasa District; 7) Working Partners for Non-Formal Education,

Community Learning Activity Center (PKBM) in Mamasa District; 8) Non-formal

Education Teachers or Tutors in Mamasa District; and 9) Non-formal Education

Students and Alumni in Mamasa District.

Suggestions that can be submitted by several informants in an effort to

improve the Quality Strategy of Non-Formal Education Services at the Mamasa

District Education and Culture Office, namely:

1. In providing services, always prioritize the quality of public services so that

the people served get satisfaction

2. Improve digital-based education services such as report submission

applications online finance

3. IImproving infrastructure facilities to support non-formal education

services in Mamasa District

4. Maximizing the teaching and learning process in every Non-formal

Education Institution in Mamasa Regency

5. Alumni of course participants at Non-formal Education Institutions, may be

given advanced courses to improve their knowledge and skills

Darlin

, Petrus

dan Asrin Tandi

Strategy Analysis of Non-Formal Education Service Quality at The Department of

Education and Culture, Mamasa District

146

6. Teachers/Tutors at Non-formal Education Institutions should be given

study assistance to improve their education

7. There is transparency between the field of Non-Formal Education and

partners of Non-Formal Education Institutions in Mamasa Regency.

Conclusion

Implementation of Non-formal Education at the Education and Culture

Office of Mamasa Regency, it was concluded that several things were needed by

customers in Mamasa Regency such as advanced courses for Non-formal

Education alumni, infrastructure for supporting services for Non-formal

Education and improving the quality of teaching staff in the Non-formal Education

unit, which was very much needed by work partners. In the field of Non-formal

Education in Mamasa Regency, the strategy for the quality of Non-Formal

Education services at the Mamasa District Education and Culture Office, it is

necessary to understand the strategy in service delivery so that customers feel

satisfied and feel valued when providing services, besides that it is necessary to

apply SOPs as standards in service delivery. especially in the field of Non-formal

Education, as well as support and commitment from all apparatus at the Mamasa

District Education and Culture Office and Non-formal Education partners

regarding understanding and behavior that must be changed in m providing

services and equipping infrastructure to support services in the field of non-

formal education so that the services provided can be maximized and the

information submitted by internal and external informants on services in the field

of non-formal education in general can be said to be good, but there are still

things that need to be improved and perfected by the work unit of the Mamasa

District Education and Culture Office, especially in the field of Non-formal

Education regarding the quality of services that will be provided to customers so

that they feel satisfied and feel valued in receiving services.

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