Beyond Compliance: Accreditation Standards as a Catalyst for Educational Quality and SDG Integration in Muhammadiyah Junior High Schools
DOI:
https://doi.org/10.23917/profetika.v26i03.17621Keywords:
accreditation, educational quality, standards, management, sdgsAbstract
Objective: This study aims to examine the influence of accreditation standards on improving educational quality in Muhammadiyah junior high schools, focusing on how accreditation drives systemic change in Islamic secondary education, aligning with SDG Goal 4: Quality Education. Theoretical framework: Grounded in systemic change theory, this study explores how accreditation serves as a mechanism for quality improvement, integrating quality management and organizational development theories to assess its impact on governance, curriculum, and teacher development in line with the SDGs. Literature review: While accreditation is recognized for enhancing educational quality, its role in driving systemic change in Islamic secondary education remains underexplored. Previous research has primarily addressed its administrative role, with growing interest in its potential for curriculum reform, teacher development, and organizational improvements, in alignment with SDG Goal 4 for inclusive and equitable quality education. Methods: A mixed-methods approach was used, including a survey of 602 respondents from 6 Muhammadiyah junior high schools. The data were analyzed using PLS-SEM to assess the relationship between accreditation standards and educational quality, complemented by interviews and document analysis for deeper insights. Results: The study found a strong and statistically significant relationship between accreditation standards and educational quality (path coefficient = 0.697, p-value = 0.000). Improvements were noted in educational facilities, alignment with the school’s vision, policy development, financial management, and teacher professional growth. These findings emphasize that accreditation is not just an administrative requirement but a key driver of systemic change and quality improvement. Implications: Accreditation can be leveraged as a strategic tool for educational reform, fostering continuous improvement in governance, curriculum, and teacher development. Policymakers and educators should utilize accreditation to align practices with SDG Goal 4, ensuring inclusive, equitable, and quality education for all. Novelty: This study contributes to the limited research on accreditation as a driver of systemic change in Islamic secondary education, presenting it as a strategic tool for fostering a culture of quality. The mixed-methods approach provides comprehensive insights into accreditation's impact on school development, advancing SDG Goal 4.
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