Pendampingan Adaptasi Satuan PAUD terhadap Instrumen Akreditasi Terbaru melalui Analisis Komparatif Karakteristik Penilaian Instrumen Lama dan Terbaru

Nurahman Nurahman; Abdul Aziz; Dwi Wahyu Prabowo; Agung Purwanto; Eka Prasetyaningrum

doi:10.30640/cakrawala.v5i3.7724

Authors

Nurahman Nurahman Universitas Darwan Ali
Abdul Aziz Universitas Darwan Ali
Dwi Wahyu Prabowo Universitas Darwan Ali
Agung Purwanto Universitas Darwan Ali
Eka Prasetyaningrum Universitas Darwan Ali

DOI:

https://doi.org/10.30640/cakrawala.v5i3.7724

Keywords:

Accreditation Instrument, Comparative Analysis, Mentoring, PAUD Accreditation, Quality Improvement

Abstract

Accreditation is an important mechanism for improving the quality of early childhood education services. Changes in accreditation instruments require education units to understand differences in assessment components and characteristics. This community service program aimed to assist early childhood education institutions in adapting to the latest accreditation instrument through a comparative analysis of the previous and current assessment characteristics. The activity was conducted on 8–9 July 2026 in collaboration with HIMPAUDI of East Kotawaringin Regency and involved 33 participants consisting of early childhood education principals and teachers. The activity used a Participatory Action Research approach through needs identification, discussion, mentoring, comparative analysis, question-and-answer sessions, and reflection. The first day focused on understanding the previous accreditation instrument, while the second day focused on the latest instrument, particularly the components, items, indicators, sub-indicators, and assessment characteristics. The results showed that participants gained a clearer understanding of accreditation as a quality improvement instrument rather than merely an administrative requirement. Participants also recognized the relationship between accreditation assessment and the implementation of quality educational services in their respective institutions. The activity indicates that comparative and participatory mentoring can support the adaptation of early childhood education institutions to changes in accreditation instruments and strengthen their readiness to improve quality continuously.

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