Evaluation of PAUD ( Early Childhood Education ) Accreditation Program in Serang City

This research is aimed to increase the effectiveness of Early Childhood Education through evaluation of accreditation programs. By evaluating the PAUD accreditation program, it can be seen the overall phenomena of the evaluation which is principally for improvement in early childhood education, as well as to determine the success rate of the PAUD accreditation program in Serang City. This research approach is an Evaluation Research approach, the approach used descriptive approach. The qualitative approach creates a complex picture, examines the words, detailed reports and views of the respondents and conducts studies on natural situations. Evaluative research are the evaluative programs with using case studies method, this research are program evaluation with using CIPP (Context, Input, Process, Product) model which developed by Stufflebeam. The results shows that (1) evaluation on the context evaluation to good category, (2) the implementation of process evaluation are in the Research, Society and Development, v. 9, n. 10, e9759109455, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i10.9455 2 category enough (3)evaluation on the program preparation (input evaluation) part of most of them are at the Good category leveland (4) evaluation of the results and benefits of program activity implementation (Product Evaluation) is at the Good category level. Evaluation of PAUD Accreditation Program using the CIPP method, Based on the results of the previous evaluation, this study concluded that there are 14 (fourteen) aspects that have a "Good" value, namely aspects of facilities and infrastructure resources, human resource support, support for facilities and infrastructure, identification of scheduling programs, assessments, program outputs, and program outcomes of PAUD accreditation results are proposed, maintained and implemented.

This research aimed to improve the effectiveness of early childhood education through evaluation of accreditation programs. By evaluating the PAUD accreditation program, it can be seen the overall phenomena of the evaluation of the PAUD accreditation program which is principally for improvement (to improve) in early childhood education in Serang City, as well as to determine the success rate of the PAUD accreditation program in Serang City.

Early Childhood Education
National Education Standards which related to which includes other targets, namely the program as the scope of the PNF institution which consists of; life skills education program (life skills),youth education programs (youth organizations, scouting, sports, red cross, training, nature lovers, leadership, and entrepreneurship), women's empowerment education programs, equality education programs (Package A, Package B, and Package C), and education and training programs work (Sudjana & Ibrahim, 2004).
The components that must be evaluated (assessed) in school accreditation include; 1) content standard 2) process standard 3) Graduate competence standard 4) Education Standards and Education Personnel, 5) Facilities and Infrastructure Standards, 6) Management Standards, 7) Financing Standards, and 8) Education Assessment Standards (Prihatin, 2011).
The categories for processing grades are as follows: A with a final score above 85 (85 <N <100), for rank B with a final score above 70 to 85 (70 <N <85) and for rank C with a final score of more or less. Equal to 56 to 70 (56 <N <70) while the school that is judged to be less than 56 (N <56) then the school is declared not accredited (Arikunto, 1988).

Evaluated Programs
Evaluation target aimed to determine the success of a program. As it stated by Ansyar that "evaluation has one main objective, namely to determine the success or failure of a program" (Ansyar, 1989).
In implementing program evaluation as follow: Student is a subject receiving lessons. Every student has emotional intellectual skill, and the different social. Generally, this is the things that exist in students have an effect on Research, Society and Development, v. 9, n. 10, e9759109455, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i10.9455 7 learning success. While education strategy referring to how the teacher regulates the presentation time, method selection, approach selection and other.

Selected evaluation model: CIPP model a. Context Evaluation
Evaluation has mission to serve rational/basis to determination of educational goals, context evaluation to try separate problems from unwanted needs in educational settings.
Context evaluation related with analysis of strength and weakness problems from the certain object that will be or are currently running (Suharto, 2007).

b. Input Evaluation
Input evaluation is including personal analysis which related to the how to use the available resources, strategic alternatives that must achieve a program. The benefits of input evaluation to guide the program strategy selection in specify the procedural planning.
Information and data that collected can be used to determine the sources and strategy within the existing limitations (Eleanor, 1978).

c. Process Evaluation
Process evaluation is the evaluation that evaluation that is designed and applied in the practice of implementing activities. Daily activity records are important because for making decision to determine the strengths and weaknesses or the program is associated with the output it finds (Brinkerhoff et al., 2008).

d. Product Evaluation
Product evaluation is the description collection and idquo: judgement outcomes & idquo; in the relationship with context, input and process, then interpreted the price and service that given. Evaluation product is evaluation measures the success of achieving goals (Alwasilah, 2008).
Development of the type of program evaluation CIPP model has emphasized cooperation and familiarity between the assessment team, managers and decision makers about the program. Every form of evaluation which has been described emphasizes the three main tasks performed, there are: 1) examine all types of information that needed by decision maker. 2) Obtained information. And 3) Synthesize information in such a way, it can be

Research Design
Source: Authors.
The research instruments developed to explain the data described through interview guidelines, documentation and observation:

Sample and information
Sample collection and information in this research is implementing by purposive sampling. Kindergarten in Serang, Banten province chooses as sample and informant.

The Research Instrument Grid
Data collection, grids and instruments were validated by expert promoters and copromoters so that they represent the whole problem, especially in the evaluation of the PAUD Accreditation Program in Serang City.

The result of PAUD Accreditation Program evaluation
PAUD accreditation program evaluation in Serang Banten Province as the basic implementation of PAUD Accreditation as follows: 1. Programs evaluation implementation with using model of "Context, Input, Process and Product" (Stufflebeam & Corin, 2014), which is evaluation on the

a. Evaluation Result Of Output Aspect
Finding in the field stated that the description from a interviewee for the Serang City Guidance Kindergarten School Committee stated that the output of the PAUD Registration Accreditation Program in Serang City the average rating category is "good", it means that the evaluation criteria in the part of output program has fulfilled.
In the output aspect found that half of it has fulfilled including from the implementation system, aspects of human resources, monitoring and evaluation and PAUD institutions participating in the accreditation. The implementation system is a factor that affects the output aspect because from the aspect of human resources it affects output because accreditation involves the principal and teachers who need knowledge regarding the accreditation instrument 8 standard PAUD monitoring and evaluation affects the output because the results of monitoring and evaluation can be used as a benchmark.

b. Evaluation Result Of Outcomes Aspect
Findings in the field stated that aspects of the PAUD accreditation program outcomes assessment obtained that the complete data related to the accreditation result becomes the basic to the to carry out an analysis of the quality improvement of the institution, the results of the evaluation are: 1. PAUD accreditation program not yet to improve the quality of the institution can be seen from the number of enthusiasts wishing to enter the Animo Kindergarten School has not increased.

2.
Process of the education is not yet improved to the student development aspect value cannot seen more well developed seen from the learning outcomes that are not in accordance with the STPPA (Standard for Child Development Achievement Level).
Based on the answer description from interviewee School Committee, Most of the answers stated that the outcome aspect of the accreditation program in the city of Serang the mean of the assessment category was "good", meaning that the evaluation criteria in program outcomes had been met.
In the outcome aspect, there are several things that have not been fulfilled, including the results of the implementation of the PAUD accreditation program from the standard of facilities and infrastructure, there has not been any addition of facilities and infrastructure in accordance with the needs of accreditation standards and has not been fulfilled.