Education Quality Assurance Across School Levels in Tegal: Differentiated Instruction, Digitalization, and Stakeholder Involvement
Abstract
Educational quality assurance is meaningful when internal quality-assurance processes inform classroom improvement rather than only administrative compliance. This exploratory study describes perceived quality-assurance conditions across selected education levels in Tegal, Indonesia, focusing on differentiated instruction, digital infrastructure, and stakeholder engagement. A descriptive mixed-methods approach combined a five-point questionnaire covering four quality dimensions with open-ended responses from 11 purposively selected participants, including teachers, school supervisors, and parent or committee representatives. Means were summarized descriptively and reported qualitative responses were grouped thematically, then compared in an integration matrix. Curriculum and learning implementation obtained the highest reported mean (4.12, Good), whereas facilities, infrastructure, and the learning environment had the lowest (3.25, Fair). The narrative material concerned differentiation and accessibility, resource constraints, compliance-oriented quality routines, and family-school communication. The synthesis suggests prioritizing supportive academic supervision, collaborative professional learning, accessible digital and adaptive resources, formative evaluation, and context-sensitive partnerships. Because the study uses a small non-probability sample, lacks available instrument-level psychometric evidence, and does not document an explanatory link between data-collection phases, the findings describe local perceptions rather than system-wide effectiveness or causal effects.
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