The Internal Quality Audit (AMI) at Universitas Sebelas Maret (UNS) is a strategic effort to ensure the sustainable quality of education. The implementation of AMI at UNS has a very clear objective: to ensure that the education quality management system at UNS meets the standards and regulations of the Internal Quality Assurance System (SPMI) and that its implementation aligns with the established goals and objectives. Additionally, AMI aims to identify opportunities for improvement within UNS’s higher education programs, evaluate the effectiveness of the quality assurance system’s implementation, and support the development of an education quality management system that meets the requirements of both national and international accreditation for study programs and universities.
The scope of AMI at UNS is quite broad, covering three main aspects: education, research, and community service. The procedure for AMI Level 1 at UNS follows a rigorous mechanism where the audit is conducted annually in two levels. AMI Level 1 evaluates and audits the performance of Study Programs (Prodi) and is conducted across study programs within the same Program Study Management Unit (UPPS). The auditor in AMI Level 1 is the Quality Control Group (GKM) from another study program within the same UPPS, while the Head of the Study Program serves as the auditee. After completing AMI Level 1, AMI Level 2 is carried out to evaluate and audit the performance of the entire UPPS.
AMI Level 1, conducted from 2021 to 2023, audited the implementation of education, research, and community service activities. In its execution, the schedule, instruments, and forms for monitoring and evaluation (monev) and AMI were provided by the UNS Institute for Education Development and Quality Assurance (LPPMP). The instruments used in AMI Level 1 were based on the National Higher Education Standards (SN Dikti) and the Study Program Accreditation Instrument (IAPS) 4.0, while AMI Level 2 utilized the Higher Education Accreditation Instrument (APT) 3.0 along with other references. The results of AMI Level 1 were then submitted to the Coordinator of Academic Monitoring and Evaluation (MEA) of UPPS to be reported to the Head of the Quality Assurance Unit (UPM) and the Quality Management Representative (WMM), who subsequently reported to LPPMP through the Coordinator of the MEA PPSMM-LPPMP Division.
In the implementation of AMI for the Elementary School Teacher Education Study Program from 2021 to 2023, several findings were recapitulated and compared. In 2021, several issues were identified. First, the percentage of learning conducted in the form of practicums or field practice was less than 20%. Second, facilities and infrastructure for students with special needs were still unavailable at Campus IV (Elementary School Teacher Education Program) of the Faculty of Teacher Training and Education (FKIP). Third, the research activities of Permanent Faculty Members (DTPS) relevant to the study program within the last year did not meet the predetermined target. Lastly, the Community Service (PkM) activities of DTPS relevant to the study program also did not meet the target.
In 2022, several important findings required attention. First, there were no foreign student graduates in the Elementary School Teacher Education study program. Second, there were no graduates from the program working at the international level. Third, data on entrepreneurial students were not tracked or recorded properly. Fourth, many senior lecturers had retired, while new lecturers had not yet obtained functional positions. Additionally, facilities and infrastructure for students with special needs were still unavailable, continuing the unresolved issue from the previous year.
In 2023, the issues faced by the Elementary School Teacher Education study program persisted, with some new findings added. First, data on international graduate absorption were still not found. Second, the percentage of graduates who became entrepreneurs was not included in the report. Third, the distribution of final project supervisors was uneven among lecturers. Furthermore, the problem of facilities and infrastructure for students with special needs remained unresolved, indicating that this issue continues to be a primary concern year after year.
Overall, the recapitulation of audit findings from 2021 to 2023 reveals several recurring and unresolved issues, particularly related to facilities and infrastructure for students with special needs and achieving targets in research and community service activities. Additionally, new findings emerge each year, such as the lack of data on graduates working at the international level and entrepreneurial students. Therefore, more intensive and focused efforts are needed to address these issues and improve the quality of the Elementary School Teacher Education study program. Consistent and comprehensive implementation of AMI will be key to achieving these objectives and supporting the development of a better education quality management system in the future.