SWOT Analysis in Quality Improvement Graduate Competency Standards in Elementary School

This study aims to describe the implementation of the Graduate Competency Standards (SKL), the SWOT analysis of the SKL implementation, and to propose an action plan. action plans in different elementary schools. This study applied a qualitative descriptive approach and data triangulation model to include orientation, exploration and investigation phases. The 123 study participants were school principals, classroom teachers, subject teachers, education staff, school committees, and parents. Most of the quality indicators have been implemented and developed in primary schools, according to the results. Students are unfamiliar with writing and do not participate in school curriculum committees, both unconsolidated indicators of quality. The school's vision and aim are already aligned with the SKL, and all teachers hold at least an S1 certificate. Teacher IT skills are still insufficient, and some teachers lack formal educational degrees, which are problems. In terms of possibilities, the school, school committee, teachers, and student parents have created a close bond, with most school programs Obtaining full parental support. Meanwhile, external competition, particularly from private schools that do not yet have an alumni forum, poses a challenge. The bulk of the SKL quality indicators has been implemented and developed in elementary schools, according to the study's results. Internal (strengths and weaknesses) and external (opportunities and threats) factors, as well as an action plan, are unique to each institution (action plan). In certain primary schools, SKL offers a variety of activities, schedules, and objectives. Abstract Penelitian ini bertujuan untuk mendeskripsikan penerapan Standar Kompetensi Lulusan (SKL), menganalisis kekuatan, kelemahan, peluang, dan ancaman (SWOT) penerapan SKL, serta mendeskripsikan action plan (rencana tindakan) di beberapa sekolah dasar. Penelitian ini menggunakan pendekatan deskriptif kualitatif model triangulasi,


INTRODUCTION
National Education Standards are the minimum criteria regarding the education system in Indonesia. National Education Standards aim to ensure the quality of national education in the context of educating the nation's life and shaping the character and civilization of a dignified nation. Efforts to improve the quality of education are related to 79 how the output is produced in the Graduate Competency Standards.
In Article 1 of Government Regulation Number 13 of 2015 it is stated that the Graduate Competency Standards contain criteria regarding the ability of graduates in the dimensions of attitudes, knowledge, and skills. In its application, the Graduate Competency Standards contain several quality indicators, quality sub-indicators, and descriptions that can measure the level of achievement.
To find out the achievement and conformity between the Competency Standards of Graduates and graduates and the curriculum used in the education unit, it is necessary to have regular and continuous monitoring and evaluation. The implementation of monitoring and evaluation can be done through a SWOT analysis. This is in accordance with research (Sujoko, 2017: 86) that the principle of improving educational outcomes is carried out by taking into account the priority needs, participation, representation, and reality can use the results of the SWOT analysis.
The form of monitoring and evaluation of Graduate Competency Standards is the existence of an instrument of observation and SWOT analysis in an educational institution. The instrument for observing the implementation of Graduate Competency Standards consists of quality indicators and sub-indicators in the dimensions of attitudes, knowledge, and skills. While the SWOT analysis includes Strength (strength), Weakness (weakness), Opportunity (opportunity), Threat (threat) in each education unit.
The implementation of monitoring and evaluation of Graduate Competency Standards is carried out by analyzing internal and external factors of an educational institution. This is in accordance with Pertiwi's research (2018: 23) which reports that SWOT analysis is a tool used in the decision-making process as strategic planning, namely using strengths, weaknesses, opportunities, and threats. ) that exist to implement the strategy through the identification of internal and external factors.
Internal factors serve to explain strengths and weaknesses. While external factors function to explain opportunities and threats.
Based on the description above, the formulation of the problem in this study is as follows: (1)

RESEARCH METHODS
This study uses a qualitative descriptive approach with a data triangulation model. The steps of data collection include the stages of orientation, exploration, and survey. The orientation stage is the initial observation activities related to the implementation, monitoring, and evaluation of Graduate Competency Standards in elementary schools. The exploration stage is the data collection process that focuses on the research objectives. This stage includes: (1) interviews with school principals and senior teachers as informants, (2) conducting observations on strengths, weaknesses, opportunities, and threats (SWOT analysis) related to Graduate Competency Standards, and (3) conducting a documentation study of the program the school has implemented and documents the results of the student's graduate abilities. Furthermore, the survey stage is the stage carried out by researchers to prepare an action plan related to the results of the SWOT analysis. This survey was conducted using a google form containing 18 closed statements. 80 This research was conducted in three elementary schools, namely SDN 5 Gunung Pereng (Tasikmalaya City), SDN Unara (Tasikmalaya Regency), and SDN 1 Sindangkasih (Ciamis Regency) with 123 participants, consisting of the principal, class teacher, eye teacher lessons, education staff, school committees, and parents.

RESULTS AND DISCUSSION
The achievement of Graduate Competency Standards is related to the quality of graduates produced. The higher the quality of graduates produced by an educational institution, the higher the achievement of Graduate Competency Standards at that institution. This is in line with Zulpikar's research (2019: 3) that the quality of education is the achievement of Graduate Competency Standards, namely the higher it exceeds the standard, the higher the quality of the graduates produced. Based on this, it can be said that the quality of graduates is the output of education. This is related to the achievement of graduate competency standards and improving the quality of education. Improving the quality of Graduate Competency Standards in this study was carried out through three stages, namely the orientation, exploration, and survey stages. The results of each stage are as follows.

Orientation Stage
At this stage the researchers made observations on the application of Graduate Competency Standards in Elementary Schools. Observation activities are carried out through the stages of analyzing the results of the achievement of quality indicators, monitoring, and evaluating the application of quality indicators to the Graduate Competency Standards. This is in line with the research results of Dewi, Marsidin, Sabandi, (2020:147) that in order to determine the achievement of Graduate Competency Standards, monitoring and evaluation of the application of quality indicators must be carried out systematically and periodically. The achievement of the application of quality indicators in the Graduate Competency Standards is presented in Tables 1, 2, and 3. Based on Table 1, information is obtained that the achievement of the quality indicators of Graduate Competency Standards on the attitude dimension is good. Of the 10 indicators, there is 1 indicator whose achievement is still low, namely indicator 9. The results of data analysis on indicator 9 show that most students do not have true lifelong learning behaviors. Students are not used to making written works, and are not used to visiting the library. Based on Table 2, information is obtained that the achievement of the quality indicators of Graduate Competency Standards on the knowledge dimension is very good. All quality indicators on the knowledge dimension have been implemented, but have not run optimally. Therefore, the application of quality indicators on the knowledge 81 dimension should be further developed in order to obtain better results. Based on Table 3, information is obtained that the achievement of the quality indicators of Graduate Competency Standards on the skill dimension is good. Of the 7 indicators, there are 2 indicators whose achievement is still low, namely indicator 4 and indicator 6. The results of data analysis on indicator 4 show that most students do not have the skills to think and act independently. Students have not been given the opportunity to be involved in committees and the preparation of school programs. As for indicator 6, it shows that most students have not dared to express their opinions, convey creative ideas, and convey their writing ideas.
To overcome this, school efforts are needed to provide opportunities for students to be involved in committees and in the preparation of school programs. In addition, schools can organize writing programs to hone students' skills in processing language, compiling words, and writing them in written form. The teacher also acts as a motivator so that students dare to express their opinions, convey creative ideas, and convey their writing ideas.

Exploration Stage
At this stage the researchers conducted interviews with principals and senior teachers about the strengths, weaknesses, opportunities, and threats in the application of Graduate Competency Standards in Elementary Schools. The results of the interview were corroborated by the results of the researcher's observations while on duty at the research site. The results of the analysis are related to the study of documentation of the learning program, competition activities that have been carried out, achievement documents, and documents on the results of student graduates who are accepted to continue to the intended school.
The results of data analysis at the exploration stage were shown by SWOT analysis in the three elementary schools that were used as research locations. Based on the results of interviews, observations, and documentation studies of the strengths, weaknesses, opportunities, and threats in the Graduate Competency Standards, it is presented in the form of the following SWOT analysis. Based on the results of the SWOT analysis conducted at several elementary schools at the same time, namely SDN 5 Gunungpereng, SDN Unara, and SDN 1 Sindangkasih, information was obtained that each school 83 had different SWOT analysis results. This is evidenced by the results of Ihsan's research (2016: 37) which shows that the SWOT analysis uses logic to maximize strengths and opportunities, and at the same time minimize weaknesses and threats. This makes the SWOT analysis descriptive and subjective, because everyone generally has a different analysis of the strengths, weaknesses, opportunities, and threats that exist.
In addition, there are similarities in the results of the SWOT analysis of the three elementary schools, which have weaknesses in the aspects of facilities and infrastructure. This is indicated by the lack of classrooms. Whereas the availability of facilities and infrastructure is important for improving Graduate Competency Standards. This is in accordance with Rahman's research (2022:128) which explains that the way that can be done to improve Graduate Competency Standards is by preparing and providing good facilities and infrastructure for students, so that students can learn effectively, comfortably, and efficiently. safe. Based on this, it is necessary to make efforts on the part of educational institutions and policy makers on the availability of facilities and infrastructure so that the quality of education graduates increases.
Meanwhile, through the SWOT analysis, it is hoped that the planning and implementation of the Graduate Competency Standards will take place optimally, so that the quality of education will increase and produce better graduates than before. This is supported by previous research by Garnika, Rohiyatun, & Najwa (2021:164) who have used the implementation of SWOT analysis to improve the quality of education at SDN 7 Mataram.

Survey Stage
The next stage is that researchers conduct a survey about the achievement of the application of Graduate Competency Standards. In addition, at this stage the researcher analyzes the action plan ( action plan ) related to the results of the SWOT analysis. Action plan is an action plan or strategic plan as a problem solving solution from the results of a SWOT analysis to improve the quality of education. This is in line with the results of research by Garnika, Rohiyatun, & Najwa (2021:164) which informs that a strategic plan is a plan designed and implemented in order to improve the quality of an educational institution to reduce weaknesses and challenges and increase the advantages and opportunities of the educational institution. . This survey was conducted using a google form containing 18 closed statements with five answer choices, namely strongly agree, agree, neutral, disagree, and strongly disagree. The survey results from the three primary schools are presented in Figure 1 and Figure 2.

Figure 1 Research Participant Position
Based on Figure 1, information is obtained that the participants of this study came from school principals, classroom teachers, subject teachers, teaching staff, school committees, and parents of students. Most of the participants came from parents, namely 68% (84 people) and class teachers 19.7% (24 people), while the lowest participants came from educators and school principals.

Figure 2 School name
Based on Figure 2, information is obtained that the majority of participants came from SDN Unara as many as 41.8% (52 people), while participants from SDN 5 Gunungpereng and SDN 1 Sindangkasih had participants that were not much different, namely 29.5% (36 people). and 28.7% (35 people). Furthermore, the results of the action plan survey regarding the achievement of Graduate Competency Standards are presented in table 4.  Table 4, information is obtained that according to the results of the action plan survey on the achievement of Graduate Competency Standards, most of the participants answered agree and strongly agree with the proposed action plan. Meanwhile, no participants strongly disagreed, and a small number of participants answered neutrally and disagreed with the proposed action plan . The action plan survey instrument consists of 18 questions which are grouped into 10 aspects of the activity plan for the development of Graduate Competency Standards. The 10 aspects include: 1. The literacy movement program aims to familiarize students with reading, writing, and producing quality written works. 2. The teacher competency improvement program aims to improve the ability of teachers in the fields of science and technology. 3. The program for developing student interests and talents aims to develop life skills and life career (work) skills in order to produce graduates who are skilled, intelligent, active, independent, and creative. 4. The school management preparation program aims to determine the planning and organization of school programs so that school programs are on target. 5. The program for developing a student admissions strategy aims to introduce the school's vision, mission, and excellence to attract the public's interest. 6. The tracer study program aims to determine the distribution of alumni and the level of alumni satisfaction, as well as empowering the role of alumni to improve school quality and community interest. 7. The teacher recruitment program aims to fill vacancies in positions. 8. Provide opportunities for students to be involved in school committee programs so that students have insight and experience in leading and carrying out assignments. 9. Give awards to outstanding students in order to motivate students to continue to improve their achievements. 10. Propose the procurement of libraries and classrooms to improve the quality and quality of learning. Based on the survey results, it can be said that the action plans for developing Graduate Competency Standards in several elementary schools generally have different activities, schedules, and targets. This is because the problems, needs, and targets for developing SKL in each school are different. The action plan aims to make a solution plan for the strengths, weaknesses, opportunities, and threats that exist in each school. With the action plan, it is hoped that various problems faced by schools can be found as alternative strategic solutions to solve the problem.

CONCLUSION
Based on the results of the study, it can be concluded that most of the quality indicators of Graduate Competency Standards have been implemented and have been developed in elementary schools. Implementation of the quality of Graduate Competency Standards can be seen from the achievement of the results of the application of quality indicators on the dimensions of attitudes, knowledge, and skills. Several indicators that have not been implemented can be implemented based on the development of an action plan.
The SWOT analysis aims to explain the strengths, weaknesses, opportunities, and threats faced by schools in implementing the Graduate Competency Standards program. Generally, each school has different internal factors (strengths and weaknesses) and external factors (opportunities and threats), as well as an action plan or action plan aimed at finding alternative strategic solutions to problem solving in the application of Graduate Competency Standards in schools. The action plan contains an activity plan, objectives, description of activities, schedule, and goals for the parties involved in the activity plan. Each school generally has different activity plans, schedules, and activity targets.

ACKNOWLEDGMENT
We thank Prof. Dr. Nandang Rusmana, M.Pd. who has provided guidance and direction regarding the tasks of the Problematics and Strategic Management Education course in elementary schools. Furthermore, we would also like to thank the research participants from SDN 5 Gunungpereng, SDN Unara, and SDN 1 Sindangkasih which we cannot mention one by one, as well as to fellow students of class A S2 PGSD UPI Kampus Tasikmalaya, thank you for your suggestions and input for preparation of this article.