RELASI AKREDITASI DAN SERTIFIKASI GURU DALAM PENJAMINAN MUTU MADRASAH IBTIDAIYAH

Abstract

The quality of education in Madrasah Ibtidaiyah is determined not only by the fulfillment of institutional standards but also by the quality of teachers who carry out the learning process. Accreditation and teacher certification are two instruments that serve different functions in supporting quality assurance, yet their relationship in the context of Madrasah Ibtidaiyah requires further examination. This study aims to analyze the roles of accreditation and teacher certification as instruments of educational quality assurance and to examine their relationship in improving the quality of education in Madrasah Ibtidaiyah. This study employed a literature review method by examining relevant sources on accreditation, teacher certification, educational quality assurance, and Madrasah Ibtidaiyah. The data were analyzed descriptively and analytically to identify relationships and meanings emerging from the reviewed literature. The findings show that accreditation provides an overview of the quality and eligibility of madrasahs at the institutional level, while certification strengthens teacher professionalism through formal recognition of their competencies. However, neither instrument can be regarded as a stand-alone guarantee of educational quality, as their effectiveness depends on appropriate follow-up and implementation in educational practice. In the context of Madrasah Ibtidaiyah, the relationship between accreditation and certification is important because institutional quality and teacher professionalism need to be integrated into quality learning that reflects the characteristics of Islamic education.