Implication of Internal Quality Assurance System of Schools Implementation Against the Accreditation rating of State Senior High Schools of Natuna, Riau Island Province

This study aims to examine the implications of implementing the internal quality assurance system of schools to the accreditation rating of the State Senior High Schools in Natuna district by (1) describing the preparation of the internal school quality assurance system (2) describing the implementation of internal quality assurance in schools, describes the problems that occur in the implementation of internal quality assurance of schools. The approach used in this study qualitative approach with descriptive method, the research sample is determined by purposive sampling technique that determines all objects that are considered to have information about this research. Informants were taken from principals and teachers. Technique of taking data from observation, interview and document study. The research was conducted at three state high schools of Natuna Riau Island Province, Indonesia.. The three schools each have A, B and C accreditation ratings. Implications and no implications for the implementation of the internal quality assurance system for school accreditation are determined by comparing the value of school accreditation obtained from the National Accreditation Board of Schools / Secondary Schools (NABS) Results of data analysis. The results obtained 66.6% (2 schools) implementation of the internal quality assurance system of schools have implications for school accreditation. Implementing the school's internal quality assurance system has not been implicated in the three schools. Based on the results of the research so that the implementation of internal quality assurance in schools run continuously and planned the need for initiative from the principal in conducting training to improve teacher competence. Teachers must increase their competence independently in order to adapt to the development of technology. Provincial Education Office should prioritize facilities and infrastructure and educators to create an equal education.