Jurnal Administrasi Publik (Public Administration Journa.
, 1 .
2024 ISSN 2088-527X (Prin.
Ae ISSN 2548-7787 (Onlin.
DOI: 10.
31289/jap.
Jurnal Administrasi Publik (Public Administration Journa.
Available online http://ojs.
id/index.
php/jap LAMDIK Policy and Educational Quality Impact Amiatun Nuryana.
Setya Yuwana.
Rachmawati Novaria.
& Rudy Handoko.
Public Administration.
Faculty of Social and Political Sciences.
Universitas 17 Agustus 1945 & IKIP Widya Darma.
Indonesia .
Sociology.
Universitas Negeri Surabaya.
Indonesia .
Public Administration.
Faculty of Social and Political Sciences.
Universitas 17 Agustus 1945 Received: February 27, 2025.
March 14, 2025.
Accepted: June 22, 2025 *Corresponding Email: amiatunnuryana1973@gmail.
Abstract This study analyzes the challenges, solutions, and impact of the LAMDIK policy on educational quality at UIN Sunan Ampel Surabaya.
The research uses Edward i's policy implementation theory to highlight the importance of communication, resources, implementer attitudes, and bureaucratic structures in policy execution.
A qualitative descriptive method was applied through case studies, including observation, in-depth interviews, and document analysis with triangulation.
The findings reveal several challenges in implementing the policy within the Early Childhood Islamic Education Study Program, such as limited human resources, inadequate facilities, curriculum issues, weak internal quality assurance, and insufficient external collaboration.
Strategies to address these include improving lecturer competence, regular quality monitoring, and expanding institutional partnerships.
The policy implementation has contributed to higher educational standards, stronger institutional capacity, and the development of a continuous quality assurance culture.
Keywords: Accreditation.
LAMDIK.
Public Policy How to Cite: Nuryana.
Yuwana.
Novaria.
& Handoko.
, .
LAMDIK Policy and Educational Quality Impact.
Jurnal Administrasi Publik (Public Administration Journa.
, 15 .
: 99-113 This work is licensed under a Creative Commons Attribution-NonCommercial 4.
0 International License Amiatun Nuryana.
Setya Yuwana.
Rachmawati Novaria & V.
Rudy Handoko.
LAMDIK Policy and Educational Quality Impact
INTRODUCTION
Accreditation is widely recognized as a critical mechanism in assuring and enhancing the quality of higher education It serves as an evaluative framework to ensure that educational programs meet established national and international standards and as a strategic tool to foster continuous improvement, institutional accountability, and academic Accreditation is associated with numerous long-term benefits, including improved student learning outcomes, stronger institutional governance, formal recognition that boosts competitiveness, increased stakeholder trust, and enhanced international mobility of graduates and faculty(Iqbal et al.
, 2.
In Indonesia, the higher education accreditation system has undergone a substantial transformation.
Previously, the National Accreditation Board for Higher Education (BAN-PT) was the sole authority responsible for evaluating all study programs across disciplines.
However, a significant policy shift occurred with the enactment of Decree of the Minister of Education and Culture of the Republic of Indonesia Number 83/P/2020 Concerning International Accreditation Institutions and the subsequent BAN-PT Decree No.
1068/SK/BAN-PT/2020.
These frameworks transferred the authority for accrediting education-related programs to a specialized body.
LAMDIK (Lembaga Akreditasi Mandiri Kependidikan or the Independent Accreditation Institute for Educatio.
The rationale behind this reform lies in the effort to decentralize and specialize accreditation systems to better reflect the diverse characteristics and needs of different fields of study.
Following this delegation of authority.
LAMDIK introduced a new accreditation framework explicitly tailored to education programs, as outlined in its various Regulation of the Independent Education Accreditation Institution Number
22/SK/LAMDIK/I/2022
Concerning the Accreditation Mechanism for Educational Study Programs of the Independent Education Accreditation Institution.
Regulation of the Independent Education Accreditation Institution 24 of 2022 to the Regulation of the Independent Education Accreditation Institution 22 /SK/LAMDIK/I/2022 Concerning the Mechanism of Accreditation of Educational Study Programs Independent Education Accreditation Institution.
Regulation of the Independent Education Accreditation Institution 25 of 2022 for Study Program Accreditation in the Scope of Education Education Accreditation Institution, n.
These policies emphasize a shift toward outcome-based education (OBE), academic stakeholder involvement, internal quality assurance, and institutional sustainability.
This new approach reflects broader global trends that view accreditation as a driver of educational transformation rather than a mere administrative checkpoint.
stipulated in Regulation of the Minister of Research.
Technology.
Higher Education of the Republic of Indonesia Number 32 of 2016 Concerning Accreditation of Study Programs and Higher Education Institutions, accreditation is intended to stimulate innovation, reinforce institutional identity, and ensure quality improvements that are both measurable and impactful.
In practice, however, the successful implementation of such policies depends on how well they are operationalized at the institutional level.
Policy particularly the model proposed by Edward i .
, provides a practical analytical framework to assess the success or failure of public policies.
The model identifies four essential dimensions of implementation:
clear and consistent communication of policy objectives, .
availability and allocation of adequate resources, .
the implementers, and .
the structure and Jurnal Administrasi Publik (Public Administration Journa.
, 15.
June 2025:99-113 When these elements are weak or misaligned, the policy may encounter significant implementation barriers, undermining its intended Implementing LAMDIK's accreditation policy offers a compelling case for analysis, particularly within education-based programs in Islamic higher education institutions.
One such institution is UIN Sunan Ampel Surabaya, a state Islamic university that has made substantial efforts to modernize and administrative systems.
UIN Sunan Ampel is pivotal in Indonesia's higher education ecosystem, particularly in producing professional educators and scholars in Islamic education.
With its vision of becoming a globally competitive research university rooted in Islamic values.
UIN Sunan Ampel faces the dual challenge of maintaining its religious and cultural identity while meeting rigorous national and international quality standards.
The Early Childhood Islamic Education (PIAUD) Study Program at UIN Sunan Ampel is a particularly illustrative As an academic unit that prepares competent educators for early childhood education grounded in Islamic principles, the program has encountered multiple challenges adapting to the new LAMDIK accreditation framework.
These challenges include .
limited availability of faculty with doctoral qualifications and adequate research portfolios, .
suboptimal learning infrastructure and facilities aligned with early childhood pedagogical needs, .
underdeveloped internal quality assurance mechanisms, .
curriculum gaps about the evolving expectations of the accreditation instrument, and .
lack of strategic partnerships with external stakeholders such as kindergartens.
NGOs, and early childhood education networks.
Moreover, instruments into daily academic and Institutional awareness of the new accreditation logic centered on measurable learning outcomes, tracer studies, stakeholder feedback, and continuous quality improvement is still These conditions illustrate the policy practice gap often encountered in educational reform.
However, it is also important to note that UIN Sunan Ampel has initiated various responses to these These development initiatives .
, workshops, training on curriculum redesign, and strengthen the internal quality assurance system (SPMI), routine monitoring and evaluation, and expanding collaboration with external partners to enrich academic exposure and graduate employability.
Understanding how these policy changes unfold at the institutional level is vital for improving the effectiveness of LAMDIK's accreditation system and offering insights into broader issues in public policy implementation in the higher education sector.
This study, therefore, implementation of LAMDIK's accreditation policy at UIN Sunan Ampel Surabaya, focusing on the PIAUD study program.
Specifically, it investigates the main challenges faced during implementation, the solutions devised by the institution, and the perceived impacts of the policy on educational quality.
Through this case study, the research aims to contribute theoretically and practically to the scholarship on accreditation, policy implementation, and quality assurance in Islamic higher education.
RESEARCH METHODS
This study employed a qualitative descriptive approach using a case study design to explore implementing the LAMDIK accreditation policy in the Early Childhood Islamic Education (PIAUD) undergraduate program at Sunan Ampel Amiatun Nuryana.
Setya Yuwana.
Rachmawati Novaria & V.
Rudy Handoko.
LAMDIK Policy and Educational Quality Impact State Islamic University (UIN Sunan Ampe.
Surabaya.
This approach was selected because it enables an in-depth exploration of the experiences, perceptions, and strategic responses of stakeholders involved in policy implementation within the context of higher education institutions.
The qualitative case study design is suitable for capturing the contextual dynamics of how institutions respond to accreditation policies, particularly those involving shifts in standards and institutional governance frameworks (Dawson, 2.
The unit of analysis was purposively selected, focusing on the PIAUD Program within the Faculty of Tarbiyah and Teacher Training, which had undergone the LAMDIK accreditation process under the newly issued regulations.
Participants were considering their direct roles and responsibilities in implementing the accreditation policy.
Key informants included the Head of the Study Program, the Head of the Quality Assurance Office, senior faculty members involved in accreditation university-level administrators overseeing institutional quality and partnerships.
Data was collected through direct observation of policy implementation activities, in-depth interviews with key informants to gather primary data on challenges, impacts, and strategies, and document analysis involving official regulations, self-evaluation reports, accreditation forms, and internal quality assurance documents.
Triangulation was applied across methods and data sources to ensure data validity and reliability by comparing observations, interviews, and documentary evidence and conducting member checking with participants to verify the accuracy and consistency of findings (Sugiyono, 2.
The data analysis followed the interactive model (Miles et al.
, 2.
, which includes data reduction, data display, and conclusion drawing and verification.
Data reduction was performed to categorize and distill the data into core themes related to challenges, impacts, and strategic responses.
The data were then displayed in a thematic narrative Concluding was iterative and accompanied by verification through cross-checking among sources and This methodological framework enabled the researcher to find the complexity of implementing the LAMDIK accreditation policy, including issues such as misalignment with prior accreditation standards, adaptation challenges to new procedures, and institutional resistance.
The analysis also considered external factors, such as regulatory frameworks and institutional support mechanisms, that Through this approach, the study aims to provide a comprehensive understanding of how state Islamic universities in Indonesia respond to the evolving demands of accreditation policy, with particular attention to its implications development, and the establishment of a continuous quality assurance culture.
RESULTS AND DISCUSSION
Challenges of Implementing the LAMDIK Accreditation Policy in the Early Childhood Islamic Education Study Program Every public policy implemented at the educational institution level is inseparable from complex structural, cultural, or technical challenges.
In policy studies, challenges are often understood as any obstacle, gap, or constraint that can hinder the achievement of policy (Robbins & Judge, 2.
define challenges as obstacles that can affect the opportunities for growth if appropriately Meanwhile, according to Edwards i .
, the success of policy implementation is greatly influenced by Jurnal Administrasi Publik (Public Administration Journa.
, 15.
June 2025:99-113 four main factors: communication, .
ttitude implementer.
, and bureaucratic structure.
Challenges arise when there is an imbalance or deficiency in one or more of these factors.
In higher education, particularly in the accreditation process of study programs, challenges are related to administrative issues and touch on aspects of human resource quality, managerial systems, infrastructure readiness, and paradigm shifts in implementing the Tri Dharma of Higher Education.
This increasingly complex when institutions must adapt to new policies set by the Independent Education Accreditation Agency (LAMDIK), which emphasizes outcome-based performance-based quality achievements.
Implementing LAMDIK accreditation policies in the Early Childhood Islamic Education Study Program at UIN Sunan Ampel Surabaya challenges, reflecting the complexity of quality-based education policies.
Based on Edwards i's .
policy implementation model, the success of a policy depends on four main variables: communication, bureaucratic structure.
In this context, one of the main obstacles is the lack of qualified doctoral-level instructors and limited ongoing training.
Although the number of lecturers is sufficient, they still need to improve their competencies in scientific publications, innovative teaching methods, and research-based community service.
From an educational governance perspective, weaknesses in human resource capacity development reflect weak strategic planning and suboptimal management of lecturer development, which, according to the theory of governance of education (UNESCO, 2.
, continuous learning.
In line with this, (Mussawy & Rossman, 2.
emphasize that the lack of systematic professional training impacts lecturers' inability to adopt the latest educational technology and project-based learning methodologies.
High administrative workloads further exacerbate this situation, reducing the time available for academic development and pedagogical innovation.
In addition to human resource factors, challenges in fulfilling educational facilities and infrastructure also pose obstacles to LAMDIK Based on the Edwards i model, physical resource limitations are factors that can directly hinder the implementation of policies.
Although facilities such as classrooms, laboratories, and libraries are available in terms of quantity, their quality and functionality do not yet fully meet LAMDIK standards.
Within the framework of educational institution governance, this reflects the suboptimal efficiency and effectiveness of educational budget (Aristya & Mahmud, 2.
Modernizing educational facilities requires long-term investment and careful planning, especially maintenance and technological However, limited operational funds sourced from universities often hinder the fulfillment of these needs, thereby hindering the procurement of state-of-the-art facilities such as integrated laboratories and interactive technologybased classrooms.
In addition to issues related to human resources and infrastructure, another equally important aspect in implementing LAMDIK accreditation policies is the challenge in the curriculum revision process and the implementation of the Internal Quality Assurance System (SPMI).
Both aspects are integral parts of academic governance oriented toward quality, which faces various structural and technical obstacles in practice.
These challenges further highlight the complexity of particularly in ensuring alignment between Amiatun Nuryana.
Setya Yuwana.
Rachmawati Novaria & V.
Rudy Handoko.
LAMDIK Policy and Educational Quality Impact LAMDIK standards and the internal dynamics of religious higher education The curriculum revision process is one of the main challenges in implementing LAMDIK accreditation policies in the Early Childhood Islamic Education Study Program.
In the context of Edwards i's .
implementation, the success of policy implementation is influenced by four main Regarding curriculum revision, the main challenge lies in communication and collaboration among stakeholders, faculty, students, alumni, and external partners, which has not been Low active participation in curriculum evaluation has resulted in a slow and incomplete decision-making The lack of consistency in LAMDIK complicated the interpretation of study program-level implementers, resulting in From the perspective of good governance in higher education, curriculum revision should involve participation, transparency, accountability, and outcomebased curriculum.
(Velthuis et al.
, 2.
Emphasize the importance of continuous evaluation involving all stakeholders in the curriculum quality improvement cycle.
addition, a systematic approach is needed to monitor graduate learning outcomes by LAMDIK quality standards.
To address this challenge, study programs need to develop standardized learning outcome evaluation data-based communication between LAMDIK and curriculum developers at the institutional Beyond curriculum aspects, the Internal Quality Assurance System (SPMI) implementation also faces significant challenges, particularly in fulfilling the quality assurance cycle: establishment, implementation, evaluation, control, and These challenges within the Edwards i framework are closely linked to resource constraints and bureaucratic One major obstacle is the limited technological infrastructure to conduct internal quality audits digitally and This aligns with the findings of (Yuhertiana et al.
, 2.
, which indicate that weak-quality audit systems often fail to Additionally, the number of experts capable of conducting quality audits professionally remains limited, leading to partial and incomplete implementation.
Shortcomings in human resource capacity are also a crucial factor.
The lack of targeted and continuous training for quality assurance staff has resulted in weak mastery of technology-based evaluation tools and a limited understanding of LAMDIK accreditation indicators and This situation reflects weak building and governance framework.
Furthermore, communication barriers between faculty quality assurance units and external institutions such as LAMDIK exacerbate the mismatch between policy planning and Therefore, a strategy is needed to strengthen collaborative institutional governance, enhance human resource professionalism, and integrate a quality information system aligned with external evaluation needs.
External collaboration is crucial in LAMDIK policies for the Early Childhood Islamic Education Study Program, particularly to strengthen academic networks, improve research quality, and expand community However, this faces significant challenges, especially regarding resource limitations and the complexity of crossinstitutional administration.
Based on Jurnal Administrasi Publik (Public Administration Journa.
, 15.
June 2025:99-113 Edwards i's .
implementation model, the success of a policy is primarily determined by the cross-institutional coordination and the efficiency of supporting bureaucracy.
In practice, budget constraints are the main obstacle to establishing strategic partnerships with national and international partners.
(Gunawan et al.
, 2.
highlight that lengthy and complex administrative processes often slow down the realization of cooperation, mainly when not supported by human resources with competencies in managing global partnerships such as proposal writing, cooperation agreements, and reporting according to international Furthermore, from an education governance perspective, the complexity of regulations between local institutions and foreign partners indicates weak policy harmonization and coordination between This implementation of collaborative programs.
(Yuhertiana et al.
, 2.
note that institutions can lead to different interpretations of policies, ultimately hindering the achievement of collaborative goals to the fullest extent.
In this context, formulated by (UNESCO, 2.
requires transparency, and a clear division of roles and responsibilities among stakeholders.
Clear and consistent communication is also an essential foundation in ensuring accreditation policies.
In Edwards i's model, communication is an initial variable determining the quality of policy implementation in the field.
However, in the Early Childhood Islamic Education Study Program, communication distortions often occur due to the lack of an organized information delivery system between LAMDIK and the policy implementation (DeLeon & DeLeon, 2.
emphasize that the unavailability of comprehensive non-standardized communication channels are significant obstacles to implementing public policies, including accreditation.
Communication barriers between quality assurance units, lecturers, and administrative staff also occur internally, leading to overlapping The next challenge concerns the acceptance of policies by the academic Edwards i emphasizes that the disposition of implementers, namely their attitudes and acceptance of policies, plays a significant role in the effectiveness of implementation.
At the Early Childhood Islamic Education Study Program level, some lecturers and educational staff still resist accreditation policies, mainly due to limited time, high workloads, and inadequate dissemination of policies by (Huges et al.
, 2.
without comprehensive understanding and active participation from all policy actors, implementation tends to fail due to a low sense of ownership.
In the context of education governance, this reflects the need for a participatory approach, where every institution member is involved in the collaborative policy formulation and implementation process.
Furthermore, complexity is also one of the biggest challenges in implementing LAMDIK accreditation policies in the Early Childhood Islamic Education Study Program.
Within the framework of Edwards i's implementation theory, an efficient bureaucratic structure is vital in decision-making eliminating unnecessary administrative However, reality shows that administrative procedures in the PIAUD UIN Sunan Ampel Surabaya environment are often too lengthy, hierarchical, and unresponsive to policy dynamics.
This situation limits the institution's flexibility Amiatun Nuryana.
Setya Yuwana.
Rachmawati Novaria & V.
Rudy Handoko.
LAMDIK Policy and Educational Quality Impact in responding to progressive and adaptive changes in accreditation standards.
Aristya and Mahmud's .
implementation process, especially in contexts that require rapid adaptation to regulatory changes.
An example is the approval process for accreditation documents or reports, which must go through several authorization levels, resulting in delays and significant resource Additionally, the lack of coordination among working groups within the institution leads to overlapping tasks and ambiguity in role distribution.
educational governance, this indicates a suboptimal organizational structure design that does not fully support efficiency.
Budget constraints also pose a significant challenge in implementing accreditation policies.
Based on the Edwards i model, the success of policy procedures and the availability of adequate resources, including financial, human, and technological aspects.
In the Early Childhood Islamic Education Study Program, budget constraints directly impact delays in faculty capacity development, modernization of learning accreditation quality standards set by LAMDIK.
Niroo and Glass .
note that institutional funding constraints often limit an institution's ability to adapt quickly to the evolving demands of accreditation policies, as many assessment indicators require long-term investments.
For example, the procurement of digital learning technology, competency training for faculty members, and strengthening of internal quality assurance systems are often delayed due to tight budget priorities.
From perspective, this indicates the need for diversification of funding sources to reduce institutions' reliance on basic operational Furthermore, resistance from faculty and administrative staff toward new accreditation procedures also poses a Edwards i emphasizes that the disposition of policy implementers, including perceptions, understanding, and commitment to the policy, is a critical factor in ensuring the success of implementation.
In the PIAUD environment, resistance often arises due to a lack of understanding of the policyAos objectives and concerns about increased administrative workload.
Research by Mussawy and Rossman .
shows that opposition to policy is usually based on negative perceptions of its benefits and institutional unpreparedness to provide adequate training or guidance.
this case, lecturers and administrative staff view policy changes as an additional burden rather than part of institutional quality improvement.
In the interview, the Secretary of GKM also added, "Not a few administrative staff consider accreditation to be only the responsibility of the leadership and certain teams.
This is because there is comprehensive understanding across all lines.
" (Interview with Amriana.
Pd.
, 2.
The lack of internal dialogue and participation in formulating accreditation implementation strategies also weakens the sense of ownership of the process.
Therefore, the active involvement of all stakeholders and the provision of systemic participatory and sustainable governance.
Jurnal Administrasi Publik (Public Administration Journa.
, 15.
June 2025:99-113 Strategies for Addressing the Challenges Implementing LAMDIK Accreditation Policy in the Early Childhood Islamic Education Study Program Facing various challenges in LAMDIK policies, the Early Childhood Islamic Education Study Program at UIN Sunan Ampel Surabaya has formulated a series of strategies that are reactive, proactive, and long-term oriented.
These strategies are based on theoretical and institutional approaches that consider the specific context of early childhood Islamic The systematic approach adopted by the program aligns with Edwards i's policy implementation theory, which emphasizes the importance bureaucratic structure as key elements of successful policy implementation.
The Early Childhood Islamic Education Study Program at UIN Sunan Ampel Surabaya used a systematic approach to address the issues of implementing the LAMDIK certification policy, consistent with Edwards i's theory of policy implementation.
One key initiative is to strengthen the internal quality assurance cycle, which consists of the steps assessment, control, and improvement.
This process ensures that policy communicate effectively, allowing policies to be adequately absorbed.
"In facing the challenges of implementing LAMDIK accreditation policies, we at the PIAUD Study Program strive to apply strategies that are not merely reactive but also proactive and long-term oriented.
One important step is strengthening the internal quality assurance cycle, which includes the stages of evaluation, control, and continuous " (Interview with Dr.
Lukman Fahmi.
Ag.
Pd.
, 2.
This structural and administrative constraints by boosting internal communications and expediting adaption to new accrediting standards, as proven by (Olugbo et al.
and (Yuhertiana et al.
, 2.
This initiative intends to achieve accreditation standards and foster a culture of competitiveness, and boost stakeholder confidence in UIN Sunan Ampel Surabaya's educational quality.
Including quality assurance institutes in analyzing the Higher Education Tri Dharma-based curriculum is essential to finding flaws and continuously Furthermore, efforts are being made to increase external collaboration with national and international partners to overcome limited internal resources and make the curriculum more marketrelevant.
This technique is supported by enhancing lecturers' capacity through certification and using educational technology, such as the Learning Management System (LMS), to improve learning outcomes.
The second strategy is to develop external cooperation with national and international partners to make study This technique overcomes impediments to growing collaborative networks and makes the curriculum more relevant to market According to Edwards i .
, external resources, such as access to strategic partners, are critical for policy Mussawy and Rossman's .
study emphasizes the necessity of collaboration in overcoming the internal limits of higher education institutions, particularly in developing countries such as Indonesia.
Furthermore, to improve human resources, the study program regularly Amiatun Nuryana.
Setya Yuwana.
Rachmawati Novaria & V.
Rudy Handoko.
LAMDIK Policy and Educational Quality Impact provides intensive training for lecturers to improve their teaching skills and understanding of educational technology.
This strategy incorporates training in creative learning methods and professional certification, all pertinent to the resource component of Edwards i's .
Implementing accreditation policies is frequently hampered by a need for more high-quality human resources.
As a result, improving lecturer competency through training and participation in academic seminars is a significant step toward meeting accreditation indications.
Effective communication is a key focus in policy dissemination strategies.
These strategies ensure understanding and support among academic communities.
Dissemination is carried out through regular meetings, information portals, and social media.
According to Edwards i .
, distortion, which can impede policy According to Purtle et al.
thoroughly comprehend policies to implement them effectively.
Integrating technology in learning is the next pillar supporting the successful implementation of LAMDIK accreditation Adopting a Learning Management System (LMS) and interactive digital content increases teaching quality while allowing for real-time monitoring of student learning progress.
(Chugh et al.
demonstrate that educational technology assists institutions in meeting the challenges of limited resources and ensures that policies remain relevant to current developments.
Strengthening mechanisms was also adopted as part of continuous quality control.
Involving the Quality Assurance Institute in internal quality audits is a strategic step towards evaluating key performance metrics.
According to Edwards i .
, an effective bureaucratic structure can facilitate policy implementation by reducing organizational fragmentation.
These audits provide positive feedback that can be used in management review sessions to develop future improvements.
The study by Aristya and Mahmud .
demonstrates the necessity of internal audit processes in maintaining compliance with certification standards.
The relevance of the curriculum to market needs is another critical strategy in responding to accreditation challenges.
Study programs actively carry out curriculum revision processes that involve internal and external stakeholders.
Edwards i .
believes the impacts the policy's success.
Lecturers' and students' active participation in curriculum modification fosters a sense of ownership over policy.
According to Gunawan et al.
, adjusting the curriculum to global Cultivating a long-term culture of academic quality is an integral part of institutional strategy.
The Early Childhood Islamic Education emphasizes the importance of information availability and regular reviews in building an adaptive academic environment.
Rahman.
Wasliman.
Muttaqien, and Supyan Sauri .
found that transparency in evaluation contributes to the academic community's trust and commitment to accreditation regulations.
Improving educational facilities and infrastructure is part of strengthening physical resources.
Effective budget planning and collaboration with external partners are carried out to support infrastructure needs.
According to Edwards i .
, physical resources, such as Modernizing laboratories and classrooms is a top priority for meeting accreditation standards.
Yuhertiana et al.
emphasized the need for adequate Jurnal Administrasi Publik (Public Administration Journa.
, 15.
June 2025:99-113 This overall strategy demonstrates a comprehensive approach to addressing the challenges of implementing LAMDIK accreditation policies.
The Early Childhood Islamic Education study program at UIN Sunan Ampel Surabaya can meet accreditation standards while fostering a culture of continuous quality improvement.
Previous research, such as that of Jahir et al.
, has shown that successful policy implementation requires a combination of resources, communication, attitudes, and effective bureaucratic structures.
This analysis demonstrates that accreditation difficulties can be overcome with ongoing collaboration and innovation.
Impact of Implementing the LAMDIK Accreditation Policy in the Early Childhood Islamic Education Study Program As the implementation process and various adjustment strategies are carried out, several changes have emerged that reflect the tangible impact of the The LAMDIK accreditation policy serves as an evaluative tool and a transformational mechanism that drives systemic improvements in educational quality.
At the Early Childhood Islamic Education Program in the Faculty of Tarbiyah and Teacher Training at UIN Sunan Ampel Surabaya, implementation of this policy has had a significant impact on the program's academic and operational aspects.
One of the most significant impacts of the implementation of the LAMDIK accreditation policy in the Early Childhood Islamic Education Study Program (PIAUD) at UIN Sunan Ampel Surabaya is the shift in the orientation of educational quality from a descriptive and normative approach to This adjustments in various aspects, including development, and academic evaluation and assessment methods oriented toward graduate learning outcomes.
Within the framework of policy implementation theory proposed by Edwards i .
, the success of such changes is greatly influenced by the effectiveness of policy structures that ensure consistency in implementation across all institutional Research by Yuhertiana et al.
confirms that transitioning to an outcomebased certification system significantly improves academic quality, mainly when supported by adaptive and responsive internal policy development.
Reflection on this policy is also evident in promoting a rigorous and continuous self-evaluation culture.
Study programs are required to conduct regular reviews of the curriculum to ensure the relevance of learning content, current scientific needs, and relevance to the job According to Edwards i, this process requires support from competent Research by Kumar et al.
shows that institutions with systematic internal evaluation mechanisms are more prepared to meet external quality standards and demonstrate higher adaptability to accreditation policies.
This finding aligns with practices at UIN Sunan Ampel, where periodic evaluations form the basis for formulating data-driven and improvement strategies.
Another impact is seen in the increasing demands for fulfilling the quality and quantity of educational facilities and The modernization of laboratories, lecture halls, and the provision of practical tools have become essential agendas in responding to the facility standards set by LAMDIK.
Edwards i's theory emphasizes that resource availability, particularly the availability of physical facilities, is one of the determining factors in supporting the effectiveness of policy implementation.
Yuhertiana et al.
Amiatun Nuryana.
Setya Yuwana.
Rachmawati Novaria & V.
Rudy Handoko.
LAMDIK Policy and Educational Quality Impact .
state that improvements in educational facilities correlate with improvements in the quality of the learning However, challenges in budget management and routine maintenance of facilities are also important considerations.
This finding is reinforced by the study by Nasution .
, which shows that in many improvements are not always accompanied by adequate maintenance mechanisms and budget management efficiency.
Human resource development is also a direct consequence of implementing this policy.
Study programs are required to improve the competence of lecturers through training, certification, and participation in scientific forums as part of According to Edwards i, disposition, technical, and professional capacity are essential elements that influence the policy's success.
Research by Gunawan et al.
supports this finding by showing that lecturers' continuous training and professional development contribute to improving pedagogical relevance and academic quality.
At UIN Sunan Ampel, this training includes using learning technology, enhancing the quality of scientific publications, and active participation in national and international seminars.
Furthermore, implementing the LAMDIK policy also encourages forming a more structured internal quality assurance Study programs implement a continuous Internal Quality Assurance System (SPMI) through the Plan Check Act (PDCA) cycle.
Edwards i emphasizes the organizational structure that supports the continuity of policy implementation, especially at the evaluation and control Aristya and Mahmud's .
research also shows that a systematic quality cycle plays a crucial role in maintaining continuity and improving educational standards in the long term.
UIN Sunan Ampel, this quality cycle is implemented collaboratively between academic programs, the University Quality Assurance Agency, and the Faculty Level Quality Control Unit, which regularly conducts academic audits and provides improvement recommendations.
These findings indicate that the LAMDIK accreditation policies is not merely encompassing changes in paradigm, structure, and institutional culture.
Compared to similar studies in other religious institutions.
UIN Sunan Ampel's approach tends to be more progressive in integrating external policies with internal However, related to resource sustainability and resistance from some implementers remain issues that must be addressed strategically.
Beyond structural and institutional LAMDIK accreditation policies also impacts the pedagogical and academic cultural dimensions of the Early Childhood Islamic Education Program (PIAUD) at UIN Sunan Ampel Surabaya.
One notable change is the increased use of technology in teaching and The program has begun integrating a Learning Management System (LMS) to support online learning, collection, and evaluation of learning From the perspective of Edwards i's .
implementation theory, technology is part of the resources that accelerate policy adoption and improve operational The findings of (Sesay and Sesay, 2.
support this by showing that integrating educational technology not only overcomes resource limitations but also improves the effectiveness of learning and monitoring of learning outcomes.
Another positive impact is the growth of more intense academic collaboration between lecturers and students, particularly in applied research and community service activities.
This Jurnal Administrasi Publik (Public Administration Journa.
, 15.
June 2025:99-113 more synergistic academic relationship encourages increased publications and scientific activities and expands the social impact of the three pillars of higher Edwards i emphasizes that the success of policy implementation is also influenced by the attitude of implementers .
, including openness to collaboration and innovation.
Research by Mussawy and Rossman .
shows that teamwork and cross-level communication prerequisites for overcoming structural barriers, including certification and Implementing LAMDIK accreditation guidelines has also initiated external benchmarking practices with other universities more established in early Through benchmarking, study programs gain access to best practices, quality curriculum models tailored to global needs.
Edwards i .
emphasizes that crossinstitutional communication is essential in particularly in policy adaptation and Research by Rahman.
Wasliman.
Muttaqien, and Sauri .
shows that external benchmarking encourages constructive institutional learning and accelerates internal quality improvement by adopting innovations from other institutions.
In the long term, this policy also encourages forming a culture of accountability and transparency within the study program.
Internal and external audits are conducted periodically as part of the quality assurance system, ensuring that all performance indicators have been achieved and well documented.
Edwards i places oversight structures as a key component in ensuring the sustainability of policy In line with this.
Luthfi et .
state that data-based accountability and transparent reporting can enhance institutional legitimacy in the eyes of the public and external partners.
Considering all these dimensions, implementing the LAMDIK accreditation policy in the PIAUD Study Program at UIN Sunan Ampel Surabaya has brought about significant systemic transformation.
Not only in administrative and physical aspects but also in human resource development, strengthening academic culture, and establishing more professional and accountable quality management.
These findings reinforce the basic assumption of Edwards i's theory that successful policy implementation depends on the adequacy of resources, communication effectiveness, and organizational structure strength.
This study also aligns with previous findings that accreditation is not merely a formal evaluation process but can catalyze sustainable institutional reform and enhance international competitiveness.
CONCLUSION
Implementing program accreditation policies by LAMDIK in the Early Childhood Islamic Education Study Program (PIAUD) at Sunan Ampel State Islamic University Surabaya serves as a measure of quality and Adapting to LAMDIK standards is carried out gradually through strategic planning The impact is evident in the educational quality, encompassing teaching quality, faculty and staff competencies, technology to support academic processes.
The shift in focus from administrative compliance to quality enhancement, through implementing the PDCA (Plan Do Check Ac.
based SPMI, has also fostered a culture of quality and institutional Key supporting factors include human resource training, external collaboration, infrastructure upgrades, and benchmarking against leading institutions, aligning with Edward i's theory on the Amiatun Nuryana.
Setya Yuwana.
Rachmawati Novaria & V.
Rudy Handoko.
LAMDIK Policy and Educational Quality Impact importance of communication, resources, implementers' commitment to policy Islamic education, implementation success is also influenced by religious values, institutional culture, and internal reflection capacity.
The practical implications of these accreditation requires mature institutional Institutions must conduct internal audits before certification, align internal regulations with external policies, and equip accreditation teams with ongoing technical training.
Developing a digital-based quality information system is also crucial to support continuous monitoring and evaluation.
Strategic partnerships with leading teacher training organizations can accelerate quality For directions, it is recommended to conduct comparative studies among Islamic educational institutions to examine variations in policy implementation, longitudinal research to measure the impact of accreditation on graduates and in-depth implementers' experiences.
Developing an adaptive implementation model that aligns with Islamic values and institutional culture is also essential to ensure accreditation policies are more contextual and sustainable.
REFERENCES