STRENGTHENING GOOD UNIVERSITY GOVERNANCE-BASED STUDY PROGRAM GOVERNANCE FOR SUPERIOR ACCREDITATION AT PGMI STIT PRINGSEWU

Abstract

This study aims to analyze the strengthening of governance in the Islamic Elementary Teacher Education (PGMI) Study Program at STIT Pringsewu based on Good University Governance (GUG) as a strategy to achieve superior accreditation. This research is motivated by the current accreditation status of the PGMI Study Program, which remains at the “Good” level despite the active implementation of the university’s Tri Dharma. The main issue lies in the lack of integration between planning, implementation, evaluation, and recognition of Tri Dharma outputs and lecturer recognition within the framework of the nine accreditation criteria of the National Accreditation Board for Higher Education. This study employed a qualitative approach using a case study design. Data were collected through in-depth interviews with institutional leaders and study program managers, observations of academic activities, and document analysis related to governance, internal quality assurance, and Tri Dharma outputs. Data analysis was conducted interactively through data reduction, data display, and conclusion drawing, supported by source and method triangulation to ensure data validity. The findings reveal that the primary challenge in achieving superior accreditation is not the absence of Tri Dharma activities but the suboptimal implementation of governance based on Good University Governance principles. Tri Dharma outputs and lecturer recognition have not yet been systematically managed as key performance indicators for accreditation. This study concludes that strengthening integrated, data-driven, and outcome-oriented governance based on Good University Governance is a critical strategy for improving study program quality and facilitating the transition from Good to Superior accreditation in a sustainable.