QUALITY GAP IN EARLY CHILDHOOD EDUCATION SERVICES TEACHER'S PERSPECTIVE AS CHALLENGE IMPLEMENTATION OF 13 YEARS OF COMPULSORY EDUCATION IN INDONESIA

Abstract

This study aims to analyze the quality gaps in Early Childhood Education (ECE) services in supporting the implementation of 13-year compulsory education, particularly in relation to students' readiness to enter primary school. A quantitative approach with an explanatory survey design was employed, involving ECE and primary school teachers as respondents. The sampling technique used was proportionate stratified random sampling, and data were collected using a Likert-scale questionnaire measuring teacher quality, infrastructure, institutional management, and student readiness. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS SEM) to examine the relationships among variables and identify dominant factors influencing quality gaps in ECE services. The findings indicate significant disparities in ECE service quality, which contribute to variations in students' readiness for primary education. Teacher quality and infrastructure emerged as the most influential determinants, while institutional management played a supporting role. This study provides important implications for educational policy, particularly in strengthening ECE quality as a foundation for the successful implementation of 13-year compulsory education.