Model Data Envelopment Analysis untuk Mengukur Efisiensi Manajemen Satuan PAUD dalam Mendukung Capaian Numerasi Anak Usia Dini

Authors

Fera Luicia Tampi Universitas Negeri Manado
Margareta Oktavia Sumilat Universitas Negeri Manado
Citra Raflesia Universitas PGRI Silampari

DOI:

Keywords:

BCC-DEA; efisiensi pendidikan; manajemen PAUD; numerasi anak usia dini; pemodelan matematika

Abstract

This study aims to develop an output-oriented BCC-DEA mathematical model to measure the relative efficiency of early childhood education management in supporting children’s numeracy. A quantitative methodological study used deterministic simulation of 20 synthetic Decision Making Units (DMUs). Inputs comprised program expenditure per child, teacher ratio, media index, and stimulation hours; outputs comprised the numeracy index and the percentage of children meeting developmental criteria. The results identified seven efficient and 13 inefficient DMUs, with a mean pure technical efficiency of 0.9494. PAUD-09 appeared most frequently as a peer, followed by PAUD-17 and PAUD-18. Inefficient DMUs required output improvements of approximately 2.19%–20.72% with unchanged inputs, and sensitivity analysis showed very high correlations with the baseline model. BCC-DEA is therefore able to generate measurable efficiency, benchmarking, and improvement-target information; empirical use requires homogeneous DMUs, validated numeracy instruments, and data-quality audits.

Keywords: BCC-DEA; Early Childhood Management; Early Numeracy; Educational Efficiency; Mathematical Modelling

References

Dima, B., Kotosz, B., & Dima, Ș. M. (2020). Early Childhood and Primary Education Efficiency in Europe: A Data Envelopment Analysis Approach. Hungarian Statistical Review, 3(1), 18–45. https://doi.org/10.35618/hsr2020.01.en018

Dincă, M. S., Dincă, G., Andronic, M. L., & Pasztori, A. M. (2021). Assessment of the European Union’s Educational Efficiency. Sustainability, 13(6), Article 3116. https://doi.org/10.3390/su13063116

Galeano, L., Fawcett, C., Forssman, L., & Gredebäck, G. (2024). Early Childhood Educators’ Math Anxiety and Its Relation to Their Pedagogic Actions in Swedish Preschools. Journal of Cognition and Development, 25(1), 100–126. https://doi.org/10.1080/15248372.2023.2256844

Hellstrand, H., Korhonen, J., Räsänen, P., Linnanmäki, K., & Aunio, P. (2020). Reliability and Validity Evidence of The Early Numeracy Test for Identifying Children At Risk for Mathematical Learning Difficulties. International Journal of Educational Research, 102, Article 101580. https://doi.org/10.1016/j.ijer.2020.101580

Lin, J., Napoli, A. R., Schmitt, S. A., & Purpura, D. J. (2021). The Relation Between Parent Ratings and Direct Assessments of Preschoolers’ Numeracy Skills. Learning and Instruction, 71, Article 101375. https://doi.org/10.1016/j.learninstruc.2020.101375

MacDonald, A., & McGrath, S. (2022). Early Childhood Educators’ Beliefs About Mathematics Education for Children Under Three Years of Age. International Journal of Early Years Education, 30(4), 847–862. https://doi.org/10.1080/09669760.2022.2107493

Muniz, R. D. F., Andriola, W. B., Muniz, S. M. M., & Thomaz, A. C. F. (2024). The Use of Data Envelopment Analysis (DEA) to Estimate The Educational Efficiency of Brazilian Schools. Journal of Applied Research on Industrial Engineering, 11(1), 93–102. https://doi.org/10.22105/jarie.2021.308815.1388

Ndijuye, L. G., & Benguye, N. D. (2023). Home Environment, Early Reading, and Math: A Longitudinal Study on The Mediating Role of Family SES in Transition from Pre-Primary to Grade One. International Journal of Educational Development, 98, Article 102751. https://doi.org/10.1016/j.ijedudev.2023.102751

Outhwaite, L. A., Aunio, P., Leung, J. K. Y., & Van Herwegen, J. (2024). Measuring Mathematical Skills in Early Childhood: A Systematic Review of The Psychometric Properties of Early Maths Assessments and Screeners. Educational Psychology Review, 36, Article 110. https://doi.org/10.1007/s10648-024-09950-6

Purba, R. I., Sinaga, P., Hariandja, E. S., & Parani, R. (2024). Supporting Quality Management in Indonesia’s Early Childhood Education Through Accreditation Processes. Issues in Educational Research, 34(3), 1129–1147. http://www.iier.org.au/iier34/purba.pdf

Razi, N. F. M., Baharun, N., & Masrom, S. (2024). Efficiency in Academic Evaluation: Data Envelopment Analysis Systematic Review. International Journal of Evaluation and Research in Education, 13(4), 2450–2460. https://doi.org/10.11591/ijere.v13i4.26956

Speldewinde, C., & Campbell, C. (2022). Mathematics Learning in The Early Years Through Nature Play. International Journal of Early Years Education, 30(4), 813–830. https://doi.org/10.1080/09669760.2022.2122026

Sterner, G., Nagy, C., & Nyström, P. (2024). A Scaled-Up Mathematics Intervention in Preschool Classes. Scandinavian Journal of Educational Research, 68(7), 1371–1381. https://doi.org/10.1080/00313831.2023.2250352

Trickett, J., Batchelor, S., Brittle, B., Foulkes, M., Pickering, J., Slocombe, F., & Gilmore, C. (2022). The Role Of Parent-Led and Child-Led Home Numeracy Activities in Early Mathematical Skills. Cognitive Development, 63, Article 101189. https://doi.org/10.1016/j.cogdev.2022.101189

Ulkhaq, M. M., Oggioni, G., & Riccardi, R. (2024). Two-Stage Super-Efficiency Model for Measuring Efficiency of Education in South-East Asia. Decisions in Economics and Finance, 47(2), 513–543. https://doi.org/10.1007/s10203-024-00453-1

Vessonen, T., Widlund, A., Hakkarainen, A., & Aunio, P. (2022). Validating The Early Numeracy Teacher Rating Scale for Preschoolers (TRS–EN). European Early Childhood Education Research Journal, 31(2), 205–224. https://doi.org/10.1080/1350293X.2022.2081350

Wildani, Z., Wibowo, W., Wulandari, S. P., & Dinanti, L. A. (2023). Data Envelopment Analysis for The Efficiency of Higher Education Departments at Sepuluh Nopember Institute of Technology, Indonesia. European Journal of Educational Research, 12(2), 1153–1169. https://doi.org/10.12973/eu-jer.12.2.1153