MANAJEMEN BERBASIS SEKOLAH: STRATEGI ALTERNATIF DALAM PERSAINGAN MUTU

2018 ◽  
Vol 4 (01) ◽  
pp. 57
Author(s):  
Busthomi Ibrohim
Keyword(s):  
Quality Assurance ◽  
San Francisco ◽  
School Effectiveness ◽  
Or Education ◽  
Self Assessment ◽  
School Committee ◽  
School Based ◽  
Annual Reporting ◽  
School Based Management ◽  
Decentralization Of Education

Abstract. Politically, School Based Management (SBM) becomes the mouthpiece of all issues in the field of education that will be portrayed in schools, because the school is the last network of educational bureaucracy. SBM is also a form of operationalization of the decentralization or education autonomy policy in relation to regional autonomy. Theoretically, SBM is also a concept that offers autonomy to schools in order to improve quality, efficiency and equity of education in order to accommodate the interests of local communities as well as establishing close cooperation between schools, communities and governments. Operationally SBM is an idea that places the authority of school management in a system entity. Based on the above view, this article outlines the basic framework of SBM as a strategy for improving the quality of education. With SBM, principals, teachers and learners get the opportunity to innovate and improvise in schools related to curriculum, learning, managerial and others. So the principal serves as an educator, manager, administrator, supervisor, leader, innovator, motivator, figure, and mediator. SBM also calls for the creation of new institutional arrangements and institutions, including: the establishment of school boards, development of school strategy planning, develop of annual school planning, internal monitoring and self-assessment, annual reporting, school opinion surveys of school stakeholders. Keywords. School Based Management, Decentralization of Education, Quality Assurance, Autonomy of Education, School Committee Abstrak. Secara politis, Manajemen Berbasis Sekolah (MBS) merupakan muara dari semua kebijakan dibidang pendidikan akan tergambarkan di sekolah, sebab sekolah merupakan jaringan terakhir dari rangkaian birokrasi pendidikan. MBS juga sebagai bentuk operasionalisasi dari kebijakan desentralisasi atau otonomi pendidikan dalam hubungannya dengan otonomi daerah. Secara teoretis, MBS merupakan suatu konsep yang menawarkan suatu otonomi kepada sekolah dalam rangka meningkatkan mutu, efisiensi dan pemerataan pendidikan agar dapat mengakomodir kepentingan masyarakat setempat serta menjalin kerja sama yang erat antar sekolah, masyarakat dan pemerintah. Secara operasional MBS merupakan gagasan yang menempatkan kewenangan pengelolaan sekolah dalam suatu keutuhan entitas sistem. Berdasarkan pandangan di atas, artikel ini menguraikan kerangka dasar MBS sebagai strategi dalam peningkatan mutu pendidikan. Dengan MBS, kepala sekolah, guru dan peserta didik mendapatkan peluang untuk melakukan inovasi dan improvisasi di sekolah berkaitan dengan masalah kurikulum, pembelajaran, manajerial dan lain-lain. Maka kepala sekolah berfungsi sebagai educator, manajer, administrator, supervisor, leader, inovator, motivator, figure, dan mediator. MBS juga menuntut penciptaan tatanan dan budaya kelembagaan baru, yang mencakup: pembentukan dewan sekolah, pengembangan perencanaan strategi sekolah, pengembangan perencanaan tahunan sekolah, melakukan internal monitoring, self-assesment, menyusun laporan tahunan, melakukan survei pendapat sekolah terhadap stakeholder sekolah. Kata Kunci.     School Based Management, Desentralisasi Pendidikan, Jaminan Mutu, Otonomi Pendidikan, Komite Sekolah   Daftar Pustaka Fiske, Edward. 1999. Decentrilization of Education atau Desentralisasi Pengajaran (Terjemah). Jakarta: Grasindo. Bappenas. 1999. School Based Management. Jakarta: Bappenas bekerja sama dengan Bank Dunia. Binde, Brome. 2001. Keys to the 21st Century. Paris: UNESCO Publishing. Bryson, Jhon M.. 1995. Strategic Planning For Public and Nonprofit Organiztions. San Francisco: Jossey-Bass Publishers. Delors, Jacques. 1996. Learning: The Treasure Within. Australia: UNESCO. Engkoswara. 2002. Lembaga Pendidikan sebagai Pusat Pembudayaan. Bandung: Yayasan Amal Keluarga. Finn, C.E dan Prash J.C dalam Dimmock Clive. 1993. School Based Management and School Effectiveness. London: Routledge. Formasi, Jurnal Kajian Manajemen Pendidikan, No. 2, Tahun II Maret 2000. ---------, No. 8 tahun IV November 2003. Gorton, Richart, A. 1976. School Administration Challenge and Opportunity For Leadership. Lowa: Brown Company Publishers. Malen, Ogawa, Kranz dalam Abu-Duhon Ibtisam, School Based Management. Paris: UNESCO, 1990. Mulyasa, E. 2003. Manajemen Berbasis Sekolah: Konsep, Strategi dan Implementasi. Bandung: Rosdakarya. --------. 2003. Menjadi Kepala Sekolah Professional Dalam Konteks Menyukseskan MBS dan KBK. Bandung: Rosdakarya. Naisbitt, John. 1994. Global Paradox, terjemah Budijanto. Jakarta: Binarupa Aksara. Paul I, Dressel. 1980. The Autonomy of Public Colleges. San Francisco: Jossey-Bass Inc. Peraturan Pemerintah No.25 Tahun 2000 tentang Kewenangan Pemerintah dan Kewenangan Provinsi sebagai Daerah Otonom. Satori, Djam’an. 1999. Pengembangan Sistem “Quality Assurance” Pada Sekolah, Naskah Akademik Untuk Pusat Pengujian. Jakarta: Balitbang Depdiknas. Slamet et.al. 2001. Manajemen Peningkatan Mutu Berbasis Sekolah (buku 1, 2 dan 3) Konsep dan Pelaksananya. Jakarta : Depdinas Dirjen Dikdasmen. Suyatno. 2001. Penerpan Manajemen Berbasis Sekolah. Makalah disajikan pada Colloqium Pendidikan Universitas Muhammadiyah Prof. Hamka Jakarta 15 Mei 2001 di Jakarta. Thomas L. Wheeler dan J. David Hunger. tt. Strategic Management and Business Pilicy. New Jersey: Upper Saddle iver. Tilaar, H.A.R. 2000. Paradigma Baru Pendidikan Nasional. Jakarta: Rineka Cipta. Wahjosumidjo. 2000. Dasar-Dasar Kepemimpinan dan Komitmen Kepemimpinan Abad XXI. Jakarta: LAN-RI.

scholarly journals MANAJEMEN BERBASIS SEKOLAH: STRATEGI ALTERNATIF DALAM PERSAINGAN MUTU

2018 ◽  
Vol 4 (01) ◽  
pp. 57
Author(s):  
Busthomi Ibrohim
Keyword(s):  
Or Education ◽  
Self Assessment ◽  
School Committee ◽  
School Based ◽  
Annual Reporting ◽  
Strategy Planning ◽  
Close Cooperation ◽  
School Based Management ◽  
Decentralization Of Education

Politically, School Based Management (SBM) becomes the mouthpiece of all issues in the field of education that will be portrayed in schools, because the school is the last network of educational bureaucracy. SBM is also a form of operationalization of the decentralization or education autonomy policy in relation to regional autonomy. Theoretically, SBM is also a concept that offers autonomy to schools in order to improve quality, efficiency and equity of education in order to accommodate the interests of local communities as well as establishing close cooperation between schools, communities and governments. Operationally SBM is an idea that places the authority of school management in a system entity. Based on the above view, this article outlines the basic framework of SBM as a strategy for improving the quality of education. With SBM, principals, teachers and learners get the opportunity to innovate and improvise in schools related to curriculum, learning, managerial and others. So the principal serves as an educator, manager, administrator, supervisor, leader, innovator, motivator, figure, and mediator. SBM also calls for the creation of new institutional arrangements and institutions, including: the establishment of school boards, development of school strategy planning, develop of annual school planning, internal monitoring and self-assessment, annual reporting, school opinion surveys of school stakeholders. Keywords. School Based Management, Decentralization of Education, Quality Assurance, Autonomy of Education, School Committee

scholarly journals Manajemen dan Kebijakan Madrasah melalui Penguatan Tata Kelola, Akuntabilitas dan Citra Publik Pendidikan

2019 ◽  
Vol 5 (1) ◽  
pp. 33-38
Author(s):  
Afroh Nailil Hikmah ◽  
Agus Yudiawan
Keyword(s):  
Image Enhancement ◽  
Public Image ◽  
Community Based ◽  
National Education ◽  
School Based ◽  
Education School ◽  
School Based Management ◽  
Decentralization Of Education ◽  
Education Plan ◽  
Competency Management

Strengthening governance, accountability, and public image is a work of the national education plan. This policy aims to improve the capacity and competency management and budgeting of education in the implementation and management to realize transparent and accountable education so as to create the image and services of the school/madrasah quality sound and accountable manner. These objectives can be achieved through, autonomy and decentralization of education, school-based management/madrasah, community-based management, and image enhancement.

Linking school-based management and school effectiveness: The influence of self-based management, motivation and effectiveness in the Arab education system in Israel

2018 ◽  
Vol 48 (1) ◽  
pp. 186-204
Author(s):  
Khalid Arar ◽  
Muhammed Abu Nasra
Keyword(s):  
Organizational Structure ◽  
School Effectiveness ◽  
Management Decision ◽  
Future Research ◽  
School Based ◽  
Management Personnel ◽  
Management Decision Making ◽  
Managerial Implications ◽  
School Based Management ◽  
Arab Education

Using a sample of 300 Arab teachers in Israel, we developed a model to analyze how school-based management directly and indirectly (through motivation) affects school effectiveness. The results show that there is a positive relationship between all dimensions of self-management (decision-making, resource and personnel management, availability of resources, and organizational structure) and school effectiveness. In addition, the results show full mediation between resource management, personnel and organizational structure, and school effectiveness through motivation. Theoretical contributions and managerial implications as well as directions for future research are presented.

scholarly journals Pengaruh Keterampilan Manajerial Kepala Sekolah Dan Peran Komite Terhadap Efektivitas Manajemen Berbasis Sekolah

2021 ◽  
Author(s):  
Suyitno
Keyword(s):  
Significant Influence ◽  
School Principals ◽  
Validity And Reliability ◽  
Managerial Skills ◽  
Education Management ◽  
School Committee ◽  
School Based ◽  
School Based Management ◽  
School Committees

School-based management is a form of autonomy in education management in educational units, in which case the principal or madrasah and teachers are assisted by the school committee or madrasah in managing educational activities. The purpose of this study, among others, was to determine and analyze the variables of managerial skills of school principals and school committees that influence the effectiveness of school-based management in SD Negeri Se-Karangrejo District. The research method was carried out with an explanatory quantitative design. The data collection technique was carried out by using a questionnaire before the level of validity and reliability had been tested on 60 respondents as the sample in this study. The collected data were then analyzed using multiple linear regression tests with the help of SPSS version 17.0 software. The results showed that (1) descriptively the effectiveness of SBM in good categories, managerial skills of school principals and the role of school committees in good categories, (2) there was a positive and significant influence between principal managerial skills on the effectiveness of SBM by 56.8%, (3) there was a positive and significant role of the school committee on the effectiveness of SBM by 36.8%, (4) there was a positive and significant influence on the managerial skills of school principals and the role of school committees together on the effectiveness of SBM by 63.3%. (5) Between the two independent variables, the managerial skills of school principals had a dominant influence on the effectiveness of SBM

scholarly journals SCHOOL-BASED MANAGEMENT IN SOUTHEAST ASIA (MBS-SA): DEMANDS OR EDUCATION NEEDS?

2021 ◽  
Vol 3 (2) ◽  
pp. 93-106
Author(s):  
Deny Setiawan
Keyword(s):  
Human Resources ◽  
Southeast Asia ◽  
Field Conditions ◽  
Or Education ◽  
School Based ◽  
Education Needs ◽  
School Based Management ◽  
The Government ◽  
Education Process

This article discusses conceptual School-Based Management (SBM) which includes the contribution and implementation of the education process in managing the structure and organizing autonomous education (decentralized from the government to school). This article is made by reviewing and collecting information from various references both books, articles, and journals that are used as material in studying and conceptually adding insight to SBM. The idea of holding SBM is a good step to support the improvement and acceleration of the improvement of the quality of human resources in the field of education that is in accordance with the field conditions to solve problems more quickly and effectively, but it is also very risky for failure because all responsibilities and implementation are left to executor, where each region has different human resources (HR) and funding capabilities.

scholarly journals IMPLEMENTASI MANAJEMEN BERBASIS SEKOLAH PADA SEKOLAH LUAR BIASA (SLB) YPAC MEDAN

PERSPEKTIF ◽  
2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Indra Muda
Keyword(s):  
Teaching And Learning ◽  
After School ◽  
Management Planning ◽  
Study Tour ◽  
School Committee ◽  
School Based ◽  
School Based Management ◽  
Education Achievement ◽  
School Committees

For education achievement purpose both regionally and nationally are now developed at school-based management, the system is expected to foster the ability of schools to manage the continuity of teaching and learning process. to obtain the data in this research conducted interviews, observation and documentation study of objects of research. According to research, the implementation of school-based management in SLB - Medan YPAC stakeholders are involved, the council consists of teachers, school committee, the foundation is guided by the educational curriculum. In the determination of policies such as the determination of hours of study, days off or to take the kids study tour, conducted by the school committee meeting. If the stakeholders agree with the policy set has just been implemented. Similarly, the maintenance of cleanliness and neatness of children enter school and after school, always communicated with the school committee so that the patterneducate and nurture children do together. Conclusions in the research that is, the preparation of school-based management planning on SLB - YPAC Medan involving all stakeholders such as councils of teachers, administrators YPAC, school committees and agencies. Inhibiting factor in planning school-based management of most of the school committee is not familiar with school-based management.

scholarly journals PENGEMBANGAN LEMBAGA PAUD MELALUI IMPLEMENTASI MANAJAMEN BERBASIS SEKOLAH

2019 ◽  
Vol 8 (1) ◽  
pp. 797-815
Author(s):  
NURHASANAH R Nurhasanah R ◽  
FAJRI DWIYAMA
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Family Involvement ◽  
Management Approach ◽  
Or Education ◽  
National Education ◽  
Childhood Education ◽  
School Based ◽  
School Based Management ◽  
The Government

Abstract. The existence of early childhood education institutions in Indonesia has received special attention from the government as the initial foundation to build reliable human resources. But in its journey, the institution was confronted with quite a number of serious problems such as: First, the level of teacher education where only 23.06 percent had a bachelor degree, while according to the National Education Standards, PAUD teachers should have both formal and non-formal minimum S.1 PAUD, Psychology, or Education. Second, the problem of the quality of PAUD institution programs. Third, there is still one third of children aged 3-6 years who have not received PAUD services. Fourth, family involvement that is not in line with PAUD institutions. Fifth, PAUD learning which is supposed to be 80 percent building attitudes, is currently focusing on learning to read and write in an academic nuance. Sixth, problems with education investment.Seventh, nutrition problems and eighth, namely the status of non-formal PAUD teachers who have not been considered as teachers. Seeing so many problems in the management of PAUD institutions, a management approach is needed to deal with these problems. Recommended alternative problem solving is school-based management. This paper only expresses in outline to attract the interest of managers of early childhood education institutions to learn more about the implementation of school-based management.

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