This study aims to identify the importance of implementing Management by Objective (MBO) school extracurricular programs based on the participation of school committees in channeling students’ talents and interests by acting right brain functions and developing students’ creativity, as well as developing students’ psychomotor domains. This study uses framing analysis and analysis of the MBO method, namely SMART. The result of framing analysis is that MBO will succeed, if there is a collaboration arrangement between the school and the school committee based on the school’s vision, mission, indicators and objectives, as well as the motto of Jakarta 68 High School is Discipline, creation and achievement. SMART’s analysis results are the implementation of extracurricular programs at State Senior High School 68 achieving positive results in developing students’ creativity by using psychomotor aspects and the role of school committees based on five dimensions is specific, measurable, acceptable, reality, and time bond.
The objective of this study is to understand: (1) the preliminary condition of tuition-free school policy (antecedents), (2) the implementation of the tuition-free school policy (transactions), and (3) the attainment of free-tuition school policy (outcomes) in the State Junior High Schools in South Tangerang. An evaluative approach with the Stake's Countenance Evaluation Model and a qualitative method were employed in this present research. The data sources consisted of information, research site, archives, and documents. The techniques of data collection were interviews, observations, and document study. The data were analyzed based on the components and aspects of what is evaluated and the criteria of evaluation. The results showed that the implementation of free-tuition school policy at the preliminary stage, the level of implementation and the evaluation attainment were under the moderate category since there were some schools that still did illegal charges. At the transaction/process stage, the evaluation attainment was under the high category, since all aspects involved were in line with the technical guidance in the financial use and accountability of the tuition-free school policy, and the local government gave additional fund in the form of the scholarship for the poor. At the result stage, the evaluation attainment was under the moderate category.
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