Figure of community support in achieving Muhammadiyah school autonomy progress

Abstract

<span>School autonomy can not be separated from support factor. This study aim</span><span lang="IN">ed</span><span> to determine source and form of community support and contribution in realizing autonomous in Muhammadiyah schools. This research development is part of dissertation conducted with five stages: define, design, model development, model validation, and model use. The study was conducted at SMP Muhammadiyah, Sleman Regency, with 280 respondents; consist of principals, teachers, staff, students, and ministerial assemblies of <em>Dikdasmen</em>. Data collection technique used: interviews, questionnaires, and documentation. Data analysis techniques use quantitative inferential analysis, EFA and CFA techniques. The results showed that form and source of support for Muhammadiyah schools is internal as well as external. School support also comes from internal and external support, such as: committee, parents, stakeholders, foundation, education official, collages, and related institutions. Directly and indirectly effect, contribution of school supporting component (Bac) to be school autonomous (Kms) up to 0.30.</span>

Empowering Students through Autonomous Education: A Case Study of Muhammadiyah Schools

“…So far, Muhammadiyah schools that are managed professionally, have good autonomy, are able to develop the curriculum, have a comprehensive evaluation, the academic community is disciplined, has a high quality culture and is supported by all stakeholders [7], [8]. Muhammadiyah schools that are managed are much in demand by the community, as evidenced by the interest in new student registration which always exceeds the quota of admissions.…”