Kepemimpinan Kepala Sekolah dalam Penguatan Peran Multi-Stakeholders Forum (Masalah dan Strategi Solutif Peningkatan Mutu SD – SMP Satu Atap di Daerah Terpencil)

Juharyanto, Juharyanto; Sultoni, Sultoni; Arifin, Imron; Nurabadi, Ahmad

doi:10.17977/um009v28i12019p001

Cited by 8 publications

(9 citation statements)

References 10 publications

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“…Dalam bidang pendidikan, kebijakan diberlakukan untuk membangun dunia pendidikan agar menghasilkan pengelolaan pendidikan yang berkualitas dan prospektif (Arifin, Juharyanto, Mustiningsih, & Taufiq, 2018;Juharyanto, Sultoni, Arifin, & Nurabadi, 2019). Kasus di Indonesia, pendidikannya masih stagnan karena proses penyelenggaraannya dianggap tidak mampu menghasilkan output yang baik dan berkualitas.…”

Section: Pendahuluanunclassified

Kebijakan Otonomi Perguruan Tinggi sebagai Dampak Reformasi Keuangan dalam Bidang Pendidikan di Indonesia

Adam

2021

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Tujuan penelitian untuk mendiskripsikan kebijakan otonomi perguruan tinggi sebagai dampak reformasi keuangan dalam bidang pendidikan. Kebijakan otonomi sudah dianggap final, tetapi masih menjadi perdebatan sebab kebijakan otonomi belum diketahui arahnya akan kemana. Banyak kalangan menilai bahwa kebijakan otonomi sebagai bentuk reformasi keuangan dalam penyelenggaraan pendidikan agar perguruan tinggi lebih mandiri dalam urusan keuangan. Perguruan tinggi diberikan tanggung jawab untuk meningkatkan penerimaan negara bukan pajak melalui instrumen pendidikan. Kebijakan otonomi untuk menciptakan transparansi maupun akuntabilitas justru menimbulkan dampak dalam tataran pengelolaannya. Dampaknya perguruan tinggi berusaha secara mandiri untuk menambah income guna membiayai biaya operasional yang tidak memadai. Penelitian menyimpulkan: 1) kebijakan otonomi perguruan tinggi diarahkan untuk berkompetisi dalam berbagai bidang, agar dapat bersaing untuk menjadi universitas bergengsi dan berkelas. 2) perguruan tinggi menginginkan diberikan kebebasan secara desentralistik agar dikelola secara mandiri tanpa intervensi pihak lain. 3) perguruan tinggi dituntut mencari pendanaan untuk meningkatkan penerimaan negara bukan pajak untuk membiayai biaya operasional yang tidak dialokasikan pemerintah. 4) dampak kebijakan otonomi menciptakan praktek komersialisasi, menyebabkan biaya pendidikan yang tidak terjangkau.

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Section: Pendahuluanunclassified

Kebijakan Otonomi Perguruan Tinggi sebagai Dampak Reformasi Keuangan dalam Bidang Pendidikan di Indonesia

Adam

2021

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“…Limited funds budget, educated teachers are not linear with the subjects taught, the support of low society to school activities is a problem for the school head Satap in the disadvantaged area. The problem requires the school principal to be able to portray the role well, as a leader or manager in the school [3], [7], [9]. Seeing the problem in the management of SATAP, can not be removed from the management support factor of the SATAP itself.…”

Section: A Form Of Principal Tips In Managing the Satap School In DImentioning

confidence: 99%

“…Involvement of local community leaders in supporting school efforts to improve school quality is also the principal's concern [7], [8]. How the headmaster can make a persuasive approach with community leaders around the school so that the programs compiled by the one roof school are acceptable and supported by the local community [9]. Therefore, this research seeks to photograph the problem by researching Polewali Mandar and Mamuju West Sulawesi and Bondowoso East Java where there are several one roof schools in the area.…”

Section: Introductionmentioning

confidence: 99%

Tips for Principal in Managing One Roof School (SATAP) in Underdeveloped Area

Saputra¹,

Adha²,

Ariyanti³

et al. 2019

Proceedings of the 4th International Conference on Education and Management (COEMA 2019)

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This study aims to describe: (1) the principal's tips on managing Satap schools in distantly areas; and (2) the results achieved by Satap schools in efforts to improve the quality of single schools in distantly areas carried out by principals. This study uses a qualitative research approach with a multi-site study approach conducted at Satap schools in Polewali Mandar and Mamuju Regencies, West Sulawesi and Bondowoso District, East Java. Data were obtained through interviews with school principals, teachers, and representatives of surrounding communities to obtain in-depth information about the Satap school understudy. Data were collected from two sites in the form of structured and unstructured interviews, participatory observation, and documentation studies. The results of this study are: (1) the form of tips for principals in managing Satap schools in distantly areas; and (2) the results achieved by Satap schools in efforts to improve the quality of single schools in distantly areas carried out by principals.

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“…Principal's awareness about the importance of integrating humanistic values will encourage all school stakeholders to remain active in making various innovations in developing a one-stop school (SATAP). Several previous research revealed that high leadership enthusiasm significantly influences the success of principals in developing their schools (Gibson, 2014;Hyson, 2013;Juharyanto et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“Gethok Tular” as the Leadership Strategy of School Principals to Strengthen Multi-Stakeholder Forum Role in Improving the Quality of One-Roof Schools in Remote Areas in Indonesia

et al. 2020

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This study aimed at finding an effective leadership strategy carried out by one-roof school principals in remote areas. This study was conducted qualitatively with a multi-site approach. The data were obtained from the school principals as key informants and focus group discussion (FGD) involving all school principals, Indonesian Institute of Education Innovation Training and Consultant (LPKIPI), education staff, school supervisors, and stakeholders as the participants and resource persons. Findings suggested that (a) the problems encountered by one-roof school principals in the remote areas were significantly related to culture, economy, demography, geography, and historical aspects, (b) the characteristics of success of school principals in remote areas include a clear vision, high-spirit performance, andhab asor (low profile), active involvement in various social activities, strong motivation for continuous learning, open to feedback, having commitment to cooperate with various parties, having a high awareness that school is an educational system and the essential part from the social system in general, persistent, high confidence that they are not alone in carrying out school policies, creative, able to see the context in various perspectives, patient, polite, warm, and smart or attractive, (c) “Gethok Tular1” is the most effective leadership strategy to strengthen the role of multi-stakeholder forum (MSF), and (d) the involvement of MSF members needs to be done selectively and effectively through the identification of TKU, intensive communication with TKU, identification of other figures, discussions, and sharing roles and strengthening MSF on an ongoing basis.

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Kepemimpinan Kepala Sekolah dalam Penguatan Peran Multi-Stakeholders Forum (Masalah dan Strategi Solutif Peningkatan Mutu SD – SMP Satu Atap di Daerah Terpencil)

Cited by 8 publications

References 10 publications

Kebijakan Otonomi Perguruan Tinggi sebagai Dampak Reformasi Keuangan dalam Bidang Pendidikan di Indonesia

Kebijakan Otonomi Perguruan Tinggi sebagai Dampak Reformasi Keuangan dalam Bidang Pendidikan di Indonesia

Tips for Principal in Managing One Roof School (SATAP) in Underdeveloped Area

“Gethok Tular” as the Leadership Strategy of School Principals to Strengthen Multi-Stakeholder Forum Role in Improving the Quality of One-Roof Schools in Remote Areas in Indonesia

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