The Implementation of School Based Management in Madrasah Ibtidaiyah

Abstract

This study aims to determine the implementation of School Based Management (SBM) on student learning outcomes at Madrasah Ibtidaiyyah (MI) in Harjamukti District, Cirebon City. The research method adopted in this study was field research. Data collection is done through interviews, observation, and documentation. Data analysis techniques used in this qualitative research was inductive in nature, namely an analysis based on the obtained data. The steps taken were analyzing the data which has been collected; interpreting the data; drawing conclusions through way of thinking based on specific facts, where then directed to general conclusions. The results show that the implementation of SBM at MI in Harjamukti Cirebon District has been running quite effectively and efficiently. This can be seen from the support of all staff, SBM phasing, staff training, budget support and delegation of authority, high academic achievement of students, teachers mastery on materials and appropriate teaching procedures, efficient and effective use of facilities, teacher understanding of the characteristics of groups and individuals, a fun and interactive learning environment and the personality of teachers who can act as role models. Based on various aspects which have been arranged in school-based management, this has implications on improving student learning outcomes at Madrasah Ibtidaiyah in Harjamukti District, Cirebon City. Furthermore, this is evidenced in the school exam results.

Revisiting the School-Based Management Recent Studies

“…The six segments of school-basedmanagement, namely school leadership, internal stakeholders' participation, external stakeholders' participation, school-based resources and school performance accountability (Pepito & Acibar, 2019). The factors encouraged by the SBM are a large pace of authorities for the school players such as optimal stakeholder involvement, clear information systems, and reward system (Jaelani & Masnun, 2019). Therefore, SBM has taken into account for quality education.…”

“…(Comm & Mathaisel, 2008). School principal provides the teachers extra tasks including handling the school budget (Jaelani & Masnun, 2019). School budget is only used per the plan agreed by all members, but not allow for the activities which are not approved.…”

“…Three major tasks to be paid attention, namely new students' admission, learning progress activities as well as guidance and coaching discipline (Jaelani & Masnun, 2019). The special service management which includes library service, healthcare service and campus safety (Jaelani & Masnun, 2019). There are direct and indirect services for the learners in the school.…”

“…The role of principal is a critical point in SBM system. School can be seen as educational service provider and principal can be seen as education manager, evaluator, administrator, leader, supervisor, innovator, and motivator (Elmelegy, 2015); (Jaelani & Masnun, 2019); (Joshi, 2018); (Kiragu et al, 2013); (Mawanda et al, 2018); (Pepito & Acibar, 2019); (Rini et al, 2019); (Sihono & Yusof, 2012);& (Winarti, 2011). As an evaluator, the principal evaluates the student learning outcomes and performance of teachers.…”

Improving the Competitiveness of Educational Institutions through Marketing Mix Management at Islamic Elementary School

“…The management of Public Islamic Elementary School I Pati formulates strategies before carrying out field activities, with the intention that if there are obstacles they can be overcome immediately.Increasing the competitiveness of Islamic Elementary Schools is needed to strengthen their position, with increasing public trust in Islamic Elementary Schools institutions. The community sympathizes with sending their children to Islamic Elementary Schools because its management refers to quality(Jaelani & Masnun, 2019). All of this requires a strong commitment from Islamic Elementary Schools residents to create quality and competitive Islamic Elementary Schools.…”