modern school management in responding global challenge

Teguh Rohkmani, S.Pd. | i

MODERN SCHOOL MANAGEMENTIn Responding Global Challenge

ii | Modern School Management

Teguh Rohkmani, S.Pd. | iii

MODERN SCHOOL MANAGEMENTIn Responding Global Challenge

Teguh Rohkmani, S.Pd., MM.

iv

MODERN SCMODERN SCMODERN SCMODERN SCMODERN SCHOOL MANHOOL MANHOOL MANHOOL MANHOOL MANAAAAAGEMENTGEMENTGEMENTGEMENTGEMENTIn Responding Global Challenge

Teguh Rohkmani, S.Pd., MM.© Pustaka Ilmu, 2012

Editor : Fika IstiqomahDesainer : UrieTata Letak : Tim Pustaka Ilmu

Cetakan Pertama, Desember 2012

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ISBN: 978-602-7853-13-3

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v

Acknowledgmen

This research is mainly intended to describe the processof School Based Management implementation at SMA

Negeri 1 Kebumen ; to know the impacts of School-BasedManagement implementation at SMA Negeri 1 Kebumen ; toknow the problems encountered of School-Based Manage-ment implementation at SMA N 1 Kebumen. Consideringthe aims of the research, the writer sed qualitative andquantitative method. This research was carried out at SMANegeri 1 Kebumen. The population of this research was thestakeholders of SMA N 1 Kebumen.

In obtaining and collecting the data, the writer usedobservation, interview, questionnaire, and document analysis/ content analysis. The implementation of School BasedManagement in this research includes : context, input, process,out put, outcomes and problems.

The data analysis was processed by classifying them basedon the categories above. In analyzing the data, results analysiswill be presented quantitatively and qualitatively in every

vi | Modern School Management

aspect and education component so that finally the end resultwill be known the classification of each component. Afterthat from every component classification will be known allthe total score of component and their classification.

The result of the research show that context whichsupport of SBM implementation includes future challenge,support and community support, government policy,community aspiration, community social economic conditionand geographic situation in SMA Negeri 1 Kebumen is good.Input which support of SBM implementation consists ofschool expectance, school resources, input of management,students, curriculum, financial and human resources in SMANegeri 1 Kebumen is good. Process of SBM implementationconsists of transparency, cooperation and communityparticipation, autonomy, sustainability in SMA Negeri 1Kebumen is good. Output of SBM consists of academicachievement and non-academic achievement is very good.Outcome of SBM consists of organizational and communityimpact is good.It means that the implementation of SBM hasvery good impact to school and society. The problems whichencountered in the implementation of SBM are lack oftransparency, low competency and welfare of humanresource, lack of autonomy especially in financial, lowcooperation especially with private sectors and low ofaccountability especially in the frequency of reportingprogram and financial.

Praise be to Allah the Beneficent, the Merciful, for hisBlessing that the writer finally completes this thesis as one ofthe requirements to obtain a Graduate Degree in Manage-ment.

Teguh Rohkmani, S.Pd. | vii

This thesis can not be separated from other people’s helpand guidance. Therefore in this opportunity the writer willexpress his gratitude to The Chairman of Magisterial ofManagement of Onsoed who has given the writer permissionto write the thesis Drs Ade Banani, M.A and as the firstconsultant respectively and the second consultant who hadpatiently given the writer guidance, advice and encourage-ment from the beginning up to the completion of the thesis,The principal, the committee, the teachers, the administrationstaff and the students of SMA Negeri 1 Kebumen who hasgiven the writer permission to do this research.

The writer does really realize that this thesis is still far frombeing perfect. The writer hopes that this thesis can be realcontribution to improve school management in Kebumen,especially in SMA Negeri 1 Kebumen.

Writer

ix

Table Of Contents

Acknowledgment vTable Of Contents ix

CHAPTER IIntroduction

A. Background of the Study 1B. Formulation of the Problem 8C. Objectives of the Study 8D. Benefits of the Study 8

CHAPTER IILiterature Review

A. The Previous Research 11B. Theoretical Review 14

1. Philosophical Base 142. The Definition of School Based Management 163. Principles of School Based Management 194. The Characteristics of School Based

Management 23

x | Modern School Management

5. Functions Decentralized 316. Process Of School Based Management 357. The Objectives Of School Based Management 37

C. Conceptual Framework 39

CHAPTER IIResearch Methodology

A. Method of the Research 41B. The Place and Time of the Research 42C. Population 42D. Research Sample and Sampling Technique 42E. Sources of the data 43F. Techniques of Collecting the Data 44G. The Validity and the Reliability of the Data 47H. Technique of Analyzing the Data 49

CHAPTER IVResult Of The Study

A. The Description of the Setting 53B. School Programs 56C. The Implementation of School Based Mana-

gement (SBM) 601. Context (the relevance of SBM with school

environment) 612. The Availability and Readiness of Input 673. The Process of School Based Management 774. School Out put 915. Outcomes 96

D . Problem Encountered Of SBM Implementation 991. Autonomy 99

Teguh Rohkmani, S.Pd. | xi

2. Human Resources 1003. Transparency 1014. Cooperation 1025. Accountability 102

CHAPTER VConclusion

A. Conclusion 105B. Implication 106C. Suggestion 107

Bibliography 109About A Writer 115

1

A. Background of the Study

The education system in Indonesia at the reform eramust be ready with the demand of rapidly changing

circumstances brought by technological advances in globaland knowledge-based economy. The emphasizes of schooleducation will shift from transmission of knowledge to thedevelopment of attitudes and skills for lifelong learning; andfrom a narrow focus on academic achievement to thenurturing of multiple intelligences.

To support this development, both the curriculum andpedagogy have to be modified to encourage critical thinkingand self learning. Education has to cater for diverse studentneeds to that every student is suitably challenged to develophis/her talents or potential to the full more than ever before.Learning must no longer be confined to the classroom, butalso take place in the community, providing students withlearning opportunities in an authentic and meaningfulcontext.

CHAPTER I

Introduction

2 | Modern School Management

In order to response proactively to these challenges,schools must have freedom to make decisions on the deliveryof educational services and the flexibility to deploy resourcesin ways which will best meet the particular needs at thestudents. They also have to work in partnership with parentsand the wider community in order to harness their supportand tap their resources in providing every students withlearning experiences suited to individual aptitudes and need

A world class - school of the new millennium will havethe following characteristics :

1. a clear vision, underpinned by a set of values whichwill guide its policies, procedures and practices

2. a strong focus on the students outcomes to improveboth curriculum and teaching practices

3. a professional learning community which adoptsknowledge – based practices based on continuousself-evaluation in the pursuit excellence

4. a strong alliance of stakeholders, including parents,teachers and community members, working inpartnership to develop the potential of each andevery students to the fullest extent ; and

5. school management which is open, transparent andpublicity accountable for its educational achieve-ments and proper use of public funds.

School-based management (SBM) provides an enablingenvironment for achieving this vision. It builds the capacity ofeach school to manage its own affairs within framework ofpolicies, standard and accountability–through a powerfulalliance of professional educators and key stakeholders. It gives

Teguh Rohkmani, S.Pd. | 3

schools the autonomy to develop their own characteristicsand style. The ultimate objective is to enhance the effective-ness of learning and teaching and to improve studentsoutcome. In many education systems there has emerged arecognition that school-based-decision making and manage-ment has potential to bring improvement in the quality ofeducation.

The movement to school-based management developedout of lessons learned from business industry. Researcherswere finding that shifting some decision-making power tolower levels in the organization increased workers satisfaction.That is, when workers were given more discretionary powerand flexibility in the way that they went about their jobs,their satisfaction increases ( Conway and Calzy,1995 : 45).Theywere also discovering that the shift from centralized authoritywas most appropriate in organizations where the work wascomplex, required teams , and existed in rapidly changingenvironment.

“School-based management (SBM) is an administrativeconcept originated in the United States of America, as thebeneficiaries of the services provided were not satisfiedwith the education system and the lowering of the qualityof education management. They have therefore adoptedthe new administrative strategy by initiating SBM whichis linked to the education reform and decentralization ofauthority to schools, thus allowing them freedom for self-management. Such strategy is similar to innovationadopted by the business and industry sectors e.g. the TotalQuality Management (TQM) etc with emphases beingplaced on empowering the practitioners to take part indecision making . “(Nenyod, 2002)


School-based management (SBM) offers a way to promoteimprovement by decentralizing from central district offices toindividual school sites. It attempts to give school constituents–administrators, teachers, parents, and other communitymembers – more control what happened in school.

Other than in the U.S.A. in more developed countries, likeAustralia, New Zealand, the UK and Canada, school basedmanagement was introduced in the 1980s and 1990s.Communities, through elected bodies variously called boards,,councils, committees , set school policy, approve curricula,appoint or participate in the appointment of the principalsand create school development plans.

In Asia, Hong Kong, introduced school- based manage-ment in the early 1990s, followed by Thailand and Malaysia.In Indonesia, the National Education Ministry introducedschool-based management in the late 1990s. Internationalbilateral/multilateral agencies, such as UNICEF, the WorldBank, the Asian Development Bank, USAID, AusAID havebeen assisting the government in supporting, strengthening,and extending school-based management to includegovernment.

Indonesia’s schooling system was introduced by the Dutchas the colonial power and managed in a centralized andbureaucratic manner. Three years of Japanese occupationduring the World war II also maintained as a centralized system.It is easy to understand how, from colonial viewpoint, centralcontrol was necessary and advantageous. However, even afterIndonesia’s independence in 1945, right up to 2000, acentralized system of administration continued to be reliedupon to manage the public education sector.


The idea of decentralization in Indonesia had beenintroduced in 1974, when the government issued the lawnumber 5 on local government. The issuance of the lawwas aimed at giving better opportunities for localgovernment to implement development programs whichwere planned by the central government. Yet since theNew Order (Orde Baru) regime held a strong politicalcontrol over the local government, they only enjoyed veryrestricted, instead of full, autonomy. The central govern-ment still played dominant roles in establishing planningand strategies of education programs. It was still reluctantto grant full autonomy to local governments. This is clearlystipulated in the introduction part of the law as follows“….the term of broad autonomy is no longer employed since,based on experiences, it is deemed to disrupt national integrityand thus it is counterproductive to the idea of grantingautonomy “.(Indriyanto, 2003 : 1-2)

Another indicator that the central government still appliesrestricted autonomy to local government is shown by the factthat it established so called “vertical unit” which are merely arepresentative of the central of government at local levels. Inthe introduction of the law is also stipulated that “ vertical unitare apparatus of ministries or non-ministries organization ofcentral government which are located at local level and conductmissions of the ministries and non-ministry organization whichthey represent. “ Thus in practice the mission of the decentrali-zation which has been introduced is merely political rhetoricor borrowing the term of Karlsen (2202) it is decentralizationcentralism (local) governance.


Then area of decentralization in Indonesia were enactedin Law 22/1999, later revised in Law 32/2004, including publicwork, health, education and culture, agriculture, communi-cation, industry and trade, capital investment environment,land, corporative and man power affairs (article 11). Centralgovernment still hold key authorities in the fields of foreignpolicies, defense and security, justice, monetary and fiscal,religion, national planning and macro development control,financial balance fund, state administration and stateeconomic institutional system, human resource development,natural resources development, natural resources utilization,as well as strategic technology, conservation and nationalstandardization (article 7). On the basis of Law 22/1999 laterrevised in Law 32/2004 on Regional Autonomy, education wasconsidered an area for decentralization aimed at encouragingthe participation of community members in accommodatinglocal needs

Bjork (2003 :5) notes that by the end of the 20 the century,Indonesia was one of the most highly centralized nations inthe world. He claims that the centralization of authority inIndonesia could enforce the dependence of regional leaderson central authority and even cause them to orientthemselves away from local constituents. Consequently, theIndonesian local government lost autonomy making thempolitically and administratively dependent, which in turn ledIndonesia to a financial crisis in 1997.

The official move to SBM for Indonesia schools wasseen after the release of a Minister of National Educationdecree number 044/U/2002, in April 2002, concerningschool committees and education councils. The decree


stated that each school had to establish a School Com-mittee (SC), which is the Indonesia name for site council,consisting of the principal, representatives of parents,community members, and students as well as teachers. Thedecree also stipulate the various roles of the committee inits governing function. At the district level, an EducationalCouncil (EC) had to be established with members and roleswhich were quite similar to a school committee, as statedin the decree. The decree was also strengthened bylegislation related to the new national education system(Law No. 20 of 2003), which was passed by the parliamentin June 2003 (Sumintono,2006 : 3-4) . When the 2003Education Law was introduced , Indonesia formally adopteda policy of “school based management” for its 216,000public and private schools and madrasah ( Islamic schools(The Jakarta Post : 2007)

SMA N 1 Kebumen is one of the state senior high schoolin Kebumen which has been running SBM. In this case thewriter interested on the implementation of SBM in this school.The writer wants to know whether it is appropriating withthe concept of SBM or not yet. As a new thing, it can be happenvarious concept and implementation about it. So differentinstitutions can have different conception about it.

From the explanation above we can know that SBM asthe popular system is relatively a new thing. It means that notevery institution can understand and implement correctly ofthe conception. Based on the description above, the writer isinterested on studying the implementation of SBM at SMA N1 Kebumen whether it is suitable or not yet.


B. Formulation of the Problem

Based on the background of the study above, theproblems concerning with the implementation of School-Based Management at SMA N 1 Kebumen can be formulatedas follows :

1. How is the implementation of School-Based Manage-ment at SMA N 1 Kebumen ?

2. How are the impacts of School-Based Managementimplementation at SMA N 1 Kebumen ?

3. What problems encountered of School-BasedManagement implementation at SMA N 1 Kebumen?

C. Objectives of the Study

The objectives of the study are :1. To describe the process of School Based Management

implementation at SMA N 1 Kebumen. The implemen-tation of School Based Management in this researchincludes : a.Context ; b.Input ; c.Process ; d. Out put;e. Outcomes

2. To know the impacts of School-Based Managementimplementation at SMAN 1 Kebumen

3. To know the problems encountered of School-BasedManagement implementation at SMA N 1 Kebumen

D. Benefits of the Study

The results of the study are expected giving more benefitsto develop School-Based Management especially in SMA N 1


Kebumen and generally toward education system in Indonesiatheoretically and practically.

1. Theoretical Benefits

The results of field study and the empirical evidence areexpected giving positive contributions in developingtheoretical research in education management.

2. Practical Benefits

The results of the study are expected giving inputs to theHead of Education and Cultural Office of Kebumen and relatedinstitutions in implementing SBM, especially at SMA N 1Kebumen.

11

A. The Previous Research

Caldwell (2005:9) reports that the implementation ofSBM in Indonesia has led to improvements in

students achievements. He clarifies that dramatic improve-ments in students achievements were evident within twelvemonths after the implementation of SBM policies, includingthe provision of a small budget to each of the 79 schools toconduct professional development programs for teachers, andto engage in community development to encourage parentssupporting their school.

Drury and Levin (1994) say that School - Based Manage-ment contribute to four “intermediate” outcomes, which in turnhave the “potential” to lead to improve student achievement,increased efficiency in use of resource and personal, increasedprofessionalism of teacher, implementation curriculum reformand increased community engagement.

Meanwhile Briggs and Wohlstetter (1998) identify eightfactors that appear to be crucial to successful school-based

CHAPTER II

Literature Review


management strategy. Successful School Based Management, schools :

1. have an activity , living vision focused on teachingand learning that is coordinated with district and statestandards for student performance

2. have decision making authority in the areas of budget,curriculum and personnel, and they use that authorityto create meaningful change in teaching learning

3. disperse power broadly throughout the schoolorganization by creating networks of decision makingteam

4. develop knowledge and skills in an ongoing proce-ssed oriented toward building school wide capacityfor change, creating a professional learning commu-nity and developing a shares knowledge base

5. have multiple mechanisms for collecting informationrelated to school priorities and for communicatinginformation to all school stakeholders

6. use both monetary and non monetary rewards toacknowledge individual and group progress towardschool goal

7. share leadership among administrators and teachers.Principals often take on the role of manager andfacilitator of change, while teacher leaders often takeon responsibilities involving issues of teaching andlearning

8. cultivate resource from outside the school throughinvolvement in professional networks and throughentrepreneurial activity in the local businesscommunity


Cranston et al (2000) confirm that parents and widercommunity involvement in schools had increased in recentyears. In some instances, this involvement was significant atboth strategic and operational levels where participants anddecision-making concerned planning, budgeting and inputto curriculum issues

Mulfrod et al (2000) examine that the decision-makingprocessed as perceived by principals, teachers and schoolcouncils members. The study identified structures andprocesses through which decision–making was shared amongthe school community members. While variation existedacross schools as to extent and types of decisions in whichthe community engaged, the research concluded thatteachers and community member needed to be movedbeyond comfortable congeniality, conformity and occasionalinvolvement in decision making, without responsibility thatactual goes with making the decision, to collegiality onconstructively critical professional learning community.Perhaps another way of stating this is to argue that the entirecommunity (teachers and parents) need to engage in realdecisions about teaching and learning in the school if realeducational improvement is to result.

Wohlstetter and Mohrman (1996) find that the creationof school-site councils-typically the first step in implementingSchool-based Management- will not automatically result inimproved performance. School-based Management must beaugmented by a range of strategies at the school, district andstate levels that facilitate interactions among variousstakeholders and that provide a direction for those interactions.School-based management can act as the facilitator of the


school improvement, but when it is implemented narrowlyas a political reform that merely shifts power from the centraloffice to schools, school-based management is inadequatelyto improve school performance.

Bandur (2007 : 24) shows that the implementation ofSchool-based Management in Flores could be significanteffective to improve school environments and studentsachievements as long as governmentt authorities empowerschool councils with decision making authority in key areas.This is one of the key issues, not just to promote a collaborativeworking environment, but also to rebuild the high commit-ment, ownership, genuine partnership and high participationof parents and local community in developing theircommunal schools.

Indriyanto (2003 : 7) reports that main features of SchoolBased- Management scheme include autonomy for principalsas education manager at lowest level of education institution,transparency in school management, and adequate schoolbudget that makes it possible for principals to maneuver inachieving organization goals of schools.

Cheng (1996 :43) point out that to improve educationquality, it is necessary to jump from the classroom teachinglevel to school organization level, and reform the structuralsystem and management style of schools.

B. Theoretical Review

1. Philosophical Base

The research on effective schools, Theory Z, Theory X andY, motivators and hygiene factors, hierarchy of needs, effective


principals, exchange theory, and empowerment all form a basefor a philosophy of school-based management. Combined,they lead to a pragmatic philosophy that includes thefollowing beliefs and values ( Herman ,1991 : 6 ) :

a. Teachers, principals and others who work closest tothe product (educated and productive students) arein the best position to know and improve educationat the school building level.

b. Those who believe all students can learn must begiven decision-making authority to implement thedelivery system that will produce the desired learning

c. Principals must be instructional leaders and mustsupport the teachers by motivating them and bygathering the resources required

d. School district and local school building policies andrules work best when they support processes andstructures like school-based management

e. High expectations for achievement of defined goalsand objectives for both students and employees arebest stressed at the school level for maximum success

f. People want interesting work, they want to be partof decision making group, they want to achieve, theywant to assist others to achieve, and they wantrecognition and a collaborative culture in which towork. These can best be achieved by focusing on theindividual school

g. when school employees are provided the authority tomake meaningful decisions, they are also accountablefor the results of those decisions. Quality assurance is akey to a good accountability monitoring structure.


Once we understand the theoretical and philosophicalunderpinning of school-based management, we can turn toclarifying a definition of the term. Each school building’sdecisionmakers must clearly define what they mean by school-based management prior to beginning the processes andstructures to implement it

2. The Definition of School Based Management

A wide variety of School-Based Management definition isevident in international literature. This array definitions is explainedby the emphasized that the various author and researchers ascribeto principal function of school – based management. For instanceMalen, Ogawa and Kranz (1990 :1) define :

‘School based management can be viewed conceptuallyas a formal alternation of governance structures, as a formof decentralization that identifies the individual school asthe primary unit of improvement and relies on theredistribution of decision-making authority as the primarymeans through which improvements might be stimulatedand sustained.”

Whilst Wohlstetter and Mohrman (1996) highlight thefunction of school-based management as an enabling forcethat reconfigures power relationship between the centraleducation system and schools, to facilitate continual andresponsive school improvement, they argue that :

“school-based management is a popular politicalapproach to redesign school management and gover-nance that gives local school participants, educators,parents, students and the community at large, the powerto improve their schools”


Brown (2004) emphasized the localized decision-makingauthorities afforded by school based management to differentpublic school-based groups. He suggested that :

“site-based management, which is often referred to aspublic school-based management, is a widespreadrestructuring of the organizational level of the publicschool that involves decentralizing decision-making toindividual public schools and sharing decision makingwith a variety of groups ( teachers, administrators,counselors, parents ,etc) within each public schoolstructure.”

The definition cited highlight unique local circumstancesand contexts within which school based management hasbeen applied in general, Cotton (1992: 2) reports that :

“School-Based Management is often described using arange of similar and complimentary terms and concept,such as decentralized management, shared decision-making, school empowerment, shared governance,decentralized authority, school-site economy, responsibleautonomy, autonomous school concept, admin decen-tralization and school-based governance.”

All these terms have common link, which Oswald (1995)describes as : “the decentralization of decision-making toschool sites “.

Holloway (2000) supported this view and suggested :

“Site-based management is defined in a variety of waysbut typically incorporates the same components : adelegation of authority to individual schools, a shareddecision-making model involving various stakeholdersand facilitate leadership at the school level.”


School-based management therefore engages thosestakeholders (teachers, non-teaching staff, administration,students and parents ) closest to the educational servicedelivery with the strategic and operational decision-makingthat is hoped will improve the quality school and studenteducational outcomes.

Leithwood and Menzies (1998) identify not only one butfour types of school- based management. They suggest thatone type of school - based management is where theprincipal is dominant in managing and making decisionsconcerning the school, They describe this is as an “adminis-trative control” type of school - based management. Thesecond type is where the teaching staff receive the authorityto make decisions. This is titled the “professional control” typeof school-based management. The third type of school-based management is the “community control” type ofschool based management. This is where the community ofparents, through a board are in control. The fourth type ofschool- based management , the “balance control” type, iswhere parents and professionals share the decision - makingand management of school.

For the purpose of the study however, the definition ofschool based management used, describe this phenomenonas :

“School-based management is the systemic decentrali-zation to the school level authority and responsibility tomake decisions on significant matters related to schooloperations within a centrally determined framework ofgoals, policies, curriculum, standards and accountability(Caldwell : 2005 :1)


In the review of literature that defines school-basedmanagement, several common characteristics of decentrali-zation model appear. It has been evidenced that school - basedmanagement is a form of district organization that alters thegovernance and management relationships from a centralizedmodel to a decentralized model where schools and theircommunities obtain increased decision-making-power in thedevelopment of school policies, resource managements,staffing, curriculum development, assessment and pedago-gical practices.

Lastly, much of the literature suggests that school-basedmanagement identifies the school as the primary site withthe potential to effect authentic educational change andimprove the educational outcomes for all its students.

3. Principles of School Based Management

There are two basic principles in implementing schoolbased management :

a. School based management provides schools withenhanced flexibility and autonomy in managing theiroperations and resources according to the needs oftheir students ; and

b. School based management enhances transparencyand accountability in the use of publics funds andschool operation by providing a participatorydecision-making mechanism where all key stake-holders are involved.

Indriyanto (2003 :16 ) states the school-based manage-ment scheme practically applies management principles ingeneral. Among these principles the autonomy granted to


principals is among prominent one. In addition to these, thefollowings are other principles which are relevant to theschool-based management scheme.

a. Creating schools as learning organization

The role of principal is to create school as a learningorganization. Being a learning organization the school shouldbe sensitive to change both at micro level (school environ-ment) and macro level. The measure of success of a schoolperformance depends not only on school level but also onbroader level which called as externality .School consideredto make progress if the progress it makes meet the needs ofcommunity, or to keep up with the progress in such areas asscience, technology as well as economy.

As a learning organization school should be able toformulate its feasible an measurable education targetaccording to its potencies. The targets will serve as guides forteachers and principals themselves in running schools. Inaddition they will also serve as bases for effective and efficientbudget allocation.

b. Establishment of division of labour

The fact the school consists of an organizationstructure require that each level have a different function.Yet, it strives to achieve the common goal of school. Thedifferentiation of function is called the division of labour. Itis necessary since no body can do all the work and eachtype of work usually needs specific requirement to do it.Thus the idea of division of labor is to simplify a complexwork based specialty of staff in organization in order toachieve efficiency.


Although the principal as a manager of school has tosupervise all of his/her staffs, it does not mean that he/shehas to do all the work him/herself. School administrative staffsdo such works as administrating school inventory and facilities.Similarly, the articulation and elaboration the content ofcurriculum into teaching program are done by teachers.Although the principal does not do everything him/herself,but he/she has to ensure that they are working on the rightdirection and time.

c. Benchmarking

One of pre-requisites for school to achieve both efficiencyand effectiveness at the same time frame is that it has able toable to set benchmark to achieve in a certain period of timeincluding how much resources will be allocated to achievethem.

Benchmarking as a method of setting up specific targetin measurable time frame and base on organization potencies.Benchmark does not only contain operational programs butalso includes middle range or even long range targets as wellas resource and strategy to achieve them.

There are four approaches of benchmarking whichschools can take :

1) Internal benchmarking : setting school target bycomparing the previous achievement of target

2) External benchmarking : setting school target bycomparing what other schools have or will achieve

3) Functional benchmarking : is done by setting upschool targets based on the organizational missionand vision


4) Generic benchmarking is practically setting up schooltargets based whatever school would like to achieve.It usually based on principals competencies andschool potencies without making any comparison.

Cheng ( 1996 : 46-48) stated the principles used in schoolbased management :

a. Principle of Equifinality

School based management is based on the principle ofequifinality assuming that there may be different ways toachieve goals. Flexibility is emphasized and schools have amplespace to move, develop and work out their unique strategiesto teach and manage their schools effectively.

b. Principle of Decentralization

In the changing education environment, school mana-gement and teaching activities inevitably have difficulties andproblem. Therefore, supported by the principle of decen-tralization, schools should be given the power and respons-ibility to solve the problems effectively at where the problemshappen as soon as possible and make a greater contributionto the effectiveness of teaching and learning activities.

c. Principle of Self-Managing System

With the support of the above principles, it is necessaryto let schools become a self-managing system under somemajor policies and structures, possessing considerableautonomy to develop teaching objectives and managementstrategies, distributes manpower and resources, solveproblems and accomplish goals according to their owncondition.


d. Principle of Human Initiative

Due to the existing multiply and complexity of educationwork, it is impossible to pursue new school functions andenhance education quality without initiative and creativity ofschool member. Therefore school based management aimsat building up a suitable environment for school members toparticipate widely, developed their potential and contributetheir initiative and competence to education quality andschool development.

4. The Characteristics of School Based Management

Characteristics of school based management can not beseparated from the characteristics of effective schools(Depdiknas,2001:11-20). If the school based management isthe body/frame, the effective school is the content. So, thefollowing characteristics of School based management consistof elements of effective school inclusively which categorizedas input, process and out put.

Input-process-output system approach is used to guidein explaining the characteristics of school based management.It is based on an understanding that school is a system so thatthe explanation of school based management (also thecharacteristics of effective school) based on input, process andoutput.

a. Input

1). Clear policy, Target and Quality GoalFormally, the school states all the policies, targets and goalsclearly related to quality. Policy, target and quality goalare stated by principal and socialized to all school


constituents so internalized in thought and actions, habits,becomes sense of quality character of school constituents.

2) Availability and Readiness of ResourcesResources are important input needed in educationalprocess at school. Educational process will not run wellwithout available resources and in turn will not reach thegoals. Resources can be classified into twofold ; humanresources and others (money, tools, equipment, material,etc). Other resources have no meaning without humaninvolvement.Generally, school which implements school basedmanagement must have available human resources to runlearning process. It means that all of resources needed inrunning education must be available and ready. It doesnot mean that the resources must be expensive but theschool maximize the resources in this school. So it isneeded a principal who is able to mobilize the resourcesaround his/him.

3) Competence and High Dedication StaffStaff is the spirit of school. Generally effective school hasa competence staff and high dedication to the school.For school which wants its effectiveness is high, theexistence of competence and dedicative staff is necessary.

4). High Achievement ExpectationSchool which implements school based management hasmotivation and expectation to improve learners achieve-ment and its school. Principal has strong commitment anddedication to improve the quality of school optimally.Teachers have commitment and high expectation thattheir learners are able to gain maximal achievement


although the school has minimal facilities. While thestudents have the motivation and always improvethemselves to reach achievement base on their talent andtheir abilities. High expectation from three elements(principal, teacher and students) is one of the factors whichcauses the school always dynamic and always better thanbefore.

5) Focus on Customers (especially students)Customers, especially students, must be the focus of all ofthe school activities. It means all input and processacted in the school mainly directed to improve the qualityand learners satisfaction. Consequently the preparationof input and output of teaching and learning process mustreflect total quality performance satisfaction expected bylearners.

6) Input of ManagementSchool which implements school-based management hasavailable of input of management to run school activities.Principal in managing and organizing his/her school usesa number of input of management. Complete and clearinput of management will assist principal in managingthe school effectively. Intended of inputs of managementare clearly job, details and systematic planning, supportingprogram to action plan, clearly rule of law, and effectiveand efficient quality control system to ensure that goalswhich agreed are reachable.

b. Process

Effective schools commonly have a number of processcharacteristics as below :


1) High Effectiveness of Teaching - Learning ProcessSchool which implements school- based managementhas the high effectiveness of teaching-learning process.It is showed by the teaching learning process whichemphasizes in empowering the learners. Teachinglearning process is not only memorizing and recalling ,not only emphasizing in mastering the knowledge of whatis taught (logos). But more emphasizes in internalizing ofwhat is taught so internalized and functions as spirit andinternalized and practiced in daily life by the learners(ethos). Even teaching-learning process more emphasizeson how the learners learn to learn

2). Strong LeadershipIn school which implements school-based management,principal has strong role in coordinating, generating andsynchronizing all of the available education resources.Principal leadership is one of the support factor the schoolto realize vision, mission, targets, and goals of school throughimplementing programs which is planned gradually. So theprincipal must have management capability and strongleadership in order able to take decisions and initiatives toenhance the school quality. Generally strong a principal hascapability in mobilizing school resources, especially humanresources to gain the target of school.

3) Conducive School ClimateSchool has safe, order and enjoyable learning climate sothat teaching learning can run enjoyable. The effectiveschool always creates safe, orderly and enjoyable climatethrough efforts factors which grow these climate. In thiscase, the role of principal is very important.


4) Effective Management of Educational WorkersEducational Workers, especially teacher, the spirit of school.The school is only the body. School which implementsschool based management realizes this. Management ofEducational employee, started from need analysis, plan,development, performance evaluation work relationshipuntil rewards are important job of school principal.Especially in developing educational employee, it mustbe worked continuously because of the rapid growth ofscience and technology. In short educational employeewhich is needed in succeeding school based manage-ment has the following characteristics : high commitment, always enable and ready doing the work well.

5) School has the Quality CultureSchool culture internalized in the heart of all of the schoolconstituents, so every activity always based on professio-nalism. Quality Culture has the following elements :a) quality information is used to improvement, not to

punish/controlling othersb) authority restricted by responsibilityc) production must be followed by reward and punishmentd) collaboration and synergy, not competition, must be

the basic of cooperatione). School constituents feel safe to his jobsf ). fairness must be internalizedg). reward and punishment based on the job valueh). sense of belonging of school constituents

6) School has a Compact, Dynamic and Smart TeamworkTeamwork is characteristic which is required by schoolbased management, since educational output is collective


product of school constituents, not individual product. Socooperation culture among the functions in the school,among individual in the school must to be the daily habitamong the school constituents.

7) School has AutonomySchool has the autonomy to do the best to its school so itis required having ability and work capability which doesnot depend on higher authority. Becoming independent,the school must have enough resources to run its function.

8) High Participation of School Constituents and CommunitySchools which implements school based managementhas the characteristic that the participation of schoolconstituents and communities is a part of their life. It isbased on belief that the higher participation, the biggersense of belonging, the bigger of the responsibility, thebigger of responsibility, the bigger of the dedication.

9) School has Transparency of ManagementTransparency of school management is the characteristicof school based management. Transparency is showed indecision-making, planning and actuating activities,budgeting and others which always involves stakeholdersas instrument of control .

10) School has Desire to ChangeChange must have something enjoyable for all of schoolconstituents. In contrary, status quo is school enemy.Actually it means by changes which enhance, physicallyand psychologically. It means every change movementwhich is done, the result is expected better than any timein past, especially learners quality.


11) Schools do a Sustainable Evaluation and ImprovementRegular learning evaluation is not only to know thelearners ability but the most important is how to usethe result of evaluation to improve and to completeteaching learning-process in the school. So the role ofevaluation is very important in order to enhance thelearners and school quality comprehensively andsustainable.Sustainable improvement has to be school habit of schoolconstituent. Never days without improvement. So theschool must have the quality standard. The quality systemmust include organization structure, responsibility,procedure, process and resources to implement qualitymanagement.

12) School Responses and Anticipates the NeedsSchool always responses many aspirations which rises forincreasing the quality. The school always read theenvironment and responses fast and accurate. The schoolis not only able to adapt the change but also able toanticipate the problem will happen.

13) Good CommunicationEffective school commonly has good communication,especially among school constituents and also betweenschool-communities so that the activities acted by eachof school constituents are known. Using this method ,integration of all school activities are able to do to reachthe targets and the goals of school which have beendetermined. Good communication also will form strongcompact and smart teamwork so many school activitiescan be acted equally by school constituents.


14) School has AccountabilityAccountability is form of responsibility must be doneschools to successful of programs which implemented.Accountability is in form of achievement report gainedand reported to government, parents and commu-nities. Base on this report, the government can evaluatewhether school based management programs havereached the purposed targets or not. If succeeds, thegovernment needs to give reward to the school so thereward to be the leverage factors to improve itsperformance in future. In contrary if the programs failthe government need to give warning as the punish-ment to its performance.Parents and society can give evaluation whether theprograms are able to enhance their children achieve-ment individually and whole school performance. Ifsucceeds , parents can give spirits and supports toimprovement the future programs. If it fails, parents areable to ask the responsibilities and explanations fromschool because of the unsuccessful. With this methodthe school will be seriously in actuating the programsin the future.

ccccc. Output. Output. Output. Output. Output

School must have an expected output. School output isschool achievement which is produced by learning processand school management. Generally, out put can be classifiedinto twofold :

1) Academic achievement, such as National ExaminationScore ( UN score), youth science competition, Olympic


Competition in English, Mathematics, and Physics,ways of thinking (critically, creative/divergent, logical,rational, inductive, deductive and scientific).

2) Non-academic achievement, such as self confidence,honestly, cooperation, high solidarity, tolerance,discipline, diligently, sport achievement ,art and boy-scout.

5. Functions Decentralized

Typically, the decisions that are decentralized are those thatdirectly affect the student, for example, program decisions,curriculum decisions, time- allocation decisions and instructionaldecisions (Candoli,1995 :1) Within the context of SBM, Caldwelland Spinks (1992), on the other hand, view decentralization, as“ decision at the school level being made within a frameworkof local, state or national policies and guidelines”(p.4). Here, theschool remain accountable to a central authority for the mannerin which resource are allocated. To these authors, resources aredefined broadly included :

a. Knowledge : decentralization of decisions related tocurriculum, including decision related to the goals orends of school ;

b. Technology : decentralization of decisions related tothe means of learning and teaching ;

c. Power : decentralization of authority to makedecisions ;

d. Material : decentralization of decisions related to theuse of facilities, supplies and equipments ;

e. People : decentralization of decisions related tohuman resources, including professional develop-


ment in matters related to learning and teaching andsupport of learning and teaching.

f. Time : decentralization of decisions related to theallocation of time

g. Finance : decentralization of decisions related to theallocation of money

Here, resources are broadly defined to include human andcapital resources, which are transformed into learning andcurriculum experience (knowledge and technology), as wellas the autonomy of using these resources. Bullock and Thomas(1997: 7-8) grouped the scope of decentralization to include :

a. Admission : decentralization of decisions over whichpupils are to be admitted to the school

b. Assessment : decentralization of decisions over howpupils ate to be assessed

c. Information : decentralization of decisions over theselection of data to be published about the school’sperformance ; and

d. Funding : decentralization of decisions over thesetting of fees for the admission of students

In accordance with Depdiknas (2001 : 20 ) there is still nofixed recipe about decentralized factors, because of educationautonomy is running and still finds out its form so as in legalaspect the school doesn’t have jobs and functions yet in thisautonomy era now. Waiting the legal aspect will be enactedthere are so many school functions worked by the centralgovernment that can be enacted at school level professionally.

Aspects which can be worked by school in school basedmanagement framework are :


a. Planning and Evaluation

Schools given autonomy to do planning according to theneeds (School-based Plan). The needs such as the necessityof improving school quality. So the school has to make qualityneed analyzes, based on this analyzing the school makesquality improvement plan.

School which is given the autonomy to do evaluationespecially internal evaluation. Internal evaluation which isdone by school constituents is to monitor action process andevaluate program results which have worked. This evaluationis often called as self evaluation. Self evaluation must behonestly and transparently and able to express the realinformation.

b. Management of Curriculum

Curriculum made by central government is standardcurriculum which acted nationally. However, generally theschool conditions are various. So in implementation schoolcan develop it ( deepening, enriching and modifying) but doesnot diminish the contents which acted nationally. Besides thatthe school given the freedom for developing local contents.

c. Management of Teaching Learning Process

Teaching learning process is the main activity of school.The school is free to choose the most effective strategies,methods and techniques in teaching learning related tosubject characteristics, learners characteristics, teachercharacteristics and human resource available at school.Generally strategic/method/techniques of teaching learningwhich student centered more capable in empoweringlearners.


d. Management of Employees

Management of employees is started from need analysis,recruitment, development, reward and punishment, workrelation to evaluating school employee performance(teachers, administration staff, laboratories, etc) can be doneby the school except the salary and recruitment of civil servantteachers which still hold by Central Government.

e. Management of Facilities

Management of facilities should be hold by school, beginfrom inventory, maintenance, and improvement to develop-ment. It is based on the fact that the school is the mostunderstand the need of facilities.

f. Management of financial

Management of financial especially financial distributionand allocation should be enacted by school. This is based onthe fact that school is the most understand its need so thedecentralization of financial distribution and allocation mustbe decentralized to school. The school must be given thefreedom to do income generating activities so that thefinancial sources are not only depend on the government.

g. Students Services

Students services which started from new studentsacceptance, development, empowerment, direction, place-ment to continue their study or to work and organizing alumnihas been decentralized before but they need to improve theirintensity and their extensity.

h. School-Community Relationship

The essence of school-community relation is to improveinvolvement, support, ownership, and community support


especially moral and financial support. The fact the relationshipschool-community has been decentralized before so onceagain it is need improvement intensively and extensively.

i. Management of School Climate

Conducive-academic school climate (physically and non-physically) is pre-requisite of effective teaching and learningprocess. Safely and orderly school climate, optimism or highexpectation of school constituents and students-centeredactivities are the samples of school climates which createlearning spirit of learners. School climate is school autonomyso it needs extensive and extensive effort.

The functions which are decentralized to school can beshowed in figure 2.1 as follow :

Figure 2.1. Functions Decentralized

6. Process Of School Based Management

School based management can be conceptualized as aprocess of strategic management including four stages :environmental analysis, planning and structuring, staffing anddirecting and monitoring and evaluating, as shown in figure2 (adapted from Cheng , 1996). In each stage of themanagement process, the contribution of participation and


leadership is important and necessary. This strategicmanagement is cyclic learning process or a developmentplanning process that contributes to continuous improvementand development at the individuals, program, group andwhole school levels. In other words, SBM, if conceptualized asstrategic management, can provide a systematic and cyclicmechanism for school to continuously learn from actions andenvironments, develop school goals and members, transformexisting constrains,. Improve school practice, and pursuemultiple school effectiveness and education quality.

To a great extent, strategic management I a mechanismthat can create continuous transformation and developmentin school. Therefore, school based management should bethe type of school management that can contribute to theinitiating, developing and maintaining strategic

Environmental analysis. At the initial stage, the school (including the concerned school members) reflects on itsinternal and external environments relevant and crucial toits existence and functioning and also on its mission andgoals in such environments. The existing strengths,weaknesses, opportunities and threats of the school areanalyzed carefully.

Planning and Structuring. The results of environmentalanalysis contribute valuable and powerful information for theschool to plan strategies for school actions includingestablishing school mission, policies, programs, budget,organizational structure, and work procedures in its existingexternal and internal environments. School mission andobjectives can be established through participative decision-making involving all important school members.


Staffing and directing. This stage aims at developingcompetent staff and helping them to bring about purposefulactions towards the school mission and objectives and performeffectively. Successful staffing and directing can maximize theeffectiveness of all human initiative and power in implementingschool plan and program plans, achieving school objectives,and pursuing long-term school development.

Monitoring and Evaluating. At this stage, the performanceof school as a whole is evaluated and monitored to ensure theprogress towards school goals and objectives according toprograms and school plan. The school establishes its reportingand evaluation systems (for staff appraisal, program evaluation,and school evaluation), the performance indicators and standards,and the reward system for individual staff and program teams.The results from monitoring and evaluating will contribute tothe start of the next strategic managing cycle. This stage can alsoprovide the necessary information for helping individuals, groups,and the school to learn, improve and develop.

7. The Objectives Of School Based Management

SBM objectives are to give school an autonomy orempower the school throughout principal autonomy andencourage participative decision -making to school . In details,the objective of SBM are :

a. that it should improve educational outcomes forstudents through increasing the range of decision-making and resource management as schools areable to make and retain saving which can beredirected towards educational priorities establishedby each school


b. that there should be an efficient delivery services tothe community with a minimum of administrativeoverheads and emphasis on community control

c. that decision-making be local except where econo-mies of scale indicate that functions are betterhandled centrally

There are a number of arguments put forth in favor of theintroduction SBM. First, allowing school agents ( principals,teachers, and parents) to make decision about relevanteducational issues is believed to be a more democraticprocess than keeping these decisions in the hands of aselected group of central level officials ( Malen, Ogawa andKranz 1990). Second, locating the decision - making powercloser to the final users will arguably lead to more relevantpolicies, as local actors generally have better information aboutlocal needs, and thus are able to make the best decisions.Third, additional gains in efficiency could come from making-decision-making process less bureaucratic. Fourth, empo-wering the school personnel and the community might leadto higher commitment, involvement and effort. This will resultin a greater resource mobilization and possibly a moreenjoyable school climate if all different agents involved in thedecision-making process cooperate and coordinate efforts.The closer parent-school partnership might also improve thehome environment with respect to learning.

Fifth, involving parents in school management or inmonitoring and evaluation activities is likely to increase thelevels of transparency and accountability within the school.This might be in turn improve school effectiveness and schoolquality.


C. Conceptual Framework

The conceptual framework of school based managementin summary, the frame work argues that :

Decentralization reform have positive influence on theefficiency and effectiveness of education service largelybecause decentralization : a. enables the service provider (inthis case school) to make use of information about localpreferences, and ; b. increases the opportunities for the servicereceiver (in this case community ) to hold the service provideraccountable, which, inturn, can improve teaching andlearning.

The ability of the school to make use of its knowledgeabout local preferences and of community to hold school staffaccountable depends on the extent to which the reforms haveled to both community and school empowerment.

School and community empowerment will not beenough to ensure the fulfillment of some national objectives,such as higher coverage or national targets in learningachievement. Equity concerns and local institutional weaknessmay also not be fully addressed, as risk of capture by local elites.

In this context, the government will need to findmechanisms which lead the agent (i.e. the school) to pursuenational interests. This will require an effective accountabilityrelationship between the policy maker and organizationalprovider – i.e. school.

Finally, the degree to which schools and communitiesbecome empowered and the effectiveness of the accounta-bility relationship between policymakers and educationproviders is influenced by both the : a. assets of actors and

40

communities, which include skills and information as well asorganizational, psychological, human, financial and materialassets, and ; b. the context in which the school and communityexist. In fact, assets and context also have a direct impact onteaching and learning environment as well as on students’education outcomes. On the formal side, the context includesspecific reform design (de jure provisions regarding theoperation of the program, most notably the functions andresponsibilities decentralized to school). On the informal side,the context consists of a range of socio-political factors thatdetermine whether the reform, once adopted, can besustained, and to what extent it is implemented according tode jure provisions. context and assets are interrelated.The conceptual framework presented in figure 2.3

Figure 2.3. Conceptual framework(adopted from Di Gropello : 2006)

41

A. Method of the Research

In this study, the writer uses qualitative and quantitativemethod. In qualitative research, according to Fraenkl and

Wallen (2000 : 5002), the writer investigates the quality ofrelationship, activities situations or materials. The writer report thequalitative report in the form of case study, because the studydiscussed is related with the activity or process of management.According to Nunan (1989 : 70), a case study is an account ofsingle instance of whatever it is we are investigating.

We can thus have case studies of single teacher, singlelearner or single school. As suggested by Sutopo (2002: 43-44), one of the characteristics of qualitative study is presentedin the form of case study. While as quoted by Mulyana (2003 :200) , case study is a description and explanation about manyaspects of individual, group, organization (community),program or social situation

To describe how the implementation of School BasedManagement, the researcher uses descriptive research.

CHAPTER III

Research Methodology


According to Lincoln and Guba (1985 : 39-44) in Moleong(2004 : 6 ) one of the characteristics of qualitative study isdescriptive. Neuman ( 2004 : 22) state that descriptive researchfocuses on “how” and “who” questions ( “How did it happen ?”“ Who is involved ?). Descriptive research presents a picture ofthe specific details of a situation, social setting, or relationship.The outcome of a descriptive study is detailed picture of thesubject.

This research is called qualitative research because it isrelying on the collection of qualitative data (i.e. non numerical)such as words and pictures (Johnson and Christensen ,2000:17)

B. The Place and Time of the Research

The research was conducted at SMA N 1 Kebumen, oneof the States Senior High School in Kebumen, Central Java.This research was conducted in Juli - Agustus 2008.

C. Population

Arikunto (1996 : 115) quotes from Encyclopedia ofEducational Evaluation, that “ population is a set (or collection)of all elements possessing one or more attributes of interest”.The population of this research was the stakeholders of SMAN 1 Kebumen.

D. Research Sample and Sampling Technique

Fink (1995 : 1) states that “ a sample is a portion or subsetof a larger group called population”. Whereas , sampling


technique is a technique of choosing samples out of thepopulation ( Hadi,1992 : 22 ). Sampling technique in qualitativeresearch is quite different from quantitative reseach. Thesampling technique in the qualitative research is moreselective than the qualitative one since it contains somecertain criteria, as stated by Sutopo ( 2002 : 21)

Qualitative researches tend to use non probability ornonrandom samples ( Neuman 2004 : 196). Purposivesampling or criterion based- selection is conducted in orderto obtain information as much as possible. Therefore, thesubjects taken are not because of strata, random or region(like in quantitative research), but merely based on needs. Moreover, the subjects may improve according the need andstability in collecting the data.

In this research, the constituents of SMA N 1 Kebumen,those criteria are as follows :

1. He is a principal2. They are teachers3. They are administration staff4. They are students5. They are school committee

E. Sources of the data

Data sources of qualitative research can be taken fromman and his behaviour, phenomenon, documents, archivesor others (Sutopo,2002:23).The sources of the data in this studywas collected in the form of information includes

1. Participants are the source of data who give in theform of written or spoken words or person who gives


responses to the researches’ question. In this study,the informants are 75 people who know aboutSchool-Based Management.They are : 1 principal ; 34teachers ;17 administration staffs ; 16 students ; and7 school committtee

2. Documents are the source of the data , which suppliesthe data in form of words, pictures or symbols. Thoseare the text book, journals, articles, memo, note andsoon. Here the documents belong to the textbooks,announcements and journals related the problems.The writer used tape recorders and photograph asthe documentation in this research.

F. Techniques of Collecting the Data

Technique of collecting the data is technique forphysically obtaining data to be analyzed in research on a study( Johnson and Christensen ,2000 :126). To get the data needed,the writer used four techniques of collecting data. Thetechniques are observation, interview, questionnaire, anddocument analysis / content analysis.

Each of techniques is briefly presented in the following :

1.1.1.1.1. ObserObserObserObserObservationvationvationvationvation

Observation is activity to focus on an object with all thesense (Arikunto, 1996 :145). The writer in this study, willparticipate passively. The writer will not take much role andwill not communicate with people will being observed. Thewriter will observed certain activity will happen.

Observation will be done to observe school activities orphysical evident related to the school based management


program, such as teaching learning process, sport exercises, resultof certain facilities, teachers meeting and soon. Observation resultsare expected able to answer the following questions :

a. Is the school management opened ?The questions can be answered by watching whetherthe teaching meetings are democratic or not.Whether planning document is available and readableby teachers, administration staffs and parents.

b. Do the planning programs run well ?

2.2.2.2.2. IIIIIntntntntntererererervievievievieviewwwww

The second technique is interview. It is data collectionmethod in which an interviewer ask the interviewees thequestions (Johnson and Christensen 200 : 140). The purpose ofinterviewing people is to find out what is on their mind whatthey think or how they feel about something ( Fraenkl and Wallen,2000 : 309 ). This activity is not done strictly, it will carried by usingthe focus questions called interview guide. Interview guide ismade based on the observation. By using this technique, thewriter get reliable information from the informants honestly,especially in the implementation of school based management.

Interview is done to explore respondent perception ofimplementation process of program. Interview is also usedto check the other data that have got before. Openness datafrom questionnaires can be checked by interviewing teachers,administrators, students and parents. Interview results areexpected able to answer the following questions :

a. Do the program planning involve the principal, schoolcommittee, teachers, administration staff, studentsand parents representatives ?


b. Do all the school constituents especially teachersknow whatever about school program in SchoolBased Management ?

c. Is the financial allocation known by all schoolconstituents ?

d. Is the cooperation among school constituents better?

e. Do the cooperation between school and communityincrease ?

f. Is financial allocation used openly ?g. Do the school programs always continue, because of

school needs ?h. Do school based management program run well ?

3. Questionnair3. Questionnair3. Questionnair3. Questionnair3. Questionnaireeeee

Questionnaire is one technique of collecting the data byposing a list of questions to the participants. Allison et al (1996)said that questionnaire has a similar purpose to the interviewexcept that is usually in printed form and may be completedwithout presence of the researchers. The question should bebrief, simple, straight forward and in offensive.

Arikunto (1996 :139-140) stated that based on the wayto answer the questionnaire, there are two types ofquestionnaire, closed and opened questionnaire. Closedquestionnaire is questionnaire which respondents onlychoose the available answers or responses, while openedquestionnaires is questionnaire which is giving opportunityto the respondents to answer or respond it by using theirown words. In this study the data was collected by usingclosed questionnaire.


The respondents consisted of principal, teachers, adminis-tration staff and students and parents representatives (schoolcommittee). Questionnaire method is used to exploreconstituent school opinion about school based managementextensively. The Questionnaire explores the following dimension: context component, input, process output and out come.

4.4.4.4.4. CCCCContontontontontent / Dent / Dent / Dent / Dent / Document Analysisocument Analysisocument Analysisocument Analysisocument Analysis

The last technique is document analysis. Content analysisrefers to the process of analyzing the documents. Accordingto Neuman (2000 : 292) content analysis is a technique forgathering and analyzing the content of the text. The contentrefers to words, meanings, pictures, symbols, ideas, themes,or any messages that can be communicated. Contents analysisis research methodology, which is used to draw validconclusion from book or document.

It is the technique of collecting data by researching writtendocuments such books, magazines, documents, memos, etc( Arikunto, 1996 : 48). In this case, the writer analyzed thedocuments in the form of school budget, school program,academic and non-academic achievement, parents parti-cipation etc.

G. The Validity and the Reliability of the Data

According to Fraenkl and Wallen (2000: 506-507) theconcept of validity refers to appropriateness and usefulnessof the inferences researches, make based on the data theycollect, while reliability refers to consistency of these inferencesovertime. The examination of the validity and reliability of data


is conducted in order to get the conviction that the datacould be trusted really based on the reality. In Qualitative study,researchers uses a number of techniques and perspective.Different researchers see something more clearly then theothers do. Therefore to check their different perceptions inorder to ensure that they are not being misinformed, thereare many steps that should be considered. In this research,the writer will use the following procedures to examine validityand reliability of the data, as stated in the following points :

1. 1. 1. 1. 1. TTTTTrrrrriangulationiangulationiangulationiangulationiangulation

Triangulation is the most common way in increasing thevalidity and reliability of qualitative research data. As stated byMoleong (2004 :178) triangulation technique is the techniqueto check the data by using something beyond the data.Related to this case Patton (1984) in Sutopo (2002 :78) statedthat there are four kinds of triangulation technique. They aredata (source data ) triangulation, investigators triangulation,methodological triangulation and theoretical triangulation.Inthis research , the writer will use triangulation of source.

2.2.2.2.2. KKKKKeeeeey Iy Iy Iy Iy Infnfnfnfnfororororormant Rmant Rmant Rmant Rmant Reeeeevievievievieviewwwww

In developing the validity and reliability of the data, thewriter also will use ‘key informant review’.In this matter, thewriter confirmed the displayed data which has beenarranged(especially the result of interview ) to the informant.It is done in order to clarify whether the statement written inthe description is agreeable or not. As stated by Fraenkl andWallen (2000 : 500), interviewing individual more than once isextremely important in qualitative study. It will also understandthe consistency of informant in giving the information.


H. Technique of Analyzing the Data

1. C1. C1. C1. C1. Conceptual Donceptual Donceptual Donceptual Donceptual Definition and Oefinition and Oefinition and Oefinition and Oefinition and Operational Dperational Dperational Dperational Dperational Definitionefinitionefinitionefinitionefinition

a. Conceptual Definition

School-based management is a form of district organi-zation that alters the governance and managementrelationships from a centralized model to a decentralizedmodel where schools and their communities obtain increaseddecision-making-power in the development of school policies,resource managements, staffing, curriculum development,assessment and pedagogical practices.

b. Operational Definition

School based management is implementation of schoolbased management in SMA Negeri 1 Kebumen which has thecharacteristics as follow : context, input, process, output andoutcome.

1) context : future challenge, support and communitysupport, government policy, community aspiration,community social economic condition and geo-graphic situation

2) input : school expectance, school resources, input ofmanagement, students, curriculum, financial andhuman resources

3) Process : transparency, cooperation and communityparticipation, autonomy, sustainability

4) Output : academic achievement and non-academicachievement

5) Outcome : organizational, community


2.2.2.2.2. TTTTThe Data Analysishe Data Analysishe Data Analysishe Data Analysishe Data Analysis

The process of analyzing the data will done together withthe process of collecting the data. This research uses theinteractive – analysis model proposed by Miles and Hubberman(1992 : 16). The analysis consists of four steps, they are :

1. Collecting the DataCollecting of the data is the process which collect alldata both numeric and words from observation,questionnaire, interview and document. It is con-ducted as long as data are still required. It is stoppedif they are sufficient.

2. Reducing the DataData are processed , summarized and selected hardly,and then arranged systematically and focused on theimportant things. The reduction of the data showsmore details description and it helps the researchersto find out the data when they are required and alsofacilitate him to draw the conclusion. In this processthe data are simplified and the unimportant data areput away.

3. Presenting the DataThat is the process in which the data ( the unit ofinformant) are described in narration form , so that itenables the researcher to make research conclusion.Generally the data are presented in the form ofsentences that arranged systematically and logically.By presenting the data the writer considers what heshould do- in addition, he could make the analysis ortake other actions based on his understanding. Thenthe results are compared to the relevant theories.


4. Making ConclusionAfter presenting the data the next process is makingconclusion. In collecting the data, the researchermakes notes about everything to the research he hadfound, so they can help him in making conclusion.Those note may be amount a rules, statement, patternand soon. In this system, the writer always movesamong three analysis component during collectionof the data. After collecting the data, the writer movesamong the three components of analysis by usingthe rest time.

Figure 3.1 below is the interactive model of Data Analysisproposed by Miles and Hubberman ( 1994)

Figure 3.1 Interactive model of Data Analysis

To make easy in concluding the study, in analyzingeducation components is used quantitative analysis in formof standard numeric and then classified into formulas as follow:

Aspect Score =

52

Component Score =

Score Classification4.5 - 5.0 =excellent4.0 - 4,49 =very good3.5 - 3.99 =good3.00 - 3.49 =fair2.5 - 2.99 =badLess than 2.49 = very bad(source Depdiknas quoted by Supriyatno 2005 : 50)

53

A. The Description of the Setting

SMA Negeri 1 Kebumen was established in 1959 andthe oldest school in Kebumen. In Augustus 21, 1958

Department of Education released decree number 26/SK/B/III about regency which got state schools. Kebumen was oneof the regency which got state school consisted of section A,B and C and started in August 1, 1958.

In realizing the decree and ministry rule above was formedSLA (Sekolah Lanjutan Atas) committee leaded by Mr RProdjosudarpo (ex resident of Kebumen) supported bycommunities and sponsored by GKBI and CV Dieng , SLAcommittee had successfully built about four local buildingscompleted with their furniture and six toilets which cost wasaround Rp 600.000,00 (six hundred thousand rupiahs).

SMA Negeri 1 Kebumen was formally opened in August1, 1959 in 1959/1960 academic year. It was consisted of 157students which was divided into section A was one class,section B were two classes and section C was one class. It

CHAPTER IV

Result Of The Study


consisted of twelve teacher staffs, one principal he was Mr. RSukardjiman and three administration staffs. Teacher andadministration rooms were built emergency in lobby room.

The building wide is 4.370,74 m2 which was founded onthe land as wide as 9.055,575 m2 which consists 863 studentsin 2008/2009 academic year. The ratio of land wide andbuilding wide to the students are 10,49 m2/ students and 5,06m2 /students. It shows that physically the classrooms in SMANegeri 1 Kebumen are very conducive to the teaching learningactivities.

Now SMA Negeri 1 Kebumen has qualified humanresources. They consist of fifty five teachers, twenty twoadministration staffs. Most of the teachers have qualificationswhich are required by the government. Majority of them havegraduated from S1 degree and teach based on theirbackground of education. Forty five (81%) teachers are S1,eight (14,5 %) teachers are DIII/DIV,two (4,5%) are S2. Base ontheir status they consists of forty three (78 %) civil servant(PNS) and twelve (22 %) non civil servant. The administrationstaff composition are three (14 %) staffs are S1 graduates,twelve (54.5 %) staffs are SMA graduates , six (27 %) staffs areSMP graduates and one staff (4.5%) is SD graduate.

SMA Negeri Kebumen is located in strategic location.incentral town of Kebumen. It is located on Mayor Jenderal Soetoyostreet 7 Kebumen. This shool is easy to reach by any transportationmodes because it is located in main transportation line ofKebumen. Eventhough this school is near of the main street, theshool circumstances is not too noisy because Kebumen is notbig city. This school also has safe environment and goodrelationship between school and societies.


Geographically the school is bordered by the MayjendSoetoyo street in the front (in the south) of the school. In thewest is bordered by Veteran Street and SMP Negeri 2Kebumen. In the east is bordered by Tanimbar Street and inthe north of the school is bordered by Ampera street and SMPNegeri 2 Kebumen.

School facilities are provided especially to support variousstudents activities either for learning process or studentsdevelopment and also to support education services. Theyconsist of twenty two classrooms, six laboratories (physics,chemistry, biology and language, computers) internet andhotspot area (24 hours), library, student activities rooms,Student Cooperation and canteen, OSIS (Students InternalSchool Organization) room, auditorium, School Healthy Unit(UKS) room, counseling room (BP/BK), principal room, viceprincipal room, teachers room, administration room, TRRC(Teacher Resource Room Centre) room, mosque and sportfield (basket ball, volley ball, tennis, table tennis and shuttlecock).

Students academic result average of UN (NationalExamination) score in three recent years respectively in 2006were 25,53 ; in 2007 were 25,65 and in 2008 are 48,66 . Theschool always gets the first rank among the state and privateschools in Kebumen and always passes 100% of the students.Many students are accepted in many favorite state universitiesin domestic and abroad. From the data we can see that thealumni of the school are able to compete not only in domesticregion but also in international level. The student achieve-ments are also in non academic achievements such as insports, arts, and life skills.


SMA Negeri 1 Kebumen has also stipulated as one ofpioneering of international standardized school sinceFebruary 2005 based on decree (Kepmendiknas) number 81/C4/MN 2005 from General Directorate of Basic and MiddleEducation Management, Directorate of Senior High SchoolDevelopment, National Education Department in the firstphase from hundred of schools. It is suitable with the law20/2003 in National System Education article 50 point 3 statesthat government and/or regency government holdminimally one education unit in every education level ofeducation which is internationally level. The principal,assisted by team of pioneering of international standardizedschool, try to implement this programs based on centralgovernment guidance which is adapted by riel condition andschool needs which called School Development andInvestment Plan (SDIP)

B. School Programs

Systematic and sustainable program is actually veryimportant to support school success in academic and nonacademic activities. School program includes the develo-pment of science and technology, the development ofstudent attitudes, and the development of reading andwriting.7

1. Routine Programs

Routine program is program which is used in order to keepthe institutional functions run normally. They includesteaching learning activities regularly (no free class), hold daily


test minimally three – six times in every semester, holdsemester test (2 times), hold national examination, providingschool facilities and school equipments, maintaining schoolfacilities and school equipments, hold extra curricular and holdstudents character building.

2. Specific Programs

Specific programs is run to enhance the school quality byopening immersion program, It is learning program whichused English as teaching language in all subjects exceptreligion and Indonesian which has been started since 2005/2006 academic year for X grade, which is hoped has betterimpact in implementation of English Days which has beenbegun since 2006/2007 academic year. It is because of theimportant of English for graduate school.

Specific programs to defend school achievement aresuch as remedial test to the students who don’t masterminimal school criteria and hold out of the effective hoursof teaching learning activities, improving teachersprofessionalism by sending teachers to the workshop,MGMP training etc, hold twenty times of try out for gradeXII before national examination, providing students withextra curricular suits with students choice, improvingteachers/staff welfare, changing gradually laboratoryequipments and tools, completing material laboratoryneeds, empowering library by adding new books, makingcooperation with universities to drill students who join insubject olympic competition such as physics, biology andchemistry, increasing computer unit to carry out informa-tion technology and communication learning.


3. School Based Quality Improvement Programs

a. Academic Program

In academic program the school implements twocurriculum, those are 2004 curriculum (KBK) and 2006curriculum (KTSP). The school does not allow the free hours.The school uses moving hours or uses contract teachers. Thepercentage of academic program is 80 % and non academicprogram is 20 %. Try out test is used to prepare the nationalexamination. The stipulation of score target is in the first andsecond semester. The first grade has extra curricular skill. Theschool also hold study comparison to other leading school/favorite school in Central Java and Yogyakarta. The school holdthe remedial service six times in one semester and held alsothe enrichment service. Introducing the successful publicfigures which come from government, entrepreneur, politicand religious is done to enrich the students view. The schoolalso optimizes teacher meeting, gives additional learning hour,parallel test, laboratory practice in physics, chemistry, biology,languages and computers.

The school has the score targets which must be reached bythe students. They are curriculum target which require 100% forevery subject. Students are said have achievement if their scorecumulative in semester one is higher than the semester before,minimally 0,025. If the formulation above is not gained by studentsindividually, it means that the students need developing capabilityby enhancing academic learning activities.

b. Students Attitude

Attitude education is not independent subject but theapplication will involve educators, parents and societies.


Attitudes education which more emphasizes in morality,emotion and behavior must be in form of positive values. Thedevelopment of students attitude is the responsibility of alleducation staff. It means that the educator workers must beable to give a good model of positive behavior.

Students is required to apply their behavior at schooland able to be model to themselves and to their friends whichfocus to the religious norm, law norm, and social norm so thatcreate harmony school life. The goal of attitude education isto create polite human, it needs a good cooperation andpositive model both at school and at home.

c. Reading and Writing Development

To support the reading and writing habit, the school doesthe following programs: providing reading media whichenforce educators and students curiosity, held discussion/academic dialogue, scientific competition, scientific paper forXII grade, homework assessments, delivering mission atseminar / workshop activities, those students who come lateare punished by making arrangement in English.

d. Development of School Environment

School environment is very important for the school success.A good environment is exactly impact to teaching learningactivities. The development of school environment considersschool conditions, students abilities and student talents, economiccondition, public culture and educational workers capacity. Theexistence of school development makes the students havequalified academic, qualified moral and qualified emotion. It isvery proud so that the parents attention to the school programswill deliver schools to be a favorite school.


e. Educational Workers Empowerment

Educational workers empowerment focuses on the jobefficiency and job effectively. The program must be totallydelivered based on administration guidance. Job distributionmust be suited to the personal ability such as educationalworkers are expected able to manage teaching learningactivities and teaching learning administration professionallyit means that educators must be able to form fix studentsmaturity (polite students), in teaching educators must beable to make their students clever based on their intelligences,so that the targets of semester score and National Examinationscore can be reached.

There are no free class / empty teacher, the classes withoutteaching, because the school uses moving teaching hours oruses contract teachers. Administration staff is used maximallyin finishing works which suitable with their jobs, so that thejobs at that day are finished at that day too.

C. The Implementation of School BasedManagement (SBM)

School based quality improvement programs have aimsto improve the school quality which include all the schoolsystem and sub system. The subsystems are input, process,output, outcome. So that in gaining the aims, the needs ofgood supporting factors called context is important.

The school as a system is managed to produce theexpected results. SBM aspects which consist of transparency,autonomy, cooperation, participation, accountability andsustainability are used as foundation in managing SMA Negeri


1 Kebumen. SBM as new paradigm in managing school bringsmany consequences and demands a good school teamwork.

In analyzing the data, results analysis will be presentedquantitatively and qualitatively in every aspect and educationcomponent so that finally the end result will be known in termsof component calssification. All the total score of componentand their classification will be known from every componentclassification.

The results of the questionnaire show the schoolclassification whether the school is excellent, very good, good,fair, bad or very bad. If the questionnaire results in the rangeof 0-2,49 the school is categorized as very bad ; 2,5–2,99 theschool is categorized as bad; 3,00-3,49 the school is categorizedas fair ; 3,5-3.99 the school is categorized as good ; 4.00-4,49the school is categorized very good ; 4.5-5.0 the school iscategorized as excellent.

Then the data analysis results are described qualitatively inevery component and education aspect. The data analysis resultsis supported by the result analysis of interview, documentationand observation. So it will be gained the real data of SMA Negeri1 Kebumen qualitatively. After that the data analysis and datainterpretation of every component will be presented.

1. Context (the relevance of SBM with schoolenvironment)

a. Future Challenge

Future education challenge will change rapidly. Studentsdo not only compete in local area (regency, province, andnational) but also in international . Their competitors in lookingfor the qualified schools also from abroad. So that the schoolmust be ready in response this challenges.


SMAN 1 Kebumen responses this demand by preparingtheir human resources especially the students by imple-menting local, national and international curriculum. Thesocial demand of high quality education can be seen fromtheir enthusiasm in registering their children to enter thisschool.

Government also asks to certain school especially stateschools in every regency to hold one national school whichhas international standard in every regency. Preparing thestudents to face global competition, the government hadstipulated SMA Negeri 1 Kebumen as the pioneer ofinternational standardized school since 2005. Stated by theprincipal Km that SBM is able to prepare the students withthe demand of future education challenge. He stated :

“In my opinion SBM is able to face education chalenge inthe future, in this case the students passing grade, schoolobjectives, school output, what is being to be, have beenformulated and planned base on the school capacity toreach the objectives “ (Interview with principal Km on July29, 2008)

The administration staff strengthen this statement by hisstatement below :

“I think in SBM the school must brave to arrange programs,policies base on riel need of school. If we only adopt fromothers policies or wait the direction from centralgovernment it doen’t run because every school isdifferent, for example school A is deifferent from school B.So that SBM is very suitable to fulfill the demand of globalera.” (Interview with Administration staff AL on July 30,2008)


b. Communities Support and Participation

Communities help formally in form of School Committee.They give their supports and participations such as ideas,funds and morality. Their thought supports are delivered informs of suggestions, critics and so on especially in PlenaryWork Plan of School Committee in every new academic yearor in any chance may possible to school to conduct meetingwith societies around the school.

The school committee role which involves representativesof teachers, students, parents, members of school committeeand public figures are identifying school priority need toimprove school quality and physical development, arrangingplan and school budget, actuating and evaluating schoolprogram, school accountability, making report of schoolbudget and facilitating cooperation relationship in developingschool. Communities support and participation stated by themember of school committee as follow :

“Focus only on government subsidiary is not enough, sothe school hold the meeting with parents especiallyparents of grade X to give financial contribution consitsof operational and deveopment fee …” (Interview withschool committee Mf on July 30, 2008)

The societies still deliver their opinions in orally. Opinionsupports from parents in form school committees aboutinstitutional school, teaching learning development process,learning media, educational workers etc are only aspirated incertain time.

Besides opinion supports, parents and societies also givefinancial supports for examples : building classrooms,


basketball, volley ball field, praying room and student toilets,school auditorium, school paving, school fence, computerroom and soon. The fund aids are also used to buy a set musicinstrument and to buy whiteboard to all classrooms.

c. Government Policy Support

Some government policies which support school basedmanagement in form of law and government rule such as Lawnumber 20/ 2003 in National Education System, Law 32/2004in District Autonomy, Decree of the Minister of EducationalEducation number 044/U/22 which was stipulated as the legalbasis for implementation of school based management. Theschool has also School Development Program and Plan ofSchool Based Quality Improvement as the implication of thepolicies above.

The school has been being the Education Council indistrict level. The school has also formed school committeewhich involves all school stakeholders consist of parentsrepresentative, public figures, education figures, business andindustrial figures, teachers representative, alumni represen-tative and students representative. The existence of schoolcommittee is very important in communication relationamong school, parents and communities especially in schoolfinancial and to monitor school advance.

The government also give the special fund aids inimplementation of school based management in SMA Negeri1 Kebumen. They are Operational Aid of Quality Management(BOMM) Rp 30.000.000 in 2003/2004 academic year, and similaraids in 2004/2005 Rp 20.000 especially in the implementationof Contextual Learning (CTL) in learning process.


d. Societies Aspiration

Societies support and aspiration delivered in form ofwriting in electronic or non electronic mass media, brains-torming, discussion, dialogue, meetings that concern with thedevelopment of school programs. Societies support to theSBM is very positive.

The school has opened the web site in internet to receiveaspiration from their users and give information to them.People can visit http://www.smunsakebumen.8m.com toknow information about SMA N 1 Kebumen. The can also sendthe letter via e mail to [email protected].

e. Social Economic Condition of Communities

The societies around the school has cooperative culture.Most of them appreciated cooperative values. It can be seenin their daily life when they build the mosque, clean the streetand environment, hold ceremony, build the house and so on,they do them together. Their contribution to the educationadvance are also high.

Parents condition based on school data of social economiccondition consist of civil servants are 33,8 % (268 people),teachers are 12,53 % (100 people), private sectors are 23,68 %(189 people), farmers are 7,90 % (63 people), traders are 4,89 %(39 people), labors are 5,89 % (47 people, TNI/Polri are 2,63 % (21people) and the others are 8,90 % (71 people). It means that mostof the parents are from middle economic class and have fixedjob which is very important in supporting school tuition fee.

f. Geographic Condition

SMA Negeri Kebumen is located in strategic location.incentral town of Kebumen. It is located on Mayor JenderalSoetoyo street 7 Kebumen. This shool is easy to reach by any


transportation mode because is located in main transportationline of Kebumen. Eventhough this school is near of the mainstreet, the shool circumstances is not too noisy becauseKebumen is not big city. This school also has safe environmentand good relationship between school and societies.

Geographically the school is bordered by the MayjendSoetoyo street in the front (in the south) of the school. In thewest is bordered by Veteran Street. In the east is bordered byNusatenggara Street and in the north of the school is borderedby SMP Negeri 2 Kebumen.

Table 1. Context (the relevance of SBM with schoolenvironment) at SMA Negeri 1 Kebumen


2. The Availability and Readiness of Input

a. School Expectation

1) School Vision

In some recent years the school development orien-tation has directed to modern school which is superior inmastering English and communication and informationtechnology. It is reflected in school vision. The school visionis leading school in quality, based on national culture, scienceand technology, to prepare the students to continue their studyin higher level education both in domestic or foreign university,which has the indicators as follow : a) graduates academicachievement is the big 35 in national level ; b) graduateswhich is accepted in states university more than 75% ; c)always reaches the championship in every academic and nonacademic competition in district, province and national ; d)created school activities which is based informationtechnology ; e) giving opportunity to its graduates tocontinue to abroad.

In formulating the vision, school does not involve all thestakeholders yet. The formulation of school vision only fulfillsthe government request especially as the administrationrequirement in school proposal or to complete the schoolaccreditation. Only certain competence persons who makethe school vision. Although the vision formulation does notinvolve all stakeholders but they are agree with this vision.The school socialized the school vision by attaching it at thewall of school lobby so that people especially teachers,students, parents who comes to school can read the schoolvision directly.


2) School Mission

The school missions are : a) carry out learning andguidance which is effective, creative and innovative andindividual ; b) promote progressive spirit to the society ; c)promote learning system using English language andInformation technology to face global era

In formulating the mission, school also does not involve allthe stakeholders yet. The formulation of school mission only fulfillsthe government request especially as the administrationrequirement in school proposal or to complete the schoolaccreditation. Only certain competence persons who make theschool mission. Although the mission formulation does notinvolve all stakeholders but they are agree with these mission.The school socialized the school mission by attaching it at thewall of school lobby so that people especially teachers, students,parents who come to school can read the school mission directly.

3) School Purpose

Preparing the graduates to be qualified individual, that areable to play important role in globalize world, master informationtechnology, able to communicate internationally, think criticallyand creatively, study to be independent and develop their ownpotentials, have a strong spirit of nationalism.

b. School Resources

1) Human Resources

SMA Negeri 1 Kebumen has qualified human resources.They are fivety five teachers, twenty two administration staffs.Most of the teachers have qualifications which are requiredby the government. Majority of them have graduated from


S1 degree and teach based on their background education.Fourty five (81%) teachers are S1, eight (14,5 %) teachers areDIII/DIV, two (4,5%) are S2. Base on their status they consist offorty three (78 %) civil servant (PNS) and twelve (22 %) noncivil servant. The administration staffs consist of 3 (14 %) S1graduates, twelve (54.5 %) SMA graduates, six (27 %) SMPgraduates and 1 staff (4.5%) is SD graduate.

2) School Facilities

School facilities are provided especially to support variousstudents activities either for learning process or studentsdevelopment and also to support education services. Theyare classrooms, laboratories (physics, chemistry, biology andlanguage, computers) internet and hotspot area (24 hours),library, student activities rooms, Student Cooperation andcanteen, OSIS (Students Internal School Organization) room,auditorium, School Healthy Unit (UKS) room, Counseling room(BP/BK), principal room, vice principal room, teachers room,administration room, TRRC room, mosque room and sport field(basket ball, volley ball, tennis, table tennis and shuttle cock.

All classrooms in this school has wide e” 63 m2 don’t usemoving class totally. There are available two notebook set,one LCD unit, AC and 60 PC (Intel Pentium 4) in computerlaboratory, two PC in teachers room, five PC in administrationroom and 1 unit of static server.

School funds. Observing budget documentation in schoolbudget (APBS) in 2008/2009 academic year total acceptancebudget is Rp 4.266.637.736,00. It is come from routine-districtbudget (APBD) 1.755.017.736, operational contribution Rp1.141.200.000,00, development contribution Rp 465.000.000,00,


OSIS contribution Rp 174.420.000,00, and other contributions Rp731.000.000.From the data above can be evidence that societyparticipation especially parents in implementation of SBM is high.

c. Input of Management

Job distribution. The principal as the school manageralways shares the school works with teachers or schooladministrators in every year based on the scope of school work.They are curriculum affairs, students activities, school facilities,public relation and school administration. But the schooldoesn’t have a clear organization structure yet and don’t havethe formulation of job description of all school unit.

School plan. The school has the school planning which isreflected in the formulation of vision, mission, goals, targetsstrategies and school programs. The school also has the long,medium and short term school index plan formulation . Theshort term program is for 1 year, medium term program isfor 2 - 4 years and long term program is for 5 - 8 years

The school doesn’t have yet the written formulation policyabout all of the management and school administrativeaspects. It doesn’t have formulation of authority, role andresponsibility among unit. The financial unit and administrativeunit are not separated.

Rule of game. The school doesn’t have the formulation ofjob description all work units, doesn’t have the formulation ofauthority, role and responsibility among unit. Doesn’t have theformulation of written administrative system : academicadministration system, laboratory and library administrationsystem, staff system (includes human resource plan/program,human resource development plan, recruitment, performance


evaluation, job rotation, promotion and demotion, holiday,incentive and reward, discipline), logistics (goods and serviceorder, inventory, warehouse) and secretary

Quality Control. The school has system formulation andhas done detail plan of teachers development, teachers careerand other educational workers. The school has systemformulation and has implemented the policy, work guidanceand technical guidance quality development and careers ofteachers, and other educational workers.

To control the learners quality mastery in teachinglearning process the school held some measurement testregularly. They are daily test which measure the students abilityin one competency, middle semester test which measure thestudents ability in some competencies, final semester test inevery end semester. The school not only measures the studentcognitive ability but also measure their affective and theirpsychomotor ability. The evaluations to the studentsachievement still do classically and don’t have attended yetto the individual achievement.

At the end of every semester the school give report abouttheir students achievement to the public especially to theparents. By measuring the students regularly the school willget the data of school achievement progress to improve theteaching learning process.

School Aids. Observing budget documentation in schoolbudget (APBS) in 2008/2009 academic year total acceptancebudget is Rp 4.266.637.736,00. It is come from routine-districtbudget (APBD) 1.755.017.736, operational contribution Rp1.141.200.000,00, development contribution Rp 465.000.000,00,OSIS contribution Rp 174.420.000,00, and other contributions Rp


731.000.000.From the data above can be evidence that societyparticipation especially parents in implementation of SBM is high.

d. The Students

The students recruitment system. The school recruits thenew students using mechanism which is agreed by schoolmembers and government rule, it is based National Exami-nation Score (UN score). The school recruit the new studentstransparently. It gives the same opportunity to the public toaccess the learning service in this school. . The school releasedthe daily journal of list of new students which attached onthe school announcement board or on line in the internet.The total number of registers always more than the schoolcapacity. It means that the public interest to a good educationis high. It was atated by one teacher, she stated :

New students registration has been on line, can be read ineverywhere, alumni from Jakarta is able to monitor. I receivemany SMS (short message services) that actually they arealumni of SMA 1 which want their children received by thisschool but their children score were low so their childrenare refused, they can monitor from outside of regency….(Interview with teacher SL on July 30, 2008)

The students characteristics. The students who study inSMA Negeri 1 Kebumen are from high level UN score, base ontheir social economic status they are most from middleeconomic above and they have high learning motivation,talent and interest in academic and non academic achieve-ment. They are from clever students from favorite schools inKebumen and around.


Table 2 below show the input UN score in SMA Negeri 1Kebumen in 4 years.

Table 2. UN score input

Students activities. Students activities are divided intocurricular activities and extra curricular activities. The curricularactivities is hold in effective hours of teaching learning since7.00 a.m until 01.45 pm. The extra curricular activities is heldafter effective hours school. They are since 14.00 until 17.00.

There are many extra curricular provided by this school.They are divided into two categories. The compulsory extracurricular and optional extra curricular. The compulsory extracurricular are boys scout and young red cross. The studentscan choose one of them to join. They also must choose oneoptional extra curricular. They are School Safety Patrol (PKS),Tontama (Main Peleton), basket ball, volley ball, cross country(Iksapala), scientist activities (KIR), talent and interest group(electronics, agriculture, fishery and handicraft), self defense(pencak silat and karate), journalism, broadcasting, Englishcommunity and music.

e. Curriculum

SMA Negeri 1 Kebumen implements 2 curriculum in 2008/2009. They are Competency Based Curriculum (KBK) for levelXII and Education Unit Level Curriculum (KTSP) for level X andXI.


“At SMA Negeri 1 Kebumen still implemented twocurriculums for a while, for grade X and XI are used KTSP(Education Unit Level Curriculum) and grade XII is usedKBK (Competency Based Curriculum).” (Interview withteacher SL on July 30, 2008)

The development of (KTSP) refers to national educationstandard to assure national education gain. Education nationalstandards consist of standard of contents, standard of process,standard of graduate competency, standard of educationalworkers, standard of facilities, standard of management, standardof school fees and standard of education evaluation. Two fromthe eight of national education standard, they are Standard ofContents (SI) and Standard of Graduate Competency (SKL) arethe main references for school in developing curriculum.

The school uses minimal mastery learning (KKM) inteaching learning process. It means that students has the sameopportunity to master the subject, only the time is differentto master it. Students who don’t reach the KKM they will getthe remedial and who has reached the KKM they will getenrichment. Table 3 below shows minimal mastery learningwhich must be reached by students :

Table 3. Minimal Mastery Learning


f. School Finance

School finance sources are from internal and external ofschool which involves school committee and other stakeholders.The Instruments which are used are school budget (APBS), needsanalysis of school facilities physically and non physically. The schoolalso has finance target which is included in detail in school budgetwhich is legalized by school committee.

It was stated by one of school committee below :

“Other financial sources are searched by cooperationrelation among school and alumni and third sector suchas local companies, others companies that relating withschool itself and so it can be searched by third sector.(Interview with school committee Tj on July 28, 2008)

The school uses school finance is linked with the targetsand goals of the programs. Internal school financials are fromparents contribution by development fees, monthly fees andothers. The external financials come from government in formof education facilities aids.


Table 4. The Availability andReadiness of Input


3. The Process of School Based Management

a. School Transparency

The implementation of school based managementdemands transparency in case of school programs, schoolfinance and others. The existence of information media toreceive suggestion and critic from societies is veryimportant. Generally the transparency in this school is good.The mechanism of informing school policy has been doneby school meeting, parents meeting, and incidentalmeeting.

“The things related with transparency of school manage-ment deal with financial as I know that this school hasdone its financial activities transparently because everymonth we always sign financial report, what is the moneyfor, and strengtened by supporting data, and in every


mont the chairman and the treasure of school committeechecks the realization.”(Interview with school committeeMf on July 30, 2008)

It was supported by student opinion that the schooltransparency activity are emphasized in the early school year.

“ If the activities like that (transparency) more stressed inevery new academic year. So that every new student orparents also know the school financial here,the tuition feehere. What for the money is, then in every activity has beenenclosured by proposal. It means what the needs, howmany the things have been written. So we know whateverwe need, how much moeney spent have been under-stood. (Interview with student NEA on July 30, 2008)

The school has made the school budget in detail basedon the accountancy rule. The school budget is also madebased on the needs of the school so that the school cash flowis rational. The financial management is supported by properlyadministration set.

Table 5. School Transparency


b. Accountabilty

The school reports their financial use in every month tothe school committee so that the school committee as thesociety representative is able to know the school financialcondition regularly.

“Our experinces, school accountability related toprograms and financial, clearly all school members are ableto calculate the financial input and always report atplenary meeting. In accountabulity here, this schooltreasurers are different and not single ones. There arespecial tresurer for building or facilities, treasurer ofoperatinal, routine treasurer, treasurer of students actvitiesitself. It is one way to assure school accountability. Allpeople are able to know but if only one person to handlethose activities ,probably centralized in one person theaccountability will be low.” (Interview with principal Kmon July 29, 2008)

One of administration staff said that the school alwaysgive financial report to school committee regularly.

“ School accountability is reported to stakeholders, forinstance routine budget, We always report it every month.For school committee does too we report every monthtoo. By school commmitee we always report to parentsin every month. Block grant funds are always reportedbecause every activity which finished maximally ten daysafter that the school must make the report” (Interview withadministration staff AL on July 30, 2008)

The school also report the programs accountability in thework plan of school committee in every new academic year.School delivers their accountability written and orally.


Table 6. School Accountability

c. School Cooperation and Public Participation

1) Process of Cooperation and Participation

Network and participation. To make the effectivecooperation among the stakeholders the school makescooperation network internally and externally. In the schoolis made educators or teachers council and in connecting withexternal stakeholders they are School Committee, AlumniAssociation, and. Beside the school has the network withschool committee the school also has connection with relatedinstance (government and private), and societies around theschool. Because Kebumen is a small city and there is no bigcompany that can be asked to cooperate each others so thecooperation between school and company is not created yet.The cooperation among school and related instances andsocieties has run favorable, synergic and without any forces.

The implementation of cooperation and participation.The school facilitates other institution interest or societieswhich will give help such as physical facilities, fund and


others. The school is proactive enough in making networkby held the meeting formally on non formally regularly andcontinuously.

2) Strong Leadership

The ability in making decisions and principal initiative. Theprincipal is maximally enough in exploring his ability in makingdecision and making initiative. He also directs his partners whohave low ability individually or in a group.

The principal is also maximal enough mobilizing hispartner or staff individually or in group. He makes theenvironment of participative decision making in the school.But it is important to him to understand the characteristics ofhis teachers and staff to make the result of participatorydecision making more effective.

The principal has understood legal frame, moral and workethics well. He also has operated done the vision, mission andschool aims. He is able to control the plans and theiroperational in curriculum, in measurement and evaluation andteaching learning activities. He is also able to evaluate theeffectiveness of organization performance.

3) Decisions Making Process

Participatory decision making is one of expectationswhich can be applied in every decision making. This activityinvolves school constituents and school committeesdemocratically. The school held regular meeting with schoolcommittee, vice principal, teachers and administration staff.But the school must increase the meeting frequency.

One of teacher stated that the school made its programsinvolved school member and society.


“Cooperation processes are in making program amongschool constituents, It is done in making school budget(RAPBS) every year. Beside that RAPBS in creating schoolprogram always involves school constituents. The schoolprogram related with societies, the school also involvethem. Mainly, beside the teachers, parents are alsoinvolved evenmore school committee. The schoolcommittee is involved to succeed the program, makingprograms and successing the programs. “ (Interview withteacher Ms on August 5, 2008)

School constituents ( teachers, administration staff andstudents) role in every school meeting is giving suggestions,responses and critics. School constituents are involved activelyin making decisions. They are also responsible in everydecision making. Although the school constituents role is notmaximal yet but democratic atmosphere begins tasted.

Committee role in every meeting with school for examplesthe school committee gives support, advice, to the schoolactivities. The school committee also receives and accommo-dates the school and society or parents interest.

The societies or parents in the form of school committeeare not involved actively in education development process, inacademic or non academic. Their involvement is only limited infinancial contribution which dominates their support. The ideas,moral and material contribution from the is good enough.

The school constituents and societies in decision makingactivities always try to discuss each others based ondemocratic spirit. Respecting other opinions, emphasizingequality and high commitment is the main characteristic inmeeting activities.


4) School Teamwork

School has a smart, compact and dynamic teamwork. Theschool make some small team to do the school program.They are collected in a group of their subject which is calledMGMP (Musyawarah Guru Mata Pelajaran). The team is alsowork to select students who will go to competition. The schoolconstituents cooperation individually and in group is goodenough. They work collaboratively and synergic.

The general description of school teamwork in this schoolis explain by teacher St as follow :

“Meanwhile, school teamwork is that every subject hasMGMP (Subject Teacher Discussion Group) at school. Theyare economics group, physics group, chemistry group,biology group, mathematics group. There are coordinatorsin each group. So if school sends subject competiitionsfor regency level we will make team and select thechildren which will participate. Those who select ate teamand those who select are team too.”(Interview with teacherSt on August 5, 2008 )

5) Good Communication

Communication among school members. The school hasregular meeting weekly and monthly as the forum ofexchanging information among the school constituents. Theschool always gives information about the activities usingschool announcement board, school magazine, schoolbulletin, formally or non formally. The school held teacherssocial fund, Dharma Wanita fund, school cooperation, teachersand students tour as forum to develop social care and tocommunicate each others. Teachers, students and staff are


given chance to tell their aspiration to school in school forum.There is a box to deliver students and teachers complaint.

School and societies communication. To make a goodrelationship and a good information to the societies the schoolinform the activities by internet. People can find manyinformation about this school electronically and they can givecritics, suggestion or opinion to improve the school quality.Activities such as home visit, silaturahim, bazaar are held toincrease the communication between school and societies.

6) School Environment

The school does some regulations to make the interactionbetween school constituents are comfortable. They are schoolrule, students rule, teacher rule and administration rule. Theschool also provide the standard operation procedure in theuse of school facilities especially in the laboratory such asphysics, chemistry, biology, language and computer laboratory.

There are cleaning class regular schedule, regular cleaningservice staff, providing waste box to keep school always clean.The existence of school park and decorative pound make theschool more beautiful. School efforts to make the schoolconstituents safe and enjoy are by building school fence,providing school security and providing school guard thatwork to keep the school security at night.

“School security alhamdulillah is okey . It means the schoolhas security personal although only one person. But weare not able to employ him twenty four hours a day. Heonly works from 7.00 a.m until 2.00 p.m. so he is assistedby school guard who work at night. They consist of twopeople every night. They only works at night. The schoolgate is closed at night but flexible. Because the guard


works near the door in the school lobby so if there arepeople who come into the school he can see who come.”(Interview with teacher St on August 5, 2008)

Table 7. School Cooperation and Public Participation

c. School Autonomy

1) Autonomy Process

The school efforts in searching financial school is notenough capable especially breakthrough efforts to get theschool fund which come from internal or external school. The


involvement of parents is good enough but the role ofexternal stakeholders is still low. The school are only focus tothe parents and central government.

“Actually in SMA Negeri 1 Kebumen the financialautonomy process by searching funds beyond regencybudget (APBD) or from central government. From centralgovernment there is block grant. The lack of financialschool is asked to the government. The school has madethe programs and choosed them which are the mostimportant program. After that the school asks the parentsagreements in plenary workplan.” (Interview with principalKm on July 29, 2008)

It was said by one of teachers as stated below :

“…Beside from government, the autonomy, once againthat one way is from parents, if subsidiaries from othersdoesn’t exist yet. So to education interest they are onlytwo sources, they are from government and parents .”(Interview with School Committee Mt on Juli 30, 2008)

2) Institutional Management Process

School as an organization has organization structurewhich is developed based on government rule. Organizationstructure form is adapted with school decentralization system.The development of education system refers to the schoolability and its potency. School organization do effectively andefficiently but there is still need synergic cooperation.

School organization has had standard structure organi-zation which is developed according to the school needs. It ishoped that school is able to manage permanently anddynamic . There are job sharing and job description among


the school functions and organization sub system and theirauthorities clearly. But the creativity and innovation spirit indeveloping school organization is also important to solve theproblems which are always faced by school.

Schools has tried so many efforts to improve school policy,academic and non academic sector. These efforts involves theschool members in order to increase school quality such asdiscipline, good behavior, good relationship an so on.

Successful school doesn’t stand itself. It needs the role ofall stakeholders from internal and external school. Thecooperation with external stakeholders is needed inimproving the quality of students, teachers, and administrationstaff. So the mutualism cooperation is very important to raisethe school capability

3) Program Management Process

School makes school program planning which involvesschool constituents. They are short term school program,medium term school program and long term school program.All the school program are written in School Developmentof Index Planning (SDIP).

The implementation of school planning do gradually.Short term school programs are held in one academic year.They consists of curricular program, school facilities program,students activities program, public relation program andhuman resource development program.

The school programs can not be implemented in onetime. Those are because of many factors such as the lack offinancial, lack of human resources, limited facilities and so on.So the school have to make priority scale to determine which


ones are more important than the others. The strategy ofpublic participation can be one alternative to help the schoolto run its programs.

Parts of school data is still managed manually and otherparts has been used electrically form but still unconnectedwith internet web. Word processing, internet and website aregiven to the students which are integrated with communi-cation and information technology subject

4) Teaching Learning Process

Every teachers have to make some planning to teach theirstudents. They have to make annual planning and semesterpanning. They also have to make the learning process planningwhich consist of learning objective in general and specific,learning method, learning scenario, learning aids, learningreference and learning evaluation. All the activities refers tothe school curriculum and syllabus of subject of the study.

Teachers role in the classroom is not only transfer theirknowledge but the more important is how the contents oftheir teaching empower their students. So that the studentscan practice what they get from the classroom in daily activitiesand the moral value that students practice can internalize intheir selves. Teachers apply the contextual teaching learningwhich give the students more actively exploring their abilities.

Teachers also use various teaching method based on thecompetence which will be reached. They are problem-basedlearning, inquiry -based learning, and project-based learning. Butthis school don’t practiced team teaching and moving class yet.

Teachers master subjects which are taught, understandthe base concepts, inventory methodology, learning material


structure and create learning experience which make thoselearning materials meaningful to the students.

Students practice their knowledge which they get fromclassroom in the school laboratory such as physics, chemistry,biology, language and computer. School has provided theirstudents with these facilities. They also practice their abilityout of school such as in society by involving at social activitiesin their environment.

School services the students based on their ability. Thestudents who don’t master the subject in daily test can getthe remedial service and the students who have master thelearning subject in daily test the will get enrichment service.

School provides a representative library which give thestudents so many reference books that support teachinglearning process. The school library has met the standardrequirements with the text book ratio is 1 : 1 and the ratio toreference books is 1 : 37. The library has also collection booksfor the teachers The teachers also ask the students to havetheir own references books to support the learning process.

To measure the learners mastery in teaching learning processthe school hold some test regularly. They are daily test whichmeasure the students ability in one competency, middle semestertest which measure the students ability in some competencies,final semester test in every end semester. The school not onlymeasures the student cognitive ability but also measure theiraffective and their psychomotor ability. Every semester the schoolgive report about their students achievement to the publicespecially to the parents. By measuring the students regularlythe school will get the data of school achievement to improvethe teaching learning process.


Table 8.Autonomy Process


5) Sustainability

Athough School based management has been beingimplemented in SMA Negeri 1 Kebumen since 2003 the spiritof autonomy and public participation is still exist. It can beobserved from the practice of school transparency in programand financial, school accountability, school cooperationamong the stakeholders , and school autonomy. It means thatthe school is still needs to implement the School BasedManagement.

School constituents as teachers and students feel that schoolbased management is important to improve school quality.

“ The implementation of SBM will make the school betterand will be accepted by all parts, the most important if itis qualified but its is not accepted , how ? Qualified andaccepted so all parts are able to participate to developthe school.” (Interview with teacher Ms on August 5, 2008)

It was supported by students statement as follow :

“In my mind SBM in this school is good enough, It dependson the school how to direct the sdtudents, know that thestudents have creativity and explore it. So it is importantto continue SBM. The school is more creative and itsquality is better. (Interview with student APP on July 30,2008)

4. School Out put

a. Academic Achievement

1) UN Score

The school successful in academic achievement can beobserved by the result of the students who pass the National


Examination, their National Examination Score and thepercentage of students who pass it. The results of UN scoreare in the table 9 and 10.

Table 9. Table of IPA UN gain score

Table 10. Table of IPS UN gain score

2) Subject Competition

Table 11. Table of Subject Competition Achievement


b. Non Academic Achievement

1) Sport

Table 12. Sports Competition Achievement


2) Art

Table 13. Arts Competition Achievement

3) Skills

Table 14. Skills Competition Achievement

4) Student Manner

Table 15. Sport Competition Achievement


5) Discipline of Students

Table 16 . Discipline Achievement

Table 17. School Output

5. Outcomes

1) Institutional

School popularity is showed by the students interest withhigh UN score which is more than school capacity, in everyyears the students who registers in this school are more. Italso can be reached by successful in winning the competition,and this school has won many competitions in district,province, national and international. it can be done byimproving teacher motivation in teaching learning activities,students and principal, they have been sent and involved in


many training or workshop which is held by school or otherinstitutions.

The school popularity can be reached by improving scoreof UN input and output, and this school always improve theUN score input and output. Improvement the students whoare accepted in favorite state university makes the popularityof this school increases. The table below shows a number ofstudents who accepted in the state university.

Table 18. Students Acceptance in Universities

By implementing MBS all school member will be happy,they have sense of belonging to school.

2) Social

a) Social belief

The total number of registers which always more than theschool capacity. It means that the public belief to this schoolis good.

The table below show the students interest to SMA Negeri1 Kebumen in 7 years.

Table 19. Students Interest in New Students Registration


b) Public participation

The implementation of SBM can raise public participation.Societies help formally in form of School Committee. Theygive their supports and participations such as ideas, fundsand morality. They support in forms of suggestions, critics andso on in Plenary Work Plan of School Committee in every newacademic year or in any possible chance to school.

The school committee role which involves representativesof teachers, students ,parents, members of school committee,and public figures are identifying school priority need toimprove school quality and physical development, arrangingplan and school budget, actuating and evaluating schoolprogram, school accountability, making report of schoolbudget and facilitating cooperation relationship in developingschool.

The societies can deliver their opinions orally. Opinionsupports from parents in form school committees aboutinstitutional school, teaching learning development process,learning media, educational workers etc only aspirated incertain time.

Besides opinion supports, parents and societies also givefinancial supports for examples : building classrooms,basketball, volley ball field, praying room and student toilets,school auditorium, school paving, school fence, computerroom and soon. The fund aids are also used to buy a set musicinstrument and to buy whiteboard to all classrooms.


Table 20. School Outcome

D . Problem Encountered Of SBM Implementation

1. Autonomy

The school autonomy is one of problem in theimplementation of school based management especially infinancial. The school still get their financial sources mainly fromthe government and parents. The financial sources whichcome from the third sectors or private sectors are still limited.It effects the high cost education which must be paid byparents. So that the school must be make the creative andindependence activities to get their funds itself and fromprivate sectors.

It is stated by the principal that the one way usually to getthe school fund is from parents.

“Financial suits with the rule from central and localgovernment. In Indonesia one way to get society funds isfrom parents mostly. The fact that the rule the intentedby fundings society is from stakeholders who interestedin education. In Indonesia especially in small town like


Kebumen it is not maximally yet.” ( Interview with principalKm on July 29, 2008 )

Supported by school committee statement below :

“ Beside from government, the autonomy once again, arethe one way is from parents. Subsidiary from others is notyet. So the fund to run the education activities at schoolare only two sources They are government subsidiary andparents tuition fee.” (Interview with school committee Mfon July 30, 2008)

Central and district government make the rule thatprohibit school to recruit new workers whether they areteachers, school administrators or other staff. So it makesschool does not independent and must be clever to anticipatethis rule by recruiting new staff without reporting to the centraland district government.

2. Human Resources

The problems which is encountered in human resourcedevelopment especially is low teacher competence andteacher welfare. The role of government in increasing teachercompetence can be done by increasing teachers salary. Thestatement below describe the problem in the human researchdevelopment :

“Factually what we call teacher salariy is called , franklyspeaking, honestly, indeed the fact that teacher salary isenough, but it is only limited. So if the government wantto increase the teacher competency the governmentshould increase teacher intencive (salary). (Interview withschool committee Tj on July 28, 2008)


To improve the low competency of teacher the schoolhold so many activities do it by itself or by other institutionssuch as seminar, workshop, training, comparison study, andso on.

It stated by one of school administrator as follow :

“We always hold training, we support them to improvetheir knoledges formally and non formally. Non formallyfor instances by courses by themselves, by mass media orautodidact. Formally are by formal educations such asasking them to take courses and continue their studies.”(Interview with administrators AL on July 30, 2008)

Preparing this school as International standardized school,the human resources problem is also one problem faced bythis school as stated by the teacher below :

“The problem here is the human resources because notof all the teachers here are able to speak English, so it hasbeen two until three years later the improvements ofhuman resources are always raised.” (Interview withteacher SL on July 30, 2008)

3. Transparency

Based on the data that the school transparency is goodbut the are still many problems in socializing the schoolprogram and school financial. The school should inform theschool program and school financial not only to schoolcommittee regularly but also to the teachers and other schoolmembers and put this regular report at the place where allschool constituents easily to read it. Every school constituentsshould have the same opportunity to access the educationresource management, so that abuse of power can be


prevented and school quality and school performance canbe reached.

It is supported by the teacher statement that the schooltransparency of the school begin transparent.

“ As I know that the transparency here in financial andprograms are not aspirative. But this school beginsimplementing transparency, school programs begininformed and all school members are asked to makeprograms but it is recently started.” (Interview with teacherMs on August 5, 2008)

4. Cooperation

One characteristics of SBM is school cooperation withinternal and external stakeholders. School successful is not onlyfrom school itself but also from the others. The school shouldmake good cooperation especially with the private sectorswhich is interested in education sectors. If the school onlydepends on the government and parents especially in gettingthe financial it will make the school cost which is paid byparents is very high. The school also can get the scholarship,technical assistance or other beneficial cooperation. The rolesof school public relation is very important in improving schoolcommunication and cooperation with private sectors.

5. Accountability

The school should be accountable. It means that have toreport its performance and activities in program and financialto the stakeholders. By this mechanism the stakeholders beliefto school will increase and it will increase stakeholders supportto school.


School accountability according to the data is good but itstill need many improvements. The school should report itsactivities not only in annual report to school committee butalso monthly report to the stakeholders.

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A. Conclusion

Based on the description of result study which iscollected from questionnaire, interview, documen-

tation and observation in SMA Negeri 1 Kebumen which studyabout context, input, cooperation, autonomy, transparency,accountability, out put, outcomes, and the problems of SBMimplementation they can be conclude as follow :

Context which support of SBM implementation includesfuture challenge, support and community support, govern-ment policy, community aspiration, community socialeconomic condition and geographic situation in SMA Negeri1 Kebumen is good. It means that the implementation of SBMin this school is relevant with the factors above.

Input which support of SBM implementation consists ofschool expectance, school resources, input of management,students, curriculum, financial and human resources in SMANegeri 1 Kebumen is good. It means that the implementationof SBM in this school is supported with good input above.

CHAPTER V

Conclusion


Process of SBM implementation consists of transparency,cooperation and community participation, autonomy,sustainability in SMA Negeri 1 Kebumen is good. It means thatthe implementation of SBM in this school is suitable with theconcept of SBM.

Output of SBM consists of academic achievement andnon-academic achievement is very good. It means that theimplementation of SBM increases school achievement.

Outcome of SBM consists of organizational and commu-nity impact is good. It means that the implementation of SBMhas very good impact to school society.

The problems which encountered in the implementationof SBM are lack of transparency, low competency and welfareof human resource, lack of autonomy especially in financial,low cooperation especially with private sectors and low ofaccountability especially in the frequency of reportingprogram and financial.

B. Implication

The implementation of school based management in SMANegeri 1 Kebumen has available implication to schoolachievement in academic or non academic achievement. Inacademic achievement they can be looked at the UN scoreand students achievement in winning many competitionswhich is held local, national and international. In non academicachievement they can be looked at the students achievementin winning many competitions which is held local, nationaland international in sport, art, life skill, students manner andsoon.


The impacts of SBM are also very satisfied. It can be lookedat the impact of SBM at school and society. The school ismore popular and many students who are accepted in favoriteuniversity. The society participation and social belief alsoincrease. So the sustainability of SBM implementation in SMANegeri 1 Kebumen is very important to be continued to facethe future challenge and global era.

C. Suggestion

School Based Management (SBM) as a field that hasbecome popular movement in education policy will havepositive impact upon students learning – in either developedor developing countries. After Analyzing the data, and makingconclusion , the writer has some suggestion to thegovernment especially the Minister of National education,Education and Culture Office of Kebumen, all stake holders ofSMA Negeri 1 Kebumen.

1. To the government :

a. Giving an autonomy to the education office inprovince and district to monitor and evaluate theimplementation of SBM and to keep the sustainabilityof the SBM implementation independently

b. Doing cooperation with university in developingeducation policy especially in SBM implementation

2. To the Education and Culture Office of Kebumen

a. Monitoring and evaluating the implementation ofSBM and to keep the sustainability of the SBMimplementation independently

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b. Giving technical and application guidance of SBM tothe schools which implement SBM

3. To all stakeholders :

a. The school Committee should participate in develo-ping school capacity especially in non academic affairssuch as improving school cooperation with societyand private sectors and fund raising activities thatsupport school operational, school committee shouldrevitalizing the role of school committee as theadvisory agency, supporting agency, controllingagency and mediator agency

b. The principal should develop the school autonomy ;he must coordinate, organize and adjust of all schoolresources, the principal as the key factors can forcethe school to realize the goals of school, he mustsucceed the implementation of SBM with wellmanagement ; the integrity of leadership in order toimprove school quality ; the principal should be ableto fulfill the school facilities and sources of learningto succeed the implementation of SBM by conside-ring and accomplish the teachers aspiration who runthe system directly

c. The teachers and staff should improve their perfor-mance to improve the school performance andincreasing school quality by participate actively inschool activities.

d. The students should actively participate in schoolactivities to improve their achievement in academicand non academic achievement.

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TTTTTeguh Reguh Reguh Reguh Reguh Rokokokokokhmani, S.Phmani, S.Phmani, S.Phmani, S.Phmani, S.Pddddd.,. ,. ,. ,. ,M.M.M.M.M.M.M.M.M.M.,,,,, was born in KebumenRegency,Central Java Indonesiain March 24,1976 as the last sonof Mardjono (a civil servant atCultural and Education Office ofKebumen (now Education, Youthand Sport Office)and Turiyah (ahouse wife).

He finished his elementaryschool at SDN 1 Kalirejo Kebu-men in 1989. Then he continued

his study at SMPN 1 Kebumen since 1989 until 1992.Next hecontinued his study at SMAN 1 Kebumen since 1992-1995.Hecompleted his under graduate degree at English Departmentof Sebelas Maret University Solo in 2003 and graduated fromMagister Degree on Education Management at ManagementMagister Program of Jenderal Soudirman University Post

About A Writer

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Graduate Program in 2008.Now he is still completing hisDoctoral degree on Education Management at Jakarta StateUniversity Post Graduate Program.

He started his academic experience as a teacher inSMAN16 West Jakarta since 2003-2005.He have been a teacherat SMAN 1 Bluspesantren.He also as a lecturer at KebumenIslamic Law College since 2008 until now.

He wrote a thesis about The ability of The Second YearStudents of English Department of FKIP UNS in PronuncingStresse Syllables in 2002/2003 academic Year.He also wrote athesis about The Implementation of School Based Manage-ment (A Case Study at SMA Negeri 1 Kebumen).