School Based Management at Matauli 1 State Senior High School Pandan

Hadijaya, Yusuf

doi:10.18843/rwjasc/v6i4/08

Cited by 3 publications

(4 citation statements)

References 6 publications

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“…So one of the suggestions given in Indonesia is that there must be trust in the school other than empowering stakholder in school [13].…”

Section: Discussionmentioning

confidence: 99%

The Implementation of School-based Management for School Effectiveness

Nurkolis¹

2017

Proceedings of the 9th International Conference for Science Educators and Teachers (ICSET 2017)

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School-based Management (SBM) has been implemented in Indonesia since 2000, but after 16 years of implementation there are still many schools that have not succeeded in implementing it. This article aims to measure the impact of SBM implementation on school effectiveness. The objectives are to find out: (a) the impact of SBM implementation to the effectiveness of school management, and (b) the impact of SBM imlementation to the effectiveness of the learning process. The research was conducted descriptively in seven districts namely Semarang, Batang, Pekalongan, Purbalingga, Banjarnegara, Wonosobo, and Sragen in Central Java Province from 2012-2016. Selection of samples of districts was done purposively. The results show that the implementation of SBM has a positive impact on the effectiveness of school management and the effectiveness of the learning process. Based on the results of the study it is suggested that good and successful practices in SBM implementation can be disseminated to other schools and to other districts. Keywords:school-based management, effectiveness of school management, effectiveness of learning process, and school effectiveness

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“…So one of the suggestions given in Indonesia is that there must be trust in the school other than empowering stakholder in school [13].…”

Section: Discussionmentioning

confidence: 99%

The Implementation of School-based Management for School Effectiveness

Nurkolis¹

2017

Proceedings of the 9th International Conference for Science Educators and Teachers (ICSET 2017)

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“…The development of a curriculum that emphasizes content, takes time to prepare the learning situation and integrate it with the purpose of teaching long enough (Putnam & Borko, 2000). The curriculum that emphasizes the situation, the time to prepare it is shorter, while the curriculum that emphasizes organizational preparation time is almost the same as the curriculum that emphasizes the content (Harden, Sowden, & Dunn, 1984).…”

Section: Factors Affecting the Implementation Of Curriculummentioning

confidence: 99%

“…The parameters include (1) insufficient equipment and resources to apply the new curriculum; (2) the lack of time available to prepare and submit new curriculum requirements, for example, the lecturers need enough time to develop their understanding, with respect to the courses and teaching materials to be prepared; (3) the lack of support for lecturers, both from higher education, and from outside (ministries), such as the opportunity to receive continuous professional curriculum support; (4) lack of lecturers who have the ability and competence to deliver the material in accordance with the curriculum that is the belief to teach; (5) the lack of knowledge and understanding that lecturers have about the new curriculum, such as different learning methods to encourage students to learn and achieve higher achievements; and (6) lack of lecturer interest in new curriculum, such as sharpness and depth in teaching a course. These parameters have been discussed in literature (Harden et al, 1984).…”

Section: Factors Affecting the Implementation Of Curriculum Policiesmentioning

confidence: 99%

The Implementation of National Standard-Based Curriculum in Private Islamic Higher Education: Leadership Impact

Rusdiana

Nasihudin

2018

Jurn. Pend. Islam

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The implementation of KKNI (Kerangka Kualifikasi Nasional Indonesia/national standard-based curriculum), especially in PTKIS (Perguruan Tinggi Keagamaan Islam Swasta/Private Islamic Higher Education) demands the role of its study program leaders. The purpose of this study was to explore the implementation of KKNI curriculum on several perspectives: role, performance, teaching steps, understanding factors related to the distribution KKNI, and impact to education in Indonesia. This study used a descriptive qualitative method, including interview, observation, and documentation as technique for collecting data and triangulation technique for ensuring data validity. The results indicated that the performance of eight heads of PAI (Pendidikan Agama Islam/Islamic education) Study Program was not in optimum condition as a determinant of the direction, representative of spokesperson, communicator, mediator, and integrator. The implementation of the curriculum was also not effective yet. Then, the factors that influence the implementation are the lack of resources, time, campus ethics, knowledge support, professional interests and attitudes. To understand this condition, we also investigated the impact of knowledge, in which the result showed no information regarding what the policy/program offers, what the target group needs, and why the average student's score is still low. National accreditation, in the eight PAI Study Programs, did not reach the excellence category. Thus, the performance on the study program has not been accountable and will have implications for the weakness of social legitimacy.

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“…Autonomy at the school level is known as school-based education management or School-Based Management (SBM) Katuuk (2014). Through various studies, it was found that one of the weaknesses of schools was how to implement SBM with a focus on School-Based Quality Improvement Management (SBQIM) Hadijaya (2015).…”

Section: Introductionmentioning

confidence: 99%

How Should the Classroom Be Managed During the Covid-19 Pandemic?

Tyas

Naibaho

2021

Int. J. Res. Granthaalayah

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This study is about classroom management during the Covid-19 Pandemic. This study aims to find out how the classroom should be managed during the Covid-19 Pandemic. It was done at Universitas Kristen Indonesia within three months, from February – April 2021. The method of the study is library research, where the researchers were the instruments of this study. To answer the problem of the study, the researchers collect some documents related to school management taken from online and printed journals, books, articles. The documents analyzed to provide the answers to this study were taken from the library and Google Scholar. The result of this study is that good and correct management requires commitment from all elements involved in school management, parents of students and community members who are members of the school committee, and the community in the school environment during the Covid-19 Pandemic. To run the school management smoothly, the leadership must apply the principles of transparency and professionalism. So it is concluded that those involved in the school management should cooperate, and transparency and professionalism should be implemented during the Covid-19 Pandemic.

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School Based Management at Matauli 1 State Senior High School Pandan

Cited by 3 publications

References 6 publications

The Implementation of School-based Management for School Effectiveness

The Implementation of School-based Management for School Effectiveness

The Implementation of National Standard-Based Curriculum in Private Islamic Higher Education: Leadership Impact

How Should the Classroom Be Managed During the Covid-19 Pandemic?

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