THE M ANAGEM ENT OF VOCATIONAL SCHOOL (A Site Study at SM K Pelita Bangsa Sumberlaw ang Sragen)
M ANUSCRIPT PUBLICATION
Submitted as a Partial Fulfillment of the Requirements for Getting M aster Degree of Education
in Educational M anagement Department
Teguh W idodo Q. 100.100.288
GRADUATE SCHOOL
ACCEPTANCE
THE M ANAGEM ENT OF VOCATIONAL SCHOOL (A Site Study at SM K Pelita Bangsa Sumberlaw ang Sragen)
HAS BEEN APPROVED BY:
Consultant I Consultant II
Prof. Dr. Budi M urtiyasa, M .Kom Drs. HA. Dahlan Rais, M .Hum
GRADUATE SCHOOL
THE M ANAGEM ENT OF VOCATIONAL SCHOOL (A Site Study at SM K Pelita Bangsa Sumberlaw ang Sragen)
By:
Teguh W idodo 1, Budi M urtiyasa 2, and HA. Dahlan Rais 3 1
Teacher of SM K N 1 M iri Sragen, 2 , 3Lecturer of M uhammadiyah University of Surakarta
Abstract
This qualit at ive st udy is addressed t o describe t he management of vocat ional school at SM K Pelit a Bangsa Sumberlaw ang Sragen . Int erviews were conduct ed t o t he principal, t eachers, and st udent s of SM K (Vocat ional High School ) Pelit a Bangsa Sumberlaw ang Sragen. To check t he validit y of dat a, t his st udy used credibilit y, t ransferabilit y, confirmat bilit y, and dependabilit y. The findings suggest ed t hat Vocat ional school curricula at SM K Pelit a Bangsa Sumberlaw ang Sragen w ere compiled in a t eam by focusing on int ellect ual aspect s of st udent s and also t he charact er of st udent s. Hum an resources at SM K Pelit a Bangsa Sumberlaw ang Sragen had a good compet ence. It w as seen from t he st udent s’ achievem ent s in t he Olym piad. Facilit ies of vocat ional school at SM K Pelit a Bangsa Sumberlaw ang Sragen st ill needed t o be complet ed such as t he comput er repair shop, props, and reference books. Vocat ional school finance at SM K Pelit a Bangsa Sumberlaw ang Sragen w as done t ransparent ly in w hich all revenues and expendit ures or expenses, including cost s t o t he public, w ere informed t o parent s. The school funding w as managed by t he school t reasurer, head of adm inist rat ive, and t he principal.
Keywo rds: vocat ional school, curriculum, facilit y, fund
INTRODUCTION
Superiorit y of a nat ion does n ot longer rely on t he nat ural w ealt h, but on
t he primacy of human resources (HR). Overall, t he qualit y of human resources in
Indonesia is current ly st ill lagging behind t he hum an resources of t he developed
count ries and neighboring count ries, like M alaysia and Thailand (Sodikin, 2011:
1). The problems of educat ion in developing count ries as st at ed by Philip H.
Coombs include t he rapid increase of children so t hat not all children are
accommodat ed at t he school, t he qualit y of educat ion, t he discrepancy bet w een
As one of t he developing count ries, Indonesia also faces t he problems
raised by Coombs w it h t he reform agenda t hat must be implement ed in t he field
of educat ion. Furt her described by Bast ian cit ed by Trimant o Jono (2003: 21),
t hat in line w it h t eaching in Indonesia, among t he fundament al problems faced is
t he educat ion bureaucracy reform, mapping of decent ralizat ion syst em of
educat ion, reorganizing t he management of t he nat ional educat ion syst em,
realizing t he equalit y of nat ional educat ion and improving t he qualit y and
relevance of educat ion in t he curriculum .
Based on t he result s of research conduct ed by t he Human Development
Index (HDI), t he qualit y of educat ion in Indonesia is ranked 102 of 106 count ries
surveyed, and even a count ry ranked below Viet nam . M eanw hile, according t o
research of World Com pet it iveness Yearbook (WYC), I ndonesia w as ranked 46 of
t he 47 count ries surveyed in 1999.
Various at t empt s have been done by t he government t o im prove t he
qualit y of nat ional educat ion, among ot hers, t hrough t raining and upgrading
t hrough t raining and upgrading of t eachers t hrough inservice t raining curriculum
im provem ent s, provision of t ext books and learning t ools, improved educat ional
facilit ies and t he qualit y of school m anagem ent (Purw adi Suhadini, 2002 : 5).
Based on t hese st at ement s, one of t he import ant fact ors relat ed t o t he qu ality of
educat ion is relat ed t o educat ional management . If t his unit is associat ed w it h
educat ion, t he qualit y of educat ion of a school is dependent on management
educat ion in t he school .
M anagement educat ion for all levels of educat ion must be addressed
including for vocat ional educat ion. The exist ence of educat ional inst it ut ions t hat
prepare t his w orkforce, in line w it h t he dem ands of societ y w ill w ork.
Vocat ional educat ion is educat ion t hat prepares st udent s t o w ork in a part icular
field. (Educat ion Law No: 20. 2003). Wit h it s main t ask is t o prepare graduat es
ent ering t he w orkforce, t he need t o fill m id-level skilled manpow er. PP 29 w as
Educat ion at t he level of secondary educat ion w hich priorit izes t he developm ent
of st udent s' abilit y t o perform cert ain t ypes of w ork.
The success of an educat ional inst it ut ion is not only backed by t he full
facilit ies and infrast ruct ure, qualified t eachers or st udent s' input is good, but t he
schoo l's cult ure plays an im port ant role t o increase t he effect iveness of t he
school.
Vocat ional Educat ion by Rupert Evans (1978) defines t hat vocat ional
educat ion is part of t he educat ion syst em t hat prepares a person t o be more
capable of w orking in a job gro up or a field of w ork t han ot her job fields.
Vocat ional School is a form of formal educat ion w hich organizes
vocat ional educat ion in secondary educat ion as a cont inuat ion of t he secondary
school, or it s equivalent or ot her form of advanced learning out comes
recognized same / equivalent t o t he secondary school (Anonymous, 2012 : 1).
Vocat ional school is oft en referred t o as Secondary Technical School. In
vocat ional schools, t here are a lot of Expert ise Programs.
According t o Scanlan and Key, m anagem ent is the process of coordinat ing
and int egrat ing all sources, w het her human , facilit ies, and o t h er technical
resources t o achieve specific object ives set (Danim , 2007: 32).
M eanwhile, t he school management is the processes and inst it ut ions that
lead and guide th e organizat ion of school w ork as an organizat ion in achieving
educat ional goals and object ives of t he school (Sagala, 2007:55). M anagement of
t he vocat ional school i s a vocational school resource ut ilizat ion through the
funct ions of planning, organizing, mobilizat ion and cont rol more effect ively and
efficient ly .
Funct ion of school m anagem ent is t o opt imize t he abilit y of schools to
plan and budget plan . Schools managed by t he school plan and budget plan.
Com m unit ies are also encouraged t o part icipat e in managing t he school. The
mobilizing, coordinat ing, direct ing, and supervision in t he cont ext of t he
educat ional unit.
Human resources are t he int egrat ed capabilit ies of t he int ellect and
physical pow er of the individual , and it s behavior is det ermined b y heredit y and
environm ent , w hile his/ her performance is m ot ivat ed by a desire to m eet his/ her
sat isfact ion (Yudhi, 2008: 1). Hum an resource m anagem ent is part of
management science , w hich means an at t empt t o direct and manage human
resources w it hin an organizat ion to be able to t hink and act as t he organizat ion
w ishes.
According t o E. M ulyasa (2009 : 49) , t he m eans of educat ion are t ools and
equipm ent used direct ly and t o support t he educat ional process, part icularly t he
process of learning, t eaching, such as buildings, classrooms, furnit ure, and tools
and t eaching m edia.
Educat ion infrast ruct ure is a facilit y t hat does not direct ly support t he
educat ional process or course of instructio n, such as yard, gar den, school garden,
t he w ay t o school, but used direct ly for t eaching and learning, such as t he school
gar den for t eaching biology, as w ell as t he school sport s field, t hese component s
are t he m eans of educat ion .
Educat ional facilit ie s and infrast ruct ure m anagem ent is t he process of
set t ing or complet ion of all school equipm ent effect ively and efficient ly in order
t o alw ays b e used at any t im e (Faizah, 2007: 3) .
Sources of financing obt ained by educat ion inst it ut ions in t his regard is
t he school are from t he governm ent and from t he com m unit y.
There are several previous st udies according t o t he management of
vocat ional school, such as t he st udy of Kabeil (2005) in his research ent it led
“Perceived Requirement s of M IS Curriculum Implement at ion in Bilingual Developing Count ries. This paper addresses addit ional requirement s associat ed
(M IS) in bilingual developing count ries w here bot h st udent s and w orkplace users
sp eak English as a second language.
Drake (2006), Implement ing Dual Diagnosis Services for Client s Wit h
Severe M ent al Illness. Psychiat ric Services. April 2006 Vol. 52 No. 4. The aut hors
describe t he crit ical component s of effect ive programs, w hich include a
com prehensive, long-t erm, st aged approach t o recovery; assert ive out reach;
mot ivat ional int ervent ions; provision of help t o client s in acquiring skills and
support s t o manage bot h illnesses and t o pursue funct ional goals; and cult ural
sensit ivit y and competence. M any st at e ment al healt h syst ems are implement ing
dual diagnosis services, but high-qualit y services are rare.
The st udy of Zeid, Bode, and Sayed (2008) ent it led Implement ing a Dual
Syst em of Technical Educat ion in Egypt. This research found t hat le arning is
accompanied by t he pract ice in indust ry t o improve t he compet ence of learners
in accordance w it h t he development of t he indust rial w orld. Developing
t echnical educat ion in accordance w it h t he needs of t he labor market because
t he curriculum has b een t ailored t o t he needs of indust ry.
The st udy of Asiabaka (2008) ent it led “The Need for Effect ive Facilit y
M anagement in Schools in Nigeria” . The journal name is New York Science
Journal. This paper describes the concept, nature, types of school facilities, need for facilities in
schools and facility management problems. It also suggested methodologies for facilities
management and concluded that school facilities give meaning to the teaching and learning
process. It recommended that school managers should carry out comprehensive assessment of
the facilities to determine areas of need. This type of assessment will assist in policy formulation as
it relates to facility management in schools.
Lunenburg (2010), in his st udy ent it led Financial Cont rols: A Sa feguard
Against M isuse of Public Funds. This st udy discusses t he cont rol or supervision t o
keep t he Public Funds. Financial cont rols t o help school administ rat ors in
In t his st udy w ill be discussed t w o met hods of financial supervision used by t he
principal int ernal cont rol and financial audit .
Based on t he research background, t he focus of t his research is " How is
t he management of vocat ional school in SM K (Vocat ional High Sch ool ) Pelit a
Bangsa Sumberlaw ang Sragen " .
There w ere four research object ives. Those are (1) t o describe t he
charact erist ics of The Vocat ional School Curriculum at SM K Pelit a Bangsa
Sumberlaw ang Sragen; (2) t o describe t he charact erist ics of Human Resources of
Vocat ional School at SM K Pelit a Bangsa Sumberlaw ang Sragen; (3) to describe
t he charact erist ics of The Vocat ional School Facilit y at SM K Pelit a Bangsa
Sumberlaw ang Sragen; and (4) t o describe t he charact erist ics of Vocat ional
School Funds at SM K Pelit a Bangsa Sum berlaw ang Sragen.
RESEARCH M ETHOD
This st udy w as held at SM K Pelit a Bangsa Sumberlaw ang Salat iga. Dat a
are t he w rit ings o r records of everyt hing t hat is heard, seen , experienced, and
even t hought by t he researcher for dat a collect ion act ivit ie s and reflect t hese
act ivit ies in et hnography Lofland (as cit ed by M oleong, 2006: 57) . Informant s in
t his st udy are t he principal, vice principal of curriculum affair, t eachers and
st udent s in SM K Pelit a bangsa Sumberlaw ang Sragen.
The met hod of dat a collect ion in t his st udy consist s of int erview ,
observat ion and document at ion. Int erview is a conversat ion w it h a specific
purpose. The conversat ion is done by t w o part ies, namely t he int erview er w ho
gives quest ion and t he int erview ee w ho gives answ er (M oleong, 2006: 186).
Observat ion is a t echnique of collect ing dat a by observing ongoing act ivit ies
(Sukmadinat a, 2007: 220). Document at ion is a dat a collect ion t echnique t o
gat her and analyze t he docum ent s, bot h w rit t en docum ent s and elect ronic
Techniques used t o collect dat a w ere Dat a Collect ion, Dat a Reduct ion,
Dat a Display, and Draw ing Conclusion of Verificat ion. To check t he validit y of
dat a in t his st udy used a t riangulat ion t echnique, w hich w as defined as t he
checking of dat a from several sources in various w ays and t imes. Triangulat ion
used in t his research w as t riangulat ion source.
RESULTS AND DISCUSSION
SM K Pelit a Sumberlaw ang Sragen is one of vocat ional schools w hich had
just built . How ever, it achieved quit e good achievem ent . This is because of t he
support of curriculum t hat is planned based on t he init iat ive of all component s of
t he school. Teams t hat make up t he curriculum consist ing of principal, t eachers
board, curriculum st aff and t he head of comput er engineering and net w ork
programs of SM K Pelit a Bangsa. Curriculum applied at SM K Pelit a Bangsa is SBC
by focusing on t w o aspect s-t he charact er of building and st udent s’ act ive
learning. The dist inct ions of SM K Pelit a Bangsa curriculum w it h t he school
curri culum in gen eral are (a) Time of learning begins at 7:00 am t o 14:15 pm ; (b)
Charact er educat ion is embedded; (c) Each subject mat t er is pursed by t he t rilogy
o f SM K Pelit a Bangsa- Natio nalism, Religion and Democracy; (d) There is an
import ant pillar of Ent repreneurship, Technology and Charact er; (e) The
applicat ion of t he mat erial of t he t heories t hat have been t aught direct ly by t he
pract ice.
The curriculum w it h an emphasis on caract er building w it h t he
caract erist ic programa are at t he beginning of SM K Pelit a Bangsa conduct M OS (
t he orient at ion st udent of t ime ) for one full mont h , if t here are st udent s w ho
are able t o memorize t he Qur’an one juzz free of charge for t hree year , ext ra
programs on product ive during aw eek is full class X ( t en ) and ot her ext ra go
ahead, w orkshops and t raining t o SM K Pelit a Bangsa board in order t o improve
The curriculum of SM K Pelit a Bangsa has not been adopt ed abroad
curriculum , but in learning act ivit ies teachers som et im es use t he t w o languages,
English and Indonesian. SM K Pelit a Bangsa is planning t o become a school t hat
prepares st udent s t o compet e not only domest ically but able t o compet e abroad.
Research of foreign curriculum by including in foreign language in delivering
inst ruct ional mat erial carried out by Kabeil (2005) in his st udy of t he curriculum
ent it led "Perceived Requirement s of M IS Curriculum Implement at ion in Bilingual
Developing Count ries" . The result s of t his st udy st at ed t hat t his st udy is point ing
on t he addit ional requirement s associat ed w it h t he int roduct ion of a st andard
curriculum of t he M anagement Informat ion Syst em (M IS) in developing count ries
t hat use t w o languages in w hich t he st udent s and w orkers speak w it h t w o
languages. The conclusion of t his st udy requires t he available curriculum t hat
t eaches t he use of language.
When comparing t he research conduct ed by Kabeil (2005) w it h research
conduct ed at SM K Pelit a Sumberlaw ang Sragen t hat t hese st udies have similarit y
and difference. Bot h of t hem discuss about curriculum of an educat ional
inst it ut ion. But t he st udy of Kabeil (2005) discuss about t he cont ent of
curriculum such as t he use of language. The use of language is t hat t he st udent s
are not only able t o use t he nat ional language only, but able t o mast er t he
foreign language. While t he research conduct ed at SM K Pelit a Sumberlaw ang
Sragen has not adopt ed a foreign curriculum, especially aspect s of language. For
lan guage in learning, it st ill uses t he same inst ruct ion in t w o languages. While t he
curriculum consist s of subject s cont ain adapt ive, normat ive, product ive, local
cont ent , and self-development .
For t he cont ent of curriculum, generally, it is same w it h ot her vocat ional
schools. The cont ent of curriculum of SM K Pelit a Bangsa Sumberlaw ang Sragen
consist ed of adapt ive, normat ive, product ive, local cont ent , and
self-development . In doing learning act ivit ies, t he curriculum is applied by dividing a
facilit at e and increase st udent s’ know ledge. The cooperat ion is by making an
agreement w it h t he comput er company and net w ork inst it ut ion t o prakerin
program and st udy t our.
The act ivit ies of prakerin (pract ice) are t he applicat ion of curriculum in
t he vocat ional schools such as in SM K Pelit a Bangsa Sumberlaw ang Sragen.
Curriculum does not only give mat erial in t heory but also give st udent s t he
opport unit y t o do pract ical w ork. Curriculum cont ains pract ical act ivit ies in t he
field also done by Zeid, Bode, and Sayed (2008), Implement ing a Dual Syst em of
Technical Educat ion in Egypt. This research found t hat learning is accompanied
by t he pract ice in indust ry t o im prove t he com pet ence of learners in accordance
w it h t he developm ent of t he indust rial w orld.
When it is compared bet w een t he st udy conduct ed by Zeid, Bode, and
Sayed (2008) w it h research conduct ed at SM K Pelit a Bangsa Sumberlaw ang
Sragen, t here are some similarit ies and difficult ies. Bot h of t hem discuss about
t he implement at ion of curriculum w here st udent s have t he opport unit y t o
pract ice in t he field. It 's just a st udy conduct ed by Bode, and Sayed (2008) has
t he purpose of pract ical w ork in t he field t o improve t he compet ence of learners
in accordance w it h t he development of t he indust rial w orld. While t he research
conduct ed at SM K Pelit a Bangsa Sumberlaw ang Sragen, t he pract ical work is
done w it h a purpose t o equip st udent s t o be ready t o ent er t he w orkforce.
The qualified hum an resource is one import ant t hing for t he sust ainabilit y
of t he learning act ivit ies in an educat ional inst it ut ion such as schools. The human
resource at SM K Pelit a Bangsa Sumberlaw ang Sragen is carefully planned. HR
planning is done t hrough t he mont hly coaching pro gram by involving t he board
of t rust ees and communit y leaders and school commit t ee. The school is more
focused on planning for t eachers and st udent s. Planning st ruct ured in t hree
phases-short , medium, and long. The division of t asks is based on t heir
respe ct ive expert ise. For t he t eaching t ask of t eachers is adjust ed by t he
asking any help from ot her t eachers. While for st udent s, t hey are direct ed t o be
a person w hop has t he at t it ud e of honest , creat ive, innovat ive and religious
In accordance w it h t he plans draw n up by t he school on t he act ivit ies of
recruit m ent , SM K Pelit a Bangsa Sumberlaw ang Sragen also has a select ion
act ivit y t o recruit ed t eachers and st udent s. It is done t o get qualified human
resources and have high dedicat ion. For t he recruit ment of st udent s, it is
conduct ed by t he com m it t ee new st udent s adm ission.
There is a good developm ent of hum an resources at SM K Pelit a Bangsa
Sumberlaw ang Sragen. It is approved by such achievement s t hat ever achieved
by st udent s and t eachers. The school got t he nint h level of t he mat h Olympiad in
t he vocat ional/ high school level locat ed in Sragen, and t he fourt eent h level in t he
nat ional level. Teachers or t his school have a good performance, discipline, and
even t hey becom e t he part of foot ball t eam in Sragen.
For t he development of t eachers’ professionalism, t he school does not
only give mot ivat ion, but also give ot her programs prepared by t he school. The
programs held by t he school t o improve t eachers’ professional of compet ence
are supervision and sending t eachers for t he M GM P (Subject Teacher M eet ing ) .
The caract erist ic of human resources at SM K Pelit a Bangsa are all t he
t eachers are st ill young , and also inst ruct ors of educat ion inst it ut ion and
learning guidance .
Sending t eachers t o follow M GM P (Subject Teacher M eet ing) is done t o
make t he professional compet ence of SM K Pelit a Bangsa Sumberlaw ang Sragen
can increase. In t he M GM P, t eachers w ill be t rained t o do right learning and can
exchange opinions of effect ive learning. M GM P t raining act ivit ies t hat can
enhance t he professionalism of human resources according t o a st udy by Drake
(2006) ent it led Implement ing Dual Diagnosis Services for Client s Wit h Severe
M ent al Illness. Drake has conduct ed research on t he professionalism of
concluded t hat employee t raining has a direct and indirect relat ionship t ow ard
t he professional at t it ude of em ployees.
W hen com pared betw een t he research conduct ed by Drake (2006) and
research at SM K Pelit a Bangsa Sumberlaw ang Sragen, t here are some
similarit ies and differences. Bot h of t hose st udies discuss about t he development
program of compet ence t o improve t he professionalism of human resources. It is
just t hat t he st udy of Drake (2006) discussed t he relat ionship bet w een t he
compet ence t raining w it h t he professionalism of employees. While t he st udy at
SM K Pelit a Bangsa Sumberlaw ang Sragen, it discussed about human resources in
school, w here t he school does not only hold act ivit ies t o improve t eachers
compet ence t hrough t raining, but also for st udent s.
Facilit ies are t he support ing fact ors of t he inst ruct ional act ivit ies in
schools. SM K Pelit a Bangsa Sumberlaw ang Sragen st ill com plet es t he facilit ies of
inst ruct ional act ivit ies by making a good plan. In facilit ies planning, t he school
makes a special t eam as t he administ rat or. The t eam consist s of t he
administ rat ive st affs, t he principal, and assist ed by t he board of t eachers. The
speci al t eam makes t he need analysis.
. This is done because SM K Pelit a Bangsa Sumberlaw ang Sragen uses t he
priorit y syst em in procuring facilit ies. The priorit y syst em in quest ion is t o
priorit ize t he import ant / urgent needs, and t he unimport ant needs can be
delayed. The real exam ple of t he principle of priorit y in filling t he needs of
facilit ies is m ore focused on t he const ruct ion of new buildings, and t hen
cont inued on building a comput er lab. SM K Pelit a Bangsa Sumberlaw ang Sragen
w ill build four addit ional buildings w it h st orey building m odel so t hat lat er t here
are eight buildings for learning act ivit ies.
For t he procurement of school facilit ies, SM K Pelit a Bangsa
Sumberlaw ang Sragen m akes t he budget every m ont h w hich w ill be report ed t o
t he school t o be realized sooner. The submission of t he budget is done in one
t he follow ing mont h. The source of funds for t he procurement of facilit ies comes
from foundat ion, government , and ot her donors.
There are some facilit ies t hat have not ow ned by t he school, especially a
comput er repair shop. But t his is already planned by t he school, given t he
import ance of t echnology in learning act ivit ies. Provision of IT-based facilit ies in
accordance w it h t he result s of research conduct ed by Asiabaka (2008), ent it led
"The Need for Effect ive Facilit y M anagement in Schools in Nigeria" This st udy
examines t he issue of effect ive management of school facilit y in Nigeria. In t he
st udy m ent ioned t hat t he t echnology w ill facilit at e t he provision of learning
act ivit ies.
When compared bet w een t he st udy conduct ed by Asiabaka (2008) w it h
st udy conduct ed at SM K Pelit a Bangsa Sumberlaw ang Sragen, t here are some
sim ilarit ies and differences. Bot h of t hose st udies discuss about t he school
facilit ies. It is just t hat t he Asiabaka’s st udy discussed about t he procurement of
t echnology-based facilit ies. While t he st udy held at SM K Pelit a Bangsa
Sumberlaw ang Sragen does not only focus on t he procurement of inst ruct ion al
facilit ies in t he form of t echnology, but t he procurem ent of all inst ruct ional
facilit ies w het her in t he form of physical const ruct ion, t echnology, and
st at ionary.
Financing of vocat ional schools is handled by t he t reasurer of t he school
and generally it is not t oo involved t he board of t eachers. Alt hough t hose w ho
designat ed as t he t reasurer t eam are from t eachers, but not all t eachers are
involved in t he financial management act ivit ies at SM K Pelit a Bangsa
Sumberlaw ang Sragen. It is done by t he principal t o make t eachers more focused
on t heir t eaching t asks. The t reasurer t eam w it h t he administ rat ive st affs and t he
principal conduct a financial planning. The cost m anagem ent is done by
t reasurer, t he principal, and also t he head of administ rat ive st affs.
In t he beginning of t he new school year, t he financial m anagem ent t eam
preparat ion is done by looking at t he financial st at ement s in t he previous year.
Part icularly, budget planning act ivit y t hat is appropriat e t o t he needs of school is
t o im prove t he qualit y of educat ion.
The educat ion budget is by considering t he four principles such as
t ransparency, account abilit y, efficiency, and effect iveness. Procurement of any
school’s needs at SM K Pelit a Bangsa Sumberlaw ang Sragen is adjust ed by t he
priorit y, t aking int o account t he im port ance of im m ediat e need. Surely t he
school t ries t o meet all t he needs t hat refers t o t he inst ruct ional st andards. The
caract erist ic about fund are t he t uit ion given by st udent s parent s are compat ible
w it h t he capabilit y of each st udent s parent s , t he ent erpreneurship applicat ion is
car rent al and have w ell mannered board.
SM K Pelit a Bangsa Sumberlaw ang Sragen fund is allocat ed t o different
t ypes of needs. These needs include not only physical const ruct ion needs, but
also t he allocat ion of cost s used for t he need of st udent s, including scholarship
for t hose w ho excel, and t he aid for t he poor st udent s. Here are t he det ails of t he
allocat ion of funds.
a. St udent s w ho have difficult y funding and ent husiasm for learning.
b . Const ruct ion of building and equip facilit ies t o support t eaching and learning
act ivit ies.
c. For t he w elfare of t eachers is also t aken from some of t he funds ow ned by
t he school, despit e t he lack of it can be filled by donors.
The allocat ion of fund t hat has been det ermined, t hen it can be used t o
meet t he needs of school. The use of funds including t he expendit ure of fund is
document ed in t he form of financial st at ement s.
Financing t hat has been prepared and used by t he school w ill be
evaluat ed. The evaluat ion carried out by t he t reasurer and t he principal. The
aspect s evaluat ed are t he expendit ures and revenues from various donors and
governm ent . The result s of t hese evaluat ions follow ed up im m ediat ely so as not
Sumberlaw ang Sragen. As an example, in t he account abilit y report , t here w as
w rit t en mont hly school fees of st udent s t hat alw ays delayed, so t he school
invit ed parent s t o clarify and give t im e t o pay off t he burden of cost s.
The evaluat ion is done by SM K Pelit a Bangsa Sumberlaw ang Sragen in
order t o avoid t he misuse of school funds. This is consist ent w it h research
conduct ed by Lunenburg (2010) in his research journal ent it led Financial
Cont rols: A Safeguard Against M isuse of Public Funds. This st udy discusses about
t he cont rol or supervision t o prevent t he m isuse of public funds. Financial
cont rols help school administ rat ors in maint aining and evaluat ing an efficient
and effect ive use of financial resources. In t his research w ill be discussed t w o
m et hods of financial supervision used by t he principal, t hose are int ernal cont rol
and financial audit .
When compared bet w een t he st udy conduct ed by Lunenburg (2010) w it h
t he st udy conduct ed at SM K Pelit a Bangsa Sumberlaw ang Sragen, t here are
several similarit ies and differences. Bot h of t he st udies discussed about t he
evaluat ion of school fund. It is just t he st udy of Lunenburg (2010) discussed t he
evaluat ion of act ivit ies t hat is only done by t he principal using int ernal cont rol
and financial audit . While t he research conduct ed at SM K Pelit a Bangsa
Sumberlaw ang Sragen, t he evaluat ion is done by t he t reasurer and t he principal
by looking at t he plan and also t he use of funds by account abilit y report
docum ent .
CONCLUSION
From t he previous descript ions, it can be concluded t hat Vocat ional
school curricula at SM K Pelit a Bangsa Sumberlaw ang Sragen is compiled in a
t eam by focusing on int ellect ual aspect s of st udent s and also t he charact er of
st udent s. The compiled curriculum cont ains t he adapt ive, normat ive, product ive
and local cont ent subject mat t ers and also self-development t hrough
curriculum cont ains t he inst ruct ional devices developed by t eachers before t he
implement at ion of learning cont aining a calendar of educat ion , annual programs,
semest er programs, syllabus, and lesson plan. Implement at ion of t he curriculum
can be seen from t he learning act ivit ies in w hich t eache rs use various st rat egies
such as act ive learning w here t he t eacher inserts t he int egrat ed charact er
mat erial . Curriculum evaluat ion is done by looking at t he achievem ent of any
program im plem ent ed by t he school .
Human resources at SM K Pelit a Bangsa Sumberlaw ang Sragen have a
good compet ence. It is seen from t he st udent s’ achievement s in t he Olympiad
act ivit ies, alt hough it is classified as a new school in Sragen. This is not apart f rom
a credible form of recruit ment and competence development program organ ized
b y t he school. Recruit ment act ivit y t hrough t he select ion does not only apply to
t eachers and st udent s only, each candidat e must meet t he administ rat ive
requirem ent s, pass a writ t en t est and int erview and have a high loyalt y. For
t eachers are also requir ed to follow the t eaching and t raining act ivit ies.
Compet ence development program organized by the school include mot ivat ion,
implement at ion, supervision, and also sending t eachers in t he deliberat ion of
subject mat t er t eachers.
Facilit ies of vocat ional school atSM K Pelit a Bangsa Sumberlaw ang Sragen
st ill need t o be complet ed such as t he comput er repair shop, props, and
reference books. Alt hough t he facilit y is not yet complet e, t he school has made a
special t eam t o manage t he facilit ies. Current ly t he school is focusing on building
a class, and w ill cont inue on t he const ruct ion of t he laborat ory room. Prior t o the
procurem ent of facilit ies and infrast ruct ure, t he administ rat ors propose t he
budget t o t he Foundat ion t o be t ackled im m ediat ely. Facilit ies received w ill be
invent oried in accordance w it h t he invent ory num bers and kept in place such as
filling cabinet and cupboard. To be able t o use t he school facilit ies, bot h t eachers
Financi ng of vocat ional school at SM K Pelit a Bangsa Sumberlaw ang
Sragen is done t ransparent ly in w hich all revenues and expendit ures or expenses,
including cost s t o t he public are inform ed t o parent s. The school funding is
managed by t he school t reasurer, head of administ rat ive, and t he principal. Cost s
t o be incurred by t he school are allocat ed t o t he needs of st udent s, building
const ruct ion, and complet e t he facilit ies t o support t eaching and learning
act ivit ies as w ell as fulfilling t eachers’ w elfare. The t reasurer makes a financial
report once a mont h in an account abilit y report t hat will be report ed t o t he
Foundat ion and t he principal.
Some recommendat ions w ere addressed t o t he principal, t eachers, and
st udent s of SM K Pelit a Bangsa Sumberlaw ang Sragen. (1) Fo r t he principal, He
needs t o make improvement s t o t he curriculum by adopt ing a foreign curriculum
so t hat st udent s are prepared t o compete not only domest ically but also be able
t o compet e abroad, t o increase t he compet ency development program for
em ployees, t eachers, st udent s, and even t he principal t hrough Principal Working
Group, t o equip school facilit ies, especially inst ruct ional facilit ies such as
comput er repair shop and complet eness. (2) For t eachers, t hey should be active
in t he development of professional compet ence, t hus t hey can creat e t he
st udent s w ho excel ; be able t o im plem ent school curriculum and develop it in
learning act ivit ies; part icipat e in t he maint enance of facilit ies and use it in
accordance w it h t he provisions t hat have been set; and help in t he preparat ion
o f t he budget so as to provide input regarding t he needs of school and get t ing
funds. (3) For st udent s, t hey should enrich their knowledge bot h t heoret ical and
pract ical by opt im izing all t he facilit ies provided by t he school, use facilit ies for
t he sake of learning and not abuse it , and com ply w it h t he school rules,
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