PROGRAM (MBS-PGSD) OPEN UNIVERSITY
9. Findings and Results Discussion
Based on the findings of observations and interviews with various components in the school, most schools have the autonomy to five things:
a. Power and authority b. Development of knowledge c. Skills on an on going basis d. Information access to all parts, and
e. Giving the award to each party who successfully
Furthermore, based on the results of the questionnaire implementation of the schools that have implemented MBS can be described in the following table.
9.1 Implementation Transparency Distribution Management School
Table 1. Respondents answer on transparency Distribution Management School No Type of Respondents Transparency School Management
Yes no
Principal 10 people
(100 %)
Master 10 people 8 people
(55,55 %) (44,45%) School Committe 16 people 2 people
(88,88 %) (11,11%) Sources: Primary Data Processed After 2012
9.2 Implementation Cooperation Inter-Residents School
Table 2. Distribution Answer Respondents against Cooperation inter-Residents of School No Type of Respondents Cooperation inter-Residents of School
Yes No 1. Principal 9 people 1 people (88,88%) (11,12 %) 2. Master 15 people 3 people (83,33%) (16,67 %) 3. School Committee 16 people 2 people (88,88 %) (11,11%) Sources: Primary Data Processed After 2012
9.3 Implementation of School Autonomy/ Independence School
Table 3. Distribution of Respondents answer to the Independence School No Type of Respondents Autonomy / Independence School
Yes No
1. Principal 10 people - (100%)
2. Master 16 people 2 people (88,88%) (11,11%) 3. School Commitee 17 people 1 people (94,44 %) (5,55%) Sources: Primary Data Processed After 2012
9.4 Implementation of Accountability Program
Table 4. Distribution of Respondents Answer to Accountability Program No Type of Respondents Autonomy / Independence School
Yes No
1. Principal 10 people - (100%)
2. Master 18 people - (100%)
3. School Commitee 17 people 1 people (94,44%) (5,55%) Sumber : Data Primer Setelah Diolah 2012
MBS in the management and implementation of curriculum development that has resulted from the findings in school shows:
a. Core curriculum materials refer to national and local curriculum materials prepared based on potential school.
b. School planning the learning process by making annual learning plans, lesson plan of the semester, and thae formulation of objectives.
c. Implementation of classroom teaching and learning process includes the use of learning methods, utilization of existing learning resources, learning atmosphere in the classroom, the teacher and student activities in the classroom, is sufficient and appropriate curriculum implemented.
d. Evaluation of the implementation of the teaching and learning process by performing periodic replications, assign tasks to students,
notify the results of the assessment, as well as remedial held for less in the study and held a screening for students who are capable of learning is sufficient.
e. Recording and management students in the form of student registration books, attendance books, weekly notebook, report card, log book, as well as reporting to parents on student learning outcomes are periodically conducted mostly not good enough.
f. Guidance and coaching discipline students include guidance and assistance to students with learning difficulties both in terms of the emotional and social aspects as well as be responsible for the control of discipline in students pengelolannya not look good.
g. Teacher performance evaluations have been done to see the extent of teacher performance achieved and the extent of their participation in school activities, but sometimes do potluck
h. In general, schools already have their own administrators, however, have not been adequately admin staff in performing their duties.
i. Three things that have been done by the school planning, use of funds, and is quite good and transparent accountability
j. Volunteerism of parents in mutual cooperation and there is no compulsion on schools to provide voluntary contributions for the provision of school facilities and infrastructure for the smooth process of learning to walk well on a regular basis
k. Library management, school health, and safety schools are still inadequate. Schools generally pay less attention to the provision of school libraries and a healthy and beautiful environment.
Generally it can be described that the implementation of SBM in schools is good through the following strategies:
a. Schools should have the autonomy to four things, namely its autonomy in power and authority, the development of knowledge and skills on an ongoing basis, access and information to all parts of awards to any successful party.
b. Presence of active community participation, in terms of financing, the decision making process of the curriculum. Schools should be more invites in managing the school environment because after school is part of the wider community.
c. Principals should be a source of inspiration for the construction and development of the school in general. MBS principals in the role as designer, motivator, facilitator. However the principal is a leader who has the power to it.
d. The process of democratic decision-making in the life of an active school council. In decision- making principals must develop a democratic climate and the aspirations of the bottom.
Consumers who have served the school principal is the student and his parents, the community and the teachers.
e. All parties must understand the roles and responsibilities seriously. To be able to understand the roles and responsibilities of each should be no dissemination of the concept itself MBS. Who gets what and did what role, to the extent necessary to explain the real.
f. The existence of the Department of Education related guidlines so as to encourage the education process in schools efficiently and effectively. The guidelines should not be regulations that restrain and handcuff school.
That is, no longer need the procedures and technical guidance in the implementation of SBM, what is needed is a guiding signs.
g. Schools must have a minimum of transparency and accountability embodied in the annual accountability report. Accountability as a form of school accountability to all stakeholders. To that end, the school should be run in a transparent, democratic, and open to all fields that are run and to any related parties
h. Application of MBS should be directed to the achievement of the performance of schools and more specifically is to increase students' learning achievement. It should be noted again that the MBS can not directly improve student performance but has the potential for that.
herefore, efforts should be focused on MBS achievement student achievement.
i. Implementation begins with the dissemination of the concept of MBS, the identification of the respective roles of institutional development capacity building training training for his new role, the implementation of the learning process, evaluation of the implementation of the field and made improvements.
Thus the implementation of SBM in schools can be best realized if the business:
a. MBS is a clear concept of socialization
b. Identify the role of each of the institutional capacity building of development programmed, 3. Training activities in various developing and fulfilled the role of schools in proportion 4. Learning process, evaluation and other activities can be carried out with gradual
c.
improvements.With regard to the material SBM and CTL, thus S1 PGSD UT's curriculum accommodates both the concept as addressing the needs of the implementation of MBS. School Based Management concept has been discussed in a separate course in a subject that is MBS. In addition, the topic of MBS is also one of the topics covered in the course curriculum development and learning in elementary school. Meanwhile, the concept PAKEM been accommodated in various fields of study subjects in elementary school learning (Indonesian, Civics, Science, Social Studies, and Math) and Learning Strategies in elementary school, but has not explicitly called PAKEM. Therefore, activity curriculum adjustment S1 PGSD UT program has focused on efforts to bridge the gap between the needs and conditions that apply in elementary school MBS with curriculum and learning support services at S1 PGSD-UT. The material on modules that have been developed in regard to the needs of MBS in SD, which includes the concept of a philosophical foundation MBS, autonomy education, government policies to guarantee MBS, decentralization and decentralization of education at school level and implementation. Based on the results of the gap
analysis in the form of initial steps to eliminate or minimize the gap, activity curriculum adjustments S1 PGSD Program implemented with the aim of adjusting the curriculum to the needs of program S1 PGSD increase the ability of teachers to implement the three pillars of MBS. It is associated with increased competence elementary teachers are following the S1 PGSD-UT program to attain an undergraduate qualification.
Results of activity is the development of curriculum curriculum adjustments that are tailored to the demands and needs of elementary school, particularly with regard to development efforts and increase the ability of teachers to implement the three pillars of MBS. In more detail, the curriculum adjustment activities generating step program of work, namely:
a. An attempt to meet the demands and needs for improving primary school teachers' abilities and skills in implementing the three pillars of the preparation of the material MBS module in a systematic and practical needs MBS concept b. The components of the curriculum needs to be
revised S1 PGSD UT adapted to the dynamic concept that has implementation MBS in school.
c. Working with school guidelines that can be used as partners in the implementation of the three pillars of MBS