Advances in Social Science, Education and Humanities Research, volume 118

9th International Conference for Science Educators and Teachers (ICSET)

THE IMPLEMENTATION OF SCHOOL-BASED MANAGEMENT FOR

SCHOOL EFFECTIVENESS

Nurkolisa
a Program Studi Manajemen Pendidikan, Universitas PGRI Semarang
Semarang, Indonesia

Corresponding e-mail: [email protected]

Abstract

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

1 INTRODUCTION success stories as well as the lack of success in this

implementation.
As the system of government in Indonesia has The implementation of SBM in Indonesia is
change from centralized to decentralized, the officially protected by Law No. 20 of 2003 on
education system also changes. When the system of National Education System. Chapter IV regulates the
governance was centrally managed, the management management of education, especially article 51 (1)
of education was also done centrally. When the mentioned that the management of early childhood
system of governance was decentralized, the education units, primary education, and secondary
management of education was managed in a education are implemented based on minimum
decentralized way. service standards with the principles of
A decentralized system of government begins school/madrasah based management.
with the issuance of the Law of the Republic of Principles of SBM are regulated in RI
Indonesia No. 22 of 1999 on Regional Government. Government Regulation No. 19 of 2005 on National
Since then basic and intermediate education has Education Standards, Article 49 (1) mentions that
become obligatory of regional governments either the management of educational units at elementary
municipalities or provinces. Law No. 22 of 1999 has and secondary education levels implements school-
been changed twice namely Law No. 32 Year 2004 based management as demonstrated by
and Law No. 23 Year 2014. independence, partnership, participation, openness,
School-based Management (SBM) as a model of and accountability.
decentralized education was first tested in 1999 in One of the donor agencies providing grants for
several provinces in Indonesia. Funding sources improving basic education in Indonesia was USAID
come from governments and grants from several Indonesia through USAID PRIORITAS (Prioritizing
donor countries such as USAID, AUSAID, EU, Reform, Innovation, and Opportunities for Reaching
World Bank, JICA and UNESCO. Until now after Indonesias Teachers, Administrators, and Students)
more than 16 years implemented and has many programs. This program was implemented in 10
provinces in Indonesia and one of them was in

Copyright © 2017, the Authors. Published by Atlantis Press.

This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). 810
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Central Java Province which partnered with 7 continuous treament during the program. Treatment
(seven) selected districts namely Semarang, Batang, was on the form of training and coaching by trained
Pekalongan, Purbalingga, Banjarnegara, Wonosobo, facilitators. Meanwhile, the comparison schools did
and Sragen since 2012-2017. This program was a not get treatment directly, but get the impact or
technical assistance in the form of training and imitate from partner schools.
community empowerment in managing quality basic
education. 3 RESULT AND DISCUSSION
Similar programs in some places have mixed
results, some have improved school management In Indonesia, the implementation of SBM was
and learning processes [1]. But there are those who expected to be able to improve the school's
have not succeeded in improving the quality of effectiveness which is none other than the increased
education [2]. Form of participation was still in the quality of schools. School effectiveness is a quality
form of physical, not yet to the thinking as in school that can be reviewed from the aspect of the
decision making [3]. Decentralization of education quality of school management and apsek the quality
in Indonesia using the SBM model was predicted to of the learning process. Therefore the results and
manage autonomous education programs and discussion in this article are focused on those two
aspects.
educational financial accountability [4].
Many challenges are faced in the implementation
of SBM starting from the pessimism of education 3.1 Does SBM have a positive impact
stakeholders on the impact on improving the quality on the effectiveness of school
of education to the coherence of cooperation with management?
the local government. Research on the
implementation of SBM in Ngada Flores [5] found School management indicators in this study are
several problems such as lack of professionalism demonstrated by the principal's leadership in
development of principals, lack of facilities, lack of initiating educational leadership, developing school
knowledge about SBM, and lack of funding. activities and budgets, community participation in
improving the learning process, and initiating of
Therefore this study intends to answer two main
principals to develop a reading culture in schools.
questions: (a) does the implementation of SBM have
The following is a measurement of the progress
an impact on the effectiveness of school of school management in partner schools.
management, and (b) does the implementation of
SBM have an impact on the effectiveness of the
learning process?

2 METHOD
The research was conducted in seven districts in
Central Java Province namely Semarang, Batang,
Pekalongan, Purbalingga, Banjarnegara, Wonosobo,
and Sragen. The selection of districts was done
purposively based on USAID PRIORITAS program.
Evaluation were made four times at the beginning of Figure 1. School Management Performance at Partner
the program (2012), the end of year 2 (2013), the School
end of year 4 (2015), and the 5th year (2016). The
evaluation team consisted of teachers, principals, The effect of SBM implementation on the
school supervisors, staff of the education office, improvement of school management based on the
students of university, and lecturers. Data collection base line result compare to the final measurement of
was done with interview, observation, and the program was 0.78 which means the effect is very
documentation. Data analysis with percentage and strong. Meanwhile, the level of determination
Pearson correlation. Results were compared between reached 60%. This means that the improvement of
partner schools and comparison schools for school management was influenced by the SBM
elementary and junior high schools of SMP-MTs. program in the form of training and mentoring at the
The number of schools studied was 64 schools school level, while 40% is influenced by other
consisting of partner schools and comparison factors.
schools. Partner schools are schools that receive Extraordinary and highly conducive progress

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over the last four years was the principal's initiative experience, and resources [6].
to develop a reading culture in schools, whose scores The lack of clarity in SBM implementation
reach 100%. This is because along with the policy will be an obstacle in the implementation.
government program that campaigns reading culture This has been experienced by Indonesia during the
as one of the realization of character education. implementation of SBM in the early stages. Unclear
Measurements were also made to the comparison government regulations or ministerial regulations
schools, the schools did not get treated like partner because they are not accompanied by clear technical
schools but were impacted by imitating and getting guidelines was a constraint on the implementation of
transmitted from partner schools. The results of SBM at the time [5].
measurements at comparative schools are The positive impact of SBM implementation
inconsistent from year to year, as shown in Figure 2. on the quality of education was also found in other
Here are the measurements of the progress of studies [7]. Schools that have implemented SBM
school management in comparison schools. have been able to make correct decisions on
allocating the use of educational resources, appoint
non-civilian teachers, create a learning environment
that supports the learning process, and increase
teacher attendance in the classroom. Finally, SBM
implementation can improve student learning
outcomes [8].

3.1 Does SBM have a positive impact

on the effectiveness of the learning
process?
Figure 2. School Management Achievement in
Comparative School. Indicators of the learning process in this study are
teachers using regular reading material, teachers
This research supports the results of research show good learning practices (make preparation of
conducted in Minahasa [1] that the implementation teaching and implement learning actively), teachers
of SBM has a positive impact on improving school support and develop students' reading ability,
management: schools are more transparent, students show positive learning attitude (active
participatory, democratic, and accountable, and participation in answer, ask questions, make
increase community participation in education. In assignments, and search for learning resources).
addition, the implementation of SBM in Minahasa Such learning processes show an effective learning
conducted since 2007 and evaluated in 2013 has a process.
positive impact on the quality of education including Schools that receive SBM program assistance
lowering the drop out rate and making learning more can improve consistently on aspects of the quality
active, creative, effective, and fun. learning process. The most prominent changes
This finding is slightly different from the results associated with students demonstrate positive
of the study in Aceh Utara District [2], that from the learning behaviors (TL-3). At the time of initial
analysis of the 20 items of the school committee's measurement before the SBM program was run the
response to the implementation of SBM was still students who showed positive behavior only 18%.
very low, only 65% can support the improvement of The students tend to be passive in the learning
education quality. Program increased was on process and the more active is the teacher (teacher
cooperation with parents to improve the assistance centered). The large increase starts from the 2nd
on teaching and learning. measurement that reaches 90%, the 3rd
In Ethiopia, the implementation of SBM also still measurement reaches 95%, and the last
faces obstacles, especially in community measurement reaches 100%.
participation. Participation was still more in the
contribution of money than the contribution of The following is the measurement of the
thought like in the decision making process [3]. progress of the learning process in partner schools.
Women in rural areas were also difficult to
participate in advancing education. Under these
conditions it was recommended that the government
should make a clear policy. Likewise, the poor have
difficulty in participating due to their lack of time,

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Figure 3. Outcomes of the Learning Process at Partner comparison schools can be seen in the following
School figure.

In comparison schools, there was also a

significant increase in learning process. This is
because the success of partner schools in
implementing SBM quickly spread to the impact
school that became a comparison school. The
District Education Office ordered that the schools of
impact go to partner schools. Facilitators from
partner schools are also asked to train comparison
schools in terms of learning. Therefore, starting from
the second year the comparison schools are also
trained by the same facilitator with the budget from
the Local Government or independent from their Figure 5. Differences from Measurements 1st and 4th in
respective schools. Partner School and Comparative School
The best achievement in comparison schools was
in the learning aspect on the 3rd indicator of In the school management aspect, the lowest
"studens demonstrate possitive learning behaviors" indicator of improvement in both partner schools
(TL-3), based on the latest measurement results and comparative schools was SM-1 namely
reaching 78%. This is consistent with the same 'instructional leadership in schools is improving',
aspects and indicators in partner schools that achieve because in this program there is no special activity to
the highest achievement. improve the principal's competence in instructional
Here are the measurements of the progress of the leadership.
learning process in comparison schools. Community participation indicators (SM-3) in
schools also increased, but not so greatly improved.
In partner schools increased by 40% and in
comparison schools increased 35%. Teachers and
principals in partner schools acknowledge that it was
still difficult to mobilize the community to think
about school progress. This seems to be a common
phenomenon in undeveloped countries. In Ethiopia
also found problems like this [3]. In Indonesia, what
is considered to be school parsitipation was
participation in school funding. While participation
in thought related to the process of learning is still
low.
In Ngada Flores [5] indicates that the
implementation of SBM by mandating the school
Figure 4. Achievement of Learning Process at committee has increased community participation in
Comparative School decision-making and school co-operation with the
community. The quality of decision-making also
Based on base line measurements at partner increased, that 82% of school committees
schools, the average school quality for school acknowledged that decision-making was done
management and learning process was only 19% or through agreement. In Queensland the
very poor, while in comparison schools it has implementation of SBM also enhances community
reached 28% or worse. However, based on the last participation in education [6].
measurement, the average quality of school in In the aspect of school management, indicator of
partner schools reached 81% or good while the participative school-planning and transparent
comparison school only 65% or enough. This means budgetinf (SM-2) has shown substantial
that there is a significant difference between improvement. This is because one of the focuses of
intensively treated schools and schools that are not training and assistance in this program was the
getting intensive treatment. strengthening of school work plan and school
The progress of school quality from each finance plan. Each school gets at least 3 days
indicator in the school management component and training and mentoring at least 10 times. In partner
the learning process at partner schools and schools there was an increase of 50%, whereas only

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11% of comparison schools made school plans and implementation of SBM then the government needs
activities in a transparent and participatory way. to invest the budget seriously.
In order for schools to become more transparent Secondly, we also need to learn from the
there must always be pressure from various parties. weakness of SBM implementation from Iran one of
As reported in one of the following research results. them was related to school financing policy. The
“We find that the pressure of some groups of stakeholders central government was expected to make school
improves the quality of transparency of the reports. Our finance policies, while local governments and
results show that transparency is affected by ownership, schools allocate resources that are in the region and
along with size and global region [10]. at school level [12].
In the aspect of the process of learning, the Third, one of the weaknesses of SBM
lowest progress was obtained in the 4th indicator of implementation in Indonesia was the lack of trust
"early grades reading materials are regularly used" between the government and local governments to
(TL-4). In partner schools progress has reached schools. So one of the suggestions given in
68%, but in comparison schools only reached 25%. Indonesia is that there must be trust in the school
The low increase in this indicator was related to the other than empowering stakholder in school [13].
availability of funds. Based on principals and Fourth, therefore, there needs to be a clear policy
teachers' remarks that school finance is currently related to the strengthening of school citizens. It is
only obtained from BOS (School Operational necessary to clarify what matters are the school
Assistance). Allocation of funds from BOS has been autonomy and the desired level of school
determined by the central government. The purchase accountability. It is also necessary to have a support
of books outside the textbook is very limited in system supplied in the principal's selection [14].
budget.
The first indicator is "teachers demonstrate good 5 ACKNOWLEDGEMENTS
practices in teaching and assessment" (TL-1) and the
second is "teachers of all subjects support the Our thanks go to the USAID PRIORITAS Team of
development and reinforcement of students reading Central Java Province who has facilitated the
skills" (TL-2) in partner schools an equal increase of collection of data in this study. USAID PRIORITAS
79%. This is very logical because the main focus of was a program of educational empowerment in
this program was the improvement of teacher Indonesia resulted from the cooperation between the
competence in teaching. Each partner school was Government of Indonesia and the US Government
trained for a minimum of 5 days with assistance at implemented in 2012-2017.
least 20 times.
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