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The Difference Between School Committee's THE DIFFERENCE BETWEEN SCHOOL COMMITTEE’S PERFORMANCE OF PUBLIC AND PRIVATE ELEMENTARY SCHOOLS IN TINGKIR DISTRICT, SALATIGA (Shinta Dewi, M.Pd., email: [email protected]; Dr. Bambang S.Sulasmono,M.Si., email: [email protected]; Dr.Bambang Ismanto,M.Si., email: [email protected]) Abstract School based management is a management model that gives an autonomy or independent in a school to develop and make progressive toward the school itself by involving the role of society, in the form of a school committee. The purpose of this research is to determine the significance of difference School committee’s performance between Public and Private Elementary Schools in Tingkir District, Salatiga. As many as 90 teachers who are in public and private elementary schools in Tingkir district, Salatiga are involved as well as the school committees and the school principals. The data is taken using questionnaire distributed to the teachers and followed by interviewing and doing an observation toward the school committees and the school principals. The research data was analyzed using two independent – sample t-test analysis, which used 16th SPSS program. The result of this study shows that there is a significance difference School committee’s performance between Public and Private Elementary Schools in Tingkir District, Salatiga as indicated by t-value =4.903 and a significance as 0,000 > 0,05. Key words: School, management, autonomy, committee, performance Problem description National education has a function to develop ability and character as well as prestige civilization in the term of education nation life. In order to reach the goal, it is needed a comprehensive education system that requires participation actively students themselves, school society and society. This issue cannot deny that there is a relation in giving, supporting, and relying on between the education institution and society. Besides, it is to change the former paradigm which stated that there was a taboo for family and society to interfere the education implementation and authority the teachers in school (Bandur, 2009). In order to overcome the issue, society now has a big role to participate and be responsible for the progress in education process (Guskey, 2001). It is supported by constitutively no. 20 in 2003 about national education system that stated one of the missions is involving society in education implementation based on autonomy principle in Indonesia. 1 The reason autonomy given to schools is one of the changing government systems from centralistic to decentralization. It caused since schools rely on the long mechanism bureaucracy decision and the policies produced are not suitable with the schools condition. As a result, schools lose their independent, motivation, and creativity to develop and make a progress in quality education (Umaedi, 2010). Board educations in regency/city and school committee in schools are born to overcome the education problems (Budimansyah, 2008). The existence of Board educations and school committee are referred to the constitutively no. 25 in 2000 about national development program in 2000-2004 and as the implementation, it is produced the national education ministerial decree No. 044 in 2002 about Board educations and school committee. As national education ministerial decree No. 044 in 2002 about Board educations and school committee, the school committee has four essential roles, they are: advisory, supporting, controlling, and mediator agency. The effectiveness of school committee is also as a concept of school based management that involving education stakeholder in maintaining the education process extensively (Hendarmoko & Samsudin, 2008). Hamzah (2004) in Suratman (2011) tried to conduct a research and the result showed that the role of school committee in Junior high school in public and private schools in Selorejo district, Malang city ran good in each schools. The role of school committees went well not only by attending the meeting staff, but they also had initiative to develop school by giving advisory, supporting in energy and infrastructure, controlling in education process, and be a mediator in improving the school quality. Haryuni (2012) also found the same result toward the role of school committee in Puspitaloka cluster, Bandungan. The school committee was active and gave supports in financial, time and energy toward the schools’ success. Nevertheless, a research conducted Suratman (2011) found different result. The existence of school committee was hoped to help the improvement of quality school; in fact it was still not effective, especially in private schools. Suratman (20111) found a significance difference in the role of school committee in public junior high school (SMP Negeri) in Grobogan regency and private junior high school (SMP Swasta) in Kabupaten regency. Having the same result, Hendarmoko and Samsudin (2008) found a significance difference in the role of school committee in private and public junior high school in south Jakarta municipalities in conducting its role as an advisory, supporting, controlling, and mediator agency. The result showed the 2 school committee in public schools was better than private schools. Faridatus (2008) further conducted a research titled the participation of school committee in improvement of quality education in Blitar regency found a significance difference in the role of school committees in private and public junior high schools. The school committee in public was better than in private schools; it was caused by the lack of socialization of the changing conceptual parent teacher association or BP-3 toward school committee in private schools. According to Jewel and Siegall (in Samsudin, 2008), the implementation of school committee in public and private schools must have differences. Some factors that influence the performance of each can be from (1) the individual, such as the people’ characteristic, people’ interest, people’ motivation, age, gender, the level of education and experience, (2) situation, such as the facilities, work equipment, environment, (3) social and the organization, such as: the policy, exercise, and wage. The difference in doing the role brings an influence toward the development of the school (Guskey, 2001). Some regards the role of school committee in public is not better than private schools and vice versa (Aedi, in Suratman, 2011). Considering all the explanations above, this research was going to be conducted in an attempt to investigate the schools committee’s performance between public and private elementary schools in Tingkir district, Salatiga. In Tingkir district, public and private elementary schools have the same characteristics. In the mean of support, best part of society is a worker and minor of them are a farmer. In culture and religion side, almost all of the society has high regards in religious values. From pre-research, the research was done toward three people from elementary schools in Tingkir district, Salatiga. There, the researcher got the same result that the school committee’s performance ran less optimally. Based on the pre-research result and sustained by other relevant result researches, the researcher conducted a deeper research in order to get a vivid picture about the school committee’s performance between public and private elementary schools. From the background of study, the statement of the problem is “is there a significance difference between the school committee’s performance of public and private elementary schools in Tingkir district, Salatiga? The research is aim to determine the significance difference between the school committee’s performance of public and private elementary schools in Tingkir district, Salatiga. The hypotheses of this research is, 3 a. Ho: 1 = 2 It means there is no a significance difference between the school committee’s performance of public and private elementary schools in Tingkir district, Salatiga b. H1: 1 ≠ 2 It means there is a significance difference between the school committee’s performance of public and private elementary schools in Tingkir district, Salatiga The research methodology The type of this research is a comparative that is to know whether there is a significance difference the school committee’s performance between public and private elementary schools in Tingkir district, Salatiga and the approach applied is mixed methods (qualitative and quantitative methods). The population in this research is all the teachers that are in Tingkir district as many as 270 people. According to Hadi (1988), if the population is more than 100 people, the sampling technique can be got by taking minimal 25% from the population. So, the researcher did the sampling technique as many as 30% from 270 people and acquired 90 people. Regarding that public elementary schools are more than private schools, 60 people are taken to be the representative the public schools and 30 people are taken to be the representative the private schools. The researcher distributed the questionnaire to those teachers in public and private schools. Besides that, the researcher also conducted an interview and observation toward the school committee and the principals in order to check the credibility data acquired from the teachers. The school committee’s performance is obtained from the operational guidelines and indicator the school committee’s performance from basic and intermediate management education of directorate general (2005) that described as the empiric
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