Advances in Social Science, Education and Humanities Research (ASSEHR), volume 247 International Conference on Science and Education and Technology 2018 (ISET 2018)

Empowering School Committees Through Local Wisdom-Based Training Model At ,

Akhirin1, Maman2, Sumaryanto3, Rustono4 1,2,3,4 Education Management, Graduate School, Universitas Negeri , Indonesia Corresponding email:[email protected]

Abstract This research aims at obtaining proper model of empowerment training for Junior High School committees through local wisdom-based training model. The research applies Research and Development (R & D) approach by conducting preliminary study, determining factual models, drafting hypothetical model based on factual models, designing validation by education experts through Focus Group Discussion (FGD), revising model design, testing the effectiveness of hypothetical model, and completing hypothetical model to be innovative. Data were collected through observation, interview, questionnaire, and documentation. Data were analyzed in qualitative and quantitative descriptive design. Through validation, the model performs high properness toward the mean score of activeness and empowering aspects of school committee through local wisdom, after and before application of model. This research develop components and asses the completion of practical properness level of empowerment training for School Committee. Based on the result of practical proper test, this local wisdom-based training model is proper to use in empowerment training for school committee and significantly increase the performance of Junior High School committees at Jepara .

Keywords: empowerment, school, committee, factual, hypothetic

1. Introduction (45%), and mediator (55%). Meanwhile, the The implementation of local autonomy in percentage of school committee understanding education already produced School Based of the main concept of school committee at Management (SBM) as stated in Laws of Jepara Junior High Schools is shown as follows: Republic of Indonesia Number 20 year 2003 33 % understand the basic concept of school about National Education System Article 51 committees, 51 % perform their role properly, verse (1) that the success of School Based and 42 % perform their function properly Management (SBM) is indicated by the increase (Akhirin, 2016). of people participation in accomoding the Some studies dealing with school committee thought, aspiration, and potentiality of people to and its empowerment can be found such as guarantee their transparent and accountability. Supriyanto (2013), Ratnaningtyas and Setiyani The Indonesian Government through (2017), Marayani and Nurkhimayanti (2014), Government Regulation and Decree of Ministry Ninik (2017), Supa’at (2012), Herlina (2012), of National Education has made effort to Pandoyo (2007), as well as Zulkifli (2015). The increase people role in developing the education focus of those studies above deals with the quality by establishing the Education Council existence of school committee, the role of school and School Committee in order that the strategic committee in increasing school and education role of School Committee as advisory agency, quality, its role in School Based Management, supporting agency, controlling agency, mediator and its role in managing school finance, can be conducted well (Suryadi, 2003). infrastructures and as supervisor of school Based on the preliminary research at School finance. Committee of State and Public Junior High The existence and role of school committee School Committee at Jepara Regency, Central were not only found in Indonesia. Based on the , Indonesia, the implementation of its role, result of previous studies, school committees function, and task of school committee has not were also found in some countries such as in been maximal yet. The percentage of Zimbabwe (Nyandoro et al., 2015) and Wushe et implementation of the role of school committee al (2014), Nigeria (Ayeni and Olusola, 2013), at Jepara Regency is shown as follows: role of Tanzania (Masue, 2013) and (Nemes, 2013), School Committee as advisory agency (50%), Kenya (Xabu, 2015) and (Kiprono et al, 2015), supporting agency (60%), controlling agency and South Africa Selatan (Naidoo, 2013) as

Copyright © 2018, the Authors. Published by Atlantis Press. 46 This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Advances in Social Science, Education and Humanities Research (ASSEHR), volume 247

well. The implementation of goal, role, and evaluating of training of school committee function of school committee at overseas more empowerment from Education Department and focus on strengthening the role of school training organizer of committee. Data are committee by engaging parents in controlling, analysed qualitatively and conducted on and on, associating, and managing school finance. from the beginning to the end. (Miles dan Tracing previous studies, researcher found Huberman, 1998). Non-tested instrument was that school committee has role, function, and validated by the experts of education task the institution needs to enhance its management and education practioner to performance and quality. This research aims to produce appropriate model. obtain a model of training of school committee empowerment on local wisdom based which is 3. Results and Discussion eligible to apply. Values of Jepara local wisdom Basically, the empowerment trainings for accommodated in developing the training of school committee have already been conducted school committee empowerment are Catur by the Jepara Education Department and training Murti (four teachings): right thinking, right organizer of school committee. However, the feeling, right saying, and right acting. factual model of empowerment training for school committee has weakness in planning, 2. Method actuating, and evaluating process. In planning Subjects of this research are the organiser of process, model has not made need analysis of school committee training and the members of training and comprehensive evaluation. In school committee of Junior High Schools at implementation process, sometime the materials Jepara Regency. The population of this research which is not based on the analysis of participant covers 81 school committee members of State emerge. Method of training does not imply and Public Junior High School at Jepara group discussion, group assignment, guiding Regency. The samples of research were taken activity, and training work sheet. Besides, from 13 schools in which the respondents of training duration is quite limited. There is no each were school principle, three (3) members of pretest and post-test during training process. In school committee (chief, secretary, and evaluation, there is no comprehensive model and treasurer). This research is categorised as planning of guiding. descriptive qualitative research. Data are Factual Model of Management of collected through documentation, observation, Empowerment Training for School Committees interview and questionnaire. The collected data at Junior High School in Jepara Regency based are in the form of training documents such as on the preliminary research can be seen in table material, schedule, and module of training, 1. covering description of planning, actuating, and

Table 1 Factual Model of Management of Empowerment Training for School Committees at Junior High School in Jepara Regency Planning Actuating Evaluating 1. Formulating the 1. Training Material: Evaluation process: goals of training - Management of School 1. Attendance 2. Setting the Operational Aid - Organizer material of - Arranging school - Trainer training planning and budgeting - Participant 3. Training - Green, safe, and clean 2. The actuating of recruitment school. training 4. Recruitment of - Role and function of - Trainers, training participant school committee competence 5. Setting the training - Setting the school - Participants’ strategy committee program anxiety 6. Determining the 2. Training method - Infrastructure & training budget - Lecture instruments - Question-Answer - Consumption

2 47 Advances in Social Science, Education and Humanities Research (ASSEHR), volume 247

As the matter of the fact, it is necessary to of evaluation, and 6) training budget. Revision develop a model of empowerment training for of training application covers: 1) developing school committee members by accommoding cooperation network; 2) composing training local wisdom values of Jepara Regency. This material, management basic concept, and basic research offers the hypothetic model with some consideration of school committee; 3) setting revision in planning, implementation, and strategy of training on Jepara’s Catur Murti local evaluating of empowerment training for school wisdom values; 4) training media, module, and committee of Junior High School at Jepara worksheet; and 5) setting training during for 2 Regency by accommoding values of local days. Revision of evaluation covers: 1) presence wisdom. The values are local Jepara’s Catur of committee, trainer, and participants; and 2) Murti of cooperation-based values. the implementation of training covers trainers’ This research offers the revision of competence, participants’ enthusiasm, empowerment training through local wisdom- infrastructures, consumption, and training output based. The revision covers planning, actuating and impact. This research offers a book of and evaluating such as need analysis, training training management model of empowerment material, method and strategy of training. for school committee based on Jepara local Revision of planning by education experts wisdom values. covers: 1) Need analysis of training involves The model of local wisdom-based training participants, 2) the formulation of empowerment training for school committee training goals, 3) competence and training after revision is gained as figure 1: material, 4) setting training strategy, 5) planning

PLANNING ACTUATING EVALUATING

Developing cooperation Demand of Need for network Local quality profession wisdom- school al school based committee Manual guide for local training wisdom-based training for school Implanting Localcommitte wisdom Managing the e Training enforcement organization of Training strategy Founding empowered school school Assessment of School quality committee Local wisdom- committee

based Training performance

Need Assessment of analysis teachers’ Program Jepara local wisdom of local performance Setting goals values: wisdom - Catur Murti (good based Reporting thinking, good feeling, training good saying, and good activity for school Setting acting committe material, Evaluating instructor, e impact strategy of training and assessment

Feedback

Figure 1. Hypothetic model of local wisdom-based training for school committees

48 Advances in Social Science, Education and Humanities Research (ASSEHR), volume 247

4. Conclusion Implementing Whole School This research develops the empowerment Development Planning. Journal of training model for Jepara Junior school Education and Practice, 4(7): 73-79 committees by offering hypothetic model with Ninik. 2017. Peranan Komite Sekolah dalam revision in planning, actuating, and evaluating Pembiayaan Pendidikan di SMA by adding Jepara Catur Murti local wisdom in Negeri 1 Tuntang Kabupaten training. Based on the result of practical proper Semarang. Jurnal Edukasi Fakultas test, this local wisdom-based training model is Ilmu Pendidikan Universitas Negeri proper to use in empowerment training for Semarang, 2(1): 1 school committee and significantly increase the Nyandoro, Joyce et al. 2013. Effectiveness of performance of Junior High School committees School Development committees in at Jepara Regency Financial management in Chimanimani Circuit Primary Schools 5. References in Zimbabwe, Journal of Sciences and Humanities, 4(1): 255-267 Ayeni, Adeola Joshua and Williams Olusola Ratnaningtyas, Kartika dan Setiyani. 2017. Ibukun. 2013. A Conceptual Model for Efektifitas Komite Sekolah sebagai School-Based Management Operation Badan Pengawas Manajemen and Quality Assurance in Nigerian Keuangan Sekolah pada SMA Negeri Secondary Schools. Journal of Se-Kota Semarang, Economic Education and Learning, 2 (2): 36 Education Analysis Journal, Jurusan Kiprono, Faith J., Mary Nganga and Dr Joycee Pendidikan Ekonomi, Fakultas Kanyiri. 2015. An assessment of Ekonomi, Universitas Negeri School Management Commitees’ Semarang, 6(2): 571-583 Capacity in the Implementation of Supa’at. 2012. Model Pengembangan Kinerja FPE Funds in Public Primary Terpadu Komite Sekolah, Guru, dan Schools: A Survey of Eldoret East Kepala Sekolah Guna Meningkatkan District, Kenya. International Journal Mutu SMA Negeri di Kabupaten of Education and Research, 3 (3): 243- Pemalang, Jurnal Education 260 Management, 1(2): 1-7 Marayani and Nurkhimayanti. 2014. Peranan Supriyanto. 2013. Peran serta Komite Sekolah Komite Sekolah dalam Pengadaan dalam Peningkatan Mutu Pendidikan. Sarana Prasarana di SD Negeri Pucang Educational Management Journal IV Sidoarjo, 4(4): 163-176 Universitas Negeri Semarang, 2(1): Masue, Orest Sebastian. 2014. Empowerment of 125-129 School Commitees and Parents in Suryadi, & Tilaar, H.A.R, 1993, Analisis Tanzania (Delineating Existence of Kebijakan Pendidikan dan Komite Opportunity, Its Use and Impact on Sekolah, Jakarta: Dirjen Dikdasmen. School Decision). Desertation. Bergen; Wushe et al. 2014. An Analysis of Basic University of Bergen Management and Financial Skills by Naidoo, Jordan P. 2005. Educational School Development Committees decentralization and school (SDC) in Selected Harare Schools. governance in South Africa (from International Journal of Innovative in policy to practice). Paris: International Advanced Engineering (IJIRAE), Institute for Educational Planning 1(10): 378-386 UNESCO Zulkifli, 2015. Komite Sekolah Diantara Cita Nemes, Joyce. 2013. School Committees in the dan Realita. Jurnal Potensia, 14(1): 99 Context of Preparing and

49