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E:\Tita\D\Tita\SEP 13\No. 2\16 Manajemen Pendidikan Sekolah dan Kualitas Pendidikan Manajemen Pendidikan Sekolah dan Kualitas Pendidikan (Studi pada Kualitas Pendidikan di Provinsi Papua) Paulus Yulius Indubri STIPER St. Thomas Aquinas Jayapura M.S. Idrus Ubud Salim Djumahir Fakultas Ekonomi Universitas Brawijaya Abstract: This research is to analyze the effect about empirically test: 1) whether professional teacher influences to school education managements, 2) whether ascendant curriculum to schooled education managements, 3) if yielding learned influential to schooled education managements, 4) if professional teacher influentialing to education qualities, 5) if ascendant curriculum to education qualities, 6) if yield- ing learned influential to education qualities, and 7) what is influential schooled education management to education quality. Observational method that is utilized is format design affiliate approaching (mixing approach), which is supported quantitative approaching by qualitatif’s approaching as minor approach- ing. Observational location on 20 Regencies/City that exist on Papua Province region with division as follows: 1) Regencies/Cities at Province upstate Papuan, namely: Jayapura city, Jayapura regency, Keerom regency, Sarmi regency, Supiori regency, Fertile regency, Nabire regency, Yapen regency, and Waropen Regency,2) Regencies/Cities at Papua Province middle part, namely: Jayawijaya regency, Paniai regency, Mimika regency, Tolikara regency, Pegunungan Bintang regency, Puncak Jaya regency, and Yahukimo regency, and 3) Regency/City at austral Papua Province, namely: Merauke regency, Asmat regency, Boven Digoel regency, and Mappi Regency. The Result show that: 1) marks sense kausal’s relationships among teachers professional factor, curriculum, learned result, education management to education quality, 2) schooled education managements constitute education quality determinants, but then also so prescribed by professional teacher, curriculum, and tall studying result. If education management corresponds to that expected deep its management therefore good education quality will be reached conversely. Keywords: governman policy, education quality Abstrak: Pada penelitian ini, subjek yang dianalisis dan dites empiris akan berefek: 1) jika guru yang profesional berpengaruh dalam manajemen pendidikan schooling, 2) jika kurikulum berpengaruh terhadap manajemen pendidikan schooling, 3) jika hasil belajar berpengaruh terhadap manajemen pendidikan schooling, 4 ) jika guru yang profesional berpengaruh kepada kualitas pendidikan, 5) jika kurikulum berpengaruh terhadap kualitas pendidikan, 6) jika hasil belajar berpengaruh terhadap kualitas pendidikan, dan 7) apakah manajemen pendidikan schooling berpengaruh terhadap kualitas pendidikan. Metode penelitian yang digunakan adalah pendekatan format desain afiliasi (pendekatan pencampuran), yang didukung oleh pendekatan kuantitatif dengan pendekatan kualitatif sebagai pendekatan minor. Lokasi penelitian pada 20 Kabupaten/Kota yang ada Alamat Korespondensi: Paulus Yulius Indubri, STIPER St. Thomas Aquinas Jayapura TERAKREDITASI SK DIRJEN DIKTI NO. 66b/DIKTI/KEP/2011317 ISSN: 1693-5241 317 Paulus Yulius Indubri, M.S. Idrus, Ubud Salim dan Djumahir di wilayah Provinsi Papua dengan pembagian sebagai berikut: 1) Kabupaten/Kota di Provinsi Papua bagian utara, yaitu: Kota Jayapura, Kabupaten Jayapura, Kabupaten Keerom, Kabupaten Sarmi, Kabupaten Supiori, Kabupaten Subur, Kabupaten Nabire, Kabupaten Yapen, dan Kabupaten Waropen, 2) Kabupaten/ Kota di Provinsi Papua bagian tengah, yaitu: Kabupaten Jayawijaya, Kabupaten Paniai, Kabupaten Mimika, Kabupaten Tolikara, Kabupaten Pegunungan Bintang, Kabupaten Puncak Jaya, dan Kabupaten Yahukimo, dan 3) Kabupaten/kota di Provinsi Papua selatan, yaitu: Kabupaten Merauke, Kabupaten Asmat, Kabupaten Boven Digoel, dan Kabupaten Mappi. Hasil observasi menunjukkan bahwa: 1) ada hubungan khausal antara faktor pengajar profesional, kurikulum, hasil belajar, manajemen pendidikan dengan kualitas pendidikan, 2) manajemen pendidikan schooling merupakan penentu kualitas pendidikan, tetapi juga ditentukan oleh pengajar profesional, kurikulum, dan tingginya hasil belajar . Jika manajemen pendidikan sesuai dengan yang diharapkan dalam manajemen mutu pendidikan yang baik sehingga akan tercapai kebalikannya. Kata Kunci: kebijakan sekolah, kualitas pendidikan Pendidikan merupakan kebutuhan dasar dan hak asasi dengan manajemen pendidikan sekolah, profesional bagi setiap warga negara, hal ini sesuai dengan pasal guru, kurikulum, dan hasil belajar. Konstribusi secara 31 ayat (1) UUD 1945, bahwa ”setiap warga negara praktis penelitian ini diharapkan memberi masukkan berhak mendapat pendidikan”. Untuk mendapatkan kepada pemerintah pusat, pemerintah daerah Provinsi layanan pendidikan bermutu, pemerintah pusat dan Papua dan Dinas pemerintah daerah bertanggung jawab menyediakan Pendidikan, Pemuda dan Olah Raga Provinsi anggaran pendidikan melalui APBN dan APBD. Papua menyangkut profesional guru, kurikulum, dan Undang-Undang Nomor 20 Tahun 2003 tentang ”Sis- hasil belajar dalam menunjang manajemen pendidikan tem Pendidikan Nasional (SISDIKNAS)”, mengatur sekolah guna meningkatkan kualitas pendidikan. anggaran pendidikan sebesar 20% dari APBN dan APBD, diluar gaji pendidik dan biaya pendidikan TINJAUAN PUSTAKA kedinasan.Permasalahan yang sangat menarik untuk Manajemen Pendidikan melakukan penelitian ini, sebagai berikut:1. Manaje- men pendidikan sekolah dapat ditinjau dari segi: a) Pembinaan dan Pengembangan Kearns, P. (2001) produktivitas tenaga pendidik, b) pelayanan pendidikan mengemukakan pembinaan dan pengembangan untuk secara kreatif, c) pembinaan dan pengembangan mencapai kualitas pendidikan, meliputi: kemampuan sebagai wujud koordinasi, dan d) mutu proses daya mengajar, profesionalisme pengajar, pendekatan, jenis saing.2. Kualitas pendidikan sasarannya, meliputi: a) dan metode, pegawasan, dan bimbingan. Mutu Proses desentralisasi pendidikan yang terkait dengan mutu Pembelajaran Cord (2001) dalam melakukan aspek hasil, b) strategis organisasi pendidikan, dan c) pem- penilaian terhadap mutu proses pembelajaran di seko- biyaan pendidikan. 3. Profesional guru sesuai dengan: lah, meliputi: silabus mata pelajaran, tes, pengamatan, a) kualifikasi pendidik, b) supervisi pendidikan, dan penugasan, dan/atau bentuk lain yang diperlukan, dan c) program sertifikasi.4. Kurikulum mewujudkan: a) penilaian. kompetensi, b) lingkungan pendidikan, dan c) bahan Desentralisasi Pendidikan ajar. 5. Hasil belajar sangat tergantung dari: a) parti- Barret (1999), dalam era desentralisasi pendi- sipasi guru, b) keahlian akademik, dan c) prestasi pen- dikan mencakup tiga hal yakni: 1) manajemen berbasis didikan. lokasi, 2) pendelegasian wewenang, dan 3) inovasi kurikulum. Manfaat Penelitian Konstribusi keilmuan manajemen sumber daya Pembiayaan Pendidikan dan Profesional Guru manusia, hasil penelitian ini dapat menambah khasanah Peraturan Pemerintah Republik Indonesia Nomor disiplin ilmu khususnya tentang manajemen pendidikan 48 Tahun 2008 tentang Pendanaan Pendidikan Bab II sekolah dan kualitas pendidikan yang berhubungan pasal 7. 318 JURNAL APLIKASINama Orang MANAJEMEN | VOLUME 11 | NOMOR 2 | JUNI 2013 Manajemen Pendidikan Sekolah dan Kualitas Pendidikan Dalam Undang-Undang Republik Indonesia No. penilaian terdapat tiga syarat, antara lain: 1) penilaian 14 Tahun 2005 tentang Guru dan Dosen; pada Bab hasil belajar oleh pendidik, 2) penilaian hasil belajar III. Prinsip Profesionalitas; pasal 7 ayat 1. oleh satuan pendidikan, dan 3) penilaian hasil belajar oleh pemerintah. Kualitas Pengajar dan Program Sertifikasi Upaya untuk mengoptimalkan pendidikan sangat berkaitan langsung dengan faktor kualitas pendidikan, Peraturan Menteri Pendidikan Nasional Nomor: manajemen pendidikan sekolah, profesional guru, 16 Tahun 2007, tanggal 4 Mei 2007 tentang Standar kurikulum, dan hasil belajar. Pada prinsipnya Kualifikasi Akademik dan Kompetensi Guru, yakni pendidikan memiliki peranan yang sangat besar dalam kualifikasi akademik guru. mendukung keberhasilan suatu proses perubahan, dari Undang-Undang Republik Indonesia Nomor 14 masyarakat terbelakang menjadi masyarakat yang Tahun 2005 tentang Guru dan Dosen Bab IV; pasal 8 lebih maju menuju kesetaraan dan kesejajaran dengan yakni guru wajib memiliki kualifikasi akademik, masyarakat lainnya. kompetensi, sertifikasi pendidik, sehat jasmani dan rohani, serta memiliki kemampuan untuk mewujudkan tujuan pendidikan nasional, pasal 11. Profesional Guru (X1) Kurikulum Kurikulum dilaksanakan sesuai dengan Undang- H4 Undang No. 2 tahun 1989 tentang ”Sistem Pendidikan H1 Nasional”. Manajemen Kompetensi H7 H2 Pendidikan Sekolah Kualitas Pendidikan Kurikulum (Y1) (Y2) Peraturan Menteri Pendidikan Nasional Nomor: (X2) 16 Tahun 2007, tanggal 4 Mei 2007 tentang Standar Kualifikasi Akademik dan Kompetensi Guru. H5 Lingkungan Pendidikan dan Hasil Belajar H3 Bogdan R.C. (1992), lingkungan pendidikan H6 dalam sistem pengajaran yang diterapkan mampu Hasil Belajar menumbuhkan dan mengembangkan kepekaan dan (X3) kesadaran peserta ajar pada lingkungan walaupun ilmu-ilmu yang diajarkan adalah ilmu-ilmu yang Gambar 1. Counceptual Framework (Yang Menunjuk- berkaitan dengan lingkungan. kan Hubungan Variabel Profesional Guru, Kurikulum, Hasil Belajar, Manajemen Pendi- Hasil Belajar dikan Sekolah, dan Kualitas Pendidikan) Dalam kedudukan hasi belajar dikaitkan dengan Hipotesis Penelitian Peraturan Menteri Pendidikan Nasional Republik H1 : Semakin tinggi profesional guru, akan sema- Indonesia Nomor 20 Tahun
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