Jurnal Imiah Pendidikan dan Pembelajaran
Volume 7, Issue 1, 2023, pp. 93-102
P-ISSN: 1858-4543 E-ISSN: 2615-6091
Open Access: https://doi.org/10.23887/jipp.v7i1.58286
School-Based Management: Participation in Improving the
Quality of Education
Anastasia Ela1*, Bambang Ismanto2, Ade Iriani3
1,2,3Master
of Education Administration, Satya Wacana Christian University, Salatiga, Indonesia
ARTICLE INFO
Article history:
Received January 05, 2023
Revised January 07, 2023
Accepted March 10, 2023
Available online March 25, 2023
Kata Kunci :
Evaluasi, MBS, Partisipasi
Sekolah
Keywords:
Evaluation, SBM, School
Participation.
This is an open access article under
the CC BY-SA license.
Copyright
©2023
by
Author.
Published by Universitas Pendidikan
Ganesha
ABSTRAK
Berbagai upaya telah dilakukan untuk meningkatkan mutu pendidikan,
namun pendidikan masih dihadapkan pada berbagai masalah, yang paling
krusial adalah rendahnya mutu pendidikan. Penelitian ini bertujuan untuk
mengevaluasi pelaksanaan partisipasi sekolah dalam peningkatan mutu
pendidikan. Jenis penelitian ini adalah penelitian deskriptif evaluatif. Model
evaluasi yang digunakan dalam penelitian ini adalah model evaluasi
perbedaan. Penelitian ini menggunakan teknik wawancara, observasi, dan
studi dokumen untuk mengumpulkan data. Akuisisi data digunakan
dengan analisis Miles dan Huberman. Validasi data diperoleh dengan
menggunakan teknik triangulasi validitas data. Hasil kajian menunjukkan
bahwa pelaksanaan Rancangan Partisipasi Sekolah telah dilaksanakan
namun belum memenuhi standar yang ditetapkan oleh pemerintah. Hal ini
disebabkan karena tidak ada AD/ART dan program kerja sebagai dasar
pelaksanaan kegiatan, maka pelaksanaan instalasi partisipasi sekolah
belum terlaksana dengan baik karena belum ada alokasi anggaran biaya
sebagai sarana penunjang penyelenggaraan organisasi. kegiatan,
pelaksanaan proses partisipasi sekolah sudah dilaksanakan, namun
belum semua peran dilaksanakan secara optimal oleh sekolah, produk
pelaksanaan partisipasi sekolah sudah ada tetapi belum sesuai dengan
standar pemerintah. Produk partisipasi sekolah yang masih memerlukan
laporan evaluasi rapor mutu program kerja, yaitu: hasil evaluasi anggaran,
infrastruktur, hasil belajar, risalah rapat, dokumen pengembangan unit
produksi rapor mutu, dan laporan pemasaran lulusan.
ABSTRACT
Many efforts have been made to improve the quality of education, but education is still faced with
various problems, the most crucial of which is the low quality of education. The aims of this study were
to evaluate the implementation of school participation in improving the quality of education. This type
of research is descriptive evaluative research. The evaluation model used in this study is the
discrepancy evaluation model. This study used interview techniques, observation, and document
study to collect data. Data acquisition is used with Miles and Huberman analysis. Data validation was
obtained by using the data validity triangulation technique. The study results showed that the
implementation of the school participation design has been carried out but has yet to meet the
standards set by the government. It is because there are no AD/ART and work programs as the basic
basis for carrying out activities, the implementation of school participation installations has not been
carried out properly because there has not been an allocation of budgetary costs as a supporting
facility to support organizational activities, implementation of the school participation process has been
carried out, but not all roles have been carried out optimally by schools, implementation of school
participation products already exists but is not yet by government standards. Products of school
participation that still need evaluation reports on work program quality report cards, namely: budget
evaluation results, infrastructure, learning outcomes, meeting minutes, quality report card production
unit development documents, and graduate marketing reports.
1. INTRODUCTION
Many efforts have been made to improve the quality of education, but education is still faced with
various problems, the most crucial of which is the low quality of education. From the several findings, one
of the contributing factors includes the low participation of the community in determining school policy
*Corresponding author
E-mail addresses: anastasiaela07@gmail.com (Anastasia Ela)
Jurnal Imiah Pendidikan dan Pembelajaran, Volume 7, Issue 1, 2023, pp. 93- 102
94
due to the community's lack of sense of belonging and lack of responsibility in maintaining and fostering
the school where their children attend school. There is a positive influence of the implementation of
school-based management on the quality of education (Maskur, 2021). There are efforts to improve the
quality of education through school-based management policies (Patras et al., 2019).
The lack of
quality education has something to do with management problems, so the idea arises that schools are
given the freedom to manage education by implementing various policies widely. The notion of increasing
the role of schools in school management is called School-Based Management (SBM) (Bandur, 2018).
Implementing SBM, curriculum management, and learning processes can be carried out effectively and
efficiently, building student character, learning achievement, and quality of education (Amon & Rajib
Bustami, 2021). School-Based management in improving quality and characteristics in providing broad
opportunities for the decentralization of education to participate or actively participate in determining the
direction of schooling (Aisyah, 2021; Panggabean et al., 2022; Sumarsono et al., 2019). This opinion states
that the policy of involving interest groups in the administration of schooling is a positive effort in
empowering input and output interests by applicable policy standards. School-based management (SBM)
matches existing resources at school by involving all stakeholder groups (Apriliani et al., 2021; Hasnawati,
2021). The characteristics of the effectiveness of SBM implementation can be seen in schools as a system
consisting of input-output processes. So to determine the effectiveness of SBM implementation, it is
necessary to evaluate its implementation in schools. This statement is in line with the research that the
results show that SD Santo Antonius I Bidaracina has evaluated school-based management (SBM) in
education administration (Margaretha et al., 2021). The implementation of SBM at SD Santo Antonius I is
based on the principles and standards of implementing school-based management (SBM), which have a
very significant impact on the output produced by the school. A school management model called SchoolBased Management is an education management strategy that promotes cooperation between various
parties (Rohma et al., 2020). Define school-based management (SBM) as an alternative form of school
management to improve the quality of education, which is characterized by greater flexibility in making
decisions at the school level and relatively high community participation within the framework of
education policy national (Mahyudin & Lestari, 2021). The implementation of SBM has a teaching staff
component to develop the ability of school principals with teachers and school committee elements in the
SBM aspect to improve school quality (Andriyan & Yoenanto, 2022; Subaidi et al., 2021).
Evaluating the implementation of school-based management in improving the quality of
education in schools must apply the SBM system with various input or planning stages and process stages
by carrying out routine monitoring and evaluation that will affect the results in the form of improving the
quality of education in schools (Achadah, 2019; Wahyudi et al., 2020). There is a difference between
evaluation and program evaluation. Evaluation is an activity carried out so that all information about how
something works is used to determine the right alternative or step for program evaluation (Endah Retno
Suci & Aris Widodo, 2022; Fadliah, 2020). The essence of school-based management (SBM) is that it is
obligatory to involve the community in managing education so that the community has a sense of empathy
for the success of education and realizes that education is a shared responsibility. The school committee is
the bridge between the community and the school. Forms of community participation can be poured into
the school committee's work program in the organization as a body of consideration, supporter, and
mediator (Athiyah, 2019; Wahyudi et al., 2020). The evaluation model used in this study is the
Discrepancy evaluation model (DEM) developed by Malcolm Provus (Said et al., 2019; Supriyadi et al.,
2022). This evaluation model emphasizes more on the view of the existence of gaps in the implementation
of national education quality standards.
Problems were found in implementing SMKN 1 Tengaran regarding school participation through
interviews with committee members and teachers. Information was obtained that there was a gap
between the role of school committees based on standards and their implementation in schools, so school
participation had not been implemented optimally. On this basis, it is necessary to research the evaluation
implementation of school-based management focused on school participation at SMKN 1 Tengaran. It
proves that teachers, school committees, curriculum, and community still lack participation in preparing
planning programs and input and output processes to improve education quality report cards. Based on
the existing background, this research was conducted to evaluate the design, installation, process, and
products resulting from the implementation of school participation program activities at SMKN 1
Tengaran against performance standards from the government. We hope this research will be useful in
providing scientific contributions and information for school principals, heads of the school curriculum,
teachers, and school committees.
JIPP P-ISSN: 1858-4543 E-ISSN: 2615-6091
Jurnal Imiah Pendidikan dan Pembelajaran, Volume 7, Issue 1, 2023, pp. 93-102
95
2. METHOD
This research is qualitative, with an evaluative descriptive model with the subject of school
principals, vice principals, heads of school curricula, heads of school committees, and teachers at SMKN 1
Tengaran—data collection techniques using interviews, observation, and document study. Data validation
uses data and source triangulation. The data analysis technique used refers to the (Miles & Huberman,
2014), which includes three stages, namely: (1) data collection; (2) data reduction; and (3) data
presentation, as a guide or reference for determining the percentage of school curriculum performance, an
instrument for the activities that have been carried out is developed so that it is easy to evaluate the
progress of improving the quality of education report cards (Kurniawan et al., 2020; Moleong, 2007). The
MBS program activities will be presented in Table 1.
Table 1. Instruments for School-Based Management Program Activities in Improving Quality Report
Cards
Aspects
Curriculum and
learning
Learners
Educators and
educational staff
Financing
Facilities and
infrastructure
School and
community
relations
School culture and
environment
Activities
a. Curriculum development
b. Preparation of class administration
c. Learning management activities
d. Development and implementation of an assessment system
a. School admission (PPDB)
b. Extracurricular program
c. Student participation
a. Teacher professional development
b. Increasing pedagogic competence through workshops and freckles
c. Increasing the academic competence of teachers, Educators, and education staff
a. Budgeting and Planning
b. Preparation of SPJ BOS
a. Procurement of sports equipment
b. multimedia procurement
c. Procurement of report books
d. Provision of visual data
e. Care and maintenance of school equipment
a. Committee meeting
b. Holiday Commemoration Activities
c. social activities
a. Reading Culture
b. Habituation Activities
3. RESULT AND DISCUSSION
Result
The results of this study were divided into four parts: the design of the quality report card
program, the installation of the quality report card program, the quality report card implementation
process, and the quality report card implementation product. The design of the quality report card
program at SMK Negeri 1 Tengaran consists of the School Committee's design and the School Curriculum's
design. To support the achievement of the objectives of the Vocational High School, Tengaran 1 Public
Vocational School establishes cooperation with the business world and the industrial world, especially in
the Provision of education and training. The results of the analysis of the formation of the School
Committee at SMKN 1 Tengaran show that the school chooses the process of forming committee members,
from the chairman to the members. Seven members consisting of 2 community leaders, two alumni, one
teacher, and one person from DU/DI. The chairman of the committee, starting in 2014, has never changed.
Following what the head of the committee disclosed during the interview, the School Curriculum does not
have a work program and AD / ART (Haerul et al., 2021; Seriyanti et al., 2020). Meetings of school
curriculum management members are rarely held. The purpose of establishing the Tengaran 1 SMKN
School Committee is to increase community participation in the administration of education
(Kepmendiknas). Law number 20 of 2022 clarifies the existence of school committees. The results of the
evaluation of the design of the quality report card program at SMKN 1 Tengaran, so far, the committee
chairman has announced to all members to be able to prepare time to meet at a meeting to be held at
Anastasia Ela / School-Based Management: Participation in Improving the Quality of Education
Jurnal Imiah Pendidikan dan Pembelajaran, Volume 7, Issue 1, 2023, pp. 93- 102
96
school and will explain the benefits of community participation in improving the quality of education and
will have a positive effect on school.
The results of the installation analysis of the quality report card program at SMKN 1 Tengaran can
be described as follows. To carry out the goals and programs of the School Curriculum, resources, and
facilities are needed to support the implementation of educational quality reports. In the school quality
report card, resources consist of human resources, funding, and infrastructure. The study results show
that the school's human resources are people who sit in the organizational structure of the school's
curriculum administrators. The results of the interviews also show that school curriculum administrators
have been formed, but only the head of the curriculum is active. The results of the quality report card
installation research carried out through the School Committee can be described as follows. Not all school
committee administrators play an active role in carrying out their duties. Only the head of the school
committee is actively involved in coordinating with the school, while communication between committee
members through regular meetings has never been implemented. The evaluation results of installing the
education quality report card program for the Deputy Curriculum will also provide a meeting room for
school committee members if they participate in performance socialization. The Deputy Curriculum
Deputy also said he would speak to the principal regarding the Provision of facilities and infrastructure for
the committee chairman to obtain facilities so that they can play an active role in implementing SBM in
improving the quality of education at SMKN 1 Tengaran.
The process of implementing quality report cards at SMKN 1 Tengaran is carried out through the
implementation of school-based management. The role of the School Committee as a deliberative body at
SMKN 1 Tengaran has been going well. Based on the directorate's standard regarding the School
Committee's role as a deliberative body, the SMKN 1 Tengaran committee has not fully fulfilled this role.
The results of interviews with committee members and teachers at SMKN 1 Tengaran show that there are
still gaps. It can be seen in Figure 1. The national standard is 100%, minus implementing the committee's
role as a deliberative body from the committee management group and the teacher group at SMKN 1
Tengaran.
Figure 1. The Gap Between Standards and the Implementation of the Committee’s Role as an Advisory
Body
The interviews showed that the gap between the standards and the implementation of the
committee's role as a body of consideration for the committee respondent group was 42.21%. In contrast,
for the school principals and teachers group, it was 46.15%. Data were obtained from interviews with
school committee officials that the school committee provided input to schools regarding the budget at the
time of the meeting with parents. Then the committee discussed the budget with the community (parents)
to then make a decision. The gap analysis results between the implementation of the role of the school
committee as a supporting body and the standards set by the directorate are shown in Figure 2.
JIPP P-ISSN: 1858-4543 E-ISSN: 2615-6091
Jurnal Imiah Pendidikan dan Pembelajaran, Volume 7, Issue 1, 2023, pp. 93-102
97
Figure 2. The gap between the Standard and Role Implementation Committee as a Supporting Body
The gap between the national standard and the data gap between the national standard and the
School Committee committee interview data obtained a result of 46.4%. Between the standard from the
directorate and the teacher, group respondents obtained a result of 46.54%. Interview data shows that the
School Committee has a role in implementing school activities. The school committee always supports the
budget, but monitoring of the use of the budget and evaluation of the use of the education budget is not
carried out, nor is the evaluation of infrastructure support. The school coordinates Sarpras assistance with
the head of the committee, but implementation is fully up to the school. The gap analysis results between
the implementation of the role of the school committee as a controlling body and the standards set by the
directorate are shown in Figure 3.
Figure 3. The Gap Between Standards and Implementation of the Committee's Role as A Controlling Body
The gap between the standard and the implementation of the school quality report card as a
controlling body from committee management respondents obtained data of 41.58%, while between the
standard and the principal and teacher group respondents obtained data of 44.72%. The interviews found
that the School Committee monitors the results of school examinations as a controlling body. Exam results
are obtained from the principal's report to the committee chairman. For sarpras, the chairman of the
committee provides legality when there is assistance from the government. The management of other
committees does not carry out their role as a supervisory body because they have never held regular
board meetings. The results of the analysis of the gap in the implementation of the role of the School
Committee as a liaison body with standard directorates from respondents to the committee management
group obtained data of 32.79%. Data analysis from the principal and teacher group respondents obtained
a result of 39.72%. The discrepancy between the committee and teacher respondents shows that
implementing the School Committee's role does not work according to national standards. Figure 4 shows
the gap between standards and the implementation of the role of the school committee as a liaison body.
Anastasia Ela / School-Based Management: Participation in Improving the Quality of Education
Jurnal Imiah Pendidikan dan Pembelajaran, Volume 7, Issue 1, 2023, pp. 93- 102
98
Figure 4. The Gap Between Standards and Implementation of the Committee's role as a Liaison Agency
From the interviews with the chairmen and administrators of the committee, data was obtained
that the role of the School Committee as a liaison or mediator had been carried out, even though it was not
fully by the standards set by the directorate. The results of the evaluation of the process of implementing
quality report cards through school-based management (MBS) curriculum waka will invite all school
members, school committee administrators, and parents of students to provide information on the
process of preparing the RKAS program or some of the changes that have occurred so that all can feel a
sense of ownership and mutual support. Quality report card products at SMKN 1 Tengaran. The results
were obtained through an analysis of the implementation of the role of the school committee and the
school curriculum. The results showed that the quality report card products through the school committee
were in the form of socializing school programs to the community (student parents), legalizing RKAS
without going through a meeting between the school committee and the school, legalizing KTSP, legalizing
proposals and assistance reports, and monitoring national exam results.
Quality report card products obtained from the analysis of the role of the school committee and
school curriculum are the legalization of skill competency test certificates, distribution of graduates is only
carried out in one industry, promotion of school existence is only carried out for PT Damatex Salatiga
employees, curriculum planning and implementation through internship programs and industry
introduction for new students, increasing the competence of educators and non-educators through
teacher apprenticeships at PT Damatex and PT Nasmoco but not carried out routinely. Products that have
not been implemented are the Development of production units. The results of the evaluation of the
process and output of participation in improving school quality report cards, information was obtained
from the school principal that he had just moved to SMKN 1, so there would be a lot of implementation
processes and changes that would be made in the future by establishing wider cooperation, would
maintain the relationship both between schools and committee administrators, school boards, parents of
students, school alumni and industry or companies in Salatiga. To achieve the planned goals based on the
quality report card participation output product through the implementation of school-based
management (SBM) in improving the quality of education.
Discussion
The organizational structure of the school curriculum at Tengaran 1 Vocational High School has
been compiled. Still, in terms of membership, it is not following government regulations as stated in the
Permendikbud guideline number 56/M/2022 for implementing the 2022 edition of the SMK curriculum
that school members are group representatives or individuals from level II regional heads, company
associations, professional associations, workers' associations, community leaders, alumni, and relevant
related institutions. Besides the school curriculum, the organizational structure of the school committee at
SMKN 1 Tengaran has been formed with seven members and administrators. It is not following
Government Regulation (PP) No. 4 of 2022, which states that there are at least nine members of the School
Committee. Process the formation of the School Committee at SMKN 1 Tengaran through direct
appointment from the school while in the Ministry of National Education No. 44 of 2002, the process of
forming the School Committee went through the stages; 1) forming a preparatory committee, 2) preparing
for formation by holding outreach forums in the community, compiling criteria for prospective members,
selecting prospective members, announcing the names of prospective members, compiling the names of
elected members, facilitating elected administrators and members, conveying the names of members and
JIPP P-ISSN: 1858-4543 E-ISSN: 2615-6091
Jurnal Imiah Pendidikan dan Pembelajaran, Volume 7, Issue 1, 2023, pp. 93-102
99
administrators to the school principal. This shows that the process of forming a School Committee at
SMKN 1 Tengaran is not by Government Regulation (PP) No. 4 of 2022, namely that school committee
officials are elected from and by members. The purpose of establishing the school curriculum for SMKN 1
Tengaran is following the government's goal of forming a school curriculum as stated in the 2022 edition
of the SMK curriculum implementation guideline that the purpose of forming the school curriculum is to
become a means of enhancing functional cooperative relations between SMK and the business/industry
world in implementing education and training, facilities for the Development and improvement of quality
report cards for vocational education and training processes. Committee SMKN 1 Tengaran does not have
AD/ART documents, work programs, meeting minutes, and attendance lists for school committee
meetings. The only documents available are minutes of meetings between parents and school committees
and a decree (SK) on the organizational structure of the school committee with a validity period of up to
2023. It is not following Permendiknas Number 075/U/2016 dated 2 April 2016 concerning Guidelines
for Forming Committees Schools stating that the School Committee is required to have AD/ART. The
committee should make AD/ART and a work program to guide all activities. School administrators have
not carried out their duties to the fullest. Of all the administrators who are still active, only the chairman
is. It is not following the guidelines for implementing the 2022 SMK curriculum, which states that school
management must reflect the strength of the aspirations of the business/industry world in particular and
the world of work in general and have access to the business/industry world. There is no budget
allocation at SMKN 1 Tengaran for implementing school curriculum operational activities, causing
organizational activities not to run optimally. There is no budget allocation at SMKN 1 Tengaran for
implementing school curriculum operational activities, causing organizational activities not to run
optimally. The absence of this budget is not following the guidelines for implementing the 2020 SMK
curriculum, which states that in implementing education and training management, schools plan, manage
and allocate funds and costs for operational training needs, testing, and certification, program promotion,
coordination of school boards with schools, partner institutions, and BP3, for monitoring and the
secretariat of the school assembly.
The SMKN 1 Tengaran Committee manager has not carried out their duties optimally because
they do not know their administrative positions. Only the head of the School Committee coordinates with
the school, especially during parents' meetings with the school. Committee administrators do not know
their duties, rights, and obligations because the School Committee does not make AD/ART, which
regulates the rights and obligations of committee administrators. It is not following Kepmendikbud No 44
of 2022 that the AD/ART of the school committee contains: 1) name and place of position, 2) basis,
objectives, and activities, 3) membership and management, 4) rights and obligations of members and
administrators, 5) finance, 6) internal mechanisms and meetings, 7) amendments to AD/ART and
dissolution of the organization. Facility support for the operational activities of the School Committee at
SMKN 1 Tengaran is also not yet available. It does not follow the school committee performance indicators
in the operational guidelines for activities and the school committee performance indicators from the
directorate that the organizational facilities of the school committee consist of aspects of human resources
(organizational structure and administrative staff), physical office infrastructure (secretariat room,
meeting chairs, tables, whiteboards, and data boards), administration and finance (files of incoming and
outgoing letters, lists of meeting attendance, minutes of meetings, cash books), data and documents
(AD/ART, work programs, operational references, Ministry of National Education No. 75 of 2016, school
data, data on parents of students, data on DU/DI and data on learning outcomes).
The research data shows gaps in the implementation of the role of the School Committee as a
deliberative body with standards set by the directorate. It is similar to research data obtained from
interviews which show that in school planning, the committee is not involved in preparing the RKAS. A
chance meeting is never held, while the RKAS committee meeting only conveys the nominal committee
fees paid by each student to parents. For the ratification of the RKAS, the research results obtained from
interviews and observations show that the school committee's RKAS carries out its role. The study results
also show that the School Committee, in carrying out its role as an advisory body regarding implementing
the school quality report card program related to the curriculum and school programs, has not been
carried out according to standards. The directorate's committee performance indicators in the technical
guidelines for strengthening school/madrasah committees in 2011 are 1) Providing input on managing
education in schools/madrasahs and 2) Providing input on the learning process to teachers. The fact at
SMKN 1 Tengaran is that the School Committee has not provided teachers input on the learning process.
From the analysis of the research results on school participation products through the role of the School
Committee, it was found that at SMKN 1 Tengaran, the school socialized the school quality report card
program and ratified the RKAS. It shows that the School Committee has carried out its role but is not yet
following the role and function of the school committee in the elaboration of operational activities
Anastasia Ela / School-Based Management: Participation in Improving the Quality of Education
Jurnal Imiah Pendidikan dan Pembelajaran, Volume 7, Issue 1, 2023, pp. 93- 102
100
contained in the operational guidelines for the performance of the School Committee from the directorate.
The product of the school committee, in terms of acting as a liaison body, has just been carried out by
submitting complaints and input from the community. The School Committee has yet to communicate
with the education board. It is not following the role of the School Committee as a liaison body for the
directorate, which states that the School Committee is a liaison between the school, the community, and
the education board. There is no analysis regarding the Development of production unit quality report
cards. It is not following the curriculum's role in developing production units listed in the 2020
curriculum implementation guide from the national education directorate. The successful implementation
of SBM in the learning process requires socialization, openness, motivation, and unification of vision
(Patras et al., 2019). However, the less effective implementation of SBM is caused by a lack of good
understanding from school stakeholders, which results in low academic achievement (Bandur, 2018).
Given the importance of improving teaching methods in schools, it is increasingly important in the era of
globalization and educational autonomy. Changes in school management, from centralized management to
SBM, so that schools must prioritize the needs of students as customers and stakeholders of education. In
terms of school management, the problems of SBM include that schools have not involved many parties or
outsiders in making decisions. Teacher awareness of the culture of discipline and responsibility in
carrying out the assigned tasks. Therefore, socialization, openness, motivation, and unification of visions
greatly affect the success of SBM implementation (Batubara & Ariani, 2018).
Evaluating the implementation of school-based management in improving the quality of
education in schools must apply the SBM system with various input or planning stages and process stages
by carrying out routine monitoring and evaluation that will affect the results in the form of improving the
quality of education in schools (Achadah, 2019; Wahyudi et al., 2020). There is a difference between
evaluation and program evaluation. Evaluation is an activity carried out so that all information about how
something works is used to determine the right alternative or step for program evaluation (Endah Retno
Suci & Aris Widodo, 2022; Fadliah, 2020). The essence of school-based management (SBM) is that it is
obligatory to involve the community in managing education so that the community has a sense of empathy
for the success of education and realizes that education is a shared responsibility. The school committee is
the bridge between the community and the school. Forms of community participation can be poured into
the school committee's work program in the organization as a body of consideration, supporter, and
mediator (Athiyah, 2019; Wahyudi et al., 2020). The evaluation model used in this study is the
Discrepancy evaluation model (DEM) developed by Malcolm Provus (Said et al., 2019; Supriyadi et al.,
2022). This evaluation model emphasizes more on the view of the existence of gaps in the implementation
of national education quality standards.
4. CONCLUSION
The implementation of the community participation program has not run according to the
standards set by the directorate. School Committees and Curriculum administrators do not play an active
role in carrying out their roles. Only the committee chairperson and curriculum head coordinate with the
school. The process of implementing community participation programs through the implementation of
the role of the School Committee and School Curriculum has been carried out but has not been maximized.
As a deliberative body, the School Committee has not identified educational resources in the community
and only ratified the RKAS and socialized school programs. Product implementation of the community
participation program through the School Committee already exists but is not up to standard. Existing
products are in the form of ratification of RKAS, ratification of proposals and assistance reports, and
ratification of KTSP. Products that do not yet exist are work program evaluation reports, meeting minutes,
budget monitoring results reports, infrastructure, learning outcomes, and the needs of educators as well
as reports on identifying learning resources in the community.
5. REFERENCES
Achadah, A. (2019). Manajemen Berbasis Sekolah (MBS): Konsep Dasar dan Implementasi Pada Satuan
Pendidikan.
Tarbiyatuna:
Jurnal
Pendidikan
Ilmiah,
4(2),
77–88.
https://doi.org/10.5281/zenodo.5717447.
Aisyah, S. (2021). Peran Manajemen Berbasis Sekolah Dalam Meningkatkan Partisipasi Masyarakat di MTS
AL-Faaizun
Watang
Palakka.
Equilibrium:
Jurnal
Pendidikan,
9(1),
34–43.
https://doi.org/10.26618/equilibrium.v9i1.3805.
JIPP P-ISSN: 1858-4543 E-ISSN: 2615-6091
Jurnal Imiah Pendidikan dan Pembelajaran, Volume 7, Issue 1, 2023, pp. 93-102
101
Amon, L., & Rajib Bustami, M. (2021). Implementation of School-Based Management in Curriculum and
Learning Processes: a Literatur Review. Jurnal Pendidikan Dasar Dan Menengah (Dikdasmen),
1(1), 1–11. https://journal.ilininstitute.com/index.php/dikdasmen/article/view/1060.
Andriyan, A., & Yoenanto, N. H. (2022). Optimalisasi penerapan dan pengelolaan manajemen berbasis
sekolah:
literatur
review.
Jurnal Akuntabilitas Manajemen …,
10(1),
14–27.
https://journal.uny.ac.id/index.php/jamp/article/view/45011%0Ahttps://journal.uny.ac.id/ind
ex.php/jamp/article/download/45011/17734.
Apriliani, M. A., Maksum, A., Wardhani, P. A., Yuniar, S., & Setyowati, S. (2021). Pengembangan media
pembelajaran PPKn SD berbasis Powtoon untuk mengembangkan karakter tanggung jawab.
Jurnal Ilmiah Pendidikan Dasar, 8(2), 129. https://doi.org/10.30659/pendas.8.2.129-145.
Athiyah, C. U. (2019). Implementasi Manajemen Berbasis Sekolah Sebagai Alternatif Desentralisasi
Pendidikan di MAN 4 Jakarta. Andragogi: Jurnal Diklat Teknis Pendidikan Dan Keagamaan, 7(1),
130–145. https://doi.org/10.36052/andragogi.v7i1.82.
Bandur, A. (2018). Stakeholders’ responses to school-based management in Indonesia. International
Journal of Educational Management, 32(6), 1082–1098. https://doi.org/10.1108/IJEM-08-20170191.
Batubara, H. H., & Ariani, D. N. (2018). Implementasi Manajemen Berbasis Sekolah Di Sdn Sungai Miai 5
Dan Sdn Surgi Mufti 4 Di Banjarmasin. AL-ULUM : Jurnal Ilmu Sosial Dan Humaniora, 3(2), 452–
461. https://doi.org/10.31602/alsh.v3i2.1196.
Endah Retno Suci, & Aris Widodo. (2022). Implementasi Model Manajemen Berbasis Sekolah pada MTs
Swasta Al-Mushlihin Kota Binjai. Idarah (Jurnal Pendidikan Dan Kependidikan), 5(2), 189–202.
https://doi.org/10.47766/idarah.v5i2.176.
Fadliah, A. D. M. R. (2020). Evaluasi Pelaksanaan Manajemen Berbasis Sekolah Di Sekolah Dasar Negeri
Kebun Bunga 6 Banjarmasin Timur Menggunakan Model CIPP. Lentera: Jurnal Ilmiah
Kependidikan, 15(1), 1–10. https://jurnal.stkipbjm.ac.id/index.php/jpl/article/view/998/489
Haerul, A., Ansar, & Anshari. (2021). Implemntasi MBS dalam pengelolaan kurikulum di sekolah menengah
kejuruan Negeri 1 Luwu timur kecamatan Malili. https://www.ptonline.com/articles/how-to-getbetter-mfi-results.
Hasnawati, H. (2021). Peran Serta Masyarakat Dalam Meningkatkan Mutu Pendidikan Melalui Manajemen
Berbasis
Sekolah.
Journal
Social
Society,
1(1),
1–8.
https://literasidigital.my.id/jss/article/view/48%0Ahttps://literasidigital.my.id/jss/article/dow
nload/48/45.
Kurniawan, Ahmad, S., & Wahidy, A. (2020). Penerapan Manajemen Berbasis Sekolah dalam Meningkatkan
Mutu
Pendidikan.
Jurnal
Pendidikan
Tambusai
,
4(3),
3409–3418.
https://jptam.org/index.php/jptam/article/view/864.
Mahyudin, E., & Lestari, A. S. (2021). Implementasi Manajemen Berbasis Sekolah Dalam Rangka
Pemberdayaan Sekolah (Studi Kebijakan Di Sekolah Dasar Dua Mei Ciputat). MANAGERE :
Indonesian
Journal
of
Educational
Management,
3(1),
36–51.
https://doi.org/10.52627/ijeam.v3i1.88.
Margaretha, M., Pail, R., Tampubolon, M., & Sihotang, H. (2021). Evaluasi Manajemen Berbasis Sekolah (
MBS ) Di SD Santo Antonius I Bidaracina Jakarta Timur Jurnal IKRA-ITH Humaniora Vol 5 No 1
Bulan Maret 2021 Jurnal IKRA-ITH Humaniora Vol 5 No 1 Bulan Maret 2021. IKRA-ITH
Humaniora, 5(1), 203–213.
Maskur, A. (2021). Pengaruh Penerapan Manajemen Berbasis Sekolah terhadap Mutu Pendidikan: Studi
Kasus di SDIT Al-Haraki Kota Depok. IQ (Ilmu Al-Qur’an): Jurnal Pendidikan Islam, 4(01), 43–50.
https://doi.org/10.37542/iq.v4i01.196.
Miles, M. B., & Huberman, A. M. (2014). Qualitative Data Analysis-Third Edition. Sage Publication Ltd.
Moleong, L. J. (2007). Qualitative research methodology. PT Remaja Rosdakarya.
Panggabean, R. R., Astari, Y. P., Sari, I. P., Rohmadani, & Safrudin. (2022). Implementation of School-Based
Management in Improving The Character Quality of Elementary School Students. Indonesian
Values and Character Education Journal, 5(1), 1–8. https://doi.org/10.23887/ivcej.v5i1.42324.
Patras, Y. E., Iqbal, A., Papat, P., & Rahman, Y. (2019). Meningkatkan Kualitas Pendidikan Melalui Kebijakan
Manajemen Berbasis Sekolah Dan Tantangannya. Jurnal Manajemen Pendidikan, 7(2), 800–807.
https://doi.org/10.33751/jmp.v7i2.1329.
Rohma, S., Harapan, E., & Wardiah, D. (2020). The Influence of School-Based Management and Teacher’s
Professionalism toward Teacher’s Performance. Journal of Social Work and Science Education,
1(1), 13–23. https://doi.org/10.52690/jswse.v1i1.6.
Anastasia Ela / School-Based Management: Participation in Improving the Quality of Education
Jurnal Imiah Pendidikan dan Pembelajaran, Volume 7, Issue 1, 2023, pp. 93- 102
102
Said, M., Madhakomala, R., & Idris, F. (2019). Discrepancy evaluation model for human resources health
placement evaluation at the Puskesmas. Journal of Environmental Treatment Techniques, 7(4),
588–594. https://dormaj.org/index.php/jett.
Seriyanti, N., Ahmad, S., & Destiniar, D. (2020). Pengaruh Kepemimpinan Kepala Sekolah Dan Peran
Komite Sekolah Terhadap Keberhasilan Manajemen Berbasis Sekolah. JMKSP (Jurnal Manajemen,
Kepemimpinan, Dan Supervisi Pendidikan), 6(1). https://doi.org/10.31851/jmksp.v6i1.3922.
Subaidi, S., Sudarmaji, S., Nasuka, M., & Munasir, M. (2021). The Implementation of Human Resource
Management in Improving the Quality of Teacher’s Learning. Nidhomul Haq : Jurnal Manajemen
Pendidikan Islam, 6(3), 579–586. https://doi.org/10.31538/ndh.v6i3.1554.
Sumarsono, R. B., Triwiyanto, T., Kusumaningrum, D. E., & Gunawan, I. (2019). Opportunities for the
implementation of school-based management in the eastern area of Indonesia. International
Journal
of
Innovation,
Creativity
and
Change,
5(4),
180–196.
https://www.ijicc.net/images/vol5iss4/5413_Sumarsono_2019_E_R.pdf.
Supriyadi, Sholihin, N., & Lia, R. M. (2022). Developing a Discrepancy Evaluation Model (Dem) to Optimize
PEP Unnes Online Workshop Series. Proceedings of the 6th International Conference on Science,
Education
and
Technology
(ISET
2020),
574,
114–119.
https://doi.org/10.2991/assehr.k.211125.024.
Wahyudi, K., Tualeka, A. B., & Pujileksono, S. (2020). Implementasi Kebijakan PERMENDIKBUD Nomor 75
Tahun 2016 tentang komite sekolah. Suparyanto Dan Rosad (2015, 5(3), 248–253.
JIPP P-ISSN: 1858-4543 E-ISSN: 2615-6091