Oleh : Subagio,M.Pd.
Kebijakan pemerintah dalam pembinaan dan pengembangan profesi guru diprioritaskan untuk pengembangan keprofesian berkelanjutan sebagaimana diamanatkan dalam Undang-undang Nomor 14 tahun 2005 tentang Guru dan Dosen yang telah ditindaklanjuti dengan ditetapkannya Peraturan Menteri Pendidikan Nasional Nomor 35 Tahun 2010 tentang Petunjuk Teknis Pelaksanaan Jabatan Fungsional Guru dan Angka Kreditnya.
Salah satu bagian penting dalam penetapan jabatan fungsional guru dan penetapan angka kreditnya adalah Penilaian Kinerja Guru (PK Guru). PK Guru dimaksudkan untuk menjaga profesionalitas guru dalam melaksanakan tugasnya, disamping itu PK Guru juga berdampak pada pembinaan karir, peningkatan kompetensi, dan pemberian tunjangan profesi guru.
Penilaian kinerja guru dapat diartikan sebagai sebuah proses penilaian pencapaian tentang unjuk kerja guru pada masa lalu atau saat ini berdasarkan lingkungan kerja mereka dan tentang potensi masa depan guru yang bermanfaat dan berkontribusi bagi kemajuan dan kualitas sekolah. (Sedarmiyanti, 2008 : 270), menyatakan bahwa proses penilaian kinerja adalah kegiatan mendesain untuk menilai prestasi individu atau kelompok yang bermanfaat bagi organisasi.
Mangkunegara (2008 : 9-10) mendefinisikan penilaian kinerja sebagai berikut :
a. Penilaian kinerja adalah suatu proses yang digunakan pemimpin untuk menentukan apakah seorang karyawan melakukan pekerjaanya sesuai dengan tugas dan tanggung jawabnya.
b. Penilaian kinerja adalah evaluasi yang sistematis dari pekerjaan pegawai dan potensi yang dapat dikembangkan yang dapat dijadikan dasar sebagai penentu kebijakan dalam hal promosi jabatan atau penentuan imbalan.
c. Penilaian kinerja adalah kegiatan mengukur/menilai untuk menetapkan seorang pegawai/seorang karyawan sukses atau gagal dalam melaksanakan pekerjaannya dengan mempergunakan standar pekerjaan sebagai tolok ukurnya.
Kinerja guru adalah proses atau hasil yang diraih seorang guru atas tugas yang diberikan kepala sekolah sesuai dengan tanggung jawabnya.
Kepala sekolah selaku pimpinan tertinggi di sekolah, perlu menciptakan suasan kerja yang kondusif, nyaman dan tenang. Bila kegairahan kerja tertanam pada semua guru dan staf maka akan berpengaruh terhadap aktivitas guru dan staf lainnya di sekolah. Kegairah kerja akan berpengaruh pula terhadap moral kerja guru.
Beberapa faktor yang mempengaruhi moral kerja karyawan dikemukakan Rachmawati (2008 : 16) sebagai berikut : (1). Kesadaran akan tujuan organisasi; (2). Hubungan antarmanusia dalam organisasi berjalan harmonis; (3). Kepemimpinan yang menyenangkan; (4). Tingkatan organisasi; (5). Upah dan gaji; (6). Kesempatan untuk meningkat atau promosi; (7). Pembagian tugas dan tanggung jawab; (8). Kesempatan individu; (9). Proses diterima dalam kelompok;
(10). Dinamika lingkungan; (11. Kepribadian.
Selanjutnya Sedarmayanti (2008 : 260-263) menjelaskan bahwa program manajemen penilaian kinerja yang efektif hendaknya memenuhi syarat-syarat berikut :
1. Relavance, hal-hal atau faktor-faktor yang diukur harus relavan (terkait) dengan pekerjaanya, apakah itu out put-nya, prosesnya, atau input-nya.
2. Sensitivity, sistem yang digunakan harus cukup peka untuk membedakan antara karyawan yang berprestasi dan yang tidak berprestasi.
3. Reliability, sistem yang digunakan harus dapat diandalkan,sahih, akurat,konsisten, dan stabil.
4. Acceptabiliy, sistem yang digunakan harus dapat dimengerti dan diterima oleh karyawan yang menjadi penilai maupun yang dinilai dan memfasilitasi komunikasi aktif dan kostruktif antarkeduanya.
Berdasarkan penjelasan tersebut dapat disimpulkan bahwa yang menjadi fokus penilaian terhadap kinerja guru mencakup:
a. Apa yang dilakukan seorang guru dalam periode tertentu?
b. Bagaimana cara guru yang dinilai melaksanakan pekerjaanya selama periode tertentu?
c. Mengapa guru melaksanakan pekerjaanya dengan cara demikian?
d. Seberapa baik potensi guru berpengaruh terhadap kemajuan sekolah pada masa yang akan datang?
Hasil penilaian terhadap aspek-aspek tersebut dibandingkan dengan hasil analisis pekerjaan yang sudah dibuat sebelumnya atau dengan standar pekerjaan guru. Hasil spenilaian sangat berguna untuk mengetahui apakah yang sudah dikerjakan guru sesuai atau belum sesuai dengan apa yang seharusnya dikerjakan guru tersebut. Penilaian kinerja guru bertujuan untuk mengetahui mengapa seorang guru melaksanakan pekerjaan seperti yang telah dilakukannya.
Unsur penilaian kinerja guru menurut Departemen Pendidikan Nasional (2004 : 35) yaitu : (1). Pengembangan pribadi, dengan indikator aplikasi mengajar, kegiatan ektrakurikuler, kualitas guru; (2). Pembelajaran, dengan indikator perencanaan, dan evaluasi; (3). Sumber belajar, dengan indikator ketersediaan bahan ajar, pemanfaatan sumber belajar; (4). Evaluasi belajar, dengan indikator penyiapan soal/tes, hasil tes program tindak lanjut.
Penilain kinerja guru dari tahun ke tahun terus mengalami perubahan, hal ini dimungkinkan sepertinya kinerja guru masih diragukan oleh pihak-pihak tertentu. Banyak hal dan kegiatan yang intinya mengacu pada peningkatan profesionalisme guru. Berbagai pelatihan, workshop, seminar, studi banding, dan banyak kegiatan lain yang nama dan istilahnya berbeda.
Seiring regulasi pemerintah atas kebijakan penilaian kinerja guru, sistem penilaian kinerja yang akan dilakukan mulai efektif pada 1 Januari 2013 akan mengalami perubahan, bukan lagi hal yang sederhana sistem penilaian guru yang dilakukan, karena itu sosialisasi untuk sistem tersebut telah dilakukan pada berbagai tingkatan dan kegiatan, seperti yang digulirkan oleh lembaga-lembaga peningkatan mutu guru. Salah kegiatan tersebut diantaranya NCT (National Core Team), PCT (Province Core Team), dan DCT (Distric Core Team).
Kegiatan tersebut semuanya bertujuan untuk pengembangan kinerja guru yang mengarah pada sistem penilaian kinerja. Para Kepala Satuan Pendidikan dituntut dapat melakukan sistem penilaian kinerja dengan tingkat dan proses kegiatan yang cukup panjang. Seorang guru dalam satu tahun harus memperoleh penilaian kinerja dua kali, masing-masing pada awal tahun dan akhir tahun pembelajaran.Kegiatan ini disebut dengan PK Guru (Penilaian Kinerja Guru), dan kemudian dilanjutkan dengan kegiatan PKB (Pengembangan Keprofesian Berkelanjutan). Salah satu kegiatan diklat penilaian yang penulis ikuti adalah kegiatan ToT DCT Assesor PK Guru yang diselenggarakan oleh Badan Pengembangan Sumber Daya Manusia Pendidikan dan Penjaminan Mutu Pendidikan melalui LPMP Jawa Barat, kegiatan ini berlangsung dari tanggal 11 s.d 15 Oktober 2011 di Hotel Pesona Bamboe Lembang. Ke depan kegiatan PK Guru dan PKB merupakan kegiatan rutin yang harus dilakukan Kepala Satuan Pendidikan (Kepala Sekolah) terhadap guru yang ada di sekolahnya. Jika melihat pada sistem penilaian, seorang guru dapat naik tingkat setelah 4 tahun karena pada periode ini akumulasi nilai guru masuk dalam katagori sangat baik. Sistem perhitungan angka kredit untuk guru melibatkan berbagai unsur kegiatan sehingga pengumpulan angka kredit perolehan guru jika dilakukan penilaian yang akuntabel akan menjadi sebuah rangkaian kegiatan yang tidak mudah. Berikut materi PK Guru yang bisa penulis informasikan berdasar pada Diklat DCT yang penulis dapatkan.
A. Pengertian PK GURU
Menurut Peraturan Menteri Negara Pendayagunaan Aparatur Negara dan Reformasi Birokrasi Nomor 16 Tahun 2009, PK GURU adalah penilaian dari tiap butir kegiatan tugas utama guru dalam rangka pembinaan karir, kepangkatan, dan jabatannya. Pelaksanaan tugas utama guru tidak dapat dipisahkan dari kemampuan seorang guru dalam penguasaan pengetahuan, penerapan pengetahuan dan keterampilan, sebagai kompetensi yang dibutuhkan sesuai amanat Peraturan Menteri Pendidikan Nasional Nomor 16 Tahun 2007 tentang Standar Kualifikasi Akademik dan Kompetensi Guru.
Penguasaan kompetensi dan penerapan pengetahuan serta keterampilan guru, sangat menentukan tercapainya kualitas proses pembelajaran atau pembimbingan peserta didik, dan pelaksanaan tugas tambahan yang relevan bagi sekolah/madrasah, khususnya bagi guru dengan tugas tambahan tersebut. Sistem PK GURU adalah sistem penilaian yang dirancang untuk mengidentifikasi kemampuan guru dalam melaksanakan tugasnya melalui pengukuran penguasaan kompetensi yang ditunjukkan dalam unjuk kerjanya.
Secara umum, PK GURU memiliki 2 fungsi utama sebagai berikut.
1. Untuk menilai kemampuan guru dalam menerapkan semua kompetensi dan keterampilan yang diperlukan pada proses pembelajaran, pembimbingan, atau pelaksanaan tugas tambahan yang relevan dengan fungsi sekolah/madrasah. Dengan demikian, profil kinerja guru sebagai gambaran kekuatan dan kelemahan guru akan teridentifikasi dan dimaknai sebagai analisis kebutuhan atau audit keterampilan untuk setiap guru, yang dapat dipergunakan sebagai basis untuk merencanakan PKB.
2. Untuk menghitung angka kredit yang diperoleh guru atas kinerja pembelajaran, pembimbingan, atau pelaksanaan tugas tambahan yang relevan dengan fungsi sekolah/madrasah yang dilakukannya pada tahun tersebut. Kegiatan penilaian kinerja dilakukan setiap tahun sebagai bagian dari proses pengembangan karir dan promosi guru untuk kenaikan pangkat dan jabatan fungsionalnya.
Hasil PK GURU diharapkan dapat bermanfaat untuk menentukan berbagai kebijakan yang terkait dengan peningkatan mutu dan kinerja guru sebagai ujung tombak pelaksanaan proses pendidikan dalam menciptakan insan yang cerdas, komprehensif, dan berdaya saing tinggi. PK GURU merupakan acuan bagi sekolah/madrasah untuk menetapkan pengembangan karir dan promosi guru. Bagi guru, PK GURU merupakan pedoman untuk mengetahui unsur‐unsur kinerja yang dinilai dan merupakan sarana untuk mengetahui kekuatan dan kelemahan individu dalam rangka memperbaiki kualitas kinerjanya.
PK GURU dilakukan terhadap kompetensi guru sesuai dengan tugas pembelajaran, pembimbingan, atau tugas tambahan yang relevan dengan fungsi sekolah/madrasah.
Khusus untuk kegiatan pembelajaran atau pembimbingan, kompetensi yang dijadikan dasar untuk penilaian kinerja guru adalah kompetensi pedagogik, profesional, sosial dan kepribadian, sebagaimana ditetapkan dalam Peraturan Menteri Pendidikan Nasional Nomor 16 Tahun 2007. Keempat kompetensi ini telah dijabarkan menjadi kompetensi guru yang harus dapat ditunjukkan dan diamati dalam berbagai kegiatan, tindakan dan sikap guru dalam melaksanakan pembelajaran atau pembimbingan.
Sementara itu, untuk tugas tambahan yang relevan dengan fungsi sekolah/ madrasah, penilaian kinerjanya dilakukan berdasarkan kompetensi tertentu sesuai dengan tugas tambahan yang dibebankan tersebut (misalnya; sebagai kepala sekolah/madrasah, wakil kepala sekolah/madrasah, pengelola perpustakaan, dan sebagainya sesuai dengan Peraturan Menteri Negara Pendayagunaan Aparatur Negara dan Reformasi Birokrasi Nomor 16 Tahun 2009).
B. Syarat Sistem PK GURU
Persyaratan penting dalam sistem PK GURU adalah:
1. Valid, Sistem PK GURU dikatakan valid bila aspek yang dinilai benar‐benar mengukur komponen‐komponen tugas guru dalam melaksanakan pembelajaran, pembimbingan, dan/atau tugas lain yang relevan dengan fungsi sekolah/ madrasah.
2. Reliabel, Sistem PK GURU dikatakan reliabel atau mempunyai tingkat kepercayaan tinggi jika proses yang dilakukan memberikan hasil yang sama untuk seorang guru yang dinilai kinerjanya oleh siapapun dan kapan pun.
3. Praktis, Sistem PK GURU dikatakan praktis bila dapat dilakukan oleh siapapun dengan relatif mudah, dengan tingkat validitas dan reliabilitas yang sama dalam semua kondisi tanpa memerlukan persyaratan tambahan.
Salah satu karakteristik dalam desain PK GURU adalah menggunakan cakupan kompetensi dan indikator kinerja yang sama bagi 4 (empat) jenjang jabatan fungsional guru (Guru Pertama, Guru Muda, Guru Madya, dan Guru Utama).
C. Prinsip Pelaksanaan PK GURU
Prinsip‐prinsip utama dalam pelaksanaan PK GURU adalah sebagai berikut.
1. Berdasarkan ketentuan, PK GURU harus dilaksanakan sesuai dengan prosedur dan mengacu pada peraturan yang berlaku.
2. Berdasarkan kinerja, Aspek yang dinilai dalam PK GURU adalah kinerja yang dapat diamati dan dipantau, yang dilakukan guru dalam melaksanakan tugasnya sehari‐hari, yaitu dalam melaksanakan kegiatan pembelajaran, pembimbingan, dan/atau tugas tambahan yang relevan dengan fungsi sekolah/madrasah.
3. Berlandaskan dokumen PK GURU, Penilai, guru yang dinilai, dan unsur yang terlibat dalam proses PK GURU harus memahami semua dokumen yang terkait dengan sistem PK GURU. Guru dan penilai harus memahami pernyataan kompetensi dan indikator kinerjanya secara utuh, sehingga keduanya mengetahui tentang aspek yang dinilai serta dasar dan kriteria yang digunakan dalam penilaian.
4. Dilaksanakan secara konsisten, PK GURU dilaksanakan secara teratur setiap tahun diawali dengan penilaian formatif di awal tahun dan penilaian sumatif di akhir tahun dengan memperhatikan hal‐hal berikut.
• Obyektif, Penilaian kinerja guru dilaksanakan secara obyektif sesuai dengan kondisi nyata guru dalam melaksanakan tugas sehari‐hari.
• Adil, Penilai kinerja guru memberlakukan syarat, ketentuan, dan prosedur standar kepada semua guru yang dinilai.
• Akuntabel, Hasil pelaksanaan penilaian kinerja guru dapat dipertanggungjawabkan.
• Bermanfaat, Penilaian kinerja guru bermanfaat bagi guru dalam rangka peningkatan kualitas kinerjanya secara berkelanjutan dan sekaligus pengembangan karir profesinya.
• Transparan, Proses penilaian kinerja guru memungkinkan bagi penilai, guru yang dinilai, dan pihak lain yang berkepentingan, untuk memperoleh akses informasi atas penyelenggaraan penilaian tersebut.
• Praktis, Penilaian kinerja guru dapat dilaksanakan secara mudah tanpa mengabaikan prinsip‐prinsip lainnya.
• Berorientasi pada tujuan, Penilaian dilaksanakan dengan berorientasi pada tujuan yang telah ditetapkan.
• Berorientasi pada proses, Penilaian kinerja guru tidak hanya terfokus pada hasil, namun juga perlu memperhatikan proses, yakni bagaimana guru dapat mencapai hasil tersebut.
• Berkelanjutan, Penilaian kinerja guru dilaksanakan secara periodik, teratur, dan berlangsung secara terus menerus selama seseorang menjadi guru.
• Rahasia, Hasil PK GURU hanya boleh diketahui oleh pihak‐pihak terkait yang berkepentingan.
Jumat, 04 November 2011
Selasa, 26 Juli 2011
IMPLEMENTASI TOTAL QUALITY MANAGEMENT DALAM MANAJEMEN PENDIDIKAN
Oleh : Subagio,M.Pd.
Banyak orang berpikir bahwa Total Quality Management (TQM) hanya menjadi urusan dunia bisnis, padahal TQM bisa diterapkan dalam dunia pendidikan yang berkecimpung dalam proses peningkatan kualitas sumber daya manusia
Seiiring dengan kemajuan dan perkembangan teknologi informasi yang semakin cepat dan mutakhir, konsep dan strategi baru sangat dimungkinkan terus bermunculan. Akan tetapi hanya sedikit konsep yang mampu mendapat perhatian dan terbukti merupakan pendekatan yang ampuh untuk mengatasi berbagai persoalan manajerial. Satu diantara sedikit konsep yang berhasil menyita banyak perhatian para akademisi dan prkatisi, yaitu TQM (total quality management).
Istilah kualitas mengandung berbagai macam makna yang berlainan, Goetsch dan Davis (1994) merumuskan konsep holistik mengenai kualitas sebagai kondisi dinamis yang berhubungan dengan produk, jasa, manusia, proses, dan lingkungan yang memenuhi atau melebihi harapan pengguna produk/jasa.
Konsep total quality management pertama kali dikemukakan oleh Nancy Warren, seorang behavioral scientist di United States Navy (Walton dalam Bounds,et,al,1994). Istilah ini mengandung makna every process, every job, dan every person (Lewis & Smith, 1994). Pengertian TQM dapat dibedakan menjadi dua aspek (Goetsch & Davis, 1994). Aspek pertama menguraikan apa TQM. TQM didefinisikan sebagai sebuah pendekatan dalam menjalankan usaha yang berupaya memaksimumkan daya saing melalui penyempurnaan secara terus –menerus atas produk, jasa, manusia, proses, dan lingkungan organisasi. Aspek kedua menyangkut cara mencapainya dan berkaitan dengan sepuluh karakteristik TQM yang terdiri atas : (a) fokus pada pelanggan (internal & eksternal), (b) berorientasi pada kualitas, (c) menggunakan pendekatan ilmiah, (d) memiliki komitmen jangka panjang, (e) kerja sama tim, (f) menyempurnakan kualitas secara berkesinambungan, (g) pendidikan dan pelatihan, (h) memberdayakan karyawan.
Bill Creech, seorang mantan jenderal berbintang empat berhasil menerapkan berbagai prinsip TQM pada United States Air Force semasa Perang Teluk. Prinsip yang digunakannya dikenal dengan istilah Lima Pilar TQM yang terdiri atas produk, proses, organisasi, pemimpin, dan komitmen, (Creech,1996).
Menurut Creech, produk atau jasa merupakan titik pusat bagi tujuan dan prestasi sebuah organisasi. Kualitas sebuah produk atau jasa tidak mungkin ada tanpa kualitas di dalam proses. Kualitas dalam proses tidak mungkin terjadi tanpa adanya organisasi yang tepat. Organisasi akan menentukan kesehatan dan vitalitas keseluruhan sistem manajemen karena itu ditempatkan di tengah-tengah kelima pilar TQM . Organisasi yang tepat tidak ada artinya tanpa kepemimpinan yang memadai. Komitmen yang kuat dari bawah ke atas merupakan pilar pendukung bagi pilar-pilar lain. Setiap pilar tersebut tergantung pada empat pilar yang lain dan apabila ada salah satu pilar yang lemah, semuanya akan turut lemah.
Lebih lanjut Creech menegaskan bahwa program TQM harus memenuhi empat kriteria agar dapat mencapai kesuksesan dalam implementasinya. Pertama, program tersebut harus didasarkan pada kesadaran akan kualitas dan berorientasi pada kualitas dalam aktivitasnya, termasuk dalam setiap proses dan produk/jasa. Kedua, program tersebut harus memiliki sifat kemanusiaan yang kuat untuk menerjemahkan kualitas dalam cara memperlakukan karyawan, selalu diikutsertakan dan diberi inspirasi. Ketiga, program TQM harus didasarkan pada pendekatan desentralisasi yang memberikan wewenang di semua tingkatan, terutama pada lini depan sehingga antusias keterlibatan dan ditujuan bersama menjadi kenyataan dan bukan sekadar slogan. Keempat, TQM harus diterapkan secara menyeluruh sehingga semua prinsip, kebijakan, dan kebiasaan setiap sudut dan celah-celah organisasi.
Dewasa ini jasa pendidikan memegang peranan vital dalam mengembangkan dan meningkatkan kualitas sumber daya manusia. Akan tetapi, minat dan perhatian pada aspek kualitas jasa pendidikan bisa dikatakan baru berkembang dalam satu dekade terakhir. Keberhasilan jasa pendidikan ditentukan dalam memberikan pelayanan yang berkualitas kepada para pengguna jasa pendidikan tersebut (siswa atau mahasiswanya/peserta didik).
Jasa merupakan aktivitas, manfaat atau kepuasan yang ditawarkan untuk dijual (Fandy Tjiptono,1996:6). Dalam hal ini jasa berupa suatu kegiatan yang bermanfaat bagi pihak lain dalam memenuhi keinginan dan kebutuhannya.
Kotler mengemukakan pengertian jasa adalah a service is any act or perfomance that one party can offer to another that is essentially intanngible and does not result in the ownership of anything. Its production may or may not be tied to a physical product (Kotler,2003:44). Jasa merupakan sesuatu yang tidak berwujud, yang melibatkan hubungan antara penyaji jasa dengan konsumen pemakai dan tidak ada perpindahan kepemilikan (transfer of ownership) antara keduanya. Dalam menghasilkan jasa tersebut digunakan produk fisik untuk mendukung aktivitasnya.
Sedangkan Berry seperti dikutip Zeithaml dan Bitner mengemukakan : Service are deeds, process and perfomance (Zeithaml and Berry(1996:5). Jasa dapat diartikan sebagai unjuk kerja (perfomance) ataupun prosedur kerja, tindakan dan aktivitas (deeds), maupun proses yang dilakukan oleh seseorang atau institusi yang dapat digunakan untuk memenuhi kebutuhan dan keinginan konsumennya. Selanjutnya dari beberapa definisi jasa yang telah dikemukakan sebelumnya dan dirangkum, Zeithaml dan Berry mengemukakan bahwa jasa adalah include all economic activities whose output is not a physical product or construction, is generally consumed at a time it is produced and provides added value in forms (such ans convenience, amusement, timeliness, comfort, and health) that are essentially intangibles, concern of it first purchaser (Adapted from Zeithaml and Berry, 1996:5).
Jasa adalah meliputi segenap kegiatan ekonomi yang menghasilkan output (keluaran) berupa produk atau konstruksi (hasil karya) nonfisik, yang lazimnya dikonsumsi pada saat diproduksi dan memeberi nilai tambah pada bentuk (form) seperti kepraktisan, kecocokan/kepantasan, kenyamanan, dan kesehatan, yang pada intinya menarik cita rasa pada pembeli pertama. Sementara itu, jasa pendidikan merupakan jasa yang bersifat kompleks karena bersifat padat karya dan padat modal.
Jasa secara umum memiliki karakteristik utama sebagai berikut : (a) Tidak berwujud (Intangibility), (b) Tidak terpisahkan (Inseparability), (c) Bervariasi (Variabilitler day), (d) Mudah musnah.
Lebih spesifik lagi menurut Kotler dan Fox dalam Rambat (2001:126) bahwa karakteristik jasa lembaga pendidikan antara lain sebagai berikut : (1) Lembaga pendidikan termasuk jasa murni (pure services), dimana pemberian jasa yang dilakukan didukung alat kerja atau sarana pendukung semata, seperti ruangan kelas, kursi, meja dan buku-buku. (2) Jasa yang diberikan lembaga pendidikan membutuhkan kehadiran pengguna jasa (siswa). Jadi, dalam hal ini pelanggan yang mendatangi lembaga pendidikan untuk mendapatkan jasa yang diinginkan (meskipun dalam perkembangannya ada yang menawarkan program distance learning atau belajar jarak jauh). (3) Penerima jasa pendidikan adalah orang (people), jadi merupakan pemberian jasa yang berbasis orang. Dengan demikian, berdasarkan hubungan dengan pengguna jasa (siswa adalah high contact system yaitu hubungan pemberian jasa dengan pelanggan tinggi). Pelanggan dan penyediaa jasa terus berinteraksi selama proses pemberian jasa berlangsung. Untuk menerima jasa pendidikan, pelanggan harus menjadi bagian dari sistem lembaga pendidikan tersebut. (4) Hubungan antara lembaga pendidikan dengan pelanggan adalah berdasarkan member relationship, yaitu pelanggan telah menjadi anggota lembaga pendidikan tersebut, sistem pemberian jasanya secara terus menerus dan teratur sesuai dengan kurikulum yang telah ditetapkan.
Kisah sukses implementasi TQM dalam dunia bisnis mengilhami organisasi-organisasi lainnya termasuk organisasi pendidikan untuk mengadopsinya. Penerapan TQM dalam manajemen pendidikan mengundang perdebatan yang sangat serius. Beberapa pengamat mempertanyakan kelayakan dan kesesuaian konsep TQM dengan karakteristik lembaga pendidikan.
Taylor dan Hill (1993), Mculloch (1993), berargumentasi bahwa TQM merupakan konsep yang sulit dievaluasi dalam lembaga pendidikan. Sedangkan Holmes dan Gerarrd (1995) berpendapat bahwa TQM mungkin cocok untuk fungsi pendukung (support function), tetapi tidak cocok untuk fungsi pembelajaran yang merupakan inti dari sebuah lembaga pendidikan. Di lain pihak menurut Herbert, Dellana, dan Bass (1995 dalam Sarwono dan Sudarsono,1997), ada empat bidang utama dalam lembaga pendidikan yang dapat mengadopsi prinsip-prinsip TQM. Pertama adalah penerapan TQM untuk meningkatkan fungsi-fungsi administrasi dan operasi lembaga pendidikan. Kedua, mengintegrasikan TQM dalam kurikulum. Ketiga, penggunaan TQM untuk mengelola aktivitas riset lembaga pendidikan. Berdasarkan Quality Progress (QPR) TAHUN 1992 Di Amerika Serikat ada 220 lembaga pendidikan yang menerapkan TQM (Lewis & Smith,1994). Kehadiran TQM mempunyai dampak pada perubahan manajemen konvesional. Demikian juga dengan manajemen lembaga pendidikan terdapat enam tantangan pokok yang perlu dikaji dan dikelola secara strategis dalam rangka menerapkan konsep TQM lembaga pendidikan, yakni berkenaan dengan (1) dimensi kualitas kerja, (2) fokus kepada pengguna jasa pendidikan, (3) kepemimpinan, (4) perbaikan yang berkesinambungan, (5) manajemen SDM, dan (6) manajemen berdasarkan fakta. Hal ini sesuai dengan yang diamanatkan oleh Undang-Undang RI Nomor 20 Tahun 2003 Bab III Pasal 4 ayat (6) menyatakan bahwa Pendidikan diselenggarakan dengan memberdayakan semua komponen masyarakat melalui peran dalam penyelenggaraan dan pengendalian mutu layanan pendidikan. Lebih lanjut dikatakan dalam Pasal 5 ayat (1) bahwa Setiap warga negara mempunyai hak yang sama untuk memperoleh pendidikan yang bermutu.
Subagio,M.Pd. adalah Kepala SMP Negeri 2 Cibeureum Kab. Kuningan
Banyak orang berpikir bahwa Total Quality Management (TQM) hanya menjadi urusan dunia bisnis, padahal TQM bisa diterapkan dalam dunia pendidikan yang berkecimpung dalam proses peningkatan kualitas sumber daya manusia
Seiiring dengan kemajuan dan perkembangan teknologi informasi yang semakin cepat dan mutakhir, konsep dan strategi baru sangat dimungkinkan terus bermunculan. Akan tetapi hanya sedikit konsep yang mampu mendapat perhatian dan terbukti merupakan pendekatan yang ampuh untuk mengatasi berbagai persoalan manajerial. Satu diantara sedikit konsep yang berhasil menyita banyak perhatian para akademisi dan prkatisi, yaitu TQM (total quality management).
Istilah kualitas mengandung berbagai macam makna yang berlainan, Goetsch dan Davis (1994) merumuskan konsep holistik mengenai kualitas sebagai kondisi dinamis yang berhubungan dengan produk, jasa, manusia, proses, dan lingkungan yang memenuhi atau melebihi harapan pengguna produk/jasa.
Konsep total quality management pertama kali dikemukakan oleh Nancy Warren, seorang behavioral scientist di United States Navy (Walton dalam Bounds,et,al,1994). Istilah ini mengandung makna every process, every job, dan every person (Lewis & Smith, 1994). Pengertian TQM dapat dibedakan menjadi dua aspek (Goetsch & Davis, 1994). Aspek pertama menguraikan apa TQM. TQM didefinisikan sebagai sebuah pendekatan dalam menjalankan usaha yang berupaya memaksimumkan daya saing melalui penyempurnaan secara terus –menerus atas produk, jasa, manusia, proses, dan lingkungan organisasi. Aspek kedua menyangkut cara mencapainya dan berkaitan dengan sepuluh karakteristik TQM yang terdiri atas : (a) fokus pada pelanggan (internal & eksternal), (b) berorientasi pada kualitas, (c) menggunakan pendekatan ilmiah, (d) memiliki komitmen jangka panjang, (e) kerja sama tim, (f) menyempurnakan kualitas secara berkesinambungan, (g) pendidikan dan pelatihan, (h) memberdayakan karyawan.
Bill Creech, seorang mantan jenderal berbintang empat berhasil menerapkan berbagai prinsip TQM pada United States Air Force semasa Perang Teluk. Prinsip yang digunakannya dikenal dengan istilah Lima Pilar TQM yang terdiri atas produk, proses, organisasi, pemimpin, dan komitmen, (Creech,1996).
Menurut Creech, produk atau jasa merupakan titik pusat bagi tujuan dan prestasi sebuah organisasi. Kualitas sebuah produk atau jasa tidak mungkin ada tanpa kualitas di dalam proses. Kualitas dalam proses tidak mungkin terjadi tanpa adanya organisasi yang tepat. Organisasi akan menentukan kesehatan dan vitalitas keseluruhan sistem manajemen karena itu ditempatkan di tengah-tengah kelima pilar TQM . Organisasi yang tepat tidak ada artinya tanpa kepemimpinan yang memadai. Komitmen yang kuat dari bawah ke atas merupakan pilar pendukung bagi pilar-pilar lain. Setiap pilar tersebut tergantung pada empat pilar yang lain dan apabila ada salah satu pilar yang lemah, semuanya akan turut lemah.
Lebih lanjut Creech menegaskan bahwa program TQM harus memenuhi empat kriteria agar dapat mencapai kesuksesan dalam implementasinya. Pertama, program tersebut harus didasarkan pada kesadaran akan kualitas dan berorientasi pada kualitas dalam aktivitasnya, termasuk dalam setiap proses dan produk/jasa. Kedua, program tersebut harus memiliki sifat kemanusiaan yang kuat untuk menerjemahkan kualitas dalam cara memperlakukan karyawan, selalu diikutsertakan dan diberi inspirasi. Ketiga, program TQM harus didasarkan pada pendekatan desentralisasi yang memberikan wewenang di semua tingkatan, terutama pada lini depan sehingga antusias keterlibatan dan ditujuan bersama menjadi kenyataan dan bukan sekadar slogan. Keempat, TQM harus diterapkan secara menyeluruh sehingga semua prinsip, kebijakan, dan kebiasaan setiap sudut dan celah-celah organisasi.
Dewasa ini jasa pendidikan memegang peranan vital dalam mengembangkan dan meningkatkan kualitas sumber daya manusia. Akan tetapi, minat dan perhatian pada aspek kualitas jasa pendidikan bisa dikatakan baru berkembang dalam satu dekade terakhir. Keberhasilan jasa pendidikan ditentukan dalam memberikan pelayanan yang berkualitas kepada para pengguna jasa pendidikan tersebut (siswa atau mahasiswanya/peserta didik).
Jasa merupakan aktivitas, manfaat atau kepuasan yang ditawarkan untuk dijual (Fandy Tjiptono,1996:6). Dalam hal ini jasa berupa suatu kegiatan yang bermanfaat bagi pihak lain dalam memenuhi keinginan dan kebutuhannya.
Kotler mengemukakan pengertian jasa adalah a service is any act or perfomance that one party can offer to another that is essentially intanngible and does not result in the ownership of anything. Its production may or may not be tied to a physical product (Kotler,2003:44). Jasa merupakan sesuatu yang tidak berwujud, yang melibatkan hubungan antara penyaji jasa dengan konsumen pemakai dan tidak ada perpindahan kepemilikan (transfer of ownership) antara keduanya. Dalam menghasilkan jasa tersebut digunakan produk fisik untuk mendukung aktivitasnya.
Sedangkan Berry seperti dikutip Zeithaml dan Bitner mengemukakan : Service are deeds, process and perfomance (Zeithaml and Berry(1996:5). Jasa dapat diartikan sebagai unjuk kerja (perfomance) ataupun prosedur kerja, tindakan dan aktivitas (deeds), maupun proses yang dilakukan oleh seseorang atau institusi yang dapat digunakan untuk memenuhi kebutuhan dan keinginan konsumennya. Selanjutnya dari beberapa definisi jasa yang telah dikemukakan sebelumnya dan dirangkum, Zeithaml dan Berry mengemukakan bahwa jasa adalah include all economic activities whose output is not a physical product or construction, is generally consumed at a time it is produced and provides added value in forms (such ans convenience, amusement, timeliness, comfort, and health) that are essentially intangibles, concern of it first purchaser (Adapted from Zeithaml and Berry, 1996:5).
Jasa adalah meliputi segenap kegiatan ekonomi yang menghasilkan output (keluaran) berupa produk atau konstruksi (hasil karya) nonfisik, yang lazimnya dikonsumsi pada saat diproduksi dan memeberi nilai tambah pada bentuk (form) seperti kepraktisan, kecocokan/kepantasan, kenyamanan, dan kesehatan, yang pada intinya menarik cita rasa pada pembeli pertama. Sementara itu, jasa pendidikan merupakan jasa yang bersifat kompleks karena bersifat padat karya dan padat modal.
Jasa secara umum memiliki karakteristik utama sebagai berikut : (a) Tidak berwujud (Intangibility), (b) Tidak terpisahkan (Inseparability), (c) Bervariasi (Variabilitler day), (d) Mudah musnah.
Lebih spesifik lagi menurut Kotler dan Fox dalam Rambat (2001:126) bahwa karakteristik jasa lembaga pendidikan antara lain sebagai berikut : (1) Lembaga pendidikan termasuk jasa murni (pure services), dimana pemberian jasa yang dilakukan didukung alat kerja atau sarana pendukung semata, seperti ruangan kelas, kursi, meja dan buku-buku. (2) Jasa yang diberikan lembaga pendidikan membutuhkan kehadiran pengguna jasa (siswa). Jadi, dalam hal ini pelanggan yang mendatangi lembaga pendidikan untuk mendapatkan jasa yang diinginkan (meskipun dalam perkembangannya ada yang menawarkan program distance learning atau belajar jarak jauh). (3) Penerima jasa pendidikan adalah orang (people), jadi merupakan pemberian jasa yang berbasis orang. Dengan demikian, berdasarkan hubungan dengan pengguna jasa (siswa adalah high contact system yaitu hubungan pemberian jasa dengan pelanggan tinggi). Pelanggan dan penyediaa jasa terus berinteraksi selama proses pemberian jasa berlangsung. Untuk menerima jasa pendidikan, pelanggan harus menjadi bagian dari sistem lembaga pendidikan tersebut. (4) Hubungan antara lembaga pendidikan dengan pelanggan adalah berdasarkan member relationship, yaitu pelanggan telah menjadi anggota lembaga pendidikan tersebut, sistem pemberian jasanya secara terus menerus dan teratur sesuai dengan kurikulum yang telah ditetapkan.
Kisah sukses implementasi TQM dalam dunia bisnis mengilhami organisasi-organisasi lainnya termasuk organisasi pendidikan untuk mengadopsinya. Penerapan TQM dalam manajemen pendidikan mengundang perdebatan yang sangat serius. Beberapa pengamat mempertanyakan kelayakan dan kesesuaian konsep TQM dengan karakteristik lembaga pendidikan.
Taylor dan Hill (1993), Mculloch (1993), berargumentasi bahwa TQM merupakan konsep yang sulit dievaluasi dalam lembaga pendidikan. Sedangkan Holmes dan Gerarrd (1995) berpendapat bahwa TQM mungkin cocok untuk fungsi pendukung (support function), tetapi tidak cocok untuk fungsi pembelajaran yang merupakan inti dari sebuah lembaga pendidikan. Di lain pihak menurut Herbert, Dellana, dan Bass (1995 dalam Sarwono dan Sudarsono,1997), ada empat bidang utama dalam lembaga pendidikan yang dapat mengadopsi prinsip-prinsip TQM. Pertama adalah penerapan TQM untuk meningkatkan fungsi-fungsi administrasi dan operasi lembaga pendidikan. Kedua, mengintegrasikan TQM dalam kurikulum. Ketiga, penggunaan TQM untuk mengelola aktivitas riset lembaga pendidikan. Berdasarkan Quality Progress (QPR) TAHUN 1992 Di Amerika Serikat ada 220 lembaga pendidikan yang menerapkan TQM (Lewis & Smith,1994). Kehadiran TQM mempunyai dampak pada perubahan manajemen konvesional. Demikian juga dengan manajemen lembaga pendidikan terdapat enam tantangan pokok yang perlu dikaji dan dikelola secara strategis dalam rangka menerapkan konsep TQM lembaga pendidikan, yakni berkenaan dengan (1) dimensi kualitas kerja, (2) fokus kepada pengguna jasa pendidikan, (3) kepemimpinan, (4) perbaikan yang berkesinambungan, (5) manajemen SDM, dan (6) manajemen berdasarkan fakta. Hal ini sesuai dengan yang diamanatkan oleh Undang-Undang RI Nomor 20 Tahun 2003 Bab III Pasal 4 ayat (6) menyatakan bahwa Pendidikan diselenggarakan dengan memberdayakan semua komponen masyarakat melalui peran dalam penyelenggaraan dan pengendalian mutu layanan pendidikan. Lebih lanjut dikatakan dalam Pasal 5 ayat (1) bahwa Setiap warga negara mempunyai hak yang sama untuk memperoleh pendidikan yang bermutu.
Subagio,M.Pd. adalah Kepala SMP Negeri 2 Cibeureum Kab. Kuningan
Rabu, 20 Juli 2011
PRINCIPAL ROLE IN IMPROVING THE QUALITY OF EDUCATION
By : Subagio,M.Pd
In an effort to improve the quality of education is mandated in accordance with Law No.20 of 2003 on National Education System , as the substance of the National Education System Law is clear from his vision, namely the realization of the educational system as a powerful social institutions and authoritative to empower all citizens of Indonesia developed into a quality manuasia so as to proactively answer the challenges of the times.
To realize this, then the role of principal is expected. The resulting product should schools do not like the factory can only produce graduates, but how to keep it high quality so that graduates could face challenges in accordance with the times.
In accordance with the demands of the Law on National Education System, then to become the principal must be those who truly meet the requirements, be it academic requirements, as well as other requirements. Because of school progress, be it quality, or otherwise, will be largely determined by anyone headmaster.
Broadly speaking, the scope of the principals can be classified into two main aspects, namely the work in the field of school administration and the work relating to professional coaching education. To carry out the task with the best - well, there are three main types of skills that must be owned by the principal as educational leader of technical skills (technical skills), communication skills (human relations skills) and conceptual skills (conceptual skill).
According to the perceptions of many teachers, school leadership success mainly based on its ability to lead. The key to the smooth working principals and emotions lies in the stability and confidence. This is a psychological basis for treating its staff fairly, provide exemplary in attitude, behave and perform tasks.
In this context, the principal is required to display the ability to foster cooperation with all personnel in an open work climate that is a partnership, and to increase the active participation of parents. Thus, the principal can get the full support of each program works.
The involvement of principals in the process of student learning more done indirectly, ie through the guidance of teachers and efforts to provide the necessary learning tool.
The school principal as a communicator on duty to be an intermediary to pass on instructions to the teacher, as well as their aspirations to local school personnel to teachers, as well as the aspirations of the school personnel to vertical agencies and the community. Communication pattern of the school are generally family by utilizing their spare time. The flow of information delivery takes place in both directions, ie top-down communication, tend to be very instructive, while the bottom-up communication tends to contain a statement or a demand for technical details of operational tasks. The media of communication used by the principal are: official meeting, circular, book tour information, data boards, verbal announcements and messages conveyed orally chain.
In the field of education, the meaning of quality has a sense according to the meaning contained in the learning cycle. Briefly mentioned a few key words the sense of quality, namely: standards (fitness to standards), appropriate use of market / customer (fitness to use), according to development needs (fitness to latent requirements), and according to the global environment (fitness to global environmental requirements). As is the quality in accordance with the standards, that is if one of the aspects in the management of education in accordance with the standards set.
Garvin was quoted as saying Gaspersz defines eight dimensions that can be used to analyze the characteristics of a quality, namely: (1) performance (performance), (2) features, (3) reliability (reliability), (4) confirmation (conformance), (5) durability, (6) competence (servitability), (7) aesthetics (aestetics), and (8) perceived quality customers who are subjective.
In view of the general public is often found that the quality of the school or schools of excellence can be seen from the physical size of the school, such as buildings and the number of extra curricular activities provided. There are also people who argue that school quality can be seen from the number of graduates of these schools received further education. To understand the quality of formal education in schools, it is important to see formal education in schools as a system. Furthermore, the quality of the system depends on the quality of the components that make up the system, and the process continued until fruition.
In the implementation of quality improvement management, principals should always understand the school as an organic system. For that principals must act more as a leader than a manager. As a leader, then the principal must: (1) More direct than pushing or forcing (2) It rests on the cooperation in performing the task than relying on authority or decree. (3) Always instill self confidence in teachers and administrative staff. Instead of creating fear. (4) Always show how to do something rather than show that he knows something. (5) Always keen to develop an atmosphere rather than develop a dull atmosphere (6) Always fix the existing errors rather than blaming the error on someone, working with great toughness rather reluctantly because of scarcity (Boediono, 1998).
According Poernomosidi Hadjisarosa (1997 in Slamet, PH, 2000), the principal is one of the school resource called the human resource manager type (HR-M) which has the duty and function of coordinating and harmonizing the human resources executive types (HR-P) through a number of management input to HR-P use his services to interfere with the remaining resources (SD-slbh), so the process of teaching and learning can take place either to produce the expected outputs.
In general, the characteristics of strong principals can be written as follows (Slamet, PH, 2000): Head of School:
(A) It has deep insights in the future (vision) and know what action to do (mission) as well as to understand exactly how that will be taken (strategies), (b) Have the ability to coordinate and harmonize all the existing limited resources to achieve goals or to meet the needs of the school (generally infinite), (c) Have the ability to make decisions with skill (fast, precise, fixed, and accurate), (d) Have the ability to mobilize resources for achieving goals and capable of inspiring his followers to do important issues for school purposes, (e) Having a tolerance for differences in each person and do not seek out people who looked like him, but absolutely intolerant of those who underestimate the quality, performance, standards, and values; (f) Have the ability to fight the enemies of the principal, the indifference, suspicion, do not make decisions, mediokrasi, imitation, arrogance, extravagance, rigid, and duplicity in attitude and action.
The role of principals in improving the quality of education as follows:
1). Head of school using a "systems approach" as a basic way of thinking, how to manage, and analyze how school life. Therefore, principals should think the system (not unsystem), namely to think correctly and fully, to think coherently (no hopping), think holistically (not partial), think multi-inter-cross-disciplinary (not parosial) , think entropic (what is modified on a particular component will affect other components); think "causal" (remember his creation is always in pairs); think interdipendensi and integration, think eklektif (quantitative + qualitative), and think syncretism.
2). The headmaster has a complete input management and clear, yangditunjukkan by the completeness and clarity in the task (what to do, which accompanied the functions, powers, responsibilities, obligations, and rights), plan (description of the product to be produced), program (allocation of resources to realize the plan), the provisions / limitations (regulations, qualifications, specifications, work methods, work procedures, etc..), control (action step), and gives a good impression to his men.
3). The school principal to understand, appreciate, and exercise its role as a manager (to coordinate and harmonize their resources to achieve goals), leader (mobilize and empower human resources), educator (ask favors for change), entrepreneur (make something happen), supervisor (directing, guide and give examples), the creator of the work climate (make working delicious life situations), the board / administrator (mengadminitrasi), reformer (adding value), the regulator (making school rules), and motivational (menyemangatkan).
According Enterprising Nation (1995), managers have a tough eight competencies, namely: (a) people skills, (b) strategic thinker, (c) visionary, (d) flexible and adaptable to change, (e) self-management, (f ) team player, (g) ability to solve complex problems and the make decisions, and (h) ethical / high personal standards.
Moderate American Management Association (1998) wrote 18 competencies that managers must possess strong, namely: (a) efficiency orientation, (b) proactivity, (c) concern with impact, (d) the diagnostic use of concepts, (e) use of unilateral power, (f) developing others, (g) spontaneity, (h) accurate self-assessment, (i) self-control, (j) stamina and adaptability, (k) perceptual Objectivity, (l) positive regard, (m) managing group process, (n) use of sosialized power, (o) self-confidence, (p) conceptualization, (q) logical thought, and (r) use of an oral presentation.
1). The school principal to understand, appreciate, and execute the task dimensions (what), processes (how), environmental, and personal skills, which can be described as follows: (a) dimensional task consists of: curriculum development, personnel management, student management, facilities management, financial management, relationship sekolahmasyarakat, etc., (b) dimensions of the process, including decision-making, institutional management, program management, coordinating, motivating, monitoring and evaluation, and management of teaching and learning process, (c) environmental dimensions include time management, places, resources, and interest groups, and (d) the dimensions of personal skills including self-organization, human relations, self carriage, problem solving, speaking style and writing style (Lipham, 1974; Norton, 1985).
2). The school principal was able to create a challenge school performance (the performance gap between the actual / actual and expected performance). Departing from here, then formulated the targets to be achieved by the school, followed by selecting the functions necessary to achieve the target, then perform a SWOT analysis (Strength, Weaknes, Opportunity, Threat) to find factors that are not prepared (containing the problem) and to address problem-solving steps. Throughout the question remains, then the target will never be reached.
3). Headmasters seek a compact teamwork / cohesive and intelligent, and makes interconnected and bound between functions and between citizens, fostering solidarity / cooperation / collaboration rather than competition, forming a climate of collectivity that can guarantee the certainty of outcome / outputs school.
4). Head of the school created a situation that can foster creativity and provide opportunities for citizens to do the experimentation-experimentation to generate new possibilities, although the results are not always right (wrong). In other words, the principal encourages citizens to take and manage risks and protect them if the results are wrong.
5). The headmaster has the ability and the ability to create school learning.
6). The headmaster has the ability and the ability implement school based management as a logical consequence of the shift in management policy, namely the shift from Center-Based Management to the School-Based Management (in the framework of regional autonomy).
The school principal focus on the management of the learning process as the main activities, and looked at other activities as a support / support teaching and learning process. Therefore, the management of teaching and learning process is considered to have the highest interest rate and other activities considered to have a lower interest rate.
The school principal is able and capable of empowering school (Slamet PH, 2000), especially its human resources through the granting of authority, flexibility, and resources.
School leadership that will consistently apply the rules of the immense influence on quality improvement in schools with a record of the interaction between principals and teachers and parents support each other and fill each one consistent and responsibilities of the rights and obligations so as to create conditions that desired.
In an effort to improve the quality of education is mandated in accordance with Law No.20 of 2003 on National Education System , as the substance of the National Education System Law is clear from his vision, namely the realization of the educational system as a powerful social institutions and authoritative to empower all citizens of Indonesia developed into a quality manuasia so as to proactively answer the challenges of the times.
To realize this, then the role of principal is expected. The resulting product should schools do not like the factory can only produce graduates, but how to keep it high quality so that graduates could face challenges in accordance with the times.
In accordance with the demands of the Law on National Education System, then to become the principal must be those who truly meet the requirements, be it academic requirements, as well as other requirements. Because of school progress, be it quality, or otherwise, will be largely determined by anyone headmaster.
Broadly speaking, the scope of the principals can be classified into two main aspects, namely the work in the field of school administration and the work relating to professional coaching education. To carry out the task with the best - well, there are three main types of skills that must be owned by the principal as educational leader of technical skills (technical skills), communication skills (human relations skills) and conceptual skills (conceptual skill).
According to the perceptions of many teachers, school leadership success mainly based on its ability to lead. The key to the smooth working principals and emotions lies in the stability and confidence. This is a psychological basis for treating its staff fairly, provide exemplary in attitude, behave and perform tasks.
In this context, the principal is required to display the ability to foster cooperation with all personnel in an open work climate that is a partnership, and to increase the active participation of parents. Thus, the principal can get the full support of each program works.
The involvement of principals in the process of student learning more done indirectly, ie through the guidance of teachers and efforts to provide the necessary learning tool.
The school principal as a communicator on duty to be an intermediary to pass on instructions to the teacher, as well as their aspirations to local school personnel to teachers, as well as the aspirations of the school personnel to vertical agencies and the community. Communication pattern of the school are generally family by utilizing their spare time. The flow of information delivery takes place in both directions, ie top-down communication, tend to be very instructive, while the bottom-up communication tends to contain a statement or a demand for technical details of operational tasks. The media of communication used by the principal are: official meeting, circular, book tour information, data boards, verbal announcements and messages conveyed orally chain.
In the field of education, the meaning of quality has a sense according to the meaning contained in the learning cycle. Briefly mentioned a few key words the sense of quality, namely: standards (fitness to standards), appropriate use of market / customer (fitness to use), according to development needs (fitness to latent requirements), and according to the global environment (fitness to global environmental requirements). As is the quality in accordance with the standards, that is if one of the aspects in the management of education in accordance with the standards set.
Garvin was quoted as saying Gaspersz defines eight dimensions that can be used to analyze the characteristics of a quality, namely: (1) performance (performance), (2) features, (3) reliability (reliability), (4) confirmation (conformance), (5) durability, (6) competence (servitability), (7) aesthetics (aestetics), and (8) perceived quality customers who are subjective.
In view of the general public is often found that the quality of the school or schools of excellence can be seen from the physical size of the school, such as buildings and the number of extra curricular activities provided. There are also people who argue that school quality can be seen from the number of graduates of these schools received further education. To understand the quality of formal education in schools, it is important to see formal education in schools as a system. Furthermore, the quality of the system depends on the quality of the components that make up the system, and the process continued until fruition.
In the implementation of quality improvement management, principals should always understand the school as an organic system. For that principals must act more as a leader than a manager. As a leader, then the principal must: (1) More direct than pushing or forcing (2) It rests on the cooperation in performing the task than relying on authority or decree. (3) Always instill self confidence in teachers and administrative staff. Instead of creating fear. (4) Always show how to do something rather than show that he knows something. (5) Always keen to develop an atmosphere rather than develop a dull atmosphere (6) Always fix the existing errors rather than blaming the error on someone, working with great toughness rather reluctantly because of scarcity (Boediono, 1998).
According Poernomosidi Hadjisarosa (1997 in Slamet, PH, 2000), the principal is one of the school resource called the human resource manager type (HR-M) which has the duty and function of coordinating and harmonizing the human resources executive types (HR-P) through a number of management input to HR-P use his services to interfere with the remaining resources (SD-slbh), so the process of teaching and learning can take place either to produce the expected outputs.
In general, the characteristics of strong principals can be written as follows (Slamet, PH, 2000): Head of School:
(A) It has deep insights in the future (vision) and know what action to do (mission) as well as to understand exactly how that will be taken (strategies), (b) Have the ability to coordinate and harmonize all the existing limited resources to achieve goals or to meet the needs of the school (generally infinite), (c) Have the ability to make decisions with skill (fast, precise, fixed, and accurate), (d) Have the ability to mobilize resources for achieving goals and capable of inspiring his followers to do important issues for school purposes, (e) Having a tolerance for differences in each person and do not seek out people who looked like him, but absolutely intolerant of those who underestimate the quality, performance, standards, and values; (f) Have the ability to fight the enemies of the principal, the indifference, suspicion, do not make decisions, mediokrasi, imitation, arrogance, extravagance, rigid, and duplicity in attitude and action.
The role of principals in improving the quality of education as follows:
1). Head of school using a "systems approach" as a basic way of thinking, how to manage, and analyze how school life. Therefore, principals should think the system (not unsystem), namely to think correctly and fully, to think coherently (no hopping), think holistically (not partial), think multi-inter-cross-disciplinary (not parosial) , think entropic (what is modified on a particular component will affect other components); think "causal" (remember his creation is always in pairs); think interdipendensi and integration, think eklektif (quantitative + qualitative), and think syncretism.
2). The headmaster has a complete input management and clear, yangditunjukkan by the completeness and clarity in the task (what to do, which accompanied the functions, powers, responsibilities, obligations, and rights), plan (description of the product to be produced), program (allocation of resources to realize the plan), the provisions / limitations (regulations, qualifications, specifications, work methods, work procedures, etc..), control (action step), and gives a good impression to his men.
3). The school principal to understand, appreciate, and exercise its role as a manager (to coordinate and harmonize their resources to achieve goals), leader (mobilize and empower human resources), educator (ask favors for change), entrepreneur (make something happen), supervisor (directing, guide and give examples), the creator of the work climate (make working delicious life situations), the board / administrator (mengadminitrasi), reformer (adding value), the regulator (making school rules), and motivational (menyemangatkan).
According Enterprising Nation (1995), managers have a tough eight competencies, namely: (a) people skills, (b) strategic thinker, (c) visionary, (d) flexible and adaptable to change, (e) self-management, (f ) team player, (g) ability to solve complex problems and the make decisions, and (h) ethical / high personal standards.
Moderate American Management Association (1998) wrote 18 competencies that managers must possess strong, namely: (a) efficiency orientation, (b) proactivity, (c) concern with impact, (d) the diagnostic use of concepts, (e) use of unilateral power, (f) developing others, (g) spontaneity, (h) accurate self-assessment, (i) self-control, (j) stamina and adaptability, (k) perceptual Objectivity, (l) positive regard, (m) managing group process, (n) use of sosialized power, (o) self-confidence, (p) conceptualization, (q) logical thought, and (r) use of an oral presentation.
1). The school principal to understand, appreciate, and execute the task dimensions (what), processes (how), environmental, and personal skills, which can be described as follows: (a) dimensional task consists of: curriculum development, personnel management, student management, facilities management, financial management, relationship sekolahmasyarakat, etc., (b) dimensions of the process, including decision-making, institutional management, program management, coordinating, motivating, monitoring and evaluation, and management of teaching and learning process, (c) environmental dimensions include time management, places, resources, and interest groups, and (d) the dimensions of personal skills including self-organization, human relations, self carriage, problem solving, speaking style and writing style (Lipham, 1974; Norton, 1985).
2). The school principal was able to create a challenge school performance (the performance gap between the actual / actual and expected performance). Departing from here, then formulated the targets to be achieved by the school, followed by selecting the functions necessary to achieve the target, then perform a SWOT analysis (Strength, Weaknes, Opportunity, Threat) to find factors that are not prepared (containing the problem) and to address problem-solving steps. Throughout the question remains, then the target will never be reached.
3). Headmasters seek a compact teamwork / cohesive and intelligent, and makes interconnected and bound between functions and between citizens, fostering solidarity / cooperation / collaboration rather than competition, forming a climate of collectivity that can guarantee the certainty of outcome / outputs school.
4). Head of the school created a situation that can foster creativity and provide opportunities for citizens to do the experimentation-experimentation to generate new possibilities, although the results are not always right (wrong). In other words, the principal encourages citizens to take and manage risks and protect them if the results are wrong.
5). The headmaster has the ability and the ability to create school learning.
6). The headmaster has the ability and the ability implement school based management as a logical consequence of the shift in management policy, namely the shift from Center-Based Management to the School-Based Management (in the framework of regional autonomy).
The school principal focus on the management of the learning process as the main activities, and looked at other activities as a support / support teaching and learning process. Therefore, the management of teaching and learning process is considered to have the highest interest rate and other activities considered to have a lower interest rate.
The school principal is able and capable of empowering school (Slamet PH, 2000), especially its human resources through the granting of authority, flexibility, and resources.
School leadership that will consistently apply the rules of the immense influence on quality improvement in schools with a record of the interaction between principals and teachers and parents support each other and fill each one consistent and responsibilities of the rights and obligations so as to create conditions that desired.
ROLE OF EDUCATION IN CREATING QUALITY HUMAN RESOURCES (1)
By : Subagio,M.Pd
Operation of educational institutions in any country in the world is seen as a valuable strategic program. This is based on an assumption that the educational process is a process that deliberately held exclusively aiming merely to the nation. Through the educational process will form the shapes of individual as human resources will play a major role in the process of nation and state. Therefore, the role of education is thus very important because education is key to creating quality human resources.
The relationship between the educational process with the creation of human resources is a logical relationship which can not be separated. This is consistent with the notion of education itself. Mc. Donald gives the formulation of education: "... is a process or an activity the which is directed at producing Desirable in the behavior of Human Beings." Education is a process or activity that aims to produce changes in human behavior. Simply put, changes in behavior that occur due to changes in the three elements include elements of cognitive, affective and psychomotor (Bloom's Taxonomy).
Other opinions, ie opinions Mc. Donald didalammnya Winarno Surakhmad line with the opinion that suggests that: Pendididkan or narrowed in terms of teaching, is a business that is conscious purpose, with a systematic focus on changing behavior. Go to maturity protégé. Changes that refers to a process that must be passed. Without that process change is not possible, without due process can not be achieved that goal. And the process is referred to here is the process of education.
While the notion of education from the standpoint of culture, Darji Darmodiharjo explained as follows: Education is primarily as the culture that leads to civilization. Culture in its broadest sense is a form of combination of logic (mind), ethic (willingness), aesthetics (sense) and praktika (works) which is a vital system of values and ideas (ideas) is important to be lived by a group of people (communities) within the period specified too specific.
One other notion is quite essential to understand the sense of education, as proposed by Max Muller put forward again by the BS where Mardiatmadja, namely that "Education is an organized process to help that person achieve his true form as a human being."
Of some notion of "education" as dikutif above is very clear that education is an activity in order to change the behavior of students object to the positive direction. Education summarizes aspects of intellectual, affective and psychomotor humans, also touched the copyright sense and intention. Education also stimulate thoughts, feelings and the human will to act wisely with the environment into account.
School as an educational institution is an organization within gerakkannya closely related to the education sector starting from the lowest level to the highest level, ie ranging from Kindergarten, Primary School, First School, High School and Higher Education.
Education is not only important on an individual basis, but also important for the process of nation and state, what country are building as well as Indonesia will be expecting the process of education can achieve optimal results with respect to still need well-educated human resources; human resources quality in order to catch up in national development and globalization era full of challenges.
In the era of globalization, educational institutions must be able to print the "leader-leader" a strong and qualified. "Leader-leader" in the future should be able to change the mindset to get things done by human strength (manpower) into a mindset of brain power (mindpower). The concept of education must also be able to generate output that educational institutions could create a "corporate culture", so it can adjust to the prevailing norms of that time and in turn grow the creativity and initiative, so comes the new opportunities (new opportunity). Out put the future of education is also expected to see human beings not as workers but as a partner with a distinct advantage. Thus, a leader who came out from global competition, should be able to see people as people, not workers.
In connection with that role, then the education providers by educational institutions need to really get serious attention and treatment of all parties for the sake of optimizing the achievement of desired goals.
National education goals is an ideal goal in the process of attainment efforts implemented gradually in accordance with the level and type of education. Therefore, any institutional framework of achieving national education goals have set a goal of conformity with the level and type of education.
At present, efforts to achieve the expected goal of education has been the subject of discourse and ideas of experts with respect to education in Indonesia is still very low quality of education at this time. Quality education that is expected at every level schools, from kindergarten (kindergarten), Elementary School (SD), Junior Secondary School (Junior), High School / Vocational (SMU / SMK), to Higher Education (PT ), can achieve a minimum level of achievement of educational objectives based on certain standards.
Determination of student competency standards as a minimum standard of achievement of the education process motivated by a wish to create at least equal quality as a result of the education process at the high school. This shows a fact that the results of education in Indonesia over half a century after independence, has still not achieved the expected results. Government through the Ministry of National Education is very aware of the reality of the low quality of education in Indonesia, such as the following statement:
One of the educational problems faced by Indonesian people is the low quality of education at all levels and units of education, especially primary and secondary education. Various attempts have been made to improve the quality of national education. However, various indicators of education quality has not shown a uniform increase. Some schools, especially in the cities, showed an increase in the quality of education is quite encouraging, but others are still apprehensive.
Talking about the deterioration of the quality of education in Indonesia with the various indicators, it will not inexhaustible. But more important than that is how to handle it in conjunction with the problems of education in Indonesia, among others, regarding the need for understanding and assessment of vision, mission and goals of national education.
Many things have been done by the government in an effort to improve the quality of education. But the fact the outcome was still not achieved what is expected. Improved quality of education remains a discussion of "up to date" to be discussed.
Based on observations and anilisis conducted, the Department of Education concluded as follows: there are at least three factors that cause the quality of education has not increased evenly. The first factor of national education policy and education using the approach to production function or input-output analysis that are not implemented consistently. The second factor, of national education is done centrally, thus placing the school as the education is highly dependent on bureaucratic decisions. The third factor, the role of the public, especially parents of students in educational administration has been very minimal.
In connection with the above problems, the steps taken as a policy is to reorient education, namely improving the quality of center-based management towards improving the quality of school-based management. This concept relies on granting broad autonomy to the school held his education. Active community participation in education is returned to the needs of the community, parents and local governments.
Paradigm shift in education in Indonesia which this reformative nuanced according to World Bank analysis in the background backs on the conditions: (1) the principal does not have sufficient authority to manage school finances led (2) the ability of management principals generally low, especially in public schools: (3) the pattern of the budget does not allow for teachers who do well can earn incentives, and (4) very little community participation in school management.
On the basis of the weaknesses mentioned above, the purpose of school-based implementation manjememen expected to cover the weaknesses so far. As stated in the book: Guidelines Implmentasi MBS in West Java said that school-based iterative implementation has the following aims: (1) improve the quality of education through self-reliance in schools initiative in managing and empowering resource available: (2) increase awareness of citizens of the school and communities in organizing education through shared decision-making, (3) increasing the responsibility of schools to parents, schools and government about the quality of schools, (4) increasing healthy competition between - schools for achieving the expected educational quality.
Operation of educational institutions in any country in the world is seen as a valuable strategic program. This is based on an assumption that the educational process is a process that deliberately held exclusively aiming merely to the nation. Through the educational process will form the shapes of individual as human resources will play a major role in the process of nation and state. Therefore, the role of education is thus very important because education is key to creating quality human resources.
The relationship between the educational process with the creation of human resources is a logical relationship which can not be separated. This is consistent with the notion of education itself. Mc. Donald gives the formulation of education: "... is a process or an activity the which is directed at producing Desirable in the behavior of Human Beings." Education is a process or activity that aims to produce changes in human behavior. Simply put, changes in behavior that occur due to changes in the three elements include elements of cognitive, affective and psychomotor (Bloom's Taxonomy).
Other opinions, ie opinions Mc. Donald didalammnya Winarno Surakhmad line with the opinion that suggests that: Pendididkan or narrowed in terms of teaching, is a business that is conscious purpose, with a systematic focus on changing behavior. Go to maturity protégé. Changes that refers to a process that must be passed. Without that process change is not possible, without due process can not be achieved that goal. And the process is referred to here is the process of education.
While the notion of education from the standpoint of culture, Darji Darmodiharjo explained as follows: Education is primarily as the culture that leads to civilization. Culture in its broadest sense is a form of combination of logic (mind), ethic (willingness), aesthetics (sense) and praktika (works) which is a vital system of values and ideas (ideas) is important to be lived by a group of people (communities) within the period specified too specific.
One other notion is quite essential to understand the sense of education, as proposed by Max Muller put forward again by the BS where Mardiatmadja, namely that "Education is an organized process to help that person achieve his true form as a human being."
Of some notion of "education" as dikutif above is very clear that education is an activity in order to change the behavior of students object to the positive direction. Education summarizes aspects of intellectual, affective and psychomotor humans, also touched the copyright sense and intention. Education also stimulate thoughts, feelings and the human will to act wisely with the environment into account.
School as an educational institution is an organization within gerakkannya closely related to the education sector starting from the lowest level to the highest level, ie ranging from Kindergarten, Primary School, First School, High School and Higher Education.
Education is not only important on an individual basis, but also important for the process of nation and state, what country are building as well as Indonesia will be expecting the process of education can achieve optimal results with respect to still need well-educated human resources; human resources quality in order to catch up in national development and globalization era full of challenges.
In the era of globalization, educational institutions must be able to print the "leader-leader" a strong and qualified. "Leader-leader" in the future should be able to change the mindset to get things done by human strength (manpower) into a mindset of brain power (mindpower). The concept of education must also be able to generate output that educational institutions could create a "corporate culture", so it can adjust to the prevailing norms of that time and in turn grow the creativity and initiative, so comes the new opportunities (new opportunity). Out put the future of education is also expected to see human beings not as workers but as a partner with a distinct advantage. Thus, a leader who came out from global competition, should be able to see people as people, not workers.
In connection with that role, then the education providers by educational institutions need to really get serious attention and treatment of all parties for the sake of optimizing the achievement of desired goals.
National education goals is an ideal goal in the process of attainment efforts implemented gradually in accordance with the level and type of education. Therefore, any institutional framework of achieving national education goals have set a goal of conformity with the level and type of education.
At present, efforts to achieve the expected goal of education has been the subject of discourse and ideas of experts with respect to education in Indonesia is still very low quality of education at this time. Quality education that is expected at every level schools, from kindergarten (kindergarten), Elementary School (SD), Junior Secondary School (Junior), High School / Vocational (SMU / SMK), to Higher Education (PT ), can achieve a minimum level of achievement of educational objectives based on certain standards.
Determination of student competency standards as a minimum standard of achievement of the education process motivated by a wish to create at least equal quality as a result of the education process at the high school. This shows a fact that the results of education in Indonesia over half a century after independence, has still not achieved the expected results. Government through the Ministry of National Education is very aware of the reality of the low quality of education in Indonesia, such as the following statement:
One of the educational problems faced by Indonesian people is the low quality of education at all levels and units of education, especially primary and secondary education. Various attempts have been made to improve the quality of national education. However, various indicators of education quality has not shown a uniform increase. Some schools, especially in the cities, showed an increase in the quality of education is quite encouraging, but others are still apprehensive.
Talking about the deterioration of the quality of education in Indonesia with the various indicators, it will not inexhaustible. But more important than that is how to handle it in conjunction with the problems of education in Indonesia, among others, regarding the need for understanding and assessment of vision, mission and goals of national education.
Many things have been done by the government in an effort to improve the quality of education. But the fact the outcome was still not achieved what is expected. Improved quality of education remains a discussion of "up to date" to be discussed.
Based on observations and anilisis conducted, the Department of Education concluded as follows: there are at least three factors that cause the quality of education has not increased evenly. The first factor of national education policy and education using the approach to production function or input-output analysis that are not implemented consistently. The second factor, of national education is done centrally, thus placing the school as the education is highly dependent on bureaucratic decisions. The third factor, the role of the public, especially parents of students in educational administration has been very minimal.
In connection with the above problems, the steps taken as a policy is to reorient education, namely improving the quality of center-based management towards improving the quality of school-based management. This concept relies on granting broad autonomy to the school held his education. Active community participation in education is returned to the needs of the community, parents and local governments.
Paradigm shift in education in Indonesia which this reformative nuanced according to World Bank analysis in the background backs on the conditions: (1) the principal does not have sufficient authority to manage school finances led (2) the ability of management principals generally low, especially in public schools: (3) the pattern of the budget does not allow for teachers who do well can earn incentives, and (4) very little community participation in school management.
On the basis of the weaknesses mentioned above, the purpose of school-based implementation manjememen expected to cover the weaknesses so far. As stated in the book: Guidelines Implmentasi MBS in West Java said that school-based iterative implementation has the following aims: (1) improve the quality of education through self-reliance in schools initiative in managing and empowering resource available: (2) increase awareness of citizens of the school and communities in organizing education through shared decision-making, (3) increasing the responsibility of schools to parents, schools and government about the quality of schools, (4) increasing healthy competition between - schools for achieving the expected educational quality.
ROLE OF EDUCATION IN CREATING QUALITY HUMAN RESOURCES (2)
By : Subagio,M.Pd
It can be underlined from the change management education that is the reduction of government's role in school management. Conversely, an increase in the role of schools and the community who believed that schools and society that knows "the weaknesses and strengths" that exists. In conjunction with the role and participation of the community towards improving the quality of education, Ridono Aidad mentions as follows: (1). provide educational assistance through donations of education. (2). awareness about the importance of education, so send their children to control every aspect of educational institutions. (3). Provide education at home as a substitute teacher at the school. (4). Helps teachers monitor student behavior in other environments. (5). Giving positive suggestions and opinions are actively against the existing educational institutions, in order to improve the quality of education the better. (6). Report the circumstances that may inhibit education students to teachers (homeroom) or the principal concerned. (7). Coordinating the parents to jointly think about progress and how best to improve the quality even higher.
As a material that can be considered in conjunction with efforts to increase the quality, we can see prinsif-prinsif W. Edward Deming as where dikutif by Randall S. Schuler in the book "Human Resource Management", as follows: (1). Create consistency and sustainability goals. (2). Do not provide fault tolerance on the type of work that will result in delay, damaged material, or a bad job. (3). Eliminate dependence on inspection massal.4). Reduce the number of suppliers. (5). Do a search problem in the system regularly and do repairs. (6). Institutionalized modern training methods, using statistics. (7). Focus the work of supervision to help employees do a better job. Provide tools and techniques so that employees have a sense of pride in his work. (8). Eliminate anxiety. Two-way communication should be stimulated. (9). Destroy the barriers between departments. Perform problem solving through group work. (10). Eliminate the use of numerical goals, slogans, and posters for employees. (11). Use statistical methods to continue the quality improvement of productivity and eliminate all the standards that use quota amount. (12). Eliminate the barrier so that employees feel proud of the work performed. (13). Institutionalized training and education programs so that employees can continue to follow the development of methods, materials, and the latest technology. (14). Describe a permanent commitment to quality management productivity.
What is implicitly stated Randall is not to solve problems "quality" in education, but on today's success has been the envy of the industry management of the education managers. However, efforts to improve quality, both in industry and in the field of education is not an easy job. To improve quality in education is influenced by many factors, such as the quality of educational inputs, the quality of educational resources, quality teachers and education managers, the quality of the learning process, examination system and quality control, as well as the ability of educational managers to anticipate and deal with various environmental influences education.
Without ignoring the role of other important factors, quality of teachers has been found by various studies as factors that are most consistent and powerful in influencing the quality of education. ¬ ¬ Even one of the points of the Special Intergovernmental Conference on the status of teachers diselenggerakan by UNESCO / ILO in 1966 in Paris says that:
"It must be admitted that progress in education and largely dependent on the authority and ability of staff education in general and to the technical and human paedagogis quality of the teachers one by one."
The phrase we often hear that "teachers are the backbone of the nation and state" or information that has not known the original source on Japan after the two cities (Hirosyima and Nagasaki) Atom was bombed by the allies in 1945. It is said that first asked by the Emperor is the number of teachers who are still alive, not the number of generals or the other. Here suggests that teachers occupy an important place and honorable.
Qualified teachers are those who are able membelajarkan pupils effectively, in accordance with the constraints, resources, and environment. On the other hand, efforts to produce quality teachers is also not an easy task. Teacher quality also means teachers are able to create graduates who are qualified, according to the need for a variety of channels, types and levels of education. On the other hand, the quality of teachers is closely related to public recognition of the status of teachers as professional office. In conjunction with this, D. Sudjana S. stated that the teaching profession should have three competencies, namely personal competence, professional competence, and social competence.
Personal competence, including psychological maturity, dedication, idealism, willingness to help others, respect for others, exemplary, honesty, sincere, open and not rigid. Professional competence, includes the abilities and special powers in the material and the learning process; have extensive insight to understand the various materials and processes related to learning abilities and special powers possessed; develop themselves to become a specialist in the material and the learning process; gain recognition from the public the service, and have a professional network of other parties. Social competence, ... have the attitude of community service; understand prinsif-prinsif as an assistant, researcher and developer community, and participating in social activities or community development.
The attitude of doubt towards the quality of the teaching profession today are often thrown in the community, is a result of the preparation of teachers is inadequate. Many parties expressed that the quality of the teaching profession tends to not be based on the concept of a clear and consistent in order to obtain a special recognition from the community. To answer these challenges, the Indonesian Teachers Association (PGRI) in the congress to XIII in Jakarta has produced an important decision for image enhancement and quality of teachers, the "Master Code". Teachers Code of Ethics is a basic guideline for teachers in implementing the tasks profession. Description of Teacher Code of Ethics as follows: (1). Teachers serve to guide learners to form a complete Indonesian man who spirited Pancasila. (2). Teachers have and implement professional kejujuruan. (3). The teacher tried to obtain information about the learner as a conduct guidance and coaching. (4). Teachers create the best atmosphere of the school that support successful teaching and learning process. (5). Teachers maintain good relationships with parents surrounding communities to foster participation and a sense of shared responsibility for education. (6). Teachers individually and jointly, develop and improve the quality of the dignity of his profession. (7). Teachers maintain relations profession, the spirit of kinship, and social solidarity. (8). Teachers jointly maintain and improve the quality of PGRI organizations as a means of struggle and dedication. (9). Teachers implement all Government policies in education.
From experience so far in improving teachers' ability to obtain the conclusion that qualified teachers are those who have professional skills with a variety of capacities as an educator. In the study found that teacher quality is measured by four main factors, namely: (1) professional ability, (2) professional effort, (3) the time devoted to professional activities, and (4) match between skills and jobs.
The four main factors as a measure of teacher quality, Wardiman Djoyonegoro described as follows:
Professional ability of teachers consists of the ability of intelligence, attitudes, and achievements in the work. In various studies, teachers' professional skills demonstrated by the high-low test scores that measure the ability to master the material taught. Simply put, the ability of these professionals can be readily demonstrated by the ability of teachers to master the knowledge of material taught, including efforts to always enrich and rejuvenate knowledge.
Professional efforts of teachers is an attempt to transform the ability of a teacher who possesses the professionalism in teaching and learning process. In some studies, the professional efforts of teachers is demonstrated by the good teaching skills in mastering the subject matter expertise, use of instructional materials, management of student learning activities, and efforts to constantly enrich and rejuvenate the ability to develop a teaching program.
Time devoted to professional activities (Teacher's Time) shows the intensity of time used by a teacher to his professional duties. Teacher's time is one important indicator of teacher quality, as indicated by the concept of learning time (Time on Task) is measured from the intensity of individual student learning. Time on task has been found by various studies consistently as the best predictor of quality learning outcomes for learners.
Conformity with the work of professional expertise is a factor that affects the ability of a teacher professional. This factor is important in accordance with the principle of equivalence relation and that should be a challenge for LPTKs to always associate with the needs of teacher education, both in terms of quantity and quality.
In relation to issues raised as research material, namely the problems associated with elements of school personnel, namely teachers. Teachers as educational staff in charge of organizing teaching activities, training, researching, developing, managing, and or provide technical services in the field of education. Teachers should effectively provide encouragement and support information search supporting the thesis of global morality. Studying information by teachers, is meant not merely the provision of instructional materials to meet the emotional needs and students' awareness, but also shape attitudes and influence behavior independent lives and their school discipline.
The teacher is an important and influential element in the process of education and teaching. Teachers is an important power that should not be, no. The good Bagaiamanapun other elements, but if not supported by elements of the exercise of professional teacher education programs will not run properly. The key to successful implementation of educational programs and teaching is largely determined by the teachers who perform in a professional learning process.
Teachers who have high professionalism will be reflected in mental attitude sarta commitment to the realization and improvement of professional quality through various means and strategies. Teachers will always develop themselves in accordance with the demands of the times so that its existence continues to provide professional meaning.
The word "profession" in the Big Indonesian Dictionary given the meaning "which is based on field work keakhlian education (skills, vocational, etc..) Specific." Professionalism is a term that refers to the mental attitude in the form of commitment from the members of a profession to continually create and improve professional. Mohammad Surya said that as an indicator or characteristic of professionalism is:
First, he has always aspired to be or are performing close to the ideal standard. ... Second, always trying to improve themselves through learning experiences, ... Third, a teacher who berprofesionalisme high it means he has a professional pride. He has pride in the roles of the past, dedicated to the present, and convinced of the roles in the future.
Professional attitudes and behaviors of teachers will color forms of learning that occurs. Teachers as a direct duty bearers meet with students to guide the learning activities of students, and should be able to create a learning atmosphere that encourages students to learn well.
The attitude of teachers in the learning process tends to affect the behavior of teachers in teaching, whereas teachers in teaching behavior will affect students in learning. Teacher's behavior will affect the behavior of students. Students continually reacts to the attitudes, values and personality of the teacher. When the negative attitudes of teachers towards teaching, teachers tend to perform teaching duties to be modest and not serious. This will influence the atmosphere of student learning in the classroom. Students quickly lose their motivation to learn. As a result, student learning outcomes to be unsatisfactory. As with the state of a positive attitude in the learning process, teachers will tend to perform teaching duties properly in accordance with the duties and responsibilities assigned. Impact is very positive for the learning situation so that students are expected to be positive impact on learning results.
Teacher-student relationship is inevitable from the teaching activities. Both are in one situation and the same conditions with the aim of changing the (teacher) and change (students). Between teachers and students must occur in harmony and harmonious interactive. From the standpoint of teachers, as subject to carry out teaching, Winarno Surakhmad concluded there are three phases of the implementation of teaching, namely:
The first phase is the preliminary actions, such as measures to eliminate the negative influence ... The second phase centered on the actual teaching process. To prevent the occurrence of a mechanical process, in this phase teachers should be alert to factors that require special attention, both from the students and from the outsiders. Attention should be focused on teachers as well as a variety of things, both about domination and control in the classroom, as well as about himself. At one point a particular interaction process is nearing completion; at this time the teacher enters the third phase.
Government efforts in improving the professionalism of teachers has been done through various ways, such as upgrading, upgrading, workshop, Conference Guru Subjects (MGMP), and so forth, but the quality of learning outcomes masaih be a problem. One reason could be is because of the attitude of teachers in the learning process that has not shown a positive attitude. These circumstances it should not be allowed to drag on, and should be immediately sought a way out so that the process of achieving educational goals can be implemented optimally.
Attitudes of teachers toward the implementation of professional tasks in the activity of teaching can be influenced by many factors, both factors from within and outside factors. External factors that can influence and shape the attitudes of teachers in the learning process, such as how teachers' perceptions of school leadership and how perceptions of working conditions of teachers to the places he served. Both elements are likely to have a major impact on the execution of professional duties in learning activities because the headmaster is the head of the school and the immediate supervisor emergency teachers. Similarly, working conditions, likely to affect the execution of professional duties in learning activities because the work environment is where teachers work daily.
This is what encouraged to do the assessment with the hope of knowledge about it can encourage the creation of positive attitudes of teachers towards the learning process. Thus the expected positive attitudes of teachers terhadp learning process can also encourage the creation of climate of educational processes and teaching in the classroom that can memperlacar achievement of expected goals, the output quality.
It can be underlined from the change management education that is the reduction of government's role in school management. Conversely, an increase in the role of schools and the community who believed that schools and society that knows "the weaknesses and strengths" that exists. In conjunction with the role and participation of the community towards improving the quality of education, Ridono Aidad mentions as follows: (1). provide educational assistance through donations of education. (2). awareness about the importance of education, so send their children to control every aspect of educational institutions. (3). Provide education at home as a substitute teacher at the school. (4). Helps teachers monitor student behavior in other environments. (5). Giving positive suggestions and opinions are actively against the existing educational institutions, in order to improve the quality of education the better. (6). Report the circumstances that may inhibit education students to teachers (homeroom) or the principal concerned. (7). Coordinating the parents to jointly think about progress and how best to improve the quality even higher.
As a material that can be considered in conjunction with efforts to increase the quality, we can see prinsif-prinsif W. Edward Deming as where dikutif by Randall S. Schuler in the book "Human Resource Management", as follows: (1). Create consistency and sustainability goals. (2). Do not provide fault tolerance on the type of work that will result in delay, damaged material, or a bad job. (3). Eliminate dependence on inspection massal.4). Reduce the number of suppliers. (5). Do a search problem in the system regularly and do repairs. (6). Institutionalized modern training methods, using statistics. (7). Focus the work of supervision to help employees do a better job. Provide tools and techniques so that employees have a sense of pride in his work. (8). Eliminate anxiety. Two-way communication should be stimulated. (9). Destroy the barriers between departments. Perform problem solving through group work. (10). Eliminate the use of numerical goals, slogans, and posters for employees. (11). Use statistical methods to continue the quality improvement of productivity and eliminate all the standards that use quota amount. (12). Eliminate the barrier so that employees feel proud of the work performed. (13). Institutionalized training and education programs so that employees can continue to follow the development of methods, materials, and the latest technology. (14). Describe a permanent commitment to quality management productivity.
What is implicitly stated Randall is not to solve problems "quality" in education, but on today's success has been the envy of the industry management of the education managers. However, efforts to improve quality, both in industry and in the field of education is not an easy job. To improve quality in education is influenced by many factors, such as the quality of educational inputs, the quality of educational resources, quality teachers and education managers, the quality of the learning process, examination system and quality control, as well as the ability of educational managers to anticipate and deal with various environmental influences education.
Without ignoring the role of other important factors, quality of teachers has been found by various studies as factors that are most consistent and powerful in influencing the quality of education. ¬ ¬ Even one of the points of the Special Intergovernmental Conference on the status of teachers diselenggerakan by UNESCO / ILO in 1966 in Paris says that:
"It must be admitted that progress in education and largely dependent on the authority and ability of staff education in general and to the technical and human paedagogis quality of the teachers one by one."
The phrase we often hear that "teachers are the backbone of the nation and state" or information that has not known the original source on Japan after the two cities (Hirosyima and Nagasaki) Atom was bombed by the allies in 1945. It is said that first asked by the Emperor is the number of teachers who are still alive, not the number of generals or the other. Here suggests that teachers occupy an important place and honorable.
Qualified teachers are those who are able membelajarkan pupils effectively, in accordance with the constraints, resources, and environment. On the other hand, efforts to produce quality teachers is also not an easy task. Teacher quality also means teachers are able to create graduates who are qualified, according to the need for a variety of channels, types and levels of education. On the other hand, the quality of teachers is closely related to public recognition of the status of teachers as professional office. In conjunction with this, D. Sudjana S. stated that the teaching profession should have three competencies, namely personal competence, professional competence, and social competence.
Personal competence, including psychological maturity, dedication, idealism, willingness to help others, respect for others, exemplary, honesty, sincere, open and not rigid. Professional competence, includes the abilities and special powers in the material and the learning process; have extensive insight to understand the various materials and processes related to learning abilities and special powers possessed; develop themselves to become a specialist in the material and the learning process; gain recognition from the public the service, and have a professional network of other parties. Social competence, ... have the attitude of community service; understand prinsif-prinsif as an assistant, researcher and developer community, and participating in social activities or community development.
The attitude of doubt towards the quality of the teaching profession today are often thrown in the community, is a result of the preparation of teachers is inadequate. Many parties expressed that the quality of the teaching profession tends to not be based on the concept of a clear and consistent in order to obtain a special recognition from the community. To answer these challenges, the Indonesian Teachers Association (PGRI) in the congress to XIII in Jakarta has produced an important decision for image enhancement and quality of teachers, the "Master Code". Teachers Code of Ethics is a basic guideline for teachers in implementing the tasks profession. Description of Teacher Code of Ethics as follows: (1). Teachers serve to guide learners to form a complete Indonesian man who spirited Pancasila. (2). Teachers have and implement professional kejujuruan. (3). The teacher tried to obtain information about the learner as a conduct guidance and coaching. (4). Teachers create the best atmosphere of the school that support successful teaching and learning process. (5). Teachers maintain good relationships with parents surrounding communities to foster participation and a sense of shared responsibility for education. (6). Teachers individually and jointly, develop and improve the quality of the dignity of his profession. (7). Teachers maintain relations profession, the spirit of kinship, and social solidarity. (8). Teachers jointly maintain and improve the quality of PGRI organizations as a means of struggle and dedication. (9). Teachers implement all Government policies in education.
From experience so far in improving teachers' ability to obtain the conclusion that qualified teachers are those who have professional skills with a variety of capacities as an educator. In the study found that teacher quality is measured by four main factors, namely: (1) professional ability, (2) professional effort, (3) the time devoted to professional activities, and (4) match between skills and jobs.
The four main factors as a measure of teacher quality, Wardiman Djoyonegoro described as follows:
Professional ability of teachers consists of the ability of intelligence, attitudes, and achievements in the work. In various studies, teachers' professional skills demonstrated by the high-low test scores that measure the ability to master the material taught. Simply put, the ability of these professionals can be readily demonstrated by the ability of teachers to master the knowledge of material taught, including efforts to always enrich and rejuvenate knowledge.
Professional efforts of teachers is an attempt to transform the ability of a teacher who possesses the professionalism in teaching and learning process. In some studies, the professional efforts of teachers is demonstrated by the good teaching skills in mastering the subject matter expertise, use of instructional materials, management of student learning activities, and efforts to constantly enrich and rejuvenate the ability to develop a teaching program.
Time devoted to professional activities (Teacher's Time) shows the intensity of time used by a teacher to his professional duties. Teacher's time is one important indicator of teacher quality, as indicated by the concept of learning time (Time on Task) is measured from the intensity of individual student learning. Time on task has been found by various studies consistently as the best predictor of quality learning outcomes for learners.
Conformity with the work of professional expertise is a factor that affects the ability of a teacher professional. This factor is important in accordance with the principle of equivalence relation and that should be a challenge for LPTKs to always associate with the needs of teacher education, both in terms of quantity and quality.
In relation to issues raised as research material, namely the problems associated with elements of school personnel, namely teachers. Teachers as educational staff in charge of organizing teaching activities, training, researching, developing, managing, and or provide technical services in the field of education. Teachers should effectively provide encouragement and support information search supporting the thesis of global morality. Studying information by teachers, is meant not merely the provision of instructional materials to meet the emotional needs and students' awareness, but also shape attitudes and influence behavior independent lives and their school discipline.
The teacher is an important and influential element in the process of education and teaching. Teachers is an important power that should not be, no. The good Bagaiamanapun other elements, but if not supported by elements of the exercise of professional teacher education programs will not run properly. The key to successful implementation of educational programs and teaching is largely determined by the teachers who perform in a professional learning process.
Teachers who have high professionalism will be reflected in mental attitude sarta commitment to the realization and improvement of professional quality through various means and strategies. Teachers will always develop themselves in accordance with the demands of the times so that its existence continues to provide professional meaning.
The word "profession" in the Big Indonesian Dictionary given the meaning "which is based on field work keakhlian education (skills, vocational, etc..) Specific." Professionalism is a term that refers to the mental attitude in the form of commitment from the members of a profession to continually create and improve professional. Mohammad Surya said that as an indicator or characteristic of professionalism is:
First, he has always aspired to be or are performing close to the ideal standard. ... Second, always trying to improve themselves through learning experiences, ... Third, a teacher who berprofesionalisme high it means he has a professional pride. He has pride in the roles of the past, dedicated to the present, and convinced of the roles in the future.
Professional attitudes and behaviors of teachers will color forms of learning that occurs. Teachers as a direct duty bearers meet with students to guide the learning activities of students, and should be able to create a learning atmosphere that encourages students to learn well.
The attitude of teachers in the learning process tends to affect the behavior of teachers in teaching, whereas teachers in teaching behavior will affect students in learning. Teacher's behavior will affect the behavior of students. Students continually reacts to the attitudes, values and personality of the teacher. When the negative attitudes of teachers towards teaching, teachers tend to perform teaching duties to be modest and not serious. This will influence the atmosphere of student learning in the classroom. Students quickly lose their motivation to learn. As a result, student learning outcomes to be unsatisfactory. As with the state of a positive attitude in the learning process, teachers will tend to perform teaching duties properly in accordance with the duties and responsibilities assigned. Impact is very positive for the learning situation so that students are expected to be positive impact on learning results.
Teacher-student relationship is inevitable from the teaching activities. Both are in one situation and the same conditions with the aim of changing the (teacher) and change (students). Between teachers and students must occur in harmony and harmonious interactive. From the standpoint of teachers, as subject to carry out teaching, Winarno Surakhmad concluded there are three phases of the implementation of teaching, namely:
The first phase is the preliminary actions, such as measures to eliminate the negative influence ... The second phase centered on the actual teaching process. To prevent the occurrence of a mechanical process, in this phase teachers should be alert to factors that require special attention, both from the students and from the outsiders. Attention should be focused on teachers as well as a variety of things, both about domination and control in the classroom, as well as about himself. At one point a particular interaction process is nearing completion; at this time the teacher enters the third phase.
Government efforts in improving the professionalism of teachers has been done through various ways, such as upgrading, upgrading, workshop, Conference Guru Subjects (MGMP), and so forth, but the quality of learning outcomes masaih be a problem. One reason could be is because of the attitude of teachers in the learning process that has not shown a positive attitude. These circumstances it should not be allowed to drag on, and should be immediately sought a way out so that the process of achieving educational goals can be implemented optimally.
Attitudes of teachers toward the implementation of professional tasks in the activity of teaching can be influenced by many factors, both factors from within and outside factors. External factors that can influence and shape the attitudes of teachers in the learning process, such as how teachers' perceptions of school leadership and how perceptions of working conditions of teachers to the places he served. Both elements are likely to have a major impact on the execution of professional duties in learning activities because the headmaster is the head of the school and the immediate supervisor emergency teachers. Similarly, working conditions, likely to affect the execution of professional duties in learning activities because the work environment is where teachers work daily.
This is what encouraged to do the assessment with the hope of knowledge about it can encourage the creation of positive attitudes of teachers towards the learning process. Thus the expected positive attitudes of teachers terhadp learning process can also encourage the creation of climate of educational processes and teaching in the classroom that can memperlacar achievement of expected goals, the output quality.
Senin, 18 Juli 2011
MINIMAL SERVICE MANAGEMENT STANDARDS IN SCHOOLS
By : Subagio,M.Pd
Murgatroyd and Morgan (1994) stated that the focus of quality for customers is what led to the development of the corpus of theory, tools, and its application in the world of management. Bennett et al. (1992) avoids to define and conceptualize Total Quality Management (TQM) TQM theory because none could be considered the only one. because they identify the fundamental principles by combining things that are considered important (key) which should not not (supposedly) in the early development of TQM, such as: (1) the definition of quality refers more to the consumer, not the supplier, (2) consumer is a person obtain a product or service, such as those who are internally and externally associated with the organization and instead just be a "buyer" or "payer", (3) the quality must meet the requirements of the needs, requirements, and standards, (4) the quality achieved by preventing the work does not meet the standard, rather than by tracking failures, but with improved services and products continuously, (5) improving the quality controlled by the senior management level, but all involved in the organization should share responsibility; quality must be built in each process, (6) quality is measured through a statistical process, quality budget is the budget (costs) are not adapted to the demands of the requirements, resulting in "gaps" between the allegations and the delivery of goods, (7) the most powerful tool to ensure quality is the intertwining of cooperation (team) are effective, and (8) education and training is fundamental to a quality organization. In education, improving quality management can be defined as a set of principles and techniques that emphasize that quality improvement must rely on educational institutions to continuously and sustainably enhance organizational capacity and capability to meet the demands and needs of learners and society. In the Quality Improvement Management is contained efforts: (1) controlling the processes that take place in educational institutions / schools both curricular and administrative, (2) involves the process of diagnosis and action to follow up the diagnosis process, and (3) quality improvement should be based upon facts and data, both qualitative and quantitative, (4) quality improvement should be carried out continuously and continuous, (5) quality improvement should be to empower and involve all the elements that exist in educational institutions, and (6) quality improvement has a purpose stated that the school can give satisfaction to the students, parents and the community.
Since the implementation of regional autonomy (autonomy), there are many issues like the meaning of autonomy is less internalized and adopted as the achievement of democracy, independence and empowerment, but more focused on the process of political interaction. His form is the attraction of interest between the central regions ¬, provinsi-kabupaten/kota, and district / city-city districts, both within the executive and legislative branches Law No. 22, 1999, and the RI Law No.25 of 1999 was revised into Law No. 32 of 2004 and Law No. 33 of 2004, both in relation to the Regional Financial Balance between the Central-Region manifest symptoms. This revision will also create new problems because of the socialization too fast and short and unprepared a change of thinking (mindset) to an agreed system of government. Of course, the revision has both positive and negative.
The new problem, namely (1) change the position of district / city of autonomy to parts of the province, (2) changes in parliament of the legislature be an element of local government, (3) the changing role of parliament in the election of regional heads of choice directly into the audience, (4 ) RAPBD Regency / City can be "annulled" the province, (5) changes in village councils of the "parliament of his village" into the Village Consultative Board, (6) changes in 11 matters submitted to the district / city into the business and affairs shall surrender option also must meet certain requirements, and (7) changes in the village secretary position became civil servant positions.
Decentralization has started since January 1, 2001. In line with the reform and democratization of education that is rolling, the government has determined to implement the decentralization of education, which is based on the empowerment of schools at all levels of education.
Goal autonomy in education, among others (1) improve educational services that are closer, faster, easier, cheaper, and according to community needs with emphasis on the principle of democratic and just, not discriminatory to uphold human rights, religious values, cultural values, pluralistic nation (notice the potential of regional diversity and diversity ¬), systemic and multimakna with open systems, (2) acculturation and empowering lifelong learners, (3) provide exemplary, build the will; (4) develop the creativity of learners, (5) develop a culture of reading, writing, arithmetic, and empower the entire community (community participation), (6) equity and fairness, (7) improving the welfare of educators and energy, and education; (8) public accountability; (9) transparency; (10 ) strengthening; integrity of the nation (to maintain harmonious relations between the center and regions and between regions within the framework of the unity of the Republic of Indonesia or NKRI); (11) enhance the competitiveness in the global era. If the goal is achieved then the things that is the positive impact of autonomy on educational inputs.
Insight into the management of quality improvement should be assessed by comparing the characteristics between the traditional management with management of quality improvement or TQM. Cole (in A. Sonhadji, 1999) suggests there are at least ten things that differentiate the two.
Briefly tenth differences can be summarized as follows: (1) how to find problem-solving approach, (2) the method used, (3) the use of innovation, (4) the improvement, (5) long periods of focused, (6) means treat the error, (7) the use of opinion vs. fact, (8) suppression resources, (9) motivation to increase quality, and (10) the direction of development.
In many ways, the traditional management paradigm is often used in making satisfaction. Meanwhile, Quality Improvement Management make use of new innovations in determining his actions. Traditional quality control is more directed at the defensive mechanism, which tends to try to reduce or eliminate the failure detection. This differs from the Quality Improvement Management (MPM) is always advancing the methodology of quality control and develop new theories and techniques to improve quality.
It is understandable if the Quality Improvement Management using a model of strategic planning in formulating his strategy, because the Quality Improvement Management -oriented long-term strategy. This model is specifically referred to the strategic quality planning (strategic quality planning). Strategic planning has a role simulation and stimulation. Strategic planning includes stimulation of the desired future and at the same stimulation also is responsible for the executive to implement the plan that has been effective.
Traditional management approaches tend to use inspection of the errors that occurred, then attempted to make corrections. This, in contrast with Quality Improvement Management who seek to prevent errors and achieve a certain quality level, from planning to implementation on a continuous basis.
SOME COMPONENTS OF SUPPORT FOR INCREASING QUALITY MANAGEMENT
Management quality improvement requires the integration of the various factors that need to be integrated. Factor is the client (customer), leadership, teams, processes, and structures.
Customers or clients. In Quality Improvement Management customer or client organization is a person or group that receives a product or service. Thus, clients are not externally to the organization but are at each stage which requires completion of a product or service delivery. This illustrates that there is a link from the client, the association along with the process. Quality management requires the organization to undertake the excavation by asking or listening, which is certainly appropriate to the client. In this case the necessary feedback that is sure to ensure that services are done rightly. Matters covered in the MPM to the customer is the organization's values, vision, and mission needs to be communicated, which is done by observing ethics in decision making and budget planning.
Leadership. If moral integrity is fundamental for the Quality Improvement Management , the leadership is a way to do it. Leadership in the context of Quality Improvement Management is to establish and control the vision. Quality Improvement Management sharply illustrates the difference between the leads, memanaj, and administer. Sufficient quality of leadership: vision, creativity, sensitivity, empowerment (empowerment), change management. Leader in the MPM is essentially concerned with values and people, set direction and allow people to achieve the targets, which relate to the ¬-case macro and micro. Issues in education is the extent to which leadership and administrative management are distinguished dad.
Tim. A team is a quality group. Almost all the literature emphasizes the importance of clarity of purpose and effective interpersonal relationships as the basis of effective teamwork. Both in theory and practice of the team is seen as fundamental to quality management within the organization.
Process. Key importance in quality management is to establish the components work processes. Basically, once the client sets out the terms agreed upon, then the important thing to do is to establish processes and procedures that ensure compliance with the requirements.
Structure. Organizations that try to introduce the Quality Improvement Management without reviewing its structure may be facing failure. Some organizations have a structure that focuses on clients tend to rely on formal hierarchy as well as limit the practical work-focused. For example: the organization as a whole has a "proximity" with clients, suppliers speak directly with clients.
Quality Improvement Management is effective should also pay attention to some of the things that affect the quality proposed by Murgatroyd and Morgan (1994) as the "3 Cs of TQM", namely: culture, commitment, and communication.
Culture referred to here include rules, assumptions, ¬ assumptions, and values that bind together in the organization. Quality Improvement Management The success of an organization determined how organizations create a culture, such as: (a) the innovation is considered high-value, (b) secondary status, which necessitated the performance and contribution, (c) leadership is a key to the activity / action, not position, ( d) reward divided evenly through teamwork, (e) the development, learning and training is seen as a means of supporting, and (f) empowerment to achieve challenging goals supported by ongoing development and success should be a climate to motivate yourself.
The success of an organization's Quality Improvement Management should bear a sense of pride and opportunity to grow for the people in them (staff and clients) so that they feel as the owner (ownership) embodiment of shared organizational purposes and among all employees. Commitment also means to bear the consequences of involvement in the achievement of objectives, the work requires a systematic, forward the information regarding the opportunities for innovation and development. Its normative commitment.
Communication among team members has the power, although a simple but effective. Communication should be based on pure fact and understanding, rather than assuming moreover the nature of humor. Communication has a free flow within the organization.
MINIMUM STANDARD SERVICE (MSS)
Government Regulation Number 25 Year 2000 on the Provincial Authority as an autonomous region indicate the existence of rights and authority of central government to set national policy on planning that guide or reference for the education in the province, district / city as an autonomous region. In order to standardize it, then Minister of Education issued Decree No. 053/U/2001 April 19, 2001 on guidelines for preparation of Minimum Service Standards (MSS) Elementary and Secondary Education.
The contents of MINIMUM STANDARD SERVICE (MSS) is MINIMUM STANDARD SERVICE (MSS) Guidelines for Implementation of kindergarten, elementary, junior high school. SMA, SMK, and SLB as follows. (1). Basic law (2). Objectives of the school (3). Competency standards (4). Curriculum (5). Learners (6). Workforce (7). Facilities and infrastructure (8). Organizations (9). Financing (10). Management (11). Public participation
Junior High School administration guidelines contain.
1. Introduction (background, objectives, approach, and scope).
2. School organization (structure, functions and duties, the mechanism of labor relations, and workflow).
3. Administration of the school (meaning, purpose, and scope).
4. Administrative components (curriculum, student affairs, staff, facilities, correspondence and archives, and community participation.
Decree of the Minister of National Education Republic of Indonesia Number 129a/U/2004 About Minimum Service Standard (MSS) Education,
(1) Education SPM Junior High School (SMP) / junior secondary school (MTs) consists of: (a). 90 percent of children in the age group 13-15 years in junior high school / MT. (B). Figures Out of School (APS) does not exceed 1 percent of the number of students who go to school. (C). 90 percent of schools have the facilities and infrastructure in accordance with minimum technical standards that are set nationally. (D). 80 percent of schools have non-teacher education personnel to carry out administrative duties and non-teaching and other activities. (E). 90 percent of the required number of junior high school teachers be fulfilled. (F). 90 percent of teachers SMP / MTs have the qualifications, in accordance with nationally established competence. (G). 100 percent of students have textbooks and complete each subject. (H). Number of students SMP / MTs per class of 30-40 students. (I). 90 percent of students taking the test sample of the national quality standard of education reached a value of "satisfactory" in Indonesian Language, English, Mathematics, Science, and Social Studies in class I and II. (J). 70 percent of graduates SMP / MTs go on to high school (SMA) / Madrasah Aliyah (MA) / Vocational School (SMK).
Minimum Service Standards (MSS) Primary Education
Kemdiknas publish Permendiknas number 15 of 2010 on Minimum Service Standards, or SPM basic education.
Kemdiknas has issued new regulations that Permendiknas number 15 of 2010 on Minimum Service Standards, or SPM basic education. By karen's Directorate Mandikdasmen socialization Standard Minimum Basic Education services in Jakarta. SPM Basic Education aims to increase educational quality and equity of SD / MI and SMP / MTs.
SPM basic education can be interpreted as the provisions concerning the amount and quality of educational services held by the district / city for elementary and junior high and Religious Affairs for MI and MTs directly or indirectly through the schools and madrasah.
SPM is expected to narrow the gap of quality education that the future is also expected to have implications for the socio-economic gap shrinks.
SPM entered into force in 2011 with the stage of rehabilitation of infrastructure facilities and training of school teachers and educators. It is expected that within three years or by 2013 all primary school / MI and SMP / MTs already implement SPM.
Minimum standard of basic education services hereinafter referred to as SPM Basic Education is the performance benchmarks of basic education services through formal education that was held by the District / City. Minimum Service Standards (MSS) Education is a provision about the number and quality of educational services held by the Government of Regency / Municipality, the Regional Office of the Ministry of Religious Affairs, Ministry of Religious Affairs and the Office of the District / Municipality directly or indirectly through the schools and madrasah. Application of SPM is intended to ensure that in every school and madrasah met the minimum conditions needed to ensure adequate implementation of the learning process.
SPM-service Education services include:
* Which is the direct responsibility of the Government of Regency / City of the basic tasks and functions of educational services to school or department office for religious madrasas (eg: the provision of classrooms and provision of teachers who meet the qualification requirements and competencies);
* Which is an indirect responsibility County Government / City c / q Offices of the Ministry of Religious Affairs - because the service provided by the schools and madrasas, teachers and education personnel, with support provided by the District / City Government and the Office of the Ministry of Religious Affairs (example: preparation of lesson plans and evaluation of student learning outcomes in schools, carried out by teachers but supervised by the District / City Government).
MINIMUM STANDARD SERVICE (MSS) Education stated explicitly and in detail the various responsibilities of County Government / City c / q by the Offices of the Ministry of Religious Affairs in carrying out educational services.
MINIMUM STANDARD SERVICE (MSS) Education stated explicitly and in detail the various things that should be provided and performed by the education office, school / madrasah to ensure that learning can work well.
MINIMUM STANDARD SERVICE (MSS) states clearly and unequivocally to the community about the level of education they can get from the school / madrasah in their respective regions.
SPM does not stand alone, but is a step towards achieving the National Education Standards (SNP).
With the enactment of the Basic Education Sector MINIMUM STANDARD SERVICE (MSS) , each region needs to better plan programs / activities to achieve the SPM. To measure the extent to which the performance of education has reached the MINIMUM STANDARD SERVICE (MSS) or not the education department need to do a mapping of service performance of local education / depag and schools (SD / MI and SMP / MTs). From mapping the known performance of which has not been reached where the performance of MINIMUM STANDARD SERVICE (MSS) and MINIMUM STANDARD SERVICE (MSS) that has been reached.
Based on data already collected, agencies need to analyze the educational attainment of each of the indicators listed in the minimum service standards (MSS) in education. The results of SPM analysis of the achievement conditions used as inputs in formulating policies, programs, activities and funding as well as develop a strategic plan documents the achievement of the MINIMUM STANDARD SERVICE (MSS) .
Thus in developing a plan to improve the quality of education of each district / city governments need to consider the condition of attainment of MINIMUM STANDARD SERVICE (MSS) in each area. Each year the program needs to be implemented until the achievement of MINIMUM STANDARD SERVICE (MSS) MSS actually achieved. Implementation and achievements of the program is also monitored and evaluated so that the known indicator of anything that has not been achieved, and what are the estimated costs necessary to achieve the MINIMUM STANDARD SERVICE (MSS) . So expect all the districts / cities have reached the MINIMUM STANDARD SERVICE (MSS) in 2014.
Murgatroyd and Morgan (1994) stated that the focus of quality for customers is what led to the development of the corpus of theory, tools, and its application in the world of management. Bennett et al. (1992) avoids to define and conceptualize Total Quality Management (TQM) TQM theory because none could be considered the only one. because they identify the fundamental principles by combining things that are considered important (key) which should not not (supposedly) in the early development of TQM, such as: (1) the definition of quality refers more to the consumer, not the supplier, (2) consumer is a person obtain a product or service, such as those who are internally and externally associated with the organization and instead just be a "buyer" or "payer", (3) the quality must meet the requirements of the needs, requirements, and standards, (4) the quality achieved by preventing the work does not meet the standard, rather than by tracking failures, but with improved services and products continuously, (5) improving the quality controlled by the senior management level, but all involved in the organization should share responsibility; quality must be built in each process, (6) quality is measured through a statistical process, quality budget is the budget (costs) are not adapted to the demands of the requirements, resulting in "gaps" between the allegations and the delivery of goods, (7) the most powerful tool to ensure quality is the intertwining of cooperation (team) are effective, and (8) education and training is fundamental to a quality organization. In education, improving quality management can be defined as a set of principles and techniques that emphasize that quality improvement must rely on educational institutions to continuously and sustainably enhance organizational capacity and capability to meet the demands and needs of learners and society. In the Quality Improvement Management is contained efforts: (1) controlling the processes that take place in educational institutions / schools both curricular and administrative, (2) involves the process of diagnosis and action to follow up the diagnosis process, and (3) quality improvement should be based upon facts and data, both qualitative and quantitative, (4) quality improvement should be carried out continuously and continuous, (5) quality improvement should be to empower and involve all the elements that exist in educational institutions, and (6) quality improvement has a purpose stated that the school can give satisfaction to the students, parents and the community.
Since the implementation of regional autonomy (autonomy), there are many issues like the meaning of autonomy is less internalized and adopted as the achievement of democracy, independence and empowerment, but more focused on the process of political interaction. His form is the attraction of interest between the central regions ¬, provinsi-kabupaten/kota, and district / city-city districts, both within the executive and legislative branches Law No. 22, 1999, and the RI Law No.25 of 1999 was revised into Law No. 32 of 2004 and Law No. 33 of 2004, both in relation to the Regional Financial Balance between the Central-Region manifest symptoms. This revision will also create new problems because of the socialization too fast and short and unprepared a change of thinking (mindset) to an agreed system of government. Of course, the revision has both positive and negative.
The new problem, namely (1) change the position of district / city of autonomy to parts of the province, (2) changes in parliament of the legislature be an element of local government, (3) the changing role of parliament in the election of regional heads of choice directly into the audience, (4 ) RAPBD Regency / City can be "annulled" the province, (5) changes in village councils of the "parliament of his village" into the Village Consultative Board, (6) changes in 11 matters submitted to the district / city into the business and affairs shall surrender option also must meet certain requirements, and (7) changes in the village secretary position became civil servant positions.
Decentralization has started since January 1, 2001. In line with the reform and democratization of education that is rolling, the government has determined to implement the decentralization of education, which is based on the empowerment of schools at all levels of education.
Goal autonomy in education, among others (1) improve educational services that are closer, faster, easier, cheaper, and according to community needs with emphasis on the principle of democratic and just, not discriminatory to uphold human rights, religious values, cultural values, pluralistic nation (notice the potential of regional diversity and diversity ¬), systemic and multimakna with open systems, (2) acculturation and empowering lifelong learners, (3) provide exemplary, build the will; (4) develop the creativity of learners, (5) develop a culture of reading, writing, arithmetic, and empower the entire community (community participation), (6) equity and fairness, (7) improving the welfare of educators and energy, and education; (8) public accountability; (9) transparency; (10 ) strengthening; integrity of the nation (to maintain harmonious relations between the center and regions and between regions within the framework of the unity of the Republic of Indonesia or NKRI); (11) enhance the competitiveness in the global era. If the goal is achieved then the things that is the positive impact of autonomy on educational inputs.
Insight into the management of quality improvement should be assessed by comparing the characteristics between the traditional management with management of quality improvement or TQM. Cole (in A. Sonhadji, 1999) suggests there are at least ten things that differentiate the two.
Briefly tenth differences can be summarized as follows: (1) how to find problem-solving approach, (2) the method used, (3) the use of innovation, (4) the improvement, (5) long periods of focused, (6) means treat the error, (7) the use of opinion vs. fact, (8) suppression resources, (9) motivation to increase quality, and (10) the direction of development.
In many ways, the traditional management paradigm is often used in making satisfaction. Meanwhile, Quality Improvement Management make use of new innovations in determining his actions. Traditional quality control is more directed at the defensive mechanism, which tends to try to reduce or eliminate the failure detection. This differs from the Quality Improvement Management (MPM) is always advancing the methodology of quality control and develop new theories and techniques to improve quality.
It is understandable if the Quality Improvement Management using a model of strategic planning in formulating his strategy, because the Quality Improvement Management -oriented long-term strategy. This model is specifically referred to the strategic quality planning (strategic quality planning). Strategic planning has a role simulation and stimulation. Strategic planning includes stimulation of the desired future and at the same stimulation also is responsible for the executive to implement the plan that has been effective.
Traditional management approaches tend to use inspection of the errors that occurred, then attempted to make corrections. This, in contrast with Quality Improvement Management who seek to prevent errors and achieve a certain quality level, from planning to implementation on a continuous basis.
SOME COMPONENTS OF SUPPORT FOR INCREASING QUALITY MANAGEMENT
Management quality improvement requires the integration of the various factors that need to be integrated. Factor is the client (customer), leadership, teams, processes, and structures.
Customers or clients. In Quality Improvement Management customer or client organization is a person or group that receives a product or service. Thus, clients are not externally to the organization but are at each stage which requires completion of a product or service delivery. This illustrates that there is a link from the client, the association along with the process. Quality management requires the organization to undertake the excavation by asking or listening, which is certainly appropriate to the client. In this case the necessary feedback that is sure to ensure that services are done rightly. Matters covered in the MPM to the customer is the organization's values, vision, and mission needs to be communicated, which is done by observing ethics in decision making and budget planning.
Leadership. If moral integrity is fundamental for the Quality Improvement Management , the leadership is a way to do it. Leadership in the context of Quality Improvement Management is to establish and control the vision. Quality Improvement Management sharply illustrates the difference between the leads, memanaj, and administer. Sufficient quality of leadership: vision, creativity, sensitivity, empowerment (empowerment), change management. Leader in the MPM is essentially concerned with values and people, set direction and allow people to achieve the targets, which relate to the ¬-case macro and micro. Issues in education is the extent to which leadership and administrative management are distinguished dad.
Tim. A team is a quality group. Almost all the literature emphasizes the importance of clarity of purpose and effective interpersonal relationships as the basis of effective teamwork. Both in theory and practice of the team is seen as fundamental to quality management within the organization.
Process. Key importance in quality management is to establish the components work processes. Basically, once the client sets out the terms agreed upon, then the important thing to do is to establish processes and procedures that ensure compliance with the requirements.
Structure. Organizations that try to introduce the Quality Improvement Management without reviewing its structure may be facing failure. Some organizations have a structure that focuses on clients tend to rely on formal hierarchy as well as limit the practical work-focused. For example: the organization as a whole has a "proximity" with clients, suppliers speak directly with clients.
Quality Improvement Management is effective should also pay attention to some of the things that affect the quality proposed by Murgatroyd and Morgan (1994) as the "3 Cs of TQM", namely: culture, commitment, and communication.
Culture referred to here include rules, assumptions, ¬ assumptions, and values that bind together in the organization. Quality Improvement Management The success of an organization determined how organizations create a culture, such as: (a) the innovation is considered high-value, (b) secondary status, which necessitated the performance and contribution, (c) leadership is a key to the activity / action, not position, ( d) reward divided evenly through teamwork, (e) the development, learning and training is seen as a means of supporting, and (f) empowerment to achieve challenging goals supported by ongoing development and success should be a climate to motivate yourself.
The success of an organization's Quality Improvement Management should bear a sense of pride and opportunity to grow for the people in them (staff and clients) so that they feel as the owner (ownership) embodiment of shared organizational purposes and among all employees. Commitment also means to bear the consequences of involvement in the achievement of objectives, the work requires a systematic, forward the information regarding the opportunities for innovation and development. Its normative commitment.
Communication among team members has the power, although a simple but effective. Communication should be based on pure fact and understanding, rather than assuming moreover the nature of humor. Communication has a free flow within the organization.
MINIMUM STANDARD SERVICE (MSS)
Government Regulation Number 25 Year 2000 on the Provincial Authority as an autonomous region indicate the existence of rights and authority of central government to set national policy on planning that guide or reference for the education in the province, district / city as an autonomous region. In order to standardize it, then Minister of Education issued Decree No. 053/U/2001 April 19, 2001 on guidelines for preparation of Minimum Service Standards (MSS) Elementary and Secondary Education.
The contents of MINIMUM STANDARD SERVICE (MSS) is MINIMUM STANDARD SERVICE (MSS) Guidelines for Implementation of kindergarten, elementary, junior high school. SMA, SMK, and SLB as follows. (1). Basic law (2). Objectives of the school (3). Competency standards (4). Curriculum (5). Learners (6). Workforce (7). Facilities and infrastructure (8). Organizations (9). Financing (10). Management (11). Public participation
Junior High School administration guidelines contain.
1. Introduction (background, objectives, approach, and scope).
2. School organization (structure, functions and duties, the mechanism of labor relations, and workflow).
3. Administration of the school (meaning, purpose, and scope).
4. Administrative components (curriculum, student affairs, staff, facilities, correspondence and archives, and community participation.
Decree of the Minister of National Education Republic of Indonesia Number 129a/U/2004 About Minimum Service Standard (MSS) Education,
(1) Education SPM Junior High School (SMP) / junior secondary school (MTs) consists of: (a). 90 percent of children in the age group 13-15 years in junior high school / MT. (B). Figures Out of School (APS) does not exceed 1 percent of the number of students who go to school. (C). 90 percent of schools have the facilities and infrastructure in accordance with minimum technical standards that are set nationally. (D). 80 percent of schools have non-teacher education personnel to carry out administrative duties and non-teaching and other activities. (E). 90 percent of the required number of junior high school teachers be fulfilled. (F). 90 percent of teachers SMP / MTs have the qualifications, in accordance with nationally established competence. (G). 100 percent of students have textbooks and complete each subject. (H). Number of students SMP / MTs per class of 30-40 students. (I). 90 percent of students taking the test sample of the national quality standard of education reached a value of "satisfactory" in Indonesian Language, English, Mathematics, Science, and Social Studies in class I and II. (J). 70 percent of graduates SMP / MTs go on to high school (SMA) / Madrasah Aliyah (MA) / Vocational School (SMK).
Minimum Service Standards (MSS) Primary Education
Kemdiknas publish Permendiknas number 15 of 2010 on Minimum Service Standards, or SPM basic education.
Kemdiknas has issued new regulations that Permendiknas number 15 of 2010 on Minimum Service Standards, or SPM basic education. By karen's Directorate Mandikdasmen socialization Standard Minimum Basic Education services in Jakarta. SPM Basic Education aims to increase educational quality and equity of SD / MI and SMP / MTs.
SPM basic education can be interpreted as the provisions concerning the amount and quality of educational services held by the district / city for elementary and junior high and Religious Affairs for MI and MTs directly or indirectly through the schools and madrasah.
SPM is expected to narrow the gap of quality education that the future is also expected to have implications for the socio-economic gap shrinks.
SPM entered into force in 2011 with the stage of rehabilitation of infrastructure facilities and training of school teachers and educators. It is expected that within three years or by 2013 all primary school / MI and SMP / MTs already implement SPM.
Minimum standard of basic education services hereinafter referred to as SPM Basic Education is the performance benchmarks of basic education services through formal education that was held by the District / City. Minimum Service Standards (MSS) Education is a provision about the number and quality of educational services held by the Government of Regency / Municipality, the Regional Office of the Ministry of Religious Affairs, Ministry of Religious Affairs and the Office of the District / Municipality directly or indirectly through the schools and madrasah. Application of SPM is intended to ensure that in every school and madrasah met the minimum conditions needed to ensure adequate implementation of the learning process.
SPM-service Education services include:
* Which is the direct responsibility of the Government of Regency / City of the basic tasks and functions of educational services to school or department office for religious madrasas (eg: the provision of classrooms and provision of teachers who meet the qualification requirements and competencies);
* Which is an indirect responsibility County Government / City c / q Offices of the Ministry of Religious Affairs - because the service provided by the schools and madrasas, teachers and education personnel, with support provided by the District / City Government and the Office of the Ministry of Religious Affairs (example: preparation of lesson plans and evaluation of student learning outcomes in schools, carried out by teachers but supervised by the District / City Government).
MINIMUM STANDARD SERVICE (MSS) Education stated explicitly and in detail the various responsibilities of County Government / City c / q by the Offices of the Ministry of Religious Affairs in carrying out educational services.
MINIMUM STANDARD SERVICE (MSS) Education stated explicitly and in detail the various things that should be provided and performed by the education office, school / madrasah to ensure that learning can work well.
MINIMUM STANDARD SERVICE (MSS) states clearly and unequivocally to the community about the level of education they can get from the school / madrasah in their respective regions.
SPM does not stand alone, but is a step towards achieving the National Education Standards (SNP).
With the enactment of the Basic Education Sector MINIMUM STANDARD SERVICE (MSS) , each region needs to better plan programs / activities to achieve the SPM. To measure the extent to which the performance of education has reached the MINIMUM STANDARD SERVICE (MSS) or not the education department need to do a mapping of service performance of local education / depag and schools (SD / MI and SMP / MTs). From mapping the known performance of which has not been reached where the performance of MINIMUM STANDARD SERVICE (MSS) and MINIMUM STANDARD SERVICE (MSS) that has been reached.
Based on data already collected, agencies need to analyze the educational attainment of each of the indicators listed in the minimum service standards (MSS) in education. The results of SPM analysis of the achievement conditions used as inputs in formulating policies, programs, activities and funding as well as develop a strategic plan documents the achievement of the MINIMUM STANDARD SERVICE (MSS) .
Thus in developing a plan to improve the quality of education of each district / city governments need to consider the condition of attainment of MINIMUM STANDARD SERVICE (MSS) in each area. Each year the program needs to be implemented until the achievement of MINIMUM STANDARD SERVICE (MSS) MSS actually achieved. Implementation and achievements of the program is also monitored and evaluated so that the known indicator of anything that has not been achieved, and what are the estimated costs necessary to achieve the MINIMUM STANDARD SERVICE (MSS) . So expect all the districts / cities have reached the MINIMUM STANDARD SERVICE (MSS) in 2014.
Minggu, 19 Juni 2011
MANAGEMENT CLASS
By: Subagio, M. Pd
In general, society is increasingly rising awareness that there are no teachers, no education, and no process to be diligent. Within this framework the presence of the teacher as the main agents of education and learning process is increasingly recognized in the course of the history of human civilization.
Teacher's work product becomes a symbol of the progress of civilization. They are professional educators with the primary task of educating, teaching, guiding, mengarahakan, train, assess, and evaluate students on formal education. The main task will be effective if the teacher has a certain degree of professionalism which is reflected in the competencies, skills, abilities, or skills that meet quality standards or a specific ethical norms.
In the Government Regulation (PP). 74 Year 2008 on the "Guru", the title "teacher" includes: (1) teachers themselves, both classroom teachers, teachers 'fields of study, and teachers or teachers' guidance and career guidance counseling, (2) teachers with additional duties as principal, (3 ) teachers in supervisory positions. They are professionals. Formally, to become professional teachers required to meet minimum academic qualifications and certified educators. Teachers who meet professional criteria is to be able to run the main function effectively and efficiently to achieve national education goals, namely the development potential of learners in order to be a man who is faithful and righteous, noble, healthy, knowledgeable, capable, creative, independent, and become citizens of a democratic and accountable.
Teachers are required to have professional competence as a learning agent. Question is the competence of pedagogical competence, personality, professional, or academic, and social. Pedagogic and social competence is closely related to how the interaction of teachers and students can be managed so as to create an effective learning process. Included in the sphere of competence is the ability of teachers to implement classroom management that is conducive to improving quality of processes and learning outcomes.
In Webster's dictionary word or educationalist educationist educator means the equivalent in Indonesian is an educator, or specialist education. The word guru (Indonesian language) is the equivalent of the word teacher (English). In Webster's Dictionary, the word teacher means the person WHO teach, ESPECIALLY in school, or teacher is someone who teaches, especially at school. As a comparison of "coverage" as the teacher, in the Philippines, as stated in Republic Act 7784, said teachers (teachers) in the broad sense is all education personnel who conduct the tasks of learning in the classroom for several subjects, including vocational or art paktik on elementary and secondary education (elementary and secondary level). The term also covers teachers of individuals who engage in guidance and counseling, supervision of learning in educational institutions or schools-public and private schools, school technicians, administrative affairs. Teacher education graduates were also significant that has passed the state exams (government examination) to be a teacher, although not actually working as a teacher.
In every process of learning in the classroom, teachers and students are involved in a typical educational process. The interaction of teachers and students is central to the learning process with the content of the curriculum as the focus of the transformation of learning that effective, moderate, or ineffective.
In Act (Act) No.. 14 of 2005 mentioned that teachers are professional educators with the primary task of educating, teaching, guiding, directing, train, assess, and evaluate students on early childhood education, formal education, primary education and secondary education. For the writer, the task of another teacher who is managing the class.
The word "management" was originally very popular in the world's only commercial business. In the world of education is more in the know the term "administration" Therefore, in the educational institutions are very popular term educational administration, school administration, and administrative class. If judging the work process or organic functions, administration and management of virtually the same.
The term management is well known in modern civilized society, so does the word class. Terminology classroom management (classroom management) built by two words, namely the management (management) and the class in terms of classroom (classroom). In Big Indonesian Dictionary (1995) class is defined as a space where learning in school. Hornby Oxford Advanced Learner's in the Dictionary (1986) defines a class (class) as a group of students taught together or occation Pls this group meets to be taught. Thus, the class is a group of students who study together, or a vehicle when the group was undergoing a process of learning at the place and time formally formatted. Classroom, by Hornby (1986) is defined as a room where a class of pupils or students is taught or space where a group of students studying or undergoing the process of learning. At the level of most ordinary, a class of meaningful "levels" to indicate the status or position of students in certain schools, such as class I, class II, and so on.
Traditionally the management class is defined as any attempt of teachers to maintain classroom discipline or order. This conception is built on the assumption that a disciplined classroom, where students go on time, sit in the appointed place, fully obedient to the teacher, did not look to the left and right are "wild", accept the presence of teachers are obedient, no sound noisy, and others are success factors of learning activities. The pattern of learning management, as is done in an authoritarian, ie, teachers become central to all learning interactions that behavior.
The modern concept of looking at classroom management as the process of organizing all the resources for the creation of classroom learning process effective and efficient. Those resources are organized to solve the various problems that become obstacles learning process, while building a conducive classroom situation continuously. The task of teachers here is to create, improve, and maintain a smart classroom situation. Situation that supports intelligent students can measure, develop, and maintain the stability of abilities, talents, interests, and the energy they have to perform the tasks of education and learning. In more detail, J.M. Cooper (1977) formulated five definitions of classroom management.
1. Classroom management is seen as a process to control or control the behavior of students in the classroom. This definition is colored by the approaches of management that is authoritative, where teachers are doing the main task as the creator and maintainer to keep an orderly classroom atmosphere. Authoritarian approach to classroom management is to make students in the classroom as a measure of success in managing the classroom.
2. Classroom management is an attempt to create an egalitarian spirit of freedom or for students. The conception is built on the assumption that the student is free and there is potential for teachers' duty is to maximize freedom. Initiative teachers naturally creates freedom for their students are legitimate and in line with the basic rules of humanitarian process that in humans there is a natural instinct to not be in a tight bond of life.
3. Classroom management is seen as a process of modifying the behavior of students (srudent behavioral modification). Other words, classroom management is the process of changing the behavior of students, from behavior that had deviations or irregularities to conduct a productive job (on the task behavior), both inside and outside the classroom within the school campus. Changes in student behavior, therefore, intended that their behavior is not expected to be reduced or even abolished.
4. Classroom management is seen as the process of creating a positive atmosphere sosioemosional in the classroom. The basic assumption of this view is the process of learning in the classroom will develop optimally when the positive climate created. Positive climate was created when there is a conducive interpersonal relationships between teachers and students and students with students. Includes a conducive relationship between teachers and school administration. In a broad sense that includes the interaction relationship between the citizens of the school that is conducive to local residents and parents.
5. Classroom management is seen as empowerment (empowering) a social system or a process of student study groups (group processess) as its core. Social system meant to be seen "modest" and could be structured. The word "simple" means that students are in a position and have equal status with his colleagues. This word can also be meaningful in terms of learning, where students have the same rights and opportunities to learn in the classroom by utilizing the potential that exists. The word "structured" implies that the class was class president, class vice president, group students according to the daily picket, and others. Therefore, classroom management can be defined as a set of activities teachers to foster and maintain effective classroom organization.
In general, society is increasingly rising awareness that there are no teachers, no education, and no process to be diligent. Within this framework the presence of the teacher as the main agents of education and learning process is increasingly recognized in the course of the history of human civilization.
Teacher's work product becomes a symbol of the progress of civilization. They are professional educators with the primary task of educating, teaching, guiding, mengarahakan, train, assess, and evaluate students on formal education. The main task will be effective if the teacher has a certain degree of professionalism which is reflected in the competencies, skills, abilities, or skills that meet quality standards or a specific ethical norms.
In the Government Regulation (PP). 74 Year 2008 on the "Guru", the title "teacher" includes: (1) teachers themselves, both classroom teachers, teachers 'fields of study, and teachers or teachers' guidance and career guidance counseling, (2) teachers with additional duties as principal, (3 ) teachers in supervisory positions. They are professionals. Formally, to become professional teachers required to meet minimum academic qualifications and certified educators. Teachers who meet professional criteria is to be able to run the main function effectively and efficiently to achieve national education goals, namely the development potential of learners in order to be a man who is faithful and righteous, noble, healthy, knowledgeable, capable, creative, independent, and become citizens of a democratic and accountable.
Teachers are required to have professional competence as a learning agent. Question is the competence of pedagogical competence, personality, professional, or academic, and social. Pedagogic and social competence is closely related to how the interaction of teachers and students can be managed so as to create an effective learning process. Included in the sphere of competence is the ability of teachers to implement classroom management that is conducive to improving quality of processes and learning outcomes.
In Webster's dictionary word or educationalist educationist educator means the equivalent in Indonesian is an educator, or specialist education. The word guru (Indonesian language) is the equivalent of the word teacher (English). In Webster's Dictionary, the word teacher means the person WHO teach, ESPECIALLY in school, or teacher is someone who teaches, especially at school. As a comparison of "coverage" as the teacher, in the Philippines, as stated in Republic Act 7784, said teachers (teachers) in the broad sense is all education personnel who conduct the tasks of learning in the classroom for several subjects, including vocational or art paktik on elementary and secondary education (elementary and secondary level). The term also covers teachers of individuals who engage in guidance and counseling, supervision of learning in educational institutions or schools-public and private schools, school technicians, administrative affairs. Teacher education graduates were also significant that has passed the state exams (government examination) to be a teacher, although not actually working as a teacher.
In every process of learning in the classroom, teachers and students are involved in a typical educational process. The interaction of teachers and students is central to the learning process with the content of the curriculum as the focus of the transformation of learning that effective, moderate, or ineffective.
In Act (Act) No.. 14 of 2005 mentioned that teachers are professional educators with the primary task of educating, teaching, guiding, directing, train, assess, and evaluate students on early childhood education, formal education, primary education and secondary education. For the writer, the task of another teacher who is managing the class.
The word "management" was originally very popular in the world's only commercial business. In the world of education is more in the know the term "administration" Therefore, in the educational institutions are very popular term educational administration, school administration, and administrative class. If judging the work process or organic functions, administration and management of virtually the same.
The term management is well known in modern civilized society, so does the word class. Terminology classroom management (classroom management) built by two words, namely the management (management) and the class in terms of classroom (classroom). In Big Indonesian Dictionary (1995) class is defined as a space where learning in school. Hornby Oxford Advanced Learner's in the Dictionary (1986) defines a class (class) as a group of students taught together or occation Pls this group meets to be taught. Thus, the class is a group of students who study together, or a vehicle when the group was undergoing a process of learning at the place and time formally formatted. Classroom, by Hornby (1986) is defined as a room where a class of pupils or students is taught or space where a group of students studying or undergoing the process of learning. At the level of most ordinary, a class of meaningful "levels" to indicate the status or position of students in certain schools, such as class I, class II, and so on.
Traditionally the management class is defined as any attempt of teachers to maintain classroom discipline or order. This conception is built on the assumption that a disciplined classroom, where students go on time, sit in the appointed place, fully obedient to the teacher, did not look to the left and right are "wild", accept the presence of teachers are obedient, no sound noisy, and others are success factors of learning activities. The pattern of learning management, as is done in an authoritarian, ie, teachers become central to all learning interactions that behavior.
The modern concept of looking at classroom management as the process of organizing all the resources for the creation of classroom learning process effective and efficient. Those resources are organized to solve the various problems that become obstacles learning process, while building a conducive classroom situation continuously. The task of teachers here is to create, improve, and maintain a smart classroom situation. Situation that supports intelligent students can measure, develop, and maintain the stability of abilities, talents, interests, and the energy they have to perform the tasks of education and learning. In more detail, J.M. Cooper (1977) formulated five definitions of classroom management.
1. Classroom management is seen as a process to control or control the behavior of students in the classroom. This definition is colored by the approaches of management that is authoritative, where teachers are doing the main task as the creator and maintainer to keep an orderly classroom atmosphere. Authoritarian approach to classroom management is to make students in the classroom as a measure of success in managing the classroom.
2. Classroom management is an attempt to create an egalitarian spirit of freedom or for students. The conception is built on the assumption that the student is free and there is potential for teachers' duty is to maximize freedom. Initiative teachers naturally creates freedom for their students are legitimate and in line with the basic rules of humanitarian process that in humans there is a natural instinct to not be in a tight bond of life.
3. Classroom management is seen as a process of modifying the behavior of students (srudent behavioral modification). Other words, classroom management is the process of changing the behavior of students, from behavior that had deviations or irregularities to conduct a productive job (on the task behavior), both inside and outside the classroom within the school campus. Changes in student behavior, therefore, intended that their behavior is not expected to be reduced or even abolished.
4. Classroom management is seen as the process of creating a positive atmosphere sosioemosional in the classroom. The basic assumption of this view is the process of learning in the classroom will develop optimally when the positive climate created. Positive climate was created when there is a conducive interpersonal relationships between teachers and students and students with students. Includes a conducive relationship between teachers and school administration. In a broad sense that includes the interaction relationship between the citizens of the school that is conducive to local residents and parents.
5. Classroom management is seen as empowerment (empowering) a social system or a process of student study groups (group processess) as its core. Social system meant to be seen "modest" and could be structured. The word "simple" means that students are in a position and have equal status with his colleagues. This word can also be meaningful in terms of learning, where students have the same rights and opportunities to learn in the classroom by utilizing the potential that exists. The word "structured" implies that the class was class president, class vice president, group students according to the daily picket, and others. Therefore, classroom management can be defined as a set of activities teachers to foster and maintain effective classroom organization.
Functions of Management Education
By: Subagio, M.Pd.
In general, there are four functions of management are often people call it "POAC", namely Planning, Organizing, Actuating and Controlling. The first two functions are categorized as mental activity, while the next two categorized as physical activity. A management can be said to succeed if the four functions above can be run properly. Weakness on one of the functions of management will affect the overall management and resulted in failure to achieve effective and efficient process.
1. Function Planning (Planning)
Planning to hold every leader and executor to be implemented. Thus, planning can be united through the similarity of views, attitudes and acts in the implementation in the field. Can also be said that leaders must know for certain goals over the medium term and long-term planning of this medium also, it must determine the short-term planning. These short-term planning must be specified upon priorities, which must be done first and gradually terebih and implement planned next steps to short-term goals can be achieved fully, the evaluation should be held to refine the next step.
Planning is a process that does not end when the plan has been established, the plans must be implemented. At any time during the process of implementation and supervision, plans may require modification in order to remain useful. Therefore, planning should consider the need for flexibility, to be able to adapt to new situations and conditions as quickly as possible. Planning is the process by which management determines objectives and how to achieve it. The difference is the result of the implementation of the type and level of planning is different. Planning in organizations is essential, because in reality, planning plays a role more than any other management functions. The functions of organizing, directing, and supervision is actually just carrying out the decisions of the planning.
One aspect that is also important in planning is decision making (decision making), the process of development and selection of a host of activities to solve a particular problem.
There are four stages in the planning, namely: (a). Setting a goal or set of objectives (b). Formulate a goal today. (C). Identifying all the opportunities and obstacles. (D). Develop a plan or series of activities to solve a particular problem.
2. Function Organizing (Organizing)
Organizing function is an arrangement of activities in Human Resources (HR) and physical resources owned by other educational organizations to carry out a predetermined plan and reach educational goals.
Organizing is the process of developing an appropriate organizational structure with organizational objectives, resource-its resources, and the surrounding conditions. Two major aspects of the process structure and organizational structure that is departmentalizing division of labor. Departmentalize is a grouping of activities of organizations working for similar activities are interconnected to be undertaken together. This will be reflected in the formal structure of an organization and look or indicated by an organizational chart. The division of labor is a breakdown of job duties that every individual in the organization responsible for implementing a set of activities. Both aspects are the basis of the process of organizing an organization to achieve set objectives efficiently and effectively.
There is some sense of organization, among others, as inventoried by Ritha F. Dalimunthe in (http://repository.usu.ac.id/bitstream/123456789/1236/1/manajemen-ritha.pdf), namely: (a). How to design a formal structure for management of the most effective use of existing resources. (B). How organizations classify its activities, and each group followed by the assignment of a manager who is authorized to oversee the group members. (C). Relationships between functions, positions, tasks and employees. (D). How managers divide the tasks that must be implemented in their departments and to delegate the necessary authority in the execution of the task.
Organizing is a process to design a formal structure to group and organize and divide the tasks or the work among the members of the organization can be achieved efficiently. There are several important aspects in the process of organizing, namely: a). Formal organization chart; b). Division of labor; c). Departmentalize; d) The chain of command or unity of command; e). Levels of management hiraki f). Communication channels; and g). Range management and informal groups that can be avoided.
Organizing process consists of three stages, namely: (a). Details of the work to be carried out each individual in achieving organizational goals, (b). The division of the workload into activities that logically can be implemented by each individual. The division of labor should not be too heavy so it can not be completed, or too light so there is idle time, inefficient and unnecessary costs occur. (C). Procurement and development of working mechanism so that there is coordination of work of the members of the organization into a unified and harmonious unity. This coordination mechanism will make the members of the organization understand the goals of the organization and reduce the inefficiencies and conflicts.
3. Function Briefing (Actuating)
Directing is a human relationship which binds the leadership of subordinates to be willing to understand and contribute effectively and efficiently energy in achieving the goals of an organization. In the management, these briefings are very complex because in addition to human concerns also about the various behaviors of the humans themselves. Man with a variety of behavior that is different. There are several pronsip conducted by the company in conducting briefings, namely: (a). The principle leads to the goal. (B). The principle of harmony with the goals. (C). The principle of unity of command.
In general, the leadership wanted the direction to subordinates with the intention that they are willing to work best, and expected not to deviate from the principles above.
Ways of directing that is done, as revealed by Ritha F. Dalimunthe in (http://repository.usu.ac.id/bitstream/123456789/1236/1/manajemen-ritha.pdf) can be:
a. Orientation
Is a way of direction by providing the necessary information so that activities can be done well.
b. Command
Is a request from the President to the people below him to perform or repeat certain activities in certain circumstances.
c. Delegation of authority
In delegating this authority leaders delegate some of its authority kepadabawahannya.
4. Supervisory Function (Controlling)
Controlling or monitoring, often called control is one of the functions of management conducted an assessment, if necessary, make corrections so that what the subordinate can be directed to the right path with the aims and objectives which have been outlined previously. Controlling (supervision) is the process of observation rather than the implementation of all activities of the organization to ensure that all work is being done goes according to plan set (Ulbert Silalahi, 2000). Supervision of management is a systematic attempt to establish standards of achievement with the goals of planning, designing information feedback system, comparing actual performance with standards that have been established, determine whether there were significant irregularities and measures and take necessary corrective actions to ensure that all resources companies that are being used wherever possible in a more efficient and effective to achieve the target company (Bedjo Siswanto, 1991). Monitoring (controlling) can be interpreted as a process to establish what work is already implemented, assessed and corrected if necessary with a view to implementation of the work in accordance with the original plan. (M. Manullang, 1998)
From some of the above definition can be concluded that surveillance activities are intended to prevent deviations in the implementation of activities or work performance and corrective measures when deviations have occurred from what was planned.
Thus, controlling the activities arranged for the implementation of the plan in accordance with specified in the plan. Among some of the functions of management, planning and monitoring (controlling) has a very important role in the planning function set about what must be achieved at a certain period, whereas in the control (controlling) sought to evaluate whether the intended purpose can be achieved and that can not be achieved contributing factor, so that corrective action can be performed (corretive action).
Therefore, how close the relationship between planning and supervision. In planning the organization's activities, the main purpose and objectives and methods to achieve clearly defined. In controlling measure progress towards these goals and enable leaders to detect deviations from those plans in time to take action before deviations become more distant.
In other words, surveillance and research needed to ensure that the work program is not too deviated from the plan and if there is no deviation, then it may be considered rational and efficient.
Can we draw the conclusion that the function of controlling a process for overseeing all activities were on target, so that the intended purpose can be achieved and is in the implementation of any remedial action work program activities in accordance with a predetermined plan.
The word "supervision" often connotes an unpleasant, because they criticized the freedom and personal autonomy, even though organizations are in need of supervision to ensure the achievement of goals, so the manager's job is to find a balance between oversight organizations and personal freedom or seek appropriate levels of supervision. Excessive supervision would lead to bureaucracy, turn off the creativity and so on are ultimately detrimental to the organization itself, otherwise inadequate supervision can lead to waste of resources and make difficult the achievement of goals.
Of the various constraints monitoring (controlling), that the main purpose of supervision is to see to it that what is planned to become a reality. To be able to realize the ultimate goal, then the first level of supervision at intended that implementation of the work in accordance with the instructions have been issued and to know the weaknesses, weaknesses and difficulties encountered in the implementation plan based on the findings can be taken action to fix it either at that time or the times to come.
In the process a lot more oversight include actions seeking the source of trouble and correct it. Therefore, the purpose of control functions among others: (1). Prevent the occurrence of irregularities which have been planned goals. (2). In order for the work process in accordance with the procedures outlined or defined. (3). Prevent and remove obstacles and difficulties will come, or may occur in the implementation of activities. (4). Prevent distortion of resource use. (5). Preventing abuse of authority and position
In order for that goal is reached, then it would be better if the control measures carried out before the deviations that are more prevention (preventive control) compared with the control measures after the deviation occurs (representative control). Control a system would be effective if: (1). The real output is measured precisely and compared with the desired output. (2). The decisions necessary action implemented. (3). Information feedback is fast enough to make repairs before the factors in the process become incompatible with the improvements made.
In general, there are four functions of management are often people call it "POAC", namely Planning, Organizing, Actuating and Controlling. The first two functions are categorized as mental activity, while the next two categorized as physical activity. A management can be said to succeed if the four functions above can be run properly. Weakness on one of the functions of management will affect the overall management and resulted in failure to achieve effective and efficient process.
1. Function Planning (Planning)
Planning to hold every leader and executor to be implemented. Thus, planning can be united through the similarity of views, attitudes and acts in the implementation in the field. Can also be said that leaders must know for certain goals over the medium term and long-term planning of this medium also, it must determine the short-term planning. These short-term planning must be specified upon priorities, which must be done first and gradually terebih and implement planned next steps to short-term goals can be achieved fully, the evaluation should be held to refine the next step.
Planning is a process that does not end when the plan has been established, the plans must be implemented. At any time during the process of implementation and supervision, plans may require modification in order to remain useful. Therefore, planning should consider the need for flexibility, to be able to adapt to new situations and conditions as quickly as possible. Planning is the process by which management determines objectives and how to achieve it. The difference is the result of the implementation of the type and level of planning is different. Planning in organizations is essential, because in reality, planning plays a role more than any other management functions. The functions of organizing, directing, and supervision is actually just carrying out the decisions of the planning.
One aspect that is also important in planning is decision making (decision making), the process of development and selection of a host of activities to solve a particular problem.
There are four stages in the planning, namely: (a). Setting a goal or set of objectives (b). Formulate a goal today. (C). Identifying all the opportunities and obstacles. (D). Develop a plan or series of activities to solve a particular problem.
2. Function Organizing (Organizing)
Organizing function is an arrangement of activities in Human Resources (HR) and physical resources owned by other educational organizations to carry out a predetermined plan and reach educational goals.
Organizing is the process of developing an appropriate organizational structure with organizational objectives, resource-its resources, and the surrounding conditions. Two major aspects of the process structure and organizational structure that is departmentalizing division of labor. Departmentalize is a grouping of activities of organizations working for similar activities are interconnected to be undertaken together. This will be reflected in the formal structure of an organization and look or indicated by an organizational chart. The division of labor is a breakdown of job duties that every individual in the organization responsible for implementing a set of activities. Both aspects are the basis of the process of organizing an organization to achieve set objectives efficiently and effectively.
There is some sense of organization, among others, as inventoried by Ritha F. Dalimunthe in (http://repository.usu.ac.id/bitstream/123456789/1236/1/manajemen-ritha.pdf), namely: (a). How to design a formal structure for management of the most effective use of existing resources. (B). How organizations classify its activities, and each group followed by the assignment of a manager who is authorized to oversee the group members. (C). Relationships between functions, positions, tasks and employees. (D). How managers divide the tasks that must be implemented in their departments and to delegate the necessary authority in the execution of the task.
Organizing is a process to design a formal structure to group and organize and divide the tasks or the work among the members of the organization can be achieved efficiently. There are several important aspects in the process of organizing, namely: a). Formal organization chart; b). Division of labor; c). Departmentalize; d) The chain of command or unity of command; e). Levels of management hiraki f). Communication channels; and g). Range management and informal groups that can be avoided.
Organizing process consists of three stages, namely: (a). Details of the work to be carried out each individual in achieving organizational goals, (b). The division of the workload into activities that logically can be implemented by each individual. The division of labor should not be too heavy so it can not be completed, or too light so there is idle time, inefficient and unnecessary costs occur. (C). Procurement and development of working mechanism so that there is coordination of work of the members of the organization into a unified and harmonious unity. This coordination mechanism will make the members of the organization understand the goals of the organization and reduce the inefficiencies and conflicts.
3. Function Briefing (Actuating)
Directing is a human relationship which binds the leadership of subordinates to be willing to understand and contribute effectively and efficiently energy in achieving the goals of an organization. In the management, these briefings are very complex because in addition to human concerns also about the various behaviors of the humans themselves. Man with a variety of behavior that is different. There are several pronsip conducted by the company in conducting briefings, namely: (a). The principle leads to the goal. (B). The principle of harmony with the goals. (C). The principle of unity of command.
In general, the leadership wanted the direction to subordinates with the intention that they are willing to work best, and expected not to deviate from the principles above.
Ways of directing that is done, as revealed by Ritha F. Dalimunthe in (http://repository.usu.ac.id/bitstream/123456789/1236/1/manajemen-ritha.pdf) can be:
a. Orientation
Is a way of direction by providing the necessary information so that activities can be done well.
b. Command
Is a request from the President to the people below him to perform or repeat certain activities in certain circumstances.
c. Delegation of authority
In delegating this authority leaders delegate some of its authority kepadabawahannya.
4. Supervisory Function (Controlling)
Controlling or monitoring, often called control is one of the functions of management conducted an assessment, if necessary, make corrections so that what the subordinate can be directed to the right path with the aims and objectives which have been outlined previously. Controlling (supervision) is the process of observation rather than the implementation of all activities of the organization to ensure that all work is being done goes according to plan set (Ulbert Silalahi, 2000). Supervision of management is a systematic attempt to establish standards of achievement with the goals of planning, designing information feedback system, comparing actual performance with standards that have been established, determine whether there were significant irregularities and measures and take necessary corrective actions to ensure that all resources companies that are being used wherever possible in a more efficient and effective to achieve the target company (Bedjo Siswanto, 1991). Monitoring (controlling) can be interpreted as a process to establish what work is already implemented, assessed and corrected if necessary with a view to implementation of the work in accordance with the original plan. (M. Manullang, 1998)
From some of the above definition can be concluded that surveillance activities are intended to prevent deviations in the implementation of activities or work performance and corrective measures when deviations have occurred from what was planned.
Thus, controlling the activities arranged for the implementation of the plan in accordance with specified in the plan. Among some of the functions of management, planning and monitoring (controlling) has a very important role in the planning function set about what must be achieved at a certain period, whereas in the control (controlling) sought to evaluate whether the intended purpose can be achieved and that can not be achieved contributing factor, so that corrective action can be performed (corretive action).
Therefore, how close the relationship between planning and supervision. In planning the organization's activities, the main purpose and objectives and methods to achieve clearly defined. In controlling measure progress towards these goals and enable leaders to detect deviations from those plans in time to take action before deviations become more distant.
In other words, surveillance and research needed to ensure that the work program is not too deviated from the plan and if there is no deviation, then it may be considered rational and efficient.
Can we draw the conclusion that the function of controlling a process for overseeing all activities were on target, so that the intended purpose can be achieved and is in the implementation of any remedial action work program activities in accordance with a predetermined plan.
The word "supervision" often connotes an unpleasant, because they criticized the freedom and personal autonomy, even though organizations are in need of supervision to ensure the achievement of goals, so the manager's job is to find a balance between oversight organizations and personal freedom or seek appropriate levels of supervision. Excessive supervision would lead to bureaucracy, turn off the creativity and so on are ultimately detrimental to the organization itself, otherwise inadequate supervision can lead to waste of resources and make difficult the achievement of goals.
Of the various constraints monitoring (controlling), that the main purpose of supervision is to see to it that what is planned to become a reality. To be able to realize the ultimate goal, then the first level of supervision at intended that implementation of the work in accordance with the instructions have been issued and to know the weaknesses, weaknesses and difficulties encountered in the implementation plan based on the findings can be taken action to fix it either at that time or the times to come.
In the process a lot more oversight include actions seeking the source of trouble and correct it. Therefore, the purpose of control functions among others: (1). Prevent the occurrence of irregularities which have been planned goals. (2). In order for the work process in accordance with the procedures outlined or defined. (3). Prevent and remove obstacles and difficulties will come, or may occur in the implementation of activities. (4). Prevent distortion of resource use. (5). Preventing abuse of authority and position
In order for that goal is reached, then it would be better if the control measures carried out before the deviations that are more prevention (preventive control) compared with the control measures after the deviation occurs (representative control). Control a system would be effective if: (1). The real output is measured precisely and compared with the desired output. (2). The decisions necessary action implemented. (3). Information feedback is fast enough to make repairs before the factors in the process become incompatible with the improvements made.
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