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

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.

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.

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.

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.