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Abstract
Abstract
 The administration of government requires a way of maximizing government management to achieve good governance to realize the welfare of the people and constitute demands of the constitution at the Preamble of the fourth Alenia 1945 Constitution. Article 31 of the 1945 Constitution states that Education is the right of every citizen, and the government and regional government guarantees the implementation of the national education system by Law Number 20 of 2003. This research aims to examine and analyze the effect of the implementation of supervisory policies, apparatus competencies, and culture organization of supervision performance in the field of primary education. The method used in this research is quantitative with open and closed questionnaires. The results of this study indicate that the causality relationship partially or simultaneously between the Implementation of Supervision Policy, Apparatus Competency, and Bureaucratic Culture to the Supervision Performance of the Basic Education Sector is entirely "positive and significant." Thus, the four hypotheses of this research are "accepted." Then, the results of the distribution of scores indicate that all dimensions of the variable values are higher than 90% and can be categorized as "Good." Based on the two analyzes, it can be stated that the Supervision Performance of the Basic Education Field held by the City of Depok, West Java Province is "Good." Conclusion This study shows that the Performance of Oversight in Basic Education goes well. This is evidenced by all four accepted hypotheses, and a positive and significant causality relationship. This was obtained by models and concepts in the field of education supervision. With the findings of the Actual Oversight Model, it is recommended for the government that this model can be used as input for the supervision policy formulation, Work Standards Criteria (KSK), and Education Supervision Performance Indicators (IKPP).
 Keywords: Actual Oversight Model, Educational Oversight, Apparatus Competency, Organizational Culture, Oversight Performance.
Highlights
It is assumed that the Implementation of Basic Education Policy, Apparatus Competence that carries out the function of education supervision, and Organizational Culture that takes place in the administration of education are three variables that have a significant effect on the Performance of Supervision in Basic Education
The quantitative analysis approach is carried out to determine the magnitude of the effect of the Implementation of Supervision Policy, Apparatus Competence, and Organizational Culture on Supervision Performance in Basic Education
The overall fit test results of the influence model of the Supervision Policy Implementation on the Supervision Performance of the Basic Education Sector can be concluded with a category that shows a good fit, because the estimation results for NFI, NNFI, CFI, IFI, and RFI are higher than the level of compatibility required as in table 4.8 (Hair et al in Wijanto, 2008)
Summary
It is assumed that the Implementation of Basic Education Policy, Apparatus Competence that carries out the function of education supervision, and Organizational Culture that takes place in the administration of education are three variables that have a significant effect on the Performance of Supervision in Basic Education. The quantitative analysis approach is carried out to determine the magnitude of the effect of the Implementation of Supervision Policy, Apparatus Competence, and Organizational Culture on Supervision Performance in Basic Education.
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