Abstract
The school autonomy is authority of schools without any intervention from other parties, ranging from management to curriculum, facilities and infrastructure, financing, implementation of teaching and learning process, teachers and staffs, and assessment. Thus, school is able to innovate in developing school branding, making it a top choice for the community. This study aimed to assesses school autonomy level, especially in Muhammadiyah schools. This survey using LCBT evaluation instrument model. The subject is Muhammadiyah Junior High School in Sleman Region, include: 254 person consist of 4 principals, 115 teachers and staffs, and 135 students grade 8 and 9. Data collecting technique using questionnaires, interview, and documentation. Data analysis using qualitative and quantitative descriptive technique. The results of study showed that SMP Muhammadiyah 1 Gamping has an autonomy score of 365.30 with strong category; SMP Muhammadiyah 1 Minggir has an autonomy score of 394.58 with very strong category; SMP Muhammadiyah 2 Kalasan has an autonomy score of 354.56 with strong category; and SMP Muhammadiyah 3 Depok has an autonomy score of 364.66 with strong category. Finally, it can be concluded that all of school are autonomy as can be realized with the branding of each school, outstanding achievements, school culture that has been ingrained in the heart all of school community, and high public interest.
Highlights
Nowdays, the era of globalisation signals the importance of increasing school autonomy and the competitiveness of states
Autonomy is a form of school effectiveness and improvement; with it schools are able to optimise the achievement of educational goals, their potential, and school resources
Interviews were conducted with the principal, teachers, and staff and documentation obtained on each school
Summary
The era of globalisation signals the importance of increasing school autonomy and the competitiveness of states. Autonomy is a form of school effectiveness and improvement; with it schools are able to optimise the achievement of educational goals, their potential, and school resources. In the management of education, Susilo (2017c) states that in order to be autonomous, schools need to excel in school management, curriculum development, the improvisation of learning methods, improvements in evaluation, the procurement of educators and staff, budgeting, facilities and infrastructure, academic quality, and autonomy in the culture of quality. Schools that want to do this must be able to build their brand image in the community (Triwiyanto, 2015). This can be formed of various factors, such as institutional accreditation, ISO, student behaviour, achievement, graduate quality, excellence in activities, and alumni relations (Rukmana, 2016)
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