The Implementation of School Based Management: School Committee Involvement in Islamic Schools

Arum Fatayan,Ivan Hanafi,Abd Rahman A Ghani,Eliana Sari

doi:10.31458/iejes.608131

Abstract

Education management functions are not much different from general management functions. Islamic school themselves present in the world of education in Indonesia are motivated by the desire of the people to apply equally between the science of religion and general science. The progress of Islamic junior high schools in Indonesia is inseparable from committee involvement in the implementation of School-Based Management. The school community itself is from internal Islamic School, namely educators and education staff as well as the Islamic school community from external, namely the school committee consisting of parents of students and also local residents.

Highlights

Since the implementation of the School-Based Management (SBM) program in Indonesia, which was precisely in 2006 along with the changes in the school curriculum, has resulted in a centralized system change by the government to become a centralized system in each Islamic school which requires many elements to help manage the Islamic school including schools elements, have greater autonomy and responsibility in using resources to solve problems and conduct good and effective educational activities, for the development of schools in a short time (MingCheung & Cheong-Cheng, 1997) the autonomy system needs the involvement of school members in managing the School
With the condition of the committee directly involved in SBM, it is seen that it will revive all existing programs in madrasas, according to the scientific journal entitled Exploring predictors of the impact of school-based management in rural Mexico: Do student engagement, teacher attitudes and parent involvement predict better academic outcomes? '' which concludes that the effectiveness of school members such as parents, teachers, education staff and even students can turn on all programs and extracurricular activities at school (Mejia & Filus, 2018)
Residents around Madrasahs and community leaders have an important role in Islamic junior high School activities; they are always involved in Islamic junior high School activities

Summary

Introduction

Since the implementation of the School-Based Management (SBM) program in Indonesia, which was precisely in 2006 along with the changes in the school curriculum, has resulted in a centralized system change by the government to become a centralized system in each Islamic school which requires many elements to help manage the Islamic school including schools elements, have greater autonomy and responsibility in using resources to solve problems and conduct good and effective educational activities, for the development of schools in a short time (MingCheung & Cheong-Cheng, 1997) the autonomy system needs the involvement of school members in managing the School. Islamic junior high schools in the capital city of Indonesia, namely Jakarta, has been considered successful in conducting a SBM program. The success was considered from the involvement of the school community, because the school managers and Islamic school residents were more aware of the weaknesses and strengths of the school. Islamic School management tasks are arranged according to the characteristics and needs of the school if it is itself and members of the school (including the school supervisory board, supervisors, principals, teachers, parents and students, etc.).

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Results

Conclusion