IMPLEMENTATION OF SCHOOL BASED MANAGEMENT (MBS) IN SPK PRIMARY

NEW ZEALAND SCHOOL JAKARTA

Rizky Diannisa, Neti Karnati, Supadi

Abstract

One of the components that determines the quality of education is effective and efficient education
management. Therefore, the efforts made by the government to improve the quality of education were to
change the management of education, which was initially managed centrally (centralized) and then
directed towards decentralization. The main objectives in SBM include increasing the excellence of
schools through joint decision-making. This study aims to determine the application of SBM in SPK
Primary New Zealand School Jakarta and the supporting and inhibiting factors in implementing SBM in
SPK Primary New Zealand School Jakarta. The variables in this study are the management of facilities
and infrastructure, management of students, and management of educators and education personnel, and
supporting and inhibiting factors in the application of SBM. Data collection methods: documentation,
interview and observation methods. Based on the results of descriptive analysis, as a whole, the New
Zealand School Jakarta SPK Primary School has implemented SBM well, it can be seen from the
management of facilities and infrastructure, they follow established procedures, in managing student
management, teacher management and education personnel are carried out with transparency and
accountability. The supporting factor in implementing SBM at the SPK Primary New Zealand School
Jakarta is the participation of the community, and almost all of them meet academic qualifications.
Meanwhile, the inhibiting factor is the shortage of class teachers.

Keywoards: School Based Management, Facilities & Infrastructure Management, Student Management,
Management of Educators and Education Personnel, Population Factors and Barriers.

Salah satu komponen yang menentukan mutu pendidikan adalah manajemen pendidikan yang efektif dan
efisien. Oleh karena itu, upaya yang dilakukan oleh pemerintah untuk meningkatkan mutu pendidikan
adalah dengan mengubah pengelolaan pendidikan yang awalnya pendidikan dikelola secara terpusat
(sentralisasi) kemudian diarahkan pada desentralisasi. Adapun sasaran utama dalam MBS antara lain
untuk meningkatkan keunggulan sekolah melalui pengambilan keputusan bersama. Penelitian ini
bertujuan untuk mengetahui Penerapan MBS di SD SPK New Zealand School Jakarta dan Faktor
pendukung dan penghambat dalam pelaksanaan MBS di SD SPK New Zealand School Jakarta. Variabel
dalam penelitian ini adalah manajemen Sarana dan Prasarana, manajemen peserta didik, dan
manajemen pendidik dan tenaga kependidikan, dan faktor pendukung dan penghambat dalam penerapan
MBS. Metode pengumpulan data: metode dokumentasi, wawancara dan observasi. Berdasarkan hasil
analisis deskriptif, secara keseluruhan SD SPK New Zealand School Jakarta sudah menjalankan MBS
dengan baik, dapat dilihat dari manajemen sarana dan prasarana, mereka mengikuti procedure yang
telah ditetapkan, dalam mengelola manajemen peserta didik, manajemen pendidik dan ketenaga
kependidikan dilakukan dengan Transparansi dan akuntabilitas. faktor pendukung dalam penerapan
MBS di SD SPK New Zealand School Jakarta adalah adanya peran serta dari masyarakat, dan hampir
semuanya memenuhi kualifikasi akademik. Sedangkan faktor penghambatnya adalah kekurangan guru
kelas.

Kata Kunci: Manajemen Berbasis Sekolah, Manajemen Sarana & Prasarana, Manajemen Peserta didik,
Manajemen Pendidik dan Tenaga Kependidikan, Faktor Penduduk dan Penghambat.
INTRODUCTION

One of the components that determines the quality of education is effective and efficient
education management. Therefore, the efforts made by the government to improve the quality of
education were to change the management of education, which was initially managed centrally
(centralized) and then directed towards decentralization. The decentralized form of education
management is the impact of political policies at the macro level regarding regional autonomy
marked by the issuance of Law no. 32 of 2004 which essentially gives authority and discretion to
the regions to regulate and manage the interests of the local community according to their own
initiatives based on the aspirations of the community in accordance with statutory regulations.
The authority is given to districts and cities based on the principle of decentralization in the form
of broad, real and responsible autonomy. 1 Previously, education management was the authority
of the central government with a centralized paradigm, then with the enactment of this law the
authority shifted to city and district governments with a decentralized paradigm.
An alternative form of schooling offered by the government in the decentralization
program in education is the School Based Management model which is often shortened to SBM.
SBM gives autonomy to schools to determine school policies in order to improve the quality of
education. SBM has the main objective stated by E. Mulyasa that the main objective of SBM is
to increase the efficiency, quality and equity of education. Increased efficiency through
discretion under existing resources, public participation, and simplification of the bureaucracy.
Quality improvement obtained from parental participation, flexibility in school management,
increased teacher professionalism, the existence of gifts and as a legacy of control, and other
things that can foster a conducive atmosphere. Equitable education can be seen in the growing
participation of people who are able and caring, while those who are less fortunate will become
the responsibility of the government.2
Directorate General of Basic Education (2013: 1) evaluated the SBM program
implementation statement in Indonesia in 2000, 2002, 2005, and 2010 shows that the SBM
guidance program has had a positive impact. The positive impacts of the MBS coaching program
include:

1
E. Mulyasa. Manajemen Berbasis Sekolah: Konsep, Strategi, dan Implementasi. page 5
2
Ibid, page. 13
1. improving school management to be more transparent, participatory, democratic and
accountable;
2. improving the quality of education;
3. decreased dropout rates;
4. improving the implementation of student-centred learning with Active, Creative, Effective,
and Fun Learning (PAKEM) strategies; and
5. increase community participation in education in elementary schools.
In connection with the above discussion, the author is interested in conducting research
on the application of SBM in Primary SPK New Zealand School Jakarta. SPK Primary New
Zealand School Jakarta as one of the educational institutions under the auspices of the National
Education Agency has tried to apply the MBS model in education management as an effort to
improve the quality of education. With the implementation of SBM, schools are more flexible in
developing programs that are in accordance with the potential and needs of the school, in order
to maintain their existence in the midst of increasingly fierce competition and the trust given by
the community around the New Zealand School Jakarta SPK Primary School. Therefore, the
author will conduct research on the implementation and supporting and inhibiting factors for the
implementation of SBM at the Private SD New Zealand School Jakarta.
School-Based Management (SBM) is a direct translation of Manajemen Berbasis Sekolah
(MBS). Meanwhile, in lexical terms, Nurkolis stated that School-Based Management comes
from three words, namely management, based, and school. Management is the process of using
resources effectively to achieve goals. Based has a base word which means basis or principle.
Schools are institutions for learning and teaching as well as places for receiving and giving
lessons. Based on this lexical meaning, SBM can be interpreted as the use of resources based on
the school itself in the teaching or learning process.3
Myers and Stonehill define SBM as a strategy to improve the quality of education by
transferring significant decision-making authority from central and local governments to
individual schools.4 In addition, Nurkolis said the Ministry of National Education of the Republic
of Indonesia called MBS with School-Based Quality Improvement Management (MPMBS).
MPMBS is defined as a management model that gives schools greater autonomy and encourages
participatory decision-making that directly involves all school members to improve the quality of
3
Nurkolis. Manajemen Berbasis Sekolah: Teori, Model, dan Aplikasi. Page 1
4
Ibid, Page. 3
schools based on national education policies.5 In accordance with the above opinion, Mulyasa
stated that "SBM is a new paradigm of education, which provides broad autonomy at the school
level (community involvement) in the framework of national education policies". 6 Based on the
description of the definition of SBM above, SBM can be interpreted as a management model that
provides greater autonomy to schools by involving school members and the community to
manage existing resources as an effort to improve the quality of schools based on national
education policies.
Based on the above understanding, it can be concluded that school-based management is
a management model that provides greater autonomy to schools by involving school members
and the community to manage existing resources as an effort to improve the quality of schools
based on national education policies. The objectives of SBM are related to the objectives of
education management. The purpose of management is to implement a planned business
systematically to achieve goals in a productive, quality, effective and efficient manner. 7 This
statement is in line with the opinion, that "Management is carried out so that the implementation
of a business is planned systematically and can be evaluated correctly, accurately, and
completely so as to achieve goals productively, quality, effectively and efficiently".8
In Book IV (Guidelines for Implementation of School Based Management in Elementary
Schools) issued by the Directorate General of Basic Education, the SBM activity process consists
of planning, organizing, implementing, and supervising.
a. planning
Planning is the process of setting goals, activities, resources, time, place, and procedures for
implementing school-based management components. Planning requirements in school
management include clear, simple, realistic, practical, detailed, flexible, comprehensive, and
effective and efficient goals. The product of planning is a plan of action. In the planning process,
the principal first needs to analyse internal and external factors that will form the basis for
planning school programs. After analysing internal and external factors, the analysis of these
factors is used by schools to see the weaknesses, strengths and opportunities of the school in
preparing the vision, mission, and school work plans.

5
Ibid, Page. 9
6
E. Mulyasa. Manajemen Berbasis Sekolah: Konsep, Strategi, dan Implementasi. Page. 24
7
Dadang Suhardan, dkk. Manajemen Pendidikan. Page. 88
8
Engkoswara dan Aan Komariah. Administrasi Pendidikan. Page. 89
 The school vision is a dream / hope that the school community wants to achieve.
 The school's mission is an effort / action taken by school members to realize the school's
vision.
 School objectives are the results of the implementation of education to be achieved.
 There are two school work plans, namely the mid-term and annual work plans. Medium-term
work plan that describes the objectives to be achieved in a period of four years relating to the
quality of graduates to be achieved and the improvement of components that support the
improvement of graduate quality. Meanwhile, the annual work plan stated in the School Activity
and Budget Plan (RKAS) is implemented based on the medium-term work plan.
b. Organizing
Organizing is the process of selecting activities, forming work relationships, compiling job
descriptions and authorities of people involved in certain school management component
activities so as to form a clear organizational structure and structure in an effort to achieve the
goal of improving school quality. In the organizing process, it is necessary to have principles so
that goals can be achieved effectively. Organizing principles include clarity of duties and
authority, unity of orders, flexibility, balance, and all people or work units understand the goals
to be achieved and their duties and authorities.
c. Implementation
The implementation process means the implementation of the plans that have been prepared. In
the implementation process, motivation, direction, supervision and monitoring are also carried
out. The principles used in the implementation process include setting operational standards for
activities, determining measures for the success of activities, and developing activities or taking
corrective actions if necessary.
d. Supervision
Supervision is defined as an activity process to compare between predetermined standards and
the implementation of activities. Supervision is useful for measuring successes and deviations,
providing reports and implementing a feedback system for all activities of the school
management component. Supervision includes evaluation activities, reporting, and follow-up on
the results of supervision. All results of supervision are used as input for planning future school
management components.9
9
Direktorat Jenderal Pendidikan Dasar. Panduan Pelaksanaan Manajemen Berbasis Sekolah di Sekolah Dasar Buku
IV. Page. 18-25.
 Based on the description of the background, identification, and limitation of the problems
that have been stated above, the problem formulations that the researchers can propose are as
follows.
1. How is the application of SBM in SPK Primary New Zealand School Jakarta?
2. What are the supporting and inhibiting factors in implementing SBM at the SPK Primary New
Zealand School Jakarta?
From the formulation of the problem, the purpose of this study is to describe:
1. Implementation of SBM in SPK Primary New Zealand School Jakarta.
2. Supporting and inhibiting factors in implementing SBM in SPK Primary New Zealand School
Jakarta.
METHOD
This type of research is descriptive research meaning that this research is intended to
describe or describe a situation that is factual systematically and accurately. As stated by Nana
Syaodih Sukmadinata that "descriptive research (descriptive research) is intended to describe a
situation or phenomena as it is".10 This study uses one variable so that the approach used is a
qualitative approach. The place used for the research is SPK Primary New Zealand School
Jakarta. The reasons for choosing a research location at the school were SPK Primary New
Zealand School Jakarta is an elementary school that has implemented SBM. Researchers have
determined the parties to be the research subjects consisting of key informants and informants.
Through such considerations, it is hoped that the information obtained by researchers can be
used as reliable data. The determination of the research subject was done purposively, namely
based on the aims and objectives of the study. The party who is the main subject is HRD as the
key informant in implementing SBM. Other informants are class teachers as teachers who play
an important role in classroom learning. Collecting data used in this study using three ways,
namely: interviews, observation, and documentation. The data analysis technique used in this
research is qualitative data analysis. In the process of qualitative analysis, according to Miles and
Huberman, there are three streams of activity that are interrelated and occur simultaneously,
namely: data reduction, data display, and drawing conclusions or data verification.
RESULTS AND DISCUSSION
Management of facilities and infrastructure

10
Nana Syaodih Sukmadinata. Metode Penelitian Pendidikan Page. 18.
 In this case Mulyasa said that: "educational facilities are tools and equipment that are
directly used and support the educational process, especially the teaching and learning process,
such as buildings, classrooms, tables and chairs, as well as teaching tools and media. 11
Management of facilities and infrastructure in improving the quality of learning at SPK Primary
New Zealand School Jakarta has several ways, namely by procuring learning facilities and
infrastructure and using learning facilities and infrastructure.
a) Organizing innovative and creative classrooms, namely classes where the learning process has
made use of information technology. Learning that uses information technology can encourage
students to be more active in learning.
b) Organizing a computer laboratory. With the laboratory, students can carry out tests that are
supported by test equipment and test materials. The laboratory is a place to practice and test
matters relating to the theory that is being studied and has been obtained or mastered.
c) Field procurement. With these facilities, students do sports every day which can foster
physical health.
d) Procurement of libraries. With these facilities, students are interested in visiting the library
and instilling a love of reading.
e) Procurement of space for sports equipment, with the procurement of these equipment will
facilitate sports learning.
f) Procurement of stationery, art practice tools, such as pencils, erasers, books, other tools needed
to support learning.
g) Maintenance of the school environment is carried out every day by cleaners and in each class
and room a trash can is given. Every day, students before going home carry out class cleanliness
pickets.
h) Students are encouraged to go home before going home to make neat arrangements for class
equipment.
With the above efforts, it is hoped that the New Zealand School Jakarta SPK Primary
School can improve the quality and quantity of learning, so that step by step it will get better,
progress and exist and produce quality outputs and outcomes. The existence of an increase in
facilities and infrastructure is of course not only an increase but also can be used and utilized
optimally and as well as possible in the learning process.

11
E. Mulyasa. . Menjadi Guru Profesional Menciptakan Pembelajaran Kreatif dan Menyenangkan. Page. 49.
Student Management
The management of students in a school is needed to organize various activities in the
student sector so that learning activities in schools are smooth, orderly and orderly. According to
Tatang M. Amirin, et al, "The management of students is very much needed in educational
institutions because students are both subjects and objects in the process of transforming
knowledge and skills." Student management is carried out including planning, organizing,
implementing, and supervising processes and in accordance with the essence of SBM, namely
autonomy, flexibility, participation, transparency and accountability.12
The student planning process is related to the acceptance and orientation of students.
Admission of students provides opportunities for all elementary school age children from various
backgrounds, social status, religion, nation / ethnicity (flexibility). At SPK Primary New
Zealand, Jakarta, there is no test selection process or student selection activities to determine
whether they are accepted or not based on applicable regulations. Prospective SD students must
be at least 6 (six) years old. All prospective students who enrol in New Zealand School Jakarta
SPK Primary are accepted, provided they meet the age requirements. This is in accordance with
the statement of B. Suryosubroto, which states that to enter elementary school, the main
requirements are the age used and basically there is no rejection in terms of student admission,
and the position, position or income of parents / guardians cannot be used as a basis for
selecting.13
The procedure for admitting new students starts from the announcement of registration.
The school first makes a report on the prediction of new student admissions, then the school
makes a banner about the announcement of new student admission information from such a date
to such a date. In addition, the school usually provides outreach to parents of students to hold
outreach to each parent so that they can invite their colleagues and their families to attend SPK
Primary New Zealand School Jakarta. In this activity, the school forms a committee for
admitting new students, in which at the time of registration there is an officer on duty.
Organizing students can be in the form of placement. Placement of students is an activity
grouping students into classes or it can be called class division. As stated earlier, if the number of
new students is <32, it is made into one class, but if> 32 it is made into 2 classes. If students> 32
it is necessary to divide the class. Class division is carried out through meetings (autonomy).
12
Tatang M. Amirin, dkk. Manajemen Pendidikan. Page 50.
13
B. Suryosubroto. Manajemen Sekolah Dasar. Page. 22-23.
Based on the opinion of Tatang M. Amirin, et al, the grouping of students can be done based on
similarities such as gender and age or based on differences in students such as interests, talents,
and abilities.14 However, the distribution of class I in New Zealand School is done randomly,
because the school does not yet know the child's initial abilities.
The implementation of student management is manifested in daily services. Services to
students by paying attention to talents / abilities, interests and special needs of students
(flexibility). Services can be in the form of daily services at school, through extracurricular
activities, guidance and counselling service activities, and student discipline guidance.
Supervision is carried out by evaluating the activities of students as well as recording and
reporting. Evaluation of student activities related to curriculum management and learning,
namely through assessment. Through the assessment, the teacher knows student learning
outcomes. Regarding student learning outcomes, teachers need to monitor children's
development every day.
Management of Educators and Education Personnel
The management process for educators and education personnel consists of planning,
organizing, implementing, and supervising. Planning begins with compiling an analysis of
employee needs in the form of a report. The next plan is the procurement of employees. SPK
Primary New Zealand School Jakarta only has educators. As expressed by Agus Wibowo that
workforce management is carried out starting from needs analysis, planning, recruitment,
development, rewards and punishments, work relations, to evaluating the performance of school
workers (teachers, administrative staff, laboratory assistants, and so on). can be carried out by
schools, except for those concerning wages / fees and recruitment of civil servant teachers, until
now they are still handled by the bureaucracy above them.15
As for teachers, their recruitment is by registering at schools, asking permission from the
school principal. The principal then goes to school with the teachers. If the school needs it, the
applicant is accepted (autonomy). In addition, because teachers are in this SPK Primary school,
their recruitment is done by looking for vacancies that are entered in lockers on the internet after
which they will conduct interviews via Skype or video call applications. After that they will
conduct micro teaching which will be carried out for applicant teachers. If the principal and
admin agree, the teacher can be accepted. Educator organizing is done by placing teachers and
14
Tatang M. Amirin, dkk. Manajemen Pendidikan. Page. 53.
15
Agus Wibowo. (2013). Manajemen Pendidikan Karakter di Sekolah. Page. 131.
dividing teacher duties in schools. The placement for PNS teachers is in accordance with the
Decree (SK) received. Meanwhile, the distribution of teacher duties at the SPK Primary New
Zealand School Jakarta is determined through a teacher meeting. Meetings are usually held
annually.
One of the processes of implementing workforce management is by coaching and
developing educators. Educator coaching and development can be done through teacher training
activities (Participation). Teacher training activities in schools are usually through work
meetings. Meanwhile, training activities such as education and training are usually determined
by the government. There is training for teachers and school principals as a sign of the
implementation of K13. The assessment of teachers is made in the Job Implementation
Assessment List which includes several elements, namely loyalty, work performance,
responsibility, obedience, honesty, cooperation, initiative, and leadership, dress style,
socialization with other colleagues. Furthermore, schools have regular meeting agendas to
compile and structure school performance (transparency and accountability). The meeting is
called a work meeting, which is only attended by teachers and principals of internal schools or
schools. Meanwhile, meetings that are attended by the school committee and parents of students
are usually held twice a year at the end of an odd term, which is called a meeting. At the
meeting, the teacher's performance was not discussed, but the school committee's performance.
Meetings to realize the performance of one year ago and prepare plans for the next year.
Supporting and Inhibiting Factors for the Implementation of SBM in Primary SPK New
Zealand School Jakarta
Supporting and inhibiting factors in the application of SBM at the SPK Primary New
Zealand School Jakarta are grouped into three, namely supporting and inhibiting factors in the
management of facilities and infrastructure, student management, and management of educators
and education personnel. However, the supporting and inhibiting factors of the three
management components are related. The next supporting factor is the supporting facilities and
infrastructure, SPK Primary New Zealand School Jakarta has very complete facilities, from
classrooms that have complete facilities such as projectors, computers, reading rooms in the
classroom. Library, field, swimming pool, computer lab, canteen. At the SPK Primary New
Zealand Jakarta, this school has prepared all the stationery which is very complete. It is a very
good supporting factor that attracts parents to enrol their children in the school.
 The inhibiting factor from the point of view of educators is that the SPK Primary New
Zealand School Jakarta only has 3 class teachers who support 2 classes simultaneously due to a
shortage of students, these classes are made into one class, while the teaching staff of the New
Zealand School Jakarta SPK Primary are complete. However, in its implementation, the New
Zealand School Jakarta SPK Primary applies PAKEM in the learning process. Although there are
still inhibiting factors, the New Zealand School Jakarta SPK Primary still has the trust of
outsiders in implementing SBM.
CONCLUSION
Based on the results of research and discussion on the application of School-Based
Management at SPK Primary New Zealand School Jakarta, which is focused on the management
of facilities and infrastructure, student management, and management of educators and education
personnel, as well as supporting and inhibiting factors in implementing SBM, it can be
concluded as follows. The management component is implemented through 4 management
processes, namely planning, organizing, implementing, and supervising and in accordance with
the essence of SBM, namely autonomy, flexibility, participation, transparency and
accountability.
1. Facility and Infrastructure Management
SMP has several ways, namely by procuring learning facilities and infrastructure and using
learning facilities and infrastructure
a) Organizing innovative and creative classrooms, namely classes where the learning process has
made use of information technology. Learning that uses information technology can encourage
students to be more active in learning.
b) Organizing a computer laboratory. With the laboratory, students can carry out tests that are
supported by test equipment and test materials. The laboratory is a place to practice and test
matters relating to the theory that is being studied and has been obtained or mastered.
c) Field procurement. With these facilities, students do sports every day which can foster
physical health.
d) Procurement of libraries. With these facilities, students are interested in visiting the library
and instilling a love of reading.
e) Procurement of space for sports equipment, with the procurement of these equipment will
facilitate sports learning.
f) Procurement of stationery, art practice tools, such as pencils, erasers, books, other tools needed
to support learning.
g) Maintenance of the school environment is carried out every day by cleaners and every class
and room is given a trash can. Every day, students before going home carry out class cleanliness
pickets. Before going home, students are encouraged to arrange the neatness of class equipment.
2. Student Management
School autonomy is carried out at the time of placement of students. Flexibility is seen at the
time of admission of students which provides opportunities for all elementary school age
children, services to students and the preparation of class rules. The procedure for admitting
students is carried out in a transparent manner starting from the announcement of registration to
the announcement of acceptance. The accountability of the school is that the school makes notes
and reports on the condition of students.
3. Management of Educators and Education Personnel
School autonomy can be seen at the time of teacher recruitment and the division of teacher
teaching duties. Participation is realized through teacher training activities to foster and develop
teacher abilities. Flexibility, that is, the principal gives the opportunity to teachers to ask
questions about the difficulties faced in arranging tools and implementing learning which is not
done formally, but can be done by telephone or sharing directly when relaxed. Transparency and
accountability, namely the school has an agenda of regular meeting activities to evaluate and
structure school performance
4. Supporting and Inhibiting Factors in the Implementation of SBM
There are supporting and inhibiting factors related to one management component. The
supporting factors in implementing SBM at SPK Primary New Zealand School Jakarta are the
participation of the community, both parents and committees in school activities, as well as
active class teachers, and almost all of them meet academic qualifications. Meanwhile, the
inhibiting factor is the lack of class teachers due to the limitations of students.
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