which is basically an individual possess. Social capital is relying on a network, a relationship which can be accessed whom, how often, with regard to what, what
kind of interaction, it is based on mutual trust mutual trust. Through a high level of confidence, individual and group will get benefit and success in that
relationship.
C. THE CONTRIBUTION OF SOCIAL CAPITAL IN IMPROVING THE
QUALITY OF EDUCATION
In making its policy of increasing the quality of education which is can be done by schools. Schools can be social capital which have by teachers, head
master and even parents and school committees. The World Bank Grootaert, 2004 recommends six social capitals, there are: 1 Group and network, 2 trust
and solidarity, 3 a collective action and cooperation, 4 Information and communication, 5 social cohesion and interaction, 6 Empowerment and
political action. Groups and networks as social capital can help to spread information,
reduce opportunistic behavior, and facilitate the retrieval of information collectively. Schools and teachers are expected to be actively involved in several
rightly associations which can advantages them. In the Indonesian Asosiasi Guru Bidang Studi MGMP, Kelompok Kerja Guru KKG, Kelompok Kerja Kepala
Sekolah KKS, and Persatuan Guru Republik Indonesia PGRI have long existed, but the activity has not been directly bring results for the improvement of
the quality of education in schools even the teachers themselves. The head masters and teachers are expected to reach a lot of important
information for success school and their profession. It just depends on how much the availability of such information in the school, how exaggerated the wishes of
each school community are using and accessing such information, and how they can establish communication effectively to establish the quality of education
school. Maybe the communication is often carried out and the information is accessed far away from common interests and the school communities are less
relevant to the interests of establishing the quality of education school.
Social cohesion in schools is demonstrated through community activities that provide opportunities for social interaction in individuals who tend to be in
the underlying sense of friendship and brotherhood. For examples: celebration, come to the wedding, recitals, and so fort. These activities strengthen
togetherness, build a sense of belonging, fostering a sense of genuine affection, improve communication, and develop group consciousness. Social capital should
be understood as a relational constructing, because social capital can only provide to access a resource when the individual is not only to build a bond with others,
but also internalize the shared values of the group. Solid group and able to build an extensive network, they are requiring a trust of each other and believe in their
relationship. Thus, it can create the collective action and good cooperation.
D. RESEARCH METHOD
This study is a multi-years research, which is designed for three years. This research approach is using Research and Development R D which adopted
version of the model development Borg and Gall 1989: 784-785. Research in the first year begins with a preliminary study on the utilization of social capital that
has been held at the qualified high school in Yogyakarta. Then the data is analyzed in order to get a description of each model which is the utilization of
social capital that has been implemented by each school where the research does. At the final stage, this research will develop appropriate diffusion model to the
model of utilization of social capital have been developed, so that the resulting model can impact on the wider region.
Collecting data in this study is conducted by observation, documentation and interview. The research subjects are head masters, teachers, students,
administrators and school committees. The Analysis data is done through data reduction, display data, and reflection drawing verification as suggested by
Miles and Huberman. Operationally, data analysis is done through a process as suggested John W. Creswell 2007: 73. Step-by-step analysis of the data include:
a managing the data, b reading and memoaring, c describing, d classifying, e interpreting, and f visualizing.
