Development Funding Model Analysis of Soft Skills Aspect Gaps Between The Demands of The Manufacturing Industry That Has Been Developed In Vocational Scho

26 shown in figure 1 is the result of analysis of the Structural Equation Model SEM by mean Partial Least Square PLS. The results of testing the structural funding model using PLS analysis was able to explain the contribution of each source of funding for educational needs to establish the competence of students in the field of Construction Engineering. The test funding model structural results is presented as model funding diagram in the Vocational High School overall category include PilotInternational Standard Schools and Non-PilotInternational Standard Schools. Funding of vocational education at the Public VHS comes from the central government budget, provincial government budgets and the district budget, and School Committee. It may therefore be measured precisely with formative models by variable total funds. However, the utilization of these funds, each school has a large selection of use in accordance with program funding and program priorities as outlined in RKAS school. Utilization of resources can’t be measured with certainty through the formative models, but can be reflected by the various expenditures spending made the school so that the measurement is performed with reflective models. Some consideration of the data analysis using PLS analysis to develop a funding model of vocational education in the public VHSs in the field of the Construction Engineering study program expertise are as follows: 1 a combination of modeling between formative and reflective indicators, 2 the number of objects a little research, and 3 of the funds of each component cost is determined by the percentage that lead to dynamic so it is not difficult to assume normal distribution. The analysis using the PLS analysis for funding of the public VHSs PilotInternational Standard Schools and Non-PilotInternational Standard Schools presented in figure 1 below: Cost Components: X1 Land investment. X10 Teachers salaries X2 Supported Infrastructure Room X11 Staff salaries X3 General Infrastructure Learning Room X12 Stationery and consumables Cost X4 Special Infrastructure Learning Room X13 Energy cost X5 Supported Facilities X14 Consumption Cost X6 General Facilities Learning X15 Transportation Cost X7 Special Facilities Learning X16 Student Development Cost X8 development of teachers X17 Procurement goods and material practic X9 development of staff X18 Maintenance Cost Figure 1. Funding Model In The Implementation of Education In Vocational High Schools PLS analysis based on non-parametric components and different to other structural analysis based covariance Ghozali, 2008, so that the goodness of fit models can be directly evaluated from the value of R squared R². Sources of funding as formative models, the 100 funding of education is influenced by the total funds held by the school. While the use of funds for education in schools can be explained through a model of reflection by the construct of the source of the government budget, P budget, D budget, and COMM. Constructs D budget was reflected the moderate in the range of 48.6, while for the other constructs more than 70 even reached 90 see table 1. Based on the results of testing the structural funding model can be explained that the funding model has an acceptable Goodnes of Fit GOF. All constructs have a t- value is large enough to indicate significant. These results confirm previous acceptance of a model based on the GOF, because in addition to having a relatively large R² is also meaningful or significant. Reflections of 27 each source of funding to total funding of school education, financial resources derived from the D budget of 48.6 reflects the meaning that the utilization of these funds is the smallest when compared with other funding sources. The greatest source of funds utilization is reflected by funds from the government budget by 93.1 and 82.8 of the school committee, and then the P budget amounting to 71.2. Analysis of the funding model repetitions done with objects that are separated between the VHSs was classified into PilotInternational Standard Schools and Non-PilotInternational Standard Schools. as presented in Table 2. Determination funding from all sources shown to increase overall combined with VHSs PilotInternational Standard Schools and Non- PilotInternational Standard Schools when compared to the terminated on a separate object, but a decline in funding from a source terminated in the state budget funds belonging VHS PilotInternational Standard Schools for 0.111 or 11 071. The findings of this study indicate that increased funding is terminated linear sourced from the government budget the D budget. Empirical data shows that there was any subsidy grant or block grant from the central government, especially the many who belong to VHSs obtained PilotInternational Standard Schools as strengthening the implementation of the Pilot International Standard Schools program there is always a matching fund to be provided by the district government where VHS get grant. Table 1. The Results Testing of Structural Funding Model Construct Coefi sien SError t-val R² Total 1.000 - 1.000 Gov. Budget 0.965 0.006 173.337 0.931 P Budget 0.844 0.025 35.698 0.712 D Budget 0.697 0.039 18.730 0.486 COM 0.910 0.014 65.115 0.828 Source: Results of data processing Referring to the summary of the results of testing the structural funding model in VHS PilotInternational Standard Schools had a determination is smaller when compared with non- PilotInternational Standard Schools on all sources of funding available in VHS is presented in table 2. Characteristic value of R² explaining thats contribution of all sources of funding to fund the implementation of vocational education, especially VHS non-PilotInternational Standard Schools in the fields Construction Engineering study program is the higher than PilotInternational Standard Schools. The results of the quantitative analysis of data obtained a conclusion that answers the following research issues are as follows: 1. Results of testing the structural model of funding that has been awakened found a significant relationship between variables. Sources of funding as formative models is a function of total school funding, while the utilization of financial resources is reflected by funds from the government budget is used for land investment, investment in infrastructure and supporting facilities, the general facilities learning, and special learning. P-budget sources of funds in the form of the special assistance to poor students “BKSM” and operational support of quality management “BOMM” used by schools to finance the procurement of facilities supporting, general facilities learning, specific facilities learning, the cost of human resource development for teachers and staff, personnel and direct operating costs salaries of teachers and staff. Sources of funding from the P budget and D budget utilized to support the needs of human resource development costs of teachers and staff, salaries of teachers and staff, procurement of stationery and consumables, energy, consumption, transportation manager of travel agency school in coordination with relevant agencies, monitoring the implementation of the transport industry internship PRAKERIN, and transportation assistance operational learning activities. The other hand, the utilization of education funds from the P budget and D budget is also to meet the cost of student development, the material procurement practices, and maintenance cost for infrastructure and facilities schools. While the source of funds from COM is more flexible utilization than the others sources. COM fund more as complementary funding to meet the operational cost and investmen of the implementation education. 2. The contribution of each source of funds to the total compliance cost of providing vocational education needs is reflected in the funding model. The government budget is reflected of the implementation of education the most powerful education 93.1, the second is the School Committee 82.8, the third is the P budget 71.2, and the last is D budget 48.6. 3. The effect of source of funding for each utilization can be directly evaluated from the value of R² in the PLS analysis. The formative model of 100 funding of implementation vocational education is 28 influenced by the total funds that owned the school. Funds from the D budget may reflect a moderate in the range of 54.1, while for the other constructs more than 70 even reached more than 90. A CKNOWLEDGMENT The completion of my research at Postgraduate of Yogyakarta State University is made possible by the generous help of many institutions and individuals. Therefore, I am very grateful to the Directorate General of Higher Education DGHE Table 2. Summary of Structural Funding ModelBased on School Classification Construct Coefesien t-val R² Full R SBI Non- RSBI Full RSBI Non- RSBI Full RSBI Non- RSBI Total 1.00 1.00 1.00 1.00 1.000 1.000 1.000 1.000 1.000 Gov. Budget 0.96 0.97 0.98 173.34 121.761 204.571 0.931 0.950 0.953 P Budget 0.84 0.77 0.90 35.69 65.395 66.194 0.712 0.601 0.817 D Budget 0.69 0.72 0.89 18.73 36.847 15.471 0.486 0.517 0.797 COMM 0.91 0.94 0.91 65.11 135.269 70.759 0.828 0.881 0.932 Source: Results of data processing at the Ministry of Culture and Education for giving financial support of doctoral dissertation grants program. Word of thank from researcher submitted to the head master of state vocational high schools in the province of East Java, who was selected as survey respondents and who have given permission to perform data retrieval funding of education at the schools. R EFERENCES Cheng, Yin Cheong. 1996. School effectiveness and school- based management: a mechanism for development. Washington D.C: The Palmer Press. Cohn, E. 1979. The Economics of Education, revised edition. Massachusetts: Ballinger Publishing Company. Dedi, S. 2006. Satuanbiayapendidikan: Dasardanmenengah. Bandung: PT. RemajaRosdakarya. DepartemenPendidikanNasional.2007. PeraturanMenteriPendidikanNasionalRepublik Indonesia Nomor 19 Tahun 2007 TentangStandarPengelolaanPendidikanolehSatuanPendidik anDasardanMenengah. Direktorat PSMK, DepartemenPendidikanNasional. 2009. PanduanPelaksanaanBantuanOperasionalManajemenMutu, No.23-2-DK-2009. Jakarta: Direktorat PSMK. DisdikProvinsiJatim, 2010. PedomanTeknis BKSM SLTA, BantuanKhususSiswaMiskinuntukSekolahLanjutanAtasTa hun 2010. Surabaya: Disdik-PemprovJatim. Djojonegoro, W. 1998.Pengembangansumberdayamanusiamelaluisekolah menengahkejuruan SMK. Jakarta: PT. JayakartaAgungOffsett. Gasskov, V. 2000.Managing vocational training systems.A handbook for senior administrators. Geneva: International Labour Organization. Gill, I. S., Fluitman, F., Dar, A. 2000.Vocational Education and Training Reform. New York: Oxford University Press, Inc. Imam Ghozali., 2008. Structural Equation Modeling MetodeAlternatifdengan Partial Least Square, Semarang: UNDIP. Klein, S. 2001. Financing vocational education: a state policymaker’s guide. Sorting out the byzantine world of state funding formulas, district cost variation, and option for supporting the provision of equitable, quality vocational education in high schools. Instructional Resource No. 30. Athens, GA and College Park, MD: Educational Resources Information Center ERIC Document Reproduction Service No. ED457329. Sekretaris Negara Republik Indonesia.2005. PeraturanPemerintah RI, Nomor 19, Tahun 2005, tentangStandarNasionalPendidikan. Sekretaris Negara Republik Indonesia.2008. PeraturanPemerintah RI, Nomor 48, Tahun 2008, tentangPendanaanPendidikan. SekretarisNegeraRepublik Indonesia.2003. Undang- undangrepublik Indonesia nomor 20 tahun 2003 tentangsistempendidikannasional. Jakarta: Kantor MenteriSekretariat Negara. The World Bank. 2008. Investing in Indonesia’s education at the district level, An analysis of regional public expenditure and financial management. Washington: The World Bank. Tsang, Mun C. 1999. The cost of vocational training [Versielektronik].International Journal of Manpower, Vol. 18 No. 12. 29 UTILIZATION OF QUALITY MANAGEMENT SYSTEM OF ISO 9001:2000 IN ELECTRICAL ENGINEERING EDUCATION DEPARTMENT OF ENGINEERING FACULTY OF YOGYAKARTA STATE UNIVERSITY Sukir 1 1 Lecturer of Electrical Engineering Education Department of Engineering Faculty of Yogyakarta State University 1e-mail: sukir_ftunyyahoo.com Abstract As the educational institution, Electrical Engineering Education Department of Engineering Faculty of Yogyakarta State University constantly improves its educational quality, such as by utilizing the Quality Management System QMS of ISO 9001: 2000. The problem brought into this paper: how was the utilization of QMS of ISO 9001 : 2000 implemented into the education process in this department especially the period of both 2009 and 2010 concerning to the programmed-quality target, implementation, obstacles, results and its impact? According the discussion on this paper can be concluded include as the following. Quality target in this department: 1 Improving the learning quality; 2 Improving the learning evaluation quality;3 Improving the academicatmosphere quality; and 4 Improving the academicservices quality. Implementation of quality target: 1 Founding team of target quality and developing of commitments; 2 Dissemination of target quality; 3 implementation of target quality ondaily activities; 4 Controlling ISO recording documents; 5 ISOinternalqualityaudit; and 6 ISOexternal qualityaudit. The main obstacles : 1 The need of sufficient funding; and 2 Commitment and self awareness by some lectures and staffs should be well-improved. The results of the implementation of quality target can classified as good category. Impact of implementing target quality: 1 This department has won the PHKI competitive grant; 2 Electrical Engineering Education Study Program was accredited A category; 3 Students of this department have won Indonesia Robot Championship as the 2 nd winner in the Region of Central Java and Yogyakarta; and 4 Some graduates were approved to work in some bona fide company such as PT. Freeport Indonesia, PT. United Tractor and PT. Pertamina. Keywords: utilization, quality management system, ISO 9001: 2000.

1. Introduction.

The nowadays global era is automatically bringing various consequences. The information flow which moves intensely and be supported by the development of sciences and technology presents to accelerate the globalization. World seems narrower, the limit among countries is so absurd, and the mobility among people from one country to another is now turning as a common style. An issue in one region would be easily informed to the people in around the world, shortly, all human in the world, slowly but sure would be grouped as the part of world society. One of the consequences of globalization is the existing of free competition in all aspects of life. The competition of business opportunities, job seeking, art and craft, mastering of science and technology and so on, and no longer during local or national scope but international. The effortless people, who have no leading competences or people who feel great locally, would be eliminated from this wild world stage slowly of fast. Only people with high quality of competencies will win and can keep playing their roles among the global era. In creating the excellence and competitive human resources through the global era, participation in educational sector can be one of the keys. It is automatically that the educational institution must have an excellence quality as well. The educational institution with low quality would only be a sector that produces the low quality of human resources which have no leading competences. When they want to move forward and play a great role during the global era, so they need to improve the quality. Without those kind of development and effort, the educational institution would be ignored and be crushed by the globalization whirlpool. Electrical Engineering Education Department of Engineering Faculty of Yogyakarta State University EEED of EF of YSU which is an education institution that educate its student to be a teacher candidate for both Bachelor S1 or Diploma D3 has been continuously improving its quality of learning. The method in improving the quality is by using the Quality Management System 30 QMS ISO 9001 : 2000 in their process of learning. Machine Engineering Education Department and Electrical Engineering Education Department, Engineering Faculty of Yogyakarta State University have achieve the acknowledgment by receiving the Certificate of ISO 9001 : 2000 in 2007 from Sucofindo International Certification Services SICS. In 2008, another department of Engineering Faculty of Yogyakarta State University have also achieve the same acknowledgement from SICS. The problem brought into this paper is about how was the utilization of QMS ISO 9001 : 2000 implemented into the education process in EEED of EF of YSU especially the period of both 2009 and 2010 concerning to the programmed-Quality target, implementation, obstacles, results and its impact?

2. Discussion.

Few years ago, the educational world had be surprised by the industrial-based of educational maintenance model. According to reference [9], this model was an effort held by the educational institution managers in improving the educational quality based on the organization management known as Total Quality Education TQE which was developed from the concept of Total Quality Management TQM. Philosophically, this concept emphasizes on the consistent searching toward the continuous imp rovement to achieve the costumer’s needs and satisfaction. Furthermore, reference [9] states that an institution which moves of services sectors, include the educational institution, must have a quality standard. An institution can be pronounced to have an excellent quality, in the concept of total quality management, must accomplish the established specification. Operationally, quality was determined by two factors, they were the quality in fact and quality in perception. The quality in fact was the accomplishment of specifications established previously. This quality standard was measured by criteria appropriate to specification, appropriate to purposes, zero defect and right first time every time. Quality in perceptions was the accomplishment of specification requested by the costumer’s demands. The quality in perception can be measured by the costumer’s satisfaction, interest and hope improvement. There are some approach model which can be used in implementing the academic quality guarantee system in the educational institution, that is the approach of P-D-C-A, Kaizen approach, QMS ISO 9001 : 2001 approach and so on. QMS of ISO 9001 : 2001 is a management system with the costumer’s satisfaction approach. The costumer in this quality management system is internal costumer, external costumer and some part of importance. Reference [1] states that in order to apply the accomplishment of costumer satisfaction, there were eight basic principles, they were: 1 Costumer focus; 2 Leadership; 3 Involvement of People; 4 Process approach, 5 System approach to management; 6 Continual Improvement; 7 Factual-approach to decision making; and 8 Mutually beneficial supplier relationship. According to reference [5], QMS of ISO 9001 : 2000 was a package of quality standard which helps an organization to identify, improve and prevent errors and to achieve the continuous improvement. Educational institution in all over the world apply the QMS of ISO 9001:2000 whenever they face the external forces to maintain their quality. According to Reference [8], the interest in applying the OMS of ISO 9001:2000 nowadays in the sector of education in Malaysia was classified as high, it was because the ISO standardization was viewed more objective. Also, EEED of EF of YSU utilize the QMS of ISO 9001:2000 into the learning process so that the education quality could be continuously improved.

2.1 Programmed-Quality Target in Utilization of QMS of ISO 9001:2000.

Reference [3] state that in order to apply the QMS of ISO 9001:2000 in university, an institution was needed to form the quality management to make sure that all activities and process of teaching-learning can meet the appointed- requirements. According reference [2], in the utilization of QMS of ISO 9001:2000 in university, the quality targets was needed to be well-planned. It was because this activity was such a big investment in both funding and time aspect. A good quality target was the key of implementation succeed. Through the quality target planning, a management system may coordinate the strategies and efforts, prepare the changes and maintain the improvement in order to facilitate and enhance the implementation of QMS of ISO 9001 : 2000. The quality target of department in university is arranged according to vision, mission and department purposes. Quality target is made by the agreement through forum of lectures and staffs, especially in the process of education and learning in EEED of EF of YSU. According reference [4], the quality target especially in period of 2009 and 2010 are as follows:

2.1.1 Improving the learning quality.

The quality target of improving the learning quality consist of some sub-activities, they were : 1 The development of multimedia-based learning tools; 2 Improvement in utilizing the multimedia- based learning tools; 3 Improvement in utilizing the innovative learning strategy; 4 Improvement the quality of learning material; and 5 Development the e-learning-based learning.