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.
E. RESULTS AND DISCUSSIONS
Mutual trust is part of a component of social capital. Mutual trust in this case is defined as a sense of trust among the school community with one another.
This confidence can related to professionalism, performance, personal relationships and the ability of each school community, which can be a solid
foundation in building a quality school. When in school there is a strong sense of trust with each other, it will easily occur the effectively cooperation and a
harmonious interaction. It will be the capital to achieve maximum performance to continue for improving the quality of schools.
This research was conducted in three schools known as the most qualified schools in Yogyakarta, which are SMAN 1, SMAN 8, and SMAN 3 Yogyakarta.
This high-quality three schools in Yogyakarta are chosen, and it is expected to be a model of the development of social capital utilization for other schools.
1. Development of Mutual Trust by the Head master.
The development of mutual trust that developed by the headmaster to teachers at SMAN 1, SMAN 3 and SMAN 8 Yogyakarta, It is to convince the
teachers that all the policies are made and carried out for the benefit and head masters for improving a school quality. Besides the head master show its sincerity
in working and trying to be an example, especially role in discipline against time, transparent to the use of money, fair division of labor against the additional
teachers who principlely to increase the welfare of teachers. Through the trust given by the head master, teachers work more effectively,
because there is a willingness to put the interests of the group over individual interests. The trust does not then make the weak supervision of the school head
teacher, in addition to the trust given to teachers to guide the students, the head master role of the teacher control.
The development of mutual trust between head masters and students is done by giving full confidence in the ability of students. These three well-known high
schools often perform a variety of events involving the community, where as a
