PRINCIPAL LEADERSHIP ON ACCELERATION PROGRAM AT SMAN 1 PURWOREJO Principal Leadership On Acceleration Program At SMAN 1 Purworejo.
PRINCIPAL LEADERSHIP ON ACCELERATION PROGRAM AT SM AN 1 PURW OREJO
M ANUSCRIPT PUBLICATION
Submitted as a Partial Fulfillment of the Requirements
for Getting M agister Degree
in Educational M anagement Department
According by:
M arceles Pamungkas
Q.100.100. 221
GRADUATE SCHOOL
M UHAM M ADIYAH UNIVERSITY OF SURAKARTA
2013
PRINCIPAL LEADERSHIP ON ACCELERATION PROGRAM
AT SM AN 1 PURW OREJO
According by:
1
2
M arceles Pamungkas , Budi M urtiyasa, and Dwi Haryanti
1
Student of M uhammadiyah University of Surakarta and Teacher of SM P N 2
2
Purw orejo , Lecturer of M uhammadiyah University of Surakarta,
Abstract
The purposes of t his st udy are t o describe (1) t he charact erist ics of t he
principal's leadership in managing human resources in an accelerat ed program at
SM AN 1 Purw orejo, (2) t he charact erist ics of t he principal's leadership in
mot ivat ing st udent s in t he accelerat ed program, (3) t he charact erist ics of t he
principal's leadership in managing facilit ies and infrast ruct ure in t he accelerat ed
program. The result s show t hat : (1) t he principal's leadership in human resource
management included: t o provide services for t alent ed st udent s, t he accelerat ed
program management w as separat ed from t he regular program, t he select ion
process of t eachers w as done according by t he observat ion and assessment from
t he principal, chairman of t he program and st udent s, t he principal provided
guidance t o st udent s, implement ed an effect ive learning syst em, and invit ed a
psychologist t o help solve problem, (2) pri ncipal’s leadership in mot ivat ing
st udent s: t he principal gave guidance t o st udent s on a regular basis, t he principal
gave rew ards t o st udent s w ho have high achievement and sanct ions for t hose
w ho have low achievement , (3) principal’s leadership in t he man agement of
facilit ies and infrast ruct ure: t he principal t ried t o complement t he provision of
infrast ruct ure facilit ies such as LCD, air condit ioning, overhead project or,
comput er and handbooks; t he principal equipped class library and locker in t he
classroom, conduct ed cont rolling, monit oring of ut ilizat ion and maint enance of
infrast ruct ure facilit ies. The principal managed t he infrast ruct ure based on
suggest ion from t he chairman of t he program.
Keyw ords: leadership of t he principal, an accelerat ed program.
INTRODUCTION
According t o dat a from t he Nat ional Associat ion of Cerdas Ist imewa dan
Baka t Ist imew a , 2% of school-age populat ion, w ere children w ho have special
t alent or gift ed children. If it refers t o t he BPS 2005, t here w ere 65,291,624
children of school age (ages 4-19 yrs) (Sulipan, 2010: 2). This means t hat t here
are 1,305,832 childre n in Indonesia have Cerdas Ist imew a dan Bakat Ist imew a .
While t he figure is relat ively small, but service t o t hem is not sufficient . The only
form of educat ion service s for children Cerdas Ist imew a dan Bakat Ist imew a is in
t he form of accelerat ion. Based on dat a from Cerdas Ist imew a Dan Bakat
ist imew a Associat ion of 2008/ 9, t he number of Cerdas Ist imew a dan Bakat
Ist imew a st udent s w ho have served in accelerat ed schools w ere st ill very small,
t hose w ere 9,551 people or 0.73% of Cerdas Ist imew a Dan Bakat Ist imew a
st udent s underserved.
In t erms of inst it ut ions, from 260 471 schools, 311 new schools have child
care programs for Cerdas Ist imew a dan Bakat Ist imew a . This m eans that there is
a lit t le school t hat provide educat ional services t o st udent s Cerdas Ist imew a dan
Bakat Ist imew a , as well as t he limit at ions of t he various services. M ost of t hese
children are " forced" t o follow t he same educat ion w it h normal children, so they
have a st at e of " underachiever" .
Act o f Nat ional Educat ion Syst em no. 20 of 2003, Art icle 5, paragraph 4
st at ed t hat " Cit izens w ho have t he pot ent ial of int elligence and special t alent s
are ent it led t o special educat ion" . The need for special at t ent ion t o t he cerdas
ist imew a dan bakat ist imew a children is an effort t o develop t he full and opt imal
pot ent ial of learners (Sulipan, 2010: 2).
Int elligent and gift ed children have unique personalit ies. Generally, t hey
have a st rong preference for t he various areas of int erest , are very int erest ed in
t he moral and et hical issues, very aut onomous in making decisions and
det ermining act ions (Anonymous, 2011: 1). A number
of
t his unique
charact erist ics if not properly underst ood according by t eachers and parent s, it
w ill creat e t he percept ion as if t he gift ed children are st ubborn individuals,
unw illing t o compromise even t here is an ext reme w ho considers t he gift ed
children has a low -rat e behavior.
One corridor of educat ional services for st udent s w ho have except ional
abilit y and int elligence is t hrough t he accelerat ed program (accelerat ed
learning). Providing special programs in an effort t o t reat gift ed children is
according by t he convening of an accelerat ed program as a service t o individual
differences in st udent s.
In each organizat ion, t he posit ion and role of a leader has alw ays been
cent ral (M edizine, 2011: 2). Advance and ret reat organizat ion depends on t he
ext ent t o w hich leaders are able t o advance t he. Similarly, in t he cont ext of t he
school as an organizat ion, t hen t he principal is also very import ant in advancing
t he inst it ut ion he leads. When t he qualit y of educat ion of a school w ill be
im proved, t hen t he key is in t he st rong leadership.
The principal as responsible individual in t he school has an obligation to
t ry t o make all t he pot ent ial t hat exist s in t he inst it ut ion may be best ut ilized t o
achieve t he expect ed goals. Therefore, t he principal leadership becomes one
import ant fact or t hat can encourage school resources t o realize t he vision,
m ission, goals, and object ives of t he school.
The principal is t he key success in empow ering t he communit y and t he
school environment . Therefore, as t he leader, t he principal is expect ed t o be able
t o build, manage and develop t he resources t hat exist in schools (Jacub, 2011: 8).
To assist principals in organizing t he school properly, it needs an essence
of t heoret ical ideas, such as t he classic concept ion of organizat ional st ruct ure,
hierarchy, aut horit y and mechanisms for achieving coordinat ion in t he school
environment (Wahjosumidjo, 2007: 4- 5).
Principal's leadership w ill be very influent ial even crucial t o t he progress
of t he accelerat ed program. Therefore, in t he modern educat ion, t he principal
leadership is t he st rat egic posit ion in achieving t he goals of educat ion. School
success is t he success of t he principal, and t he success of principal is t he success
of school (Wahjosumidjo, 2008: 349). Because t he school’s failure and success is
largely det ermined according by t he principal as t he cont roller and det ermin er of
t he direct ion t o be t aken according by t he school t oward t he goal. The success of
a school is essent ially locat ed on t he efficient and effect iveness of t he principal
appearances.
SM A Negeri 1 Purw orejo t hat w as founded in 1955, is one of t he best
schools in Purw orejo. It is on Jl. Tent ara Pelajar No. 16, Pangenjuru Tengah
2
village and occupies a land area of 20,000 m . This school has implement ed an
accelerat ed program since 2006, i.e. since t he government launched an
accelerat ed program. In it s implement at ion, t he program did not run properly. It
appeared from t he new st udent s t hat did not meet t he crit eria or rules set
according by t he government , IQ t est less t han 130 w as accept able in
accelerat ed classes. This w as done t o meet t he quot a of st udents in accelerat ed
classes.
There are some previous st udies relat ed t o the Principal’s Leadership in
Accelerat ed Program . The first is t he research conduct ed according by Guajardo
(2004 : 35),
The result s st at ed t hat t he accelerat ion is one of school adm inistered
programs t o improve st udent learning out comes and academic.
Accelerat ed program is a shift in t hinking t hat allow s flexibilit y in
scheduling, social -emot ional climat e, curriculum and inst ruct ional design.
One of t he principal roles in t he accelerat e d program is realized in t he
form of an increase in t he qualit y of t eachers, creat ing a favorable
climat e, and management of t he curriculum for t he accelerat ed program.
The second is t he research invest igat ed according by Bloom (2003: 56
In his research st at es t hat t he principal as administ rat ors have an
obligat ion t o carry out regular supervision and monit oring regularly w hich
aims t o reduce t he impact of human resources t hat are managed eit her
vert ically or horizont ally.
The t hird is t he research condu cted according by Luo dan Najjar (2007 :
114)
The result of t he st udy is t hat t he main principal leadership is t o unify
vision of t he ent ire school communit y, t he design or implement at ion of
t he school improvement plan, provide a learning environment t hat
consist s of cooperat ion/ collaborat ion, seek part nerships w it h communit y,
and dist ribut e various t ypes of resources for t eaching and learning.
The f ourth is t he research conduct ed according by Lunenburg (2010 : 25),
This st udy review s t he import ance of school facilit ies and infrast ruct ure
management t hat is done according by t he administ rat or. In t his st udy
know n t hat a key responsibilit y of school administ rat ors is facilit ies
management . School buildings across t he nat ion are aging and becoming
a barrier t o opt imal learning and t eaching. This result s in escalat ing school
infrast ruct ure cost s. A case can be made t o renovat e or build new
facilit ies t hat maximize an effect ive learning environment . This w ill
involve allocat ion of funds for building renovat ion or new const ruct ion.
In t his art icle I discuss t hese t wo issues: school infrast ruct ure cost s and
financing new const ruct ion.
Based on t he research background, t he quest ion t o be asked, how are t he
charact erist ics of t he principal’s leadership in t he accelerat ed program at SM A
Negeri 1 Purw orejo ? The focus w as elaborat ed int o t hree subfocuses: (1) How
are t he charact erist ics of t he principal’s leadership in managing t he human
resource of accelerat ed program at SM A Negeri 1 Purw orejo ?; (2) How are t he
charact erist ics of t he principal’s leadership in mot ivat ing st udent s of t he
accelerat ed program at SM A Negeri 1 Purw orejo ?; and (3) How are t he
charact erist ics of t he principal’s leadership in t he management of facilit ies and
infrast ruct ure of accelerat ed program at SM A Negeri 1 Purw orejo ?
There w ere t hree object ives in t his st udy: (1) To describe t he
charact erist ics of t he principal’s leadership in managing t he human resource of
accelerat ed program at SM A Negeri 1 Purw orejo ; (2) To describe t he
charact erist ics of t he principal’s leadership in mot ivat ing st udent s of t he
accelerat ed program at SM A Negeri 1 Purw orejo ; and (3) To describe t he
charact erist ics of t he principal’s leadership in t he management of facilit ies and
infrast ruct ure of accelerat ed program at SM A Negeri 1 Purw orejo .
M ETHOD
Based on t he research focus t hat w ould like t o know t he principal
leadership in t he accelerat ed program at SM A Negeri 1 Purw orejo, a qualit at ive
research w as ut ilized t o explore it . An et hnography research design w as used in
t his st udy. Et hnography is an effort t o pay at t ent ion t o t he meanings of t he
act ions of t he event s t hat happen t o people w ho w ant t o be underst ood.
This st udy was conduct ed at SM A Negeri 1 Purworejo . This research w as
done in t hree mont hs. The researcher select ed t his school because it w as one of
t he t op schools in t he dist rict of Purworejo. In order t o collect valid and reliable
dat a, t he researcher w ent direct ly t o t he st udy sit e. The presence of researcher
in conduct ing t his st udy w as done in t hree mont hs t hat w as devot ed t o search
for dat a of t he principal leadership in t he accelerat ed program at SM AN 1
Purw orejo . Therefore, according t o Spradley (as cit ed according by Harsono,
2008: 158), t he role of researcher is as a research inst rument and st udent . The
dat a used in t his st udy w ere dat a of t he principal leadership in t he accelerat ed
program at SM A 1 Purw orejo . Informant involved in t his st udy w ere t he principal,
school board, and t eachers of SM A Negeri 1 Purw orejo .
Dat a
collect ion used
follow ing techniques:
observat ion , in -dept h
int erview s, and document at ion. Dat a analysis, in t his st udy used a t echnique of
dat a analysis in sit e. And for checking t he validit y of t he dat a in t he st udy on t he
Principal Leadership in Accelerat ion Program used t he degre e of confidence
(credibilit y) and t ransferabilit y.
RESULTS AND DISCUSSION THEORY
Principal’s Leadership in Human Resource M anagement of The Accelerated
Program at SM A Negeri 1 Purw orejo
As a service model, t he accelerat ion can be int erpret ed as a learning
service model according by accelerat ing t he class, for example, for st udent s w ho
have high abilit y are given t he opport unit y t o at t end class at a higher grade.
M eanw hile, t he curriculum model, accelerat ion means t o accelerat e t he
inst ruct ional mat erials that should be m ast ered according by st udent s at t hat
t im e so t hat st udent s can graduat e as early. This can be done according by
analyzing t he subject mat t er w it h t he essent ial and less essent ial mat erials.
According t o Sutart inah Tirt onegoro, accelerat ion is t he w ay of handling
supernormal children according by allow ing t hem t o move t o t he next grade
according by finishing t he RSBI program in a short er period of t ime. The same
t hing w as also said according by Ulya Lat ifah Lubis (cit ed according by Haw adi)
w hich defines t he t erm of accelerat ion as a service program given t o st udent s
w it h t he high t alent ed level in order t o complet e t heir st udies more quickly t han
ot her st udent s (RSBI program).
This program generally meet s t he needs of st udent s w ho have specific
charact erist ics in aspect s of cognit ive and affect ive development . In part icular, it
provides services t o gift ed st udent s t o be able t o complet e t heir educat ion more
quickly t han usual. St udent s have t he opport unit y t o earn t he learning mat erial
in a sh ort er t ime and efficient ly.
Research
conduct ed
according
by
Sidhu
(2009:
22)
The result of t his st udy confirms t hat t he good principal is able t o creat e a
sust ainable school climat e t hat w ill increase st udent achievement and
t eacher product ivit y. Therefore t hey are not only Chief Execut ive Officer
(CEO) but also inst ruct ional leaders and mot ivat ors for t heir t eam. In
exploring t he charact erist ics of good leadership from t he principal in
M alaysia, t he findings suggest t hat t he principal's leadership use a variet y
of educat ional st rat egies and sit uat ional leadership st yle.
From t he result of t he previous st udy, it shows some similarit ies wit h t he st udy at
SM A Negeri 1 Purw orejo in t erm of t he sit uat ional principal leardership st yle.
This w as proved according by t he brilliant ideas from t he principal of SM A Negeri
1 Purw orejo in giving facilit ies for gift ed st udent s in Purw orejo according by
opening an accelerat ed program. This program is int ended t o make t he gift ed
st udent s be able t o develop t heir t alent opt i mally in a fast er t ime t han ot her
st udent s t hat have t he usual skill.
As t he realit y in Purw orejo, t here are st udent s w ho have more t alent and
abilit y of t he various areas t han ot hers, but t here is no formal service t hat
facilit at ies it . This makes st uden t s feel t hat t heir t alent and ideals are not
channeled properly. Therefore, it raises t he init iat ive of t he principal of SM A
Negeri 1 Purw orejo t o provide services for st udent s w ho have a special t alent as
one of t he school services in educat ion t o t he communit y. If t he formal
educat ion inst it ut ions do not give services t o t he gift ed st udent s, t heir t alent s
w ould be lost and t here is no significant development for Purw orejo. Because of
t his condit ion, t he principal of SM A Negeri 1 Purw orejo w ant ed t o find a solut ion
for t hese problems t o be immediat ely responded w ell w it h conduct ing an
accelerat ed program in SM A Negeri 1 Purw orejo .
The program is very good, t herefore it s implement at ion got so much
support from various part ies w het her from t he t eachers of SMA Negeri 1
Purw orejo , school board and parent s. Similarly, st udent s w ho have special
t alent s also gave much support t o it . This w as also because t he number of t hose
w ho w ere beneficiaries of t his program, especially st udent s w ho have more
achievement s.
The principal needed t he administ rat or of accelerat ion program t hat is
separat ed from t he implement at ion of RSBI program in order t o make it runs
opt imally. This w as because of some differences bet w een t he RSBI program and
accelerat ion. Those differences are a) different learning systems, b). different
educat ional calendars, c) so t hat t he implement at ion of t he final t est is also
diferent .
Principal select ed t eachers w it h observat ion and assessment from
himself, chairman of t he program and also w it h t he suggest ion from st udent s
t hat indirect ly becomes t he considerat ion for select ing a compet ent t eachers.
Suggest ion from st udent s t hat is t aken indirect ly means t hat t o t alk t o t hem
about t he mat erial and t he t eacher w ho t eaches it , t herefore t hey do not feel
like being judging and select ing accelerat ion t eachers.
In addit ion t o t he select ion of t eaching st aff, t he principal also select ed
t he candidat e of st udent s. Principal accept ed st udent s w ho have passed t he
select ion for an accelerat ed program t hat has been det ermined such as t he
academic and pot ent ial academic t est s. The select ion w as int ended for t he
accelerat ed program t o be follow ed according by st udent s w ho really have t he
t alent and high learning achievement .
The goal w as, for learning t hat goes equally wit hout any st udent who
fails.
This select ion t est w as done st rict ly so can act ually select st udent s w it h
high abilit y. It included t he academic and pot ent ial academic t est s. St udent s
should really prepare it as t he admission t est for RSBI program. In ad dition to
t hese academic t est s, t he skill t est is also measured according by the Scholastic
Talent Test (TBS). Aft er t he st udent s w ere accept ed, t he administ rat or of
accelerat ion program called t he parent s and st udent s in order t o provide
clarificat ion and guidance on the implementation of learning programs in
accelerat ed classes so t hat t hey could underst and and support it .
To improve t he qualit y of st udent s, t he principal applied an effect ive
learning syst em, such as: using t he t ime as effect ively as possible in learning,
set t ing off t he school holidays, increasing t he facilit ies of t ext books required
according by accelerat ed program, and t he available of t eachers w ho are alw ays
ready t o guide st udent s w ho have difficult y in learning. It w as assumed t hat an
effect ive and efficient learning st rongly support s t he enhancement of st udent s
achievement , bot h effect ive in t he use of inst ruct ional met hods and effect ive use
of t he t im e available.
The principal invit es a psychologist every t hree mont hs t o monit or and
provide input t o t he school about st udent s' progress. The psychologist is
present ed t o help st udent s solve problems according by providing solut ions of
t hose problems so t hat t heir achievement and mot ivat ion can be maint ained and
increased.
Principal’s Leadership in M otivating Students of The Accelerated Program in
SM A Negeri 1 Purworejo
Research conduct ed according by Guajardo (2004),
The result s st at ed t hat t he accelerat ion is one of school administ rate d
programs t o improve st udent learning out comes and academic.
Accelerat ed program is a shift in t hinking t hat allow s flexibilit y in
scheduling, social -emot ional climat e, curriculum and inst ruct ional design.
One of t he principal roles in t he accelerat ed program is realized in t he
form of an increase in t he qualit y of t eachers, creat ing a favorable
climat e, and management of t he curriculum for t he accelerat ed program.
Learning mot ivat ion is t he pow er cent er for st udent s t o follow t he
learning process. M any fact ors influence st udent mot ivat ion, bot h int ernal and
ext ernal fact ors. Ideally all t eachers st rive t o provide various facilit ies t o t he
st udent s t o keep have high mot ivat ion t o learn. This is t he principles in t he
learning process so t hat w it h t he maint enance of st udent mot ivat ion, t hey are
expect ed t o acquire a high academic achievement .
In t he learning process, st udent s are not alw ays in a st able condit ion. This
is because of t he int ernal fact ors and ext ernal fact ors t hat make t hem have low
mot ivat ion. In t his case, t he principal occasionally asked for help from t he
out side according by invit ing a psychologist in order t o mot ivat e st udent s and
help solve t heir problems. M oreover t he principal also conduct ed t raining
direct ly int o t he classroom t hat have been scheduled every w eek or at w eekend.
In addit ion t o t he coaching, t o enhance st udent s' mot ivat ion, t he
Principal provided facilit ies required according by accelerat ed st udent s such as:
st udent t ext books, comput ers in t he classroom, comfort able classrooms and
appropriat e elect ronic learning media. Principal provided inst ruct ional books and
reference books t hat support t he learning and self-development . Those books
are usually allocat ed at t he beginning of school year.
Principal provided consequences for st udent s w hose performance is less,
t hen t hey w ould move t he program from t he accelerat ed class t o RSBI. These
consequences were int ended t o make st udent s be able and always t ry t o
maint ain t heir performance and remain in accelerat ed classes. Principal assumed
t hat mot ivat ion is very import ant for st ude nt s’ performance improvement .
Giving a rew ard is good for mot ivat ing st udent s w ho excel, and vice versa, t he
sanct ions also have a quit e influent ial cont ribut ion for st udent mot ivat ion. This
means t hat if st udent s’ achievement decreases, t hey w ill be moved t o RSBI class,
w hile t he classes of t he accelerat ed program are much more excellent t han RSBI
classes. Then it will feel loss if t he st udent should be moved t o a class t hat is
below . Therefore, sanct ions as a consequence of low er achievement for st udent s
w ill be a mot ivat ion for st udent s t o increase mot ivat ion and learning out comes.
Principal’s Leadership in The Facility and Infrastructure M anagement of The
Accelerated Program in SM A Negeri 1 Purw orejo
Research conduct ed according by Lunenburg (2010:57),
This st udy review s t he import ance of school facilit ies and infrast ruct ure
m anagem ent t hat is done according by t he administ rat or. In t his st udy
know n t hat a key responsibilit y of school administ rat ors is facilit ies
management . School buildings across t he nation are aging and becoming
a barrier t o opt imal learning and t eaching. This result s in escalat ing school
infrast ruct ure cost s. A case can be made t o renovat e or build new
facilit ies t hat maximize an effect ive learning environment . This w ill
involve allocat ion of funds for building renovat ion or new const ruct ion.
In t his art icle I discuss t hese t wo issues: school infrast ruct ure cost s and
financing new const ruct ion.
Principal t ried t o complet e ly of the l facilit ies in accelerat ed program such
as procurement of LCD, air condit ioning, overhead project or (OHP) and
comput er, so it has a lit t le different w it h RSBI class. Those facilit ies w ere
considered very import ant for learning run w ell. Wit h a variet y of elect ronic
media as mult imedia such as LCD and OHP media made t he learning more
effect ive and efficient . Teachers w ere easier t o deliver learning mat erials, as w ell
as st udent s w ere easier t o underst and t he subject mat t er.
Principal also t ried t o comple te t he facilit ies wit h t he class library, and
locker as t he place t o save st udent s’ valuable it ems alt hough it is st ill modest . So
t hat st udent s felt easy t o find reference books w it hout having t o exit from t he
learning accelerat ion program room. St udent s also felt safe because of t he locker
provided in t he cl assroom, and t heir desks were also not t oo full of a variet y of
goods ot her t han learning t ools. St udent s w ere more comfort able in accelerat ed
class because because t he seat w as so arranged. St udent s sat one according by
one, and t his accelerat ed class con sist ed of a maximum of 20 st udent s. So t hat
st udent s could learn more conducive, effect ive and efficient .
Principal conduct ed supervision and monit oring t he ut ilizat ion and
maint enance of accelerat ed program facilit ies and infrast ruct ure as a form of
primary responsibilit y. For all infrast ruct ure and facilit y equipment s can be used
as w ell as possible, so t hat for facilit ies t hat did not exist , it could be provided as
t he improvement effort . The supervision for t he facilit ies and infrast ruct ure w as
direct ly conduct ed according by t he principal w it h t he help of chairman of
accelerat ion program. The chairman of t he program w as also t hrough t he t he
t eachers and st udent s w ho cert aint ly know more about t he use of infrast ruct ure
and facilit ies. There w ere t w o kind s of maint enance of t hese infrast ruct ure and
facilit ies- rout ine and incident al.
Th e use and ut ilizat ion of facilit ies and infrast ruct ure of accelerat ion
program w ould be good as long as having agreement from all part ies, eit her
according by t he principal , teachers and students. Principal ’s policy of the
facilit ies and infrast ruct ure management w as based on suggest ions from t he
head of t he program, t eachers and st udent s. The principal as t he policy -maker
d oes not alw ays decide it according by himself . The ideal principal, of course,
works w it h t eachers t o decide all policies. The policy t aken according by the
principal t hat w as based on suggestion from various part ies w as intended to
make t he policy t aken can be carried out t oget her because of t he same inte rest
and goal.
CONCLUSION
From t he previous descript ions, it can be concluded t hat (1) in an effort t o
manage t he Human Resources (HR) in an accelerat ed program at SM AN 1
Purw orejo, t he principal of t his school provided services for st udent s w ho have a
spe cial t alent , as one of t he school facilit ies for public in t he field of educat ion.
Principal needed an accelerat ed program manager separat ed from t he
implement at ion of RSBI (Pioneering of Int ernat ional St andard School) program t o
make t he program runs opt i mally; provided a clear job descript ion t o educat ional
st affs in order t o make t he program runs w ell and as should be. The principal
invit ed psychologist every t hree mont hs for helping st udent s resolve problems
t hat w ould int erfere t he learning process and st udent achievement ; (2) In order
t o mot ivat e st udent s in an accelerat ed program at SM AN 1 Purw orejo, t he
principal provided some facilit ies needed according by st udent s such as st udent
t ext books, and comput ers in t he classroom. Principal prepared t eachers who
have t he appropriat e compet ence w it h t heir field of t eaching and mot ivat ing
st udent s t o have higher achievement w it hout any coercion in learning. Principal
provided books t hat encourages st udent s t o have high achievement ; and (3) In
t he accelerat ed program at SM A Negeri 1 Purw orejo, t he principal put t he
qualit y of t he exist ing infrast ruct ure equipment t o t he maximum. The principal
complement ed it s infrast ruct ure such as a procurement of LCD, air condit ioning,
overhead project or, comput er and handbooks, and had a lit t le different RSBI
class. The principal also facilit at ed a class library and locker for saving st udent s’
valuables t hough st ill modest . Principal cont rolled and monit or t he ut ilizat ion
and maint enance of infrast ruct ure accelerat ion program as a form of primary
responsibilit y. Principal policy management infrast ruct ure based on input from
t he chairman of a special program. Principals need input from t eachers t eachers accelerat ion program for considerat ion
In connect ion wit h t he descript ion of t he research findings, t he
researcher
recommends some suggest ions as an improvement
for
t he
development of accelerat ion program at SM A Negeri 1 Purworejo . The principal
is expect ed t o improve his leadership qualit y in managing t he human resource of
t he acceleration program at SM A Negeri 1 Purw orejo , increase the kinds of
coaching and mot ivat ion for st udent s in accelerat ed program at SM A Negeri 1
Purw orejo , and be able t o improve t he qualit y of leadership in managing t he
facilit ies and infrast ruct ures of t he accelerat ion program at SM A Negeri 1
Purw orejo .
From t he discussion above it can be know n t hat t he t eachers do not only
t each in accelerat ion class but also t hey t each in accelerat ion program but also
t hey t each in RSBI program. It causes t he t eacher leave t heir t eaching in
accelerat ion program because t hey must join w orkshop or t raining in RSBI
program so t he headmast er is hoped t o be able t o manage in giving dut y t o t he
t eachers in joining t he w orkshop t o m inim ize t o leave t he accelerat ion program
The principles of accelerat ion program is t he program of giving t he
mat erial as fast as possible and it class t he t eachers do not pay at t ent ion t o t he
st udent s need so it creat e boring for t hem. To solve t his case, it is needed t o
increase t he t eachers creat ivit y and innovat ion in learning process. The t eachers
must be w ise t i give t he significant mat erial and t he use of t he int erest ing
m et hod by doing it , t he st udent s w ill have m ot ivat ion t o reach good academ ic
The research of t he headmast er leadership in accelerat ion program it w as
more emphorized how t he headmast er manage t he accelerat ion program ,
especially how t o manage t he human resource t o accelerat ion program, how t o
mot ivat e t he st udent s t hemselves and how t o manage facilit y and infrast ruct ure,
t his research has not covered how t he ways t o get fund and it s management so
t he accelerat ion pro gram can t he develop t o t he next reseacher t o be able t o
research how t o get fund for accelerat ion program .
M ANUSCRIPT PUBLICATION
Submitted as a Partial Fulfillment of the Requirements
for Getting M agister Degree
in Educational M anagement Department
According by:
M arceles Pamungkas
Q.100.100. 221
GRADUATE SCHOOL
M UHAM M ADIYAH UNIVERSITY OF SURAKARTA
2013
PRINCIPAL LEADERSHIP ON ACCELERATION PROGRAM
AT SM AN 1 PURW OREJO
According by:
1
2
M arceles Pamungkas , Budi M urtiyasa, and Dwi Haryanti
1
Student of M uhammadiyah University of Surakarta and Teacher of SM P N 2
2
Purw orejo , Lecturer of M uhammadiyah University of Surakarta,
Abstract
The purposes of t his st udy are t o describe (1) t he charact erist ics of t he
principal's leadership in managing human resources in an accelerat ed program at
SM AN 1 Purw orejo, (2) t he charact erist ics of t he principal's leadership in
mot ivat ing st udent s in t he accelerat ed program, (3) t he charact erist ics of t he
principal's leadership in managing facilit ies and infrast ruct ure in t he accelerat ed
program. The result s show t hat : (1) t he principal's leadership in human resource
management included: t o provide services for t alent ed st udent s, t he accelerat ed
program management w as separat ed from t he regular program, t he select ion
process of t eachers w as done according by t he observat ion and assessment from
t he principal, chairman of t he program and st udent s, t he principal provided
guidance t o st udent s, implement ed an effect ive learning syst em, and invit ed a
psychologist t o help solve problem, (2) pri ncipal’s leadership in mot ivat ing
st udent s: t he principal gave guidance t o st udent s on a regular basis, t he principal
gave rew ards t o st udent s w ho have high achievement and sanct ions for t hose
w ho have low achievement , (3) principal’s leadership in t he man agement of
facilit ies and infrast ruct ure: t he principal t ried t o complement t he provision of
infrast ruct ure facilit ies such as LCD, air condit ioning, overhead project or,
comput er and handbooks; t he principal equipped class library and locker in t he
classroom, conduct ed cont rolling, monit oring of ut ilizat ion and maint enance of
infrast ruct ure facilit ies. The principal managed t he infrast ruct ure based on
suggest ion from t he chairman of t he program.
Keyw ords: leadership of t he principal, an accelerat ed program.
INTRODUCTION
According t o dat a from t he Nat ional Associat ion of Cerdas Ist imewa dan
Baka t Ist imew a , 2% of school-age populat ion, w ere children w ho have special
t alent or gift ed children. If it refers t o t he BPS 2005, t here w ere 65,291,624
children of school age (ages 4-19 yrs) (Sulipan, 2010: 2). This means t hat t here
are 1,305,832 childre n in Indonesia have Cerdas Ist imew a dan Bakat Ist imew a .
While t he figure is relat ively small, but service t o t hem is not sufficient . The only
form of educat ion service s for children Cerdas Ist imew a dan Bakat Ist imew a is in
t he form of accelerat ion. Based on dat a from Cerdas Ist imew a Dan Bakat
ist imew a Associat ion of 2008/ 9, t he number of Cerdas Ist imew a dan Bakat
Ist imew a st udent s w ho have served in accelerat ed schools w ere st ill very small,
t hose w ere 9,551 people or 0.73% of Cerdas Ist imew a Dan Bakat Ist imew a
st udent s underserved.
In t erms of inst it ut ions, from 260 471 schools, 311 new schools have child
care programs for Cerdas Ist imew a dan Bakat Ist imew a . This m eans that there is
a lit t le school t hat provide educat ional services t o st udent s Cerdas Ist imew a dan
Bakat Ist imew a , as well as t he limit at ions of t he various services. M ost of t hese
children are " forced" t o follow t he same educat ion w it h normal children, so they
have a st at e of " underachiever" .
Act o f Nat ional Educat ion Syst em no. 20 of 2003, Art icle 5, paragraph 4
st at ed t hat " Cit izens w ho have t he pot ent ial of int elligence and special t alent s
are ent it led t o special educat ion" . The need for special at t ent ion t o t he cerdas
ist imew a dan bakat ist imew a children is an effort t o develop t he full and opt imal
pot ent ial of learners (Sulipan, 2010: 2).
Int elligent and gift ed children have unique personalit ies. Generally, t hey
have a st rong preference for t he various areas of int erest , are very int erest ed in
t he moral and et hical issues, very aut onomous in making decisions and
det ermining act ions (Anonymous, 2011: 1). A number
of
t his unique
charact erist ics if not properly underst ood according by t eachers and parent s, it
w ill creat e t he percept ion as if t he gift ed children are st ubborn individuals,
unw illing t o compromise even t here is an ext reme w ho considers t he gift ed
children has a low -rat e behavior.
One corridor of educat ional services for st udent s w ho have except ional
abilit y and int elligence is t hrough t he accelerat ed program (accelerat ed
learning). Providing special programs in an effort t o t reat gift ed children is
according by t he convening of an accelerat ed program as a service t o individual
differences in st udent s.
In each organizat ion, t he posit ion and role of a leader has alw ays been
cent ral (M edizine, 2011: 2). Advance and ret reat organizat ion depends on t he
ext ent t o w hich leaders are able t o advance t he. Similarly, in t he cont ext of t he
school as an organizat ion, t hen t he principal is also very import ant in advancing
t he inst it ut ion he leads. When t he qualit y of educat ion of a school w ill be
im proved, t hen t he key is in t he st rong leadership.
The principal as responsible individual in t he school has an obligation to
t ry t o make all t he pot ent ial t hat exist s in t he inst it ut ion may be best ut ilized t o
achieve t he expect ed goals. Therefore, t he principal leadership becomes one
import ant fact or t hat can encourage school resources t o realize t he vision,
m ission, goals, and object ives of t he school.
The principal is t he key success in empow ering t he communit y and t he
school environment . Therefore, as t he leader, t he principal is expect ed t o be able
t o build, manage and develop t he resources t hat exist in schools (Jacub, 2011: 8).
To assist principals in organizing t he school properly, it needs an essence
of t heoret ical ideas, such as t he classic concept ion of organizat ional st ruct ure,
hierarchy, aut horit y and mechanisms for achieving coordinat ion in t he school
environment (Wahjosumidjo, 2007: 4- 5).
Principal's leadership w ill be very influent ial even crucial t o t he progress
of t he accelerat ed program. Therefore, in t he modern educat ion, t he principal
leadership is t he st rat egic posit ion in achieving t he goals of educat ion. School
success is t he success of t he principal, and t he success of principal is t he success
of school (Wahjosumidjo, 2008: 349). Because t he school’s failure and success is
largely det ermined according by t he principal as t he cont roller and det ermin er of
t he direct ion t o be t aken according by t he school t oward t he goal. The success of
a school is essent ially locat ed on t he efficient and effect iveness of t he principal
appearances.
SM A Negeri 1 Purw orejo t hat w as founded in 1955, is one of t he best
schools in Purw orejo. It is on Jl. Tent ara Pelajar No. 16, Pangenjuru Tengah
2
village and occupies a land area of 20,000 m . This school has implement ed an
accelerat ed program since 2006, i.e. since t he government launched an
accelerat ed program. In it s implement at ion, t he program did not run properly. It
appeared from t he new st udent s t hat did not meet t he crit eria or rules set
according by t he government , IQ t est less t han 130 w as accept able in
accelerat ed classes. This w as done t o meet t he quot a of st udents in accelerat ed
classes.
There are some previous st udies relat ed t o the Principal’s Leadership in
Accelerat ed Program . The first is t he research conduct ed according by Guajardo
(2004 : 35),
The result s st at ed t hat t he accelerat ion is one of school adm inistered
programs t o improve st udent learning out comes and academic.
Accelerat ed program is a shift in t hinking t hat allow s flexibilit y in
scheduling, social -emot ional climat e, curriculum and inst ruct ional design.
One of t he principal roles in t he accelerat e d program is realized in t he
form of an increase in t he qualit y of t eachers, creat ing a favorable
climat e, and management of t he curriculum for t he accelerat ed program.
The second is t he research invest igat ed according by Bloom (2003: 56
In his research st at es t hat t he principal as administ rat ors have an
obligat ion t o carry out regular supervision and monit oring regularly w hich
aims t o reduce t he impact of human resources t hat are managed eit her
vert ically or horizont ally.
The t hird is t he research condu cted according by Luo dan Najjar (2007 :
114)
The result of t he st udy is t hat t he main principal leadership is t o unify
vision of t he ent ire school communit y, t he design or implement at ion of
t he school improvement plan, provide a learning environment t hat
consist s of cooperat ion/ collaborat ion, seek part nerships w it h communit y,
and dist ribut e various t ypes of resources for t eaching and learning.
The f ourth is t he research conduct ed according by Lunenburg (2010 : 25),
This st udy review s t he import ance of school facilit ies and infrast ruct ure
management t hat is done according by t he administ rat or. In t his st udy
know n t hat a key responsibilit y of school administ rat ors is facilit ies
management . School buildings across t he nat ion are aging and becoming
a barrier t o opt imal learning and t eaching. This result s in escalat ing school
infrast ruct ure cost s. A case can be made t o renovat e or build new
facilit ies t hat maximize an effect ive learning environment . This w ill
involve allocat ion of funds for building renovat ion or new const ruct ion.
In t his art icle I discuss t hese t wo issues: school infrast ruct ure cost s and
financing new const ruct ion.
Based on t he research background, t he quest ion t o be asked, how are t he
charact erist ics of t he principal’s leadership in t he accelerat ed program at SM A
Negeri 1 Purw orejo ? The focus w as elaborat ed int o t hree subfocuses: (1) How
are t he charact erist ics of t he principal’s leadership in managing t he human
resource of accelerat ed program at SM A Negeri 1 Purw orejo ?; (2) How are t he
charact erist ics of t he principal’s leadership in mot ivat ing st udent s of t he
accelerat ed program at SM A Negeri 1 Purw orejo ?; and (3) How are t he
charact erist ics of t he principal’s leadership in t he management of facilit ies and
infrast ruct ure of accelerat ed program at SM A Negeri 1 Purw orejo ?
There w ere t hree object ives in t his st udy: (1) To describe t he
charact erist ics of t he principal’s leadership in managing t he human resource of
accelerat ed program at SM A Negeri 1 Purw orejo ; (2) To describe t he
charact erist ics of t he principal’s leadership in mot ivat ing st udent s of t he
accelerat ed program at SM A Negeri 1 Purw orejo ; and (3) To describe t he
charact erist ics of t he principal’s leadership in t he management of facilit ies and
infrast ruct ure of accelerat ed program at SM A Negeri 1 Purw orejo .
M ETHOD
Based on t he research focus t hat w ould like t o know t he principal
leadership in t he accelerat ed program at SM A Negeri 1 Purw orejo, a qualit at ive
research w as ut ilized t o explore it . An et hnography research design w as used in
t his st udy. Et hnography is an effort t o pay at t ent ion t o t he meanings of t he
act ions of t he event s t hat happen t o people w ho w ant t o be underst ood.
This st udy was conduct ed at SM A Negeri 1 Purworejo . This research w as
done in t hree mont hs. The researcher select ed t his school because it w as one of
t he t op schools in t he dist rict of Purworejo. In order t o collect valid and reliable
dat a, t he researcher w ent direct ly t o t he st udy sit e. The presence of researcher
in conduct ing t his st udy w as done in t hree mont hs t hat w as devot ed t o search
for dat a of t he principal leadership in t he accelerat ed program at SM AN 1
Purw orejo . Therefore, according t o Spradley (as cit ed according by Harsono,
2008: 158), t he role of researcher is as a research inst rument and st udent . The
dat a used in t his st udy w ere dat a of t he principal leadership in t he accelerat ed
program at SM A 1 Purw orejo . Informant involved in t his st udy w ere t he principal,
school board, and t eachers of SM A Negeri 1 Purw orejo .
Dat a
collect ion used
follow ing techniques:
observat ion , in -dept h
int erview s, and document at ion. Dat a analysis, in t his st udy used a t echnique of
dat a analysis in sit e. And for checking t he validit y of t he dat a in t he st udy on t he
Principal Leadership in Accelerat ion Program used t he degre e of confidence
(credibilit y) and t ransferabilit y.
RESULTS AND DISCUSSION THEORY
Principal’s Leadership in Human Resource M anagement of The Accelerated
Program at SM A Negeri 1 Purw orejo
As a service model, t he accelerat ion can be int erpret ed as a learning
service model according by accelerat ing t he class, for example, for st udent s w ho
have high abilit y are given t he opport unit y t o at t end class at a higher grade.
M eanw hile, t he curriculum model, accelerat ion means t o accelerat e t he
inst ruct ional mat erials that should be m ast ered according by st udent s at t hat
t im e so t hat st udent s can graduat e as early. This can be done according by
analyzing t he subject mat t er w it h t he essent ial and less essent ial mat erials.
According t o Sutart inah Tirt onegoro, accelerat ion is t he w ay of handling
supernormal children according by allow ing t hem t o move t o t he next grade
according by finishing t he RSBI program in a short er period of t ime. The same
t hing w as also said according by Ulya Lat ifah Lubis (cit ed according by Haw adi)
w hich defines t he t erm of accelerat ion as a service program given t o st udent s
w it h t he high t alent ed level in order t o complet e t heir st udies more quickly t han
ot her st udent s (RSBI program).
This program generally meet s t he needs of st udent s w ho have specific
charact erist ics in aspect s of cognit ive and affect ive development . In part icular, it
provides services t o gift ed st udent s t o be able t o complet e t heir educat ion more
quickly t han usual. St udent s have t he opport unit y t o earn t he learning mat erial
in a sh ort er t ime and efficient ly.
Research
conduct ed
according
by
Sidhu
(2009:
22)
The result of t his st udy confirms t hat t he good principal is able t o creat e a
sust ainable school climat e t hat w ill increase st udent achievement and
t eacher product ivit y. Therefore t hey are not only Chief Execut ive Officer
(CEO) but also inst ruct ional leaders and mot ivat ors for t heir t eam. In
exploring t he charact erist ics of good leadership from t he principal in
M alaysia, t he findings suggest t hat t he principal's leadership use a variet y
of educat ional st rat egies and sit uat ional leadership st yle.
From t he result of t he previous st udy, it shows some similarit ies wit h t he st udy at
SM A Negeri 1 Purw orejo in t erm of t he sit uat ional principal leardership st yle.
This w as proved according by t he brilliant ideas from t he principal of SM A Negeri
1 Purw orejo in giving facilit ies for gift ed st udent s in Purw orejo according by
opening an accelerat ed program. This program is int ended t o make t he gift ed
st udent s be able t o develop t heir t alent opt i mally in a fast er t ime t han ot her
st udent s t hat have t he usual skill.
As t he realit y in Purw orejo, t here are st udent s w ho have more t alent and
abilit y of t he various areas t han ot hers, but t here is no formal service t hat
facilit at ies it . This makes st uden t s feel t hat t heir t alent and ideals are not
channeled properly. Therefore, it raises t he init iat ive of t he principal of SM A
Negeri 1 Purw orejo t o provide services for st udent s w ho have a special t alent as
one of t he school services in educat ion t o t he communit y. If t he formal
educat ion inst it ut ions do not give services t o t he gift ed st udent s, t heir t alent s
w ould be lost and t here is no significant development for Purw orejo. Because of
t his condit ion, t he principal of SM A Negeri 1 Purw orejo w ant ed t o find a solut ion
for t hese problems t o be immediat ely responded w ell w it h conduct ing an
accelerat ed program in SM A Negeri 1 Purw orejo .
The program is very good, t herefore it s implement at ion got so much
support from various part ies w het her from t he t eachers of SMA Negeri 1
Purw orejo , school board and parent s. Similarly, st udent s w ho have special
t alent s also gave much support t o it . This w as also because t he number of t hose
w ho w ere beneficiaries of t his program, especially st udent s w ho have more
achievement s.
The principal needed t he administ rat or of accelerat ion program t hat is
separat ed from t he implement at ion of RSBI program in order t o make it runs
opt imally. This w as because of some differences bet w een t he RSBI program and
accelerat ion. Those differences are a) different learning systems, b). different
educat ional calendars, c) so t hat t he implement at ion of t he final t est is also
diferent .
Principal select ed t eachers w it h observat ion and assessment from
himself, chairman of t he program and also w it h t he suggest ion from st udent s
t hat indirect ly becomes t he considerat ion for select ing a compet ent t eachers.
Suggest ion from st udent s t hat is t aken indirect ly means t hat t o t alk t o t hem
about t he mat erial and t he t eacher w ho t eaches it , t herefore t hey do not feel
like being judging and select ing accelerat ion t eachers.
In addit ion t o t he select ion of t eaching st aff, t he principal also select ed
t he candidat e of st udent s. Principal accept ed st udent s w ho have passed t he
select ion for an accelerat ed program t hat has been det ermined such as t he
academic and pot ent ial academic t est s. The select ion w as int ended for t he
accelerat ed program t o be follow ed according by st udent s w ho really have t he
t alent and high learning achievement .
The goal w as, for learning t hat goes equally wit hout any st udent who
fails.
This select ion t est w as done st rict ly so can act ually select st udent s w it h
high abilit y. It included t he academic and pot ent ial academic t est s. St udent s
should really prepare it as t he admission t est for RSBI program. In ad dition to
t hese academic t est s, t he skill t est is also measured according by the Scholastic
Talent Test (TBS). Aft er t he st udent s w ere accept ed, t he administ rat or of
accelerat ion program called t he parent s and st udent s in order t o provide
clarificat ion and guidance on the implementation of learning programs in
accelerat ed classes so t hat t hey could underst and and support it .
To improve t he qualit y of st udent s, t he principal applied an effect ive
learning syst em, such as: using t he t ime as effect ively as possible in learning,
set t ing off t he school holidays, increasing t he facilit ies of t ext books required
according by accelerat ed program, and t he available of t eachers w ho are alw ays
ready t o guide st udent s w ho have difficult y in learning. It w as assumed t hat an
effect ive and efficient learning st rongly support s t he enhancement of st udent s
achievement , bot h effect ive in t he use of inst ruct ional met hods and effect ive use
of t he t im e available.
The principal invit es a psychologist every t hree mont hs t o monit or and
provide input t o t he school about st udent s' progress. The psychologist is
present ed t o help st udent s solve problems according by providing solut ions of
t hose problems so t hat t heir achievement and mot ivat ion can be maint ained and
increased.
Principal’s Leadership in M otivating Students of The Accelerated Program in
SM A Negeri 1 Purworejo
Research conduct ed according by Guajardo (2004),
The result s st at ed t hat t he accelerat ion is one of school administ rate d
programs t o improve st udent learning out comes and academic.
Accelerat ed program is a shift in t hinking t hat allow s flexibilit y in
scheduling, social -emot ional climat e, curriculum and inst ruct ional design.
One of t he principal roles in t he accelerat ed program is realized in t he
form of an increase in t he qualit y of t eachers, creat ing a favorable
climat e, and management of t he curriculum for t he accelerat ed program.
Learning mot ivat ion is t he pow er cent er for st udent s t o follow t he
learning process. M any fact ors influence st udent mot ivat ion, bot h int ernal and
ext ernal fact ors. Ideally all t eachers st rive t o provide various facilit ies t o t he
st udent s t o keep have high mot ivat ion t o learn. This is t he principles in t he
learning process so t hat w it h t he maint enance of st udent mot ivat ion, t hey are
expect ed t o acquire a high academic achievement .
In t he learning process, st udent s are not alw ays in a st able condit ion. This
is because of t he int ernal fact ors and ext ernal fact ors t hat make t hem have low
mot ivat ion. In t his case, t he principal occasionally asked for help from t he
out side according by invit ing a psychologist in order t o mot ivat e st udent s and
help solve t heir problems. M oreover t he principal also conduct ed t raining
direct ly int o t he classroom t hat have been scheduled every w eek or at w eekend.
In addit ion t o t he coaching, t o enhance st udent s' mot ivat ion, t he
Principal provided facilit ies required according by accelerat ed st udent s such as:
st udent t ext books, comput ers in t he classroom, comfort able classrooms and
appropriat e elect ronic learning media. Principal provided inst ruct ional books and
reference books t hat support t he learning and self-development . Those books
are usually allocat ed at t he beginning of school year.
Principal provided consequences for st udent s w hose performance is less,
t hen t hey w ould move t he program from t he accelerat ed class t o RSBI. These
consequences were int ended t o make st udent s be able and always t ry t o
maint ain t heir performance and remain in accelerat ed classes. Principal assumed
t hat mot ivat ion is very import ant for st ude nt s’ performance improvement .
Giving a rew ard is good for mot ivat ing st udent s w ho excel, and vice versa, t he
sanct ions also have a quit e influent ial cont ribut ion for st udent mot ivat ion. This
means t hat if st udent s’ achievement decreases, t hey w ill be moved t o RSBI class,
w hile t he classes of t he accelerat ed program are much more excellent t han RSBI
classes. Then it will feel loss if t he st udent should be moved t o a class t hat is
below . Therefore, sanct ions as a consequence of low er achievement for st udent s
w ill be a mot ivat ion for st udent s t o increase mot ivat ion and learning out comes.
Principal’s Leadership in The Facility and Infrastructure M anagement of The
Accelerated Program in SM A Negeri 1 Purw orejo
Research conduct ed according by Lunenburg (2010:57),
This st udy review s t he import ance of school facilit ies and infrast ruct ure
m anagem ent t hat is done according by t he administ rat or. In t his st udy
know n t hat a key responsibilit y of school administ rat ors is facilit ies
management . School buildings across t he nation are aging and becoming
a barrier t o opt imal learning and t eaching. This result s in escalat ing school
infrast ruct ure cost s. A case can be made t o renovat e or build new
facilit ies t hat maximize an effect ive learning environment . This w ill
involve allocat ion of funds for building renovat ion or new const ruct ion.
In t his art icle I discuss t hese t wo issues: school infrast ruct ure cost s and
financing new const ruct ion.
Principal t ried t o complet e ly of the l facilit ies in accelerat ed program such
as procurement of LCD, air condit ioning, overhead project or (OHP) and
comput er, so it has a lit t le different w it h RSBI class. Those facilit ies w ere
considered very import ant for learning run w ell. Wit h a variet y of elect ronic
media as mult imedia such as LCD and OHP media made t he learning more
effect ive and efficient . Teachers w ere easier t o deliver learning mat erials, as w ell
as st udent s w ere easier t o underst and t he subject mat t er.
Principal also t ried t o comple te t he facilit ies wit h t he class library, and
locker as t he place t o save st udent s’ valuable it ems alt hough it is st ill modest . So
t hat st udent s felt easy t o find reference books w it hout having t o exit from t he
learning accelerat ion program room. St udent s also felt safe because of t he locker
provided in t he cl assroom, and t heir desks were also not t oo full of a variet y of
goods ot her t han learning t ools. St udent s w ere more comfort able in accelerat ed
class because because t he seat w as so arranged. St udent s sat one according by
one, and t his accelerat ed class con sist ed of a maximum of 20 st udent s. So t hat
st udent s could learn more conducive, effect ive and efficient .
Principal conduct ed supervision and monit oring t he ut ilizat ion and
maint enance of accelerat ed program facilit ies and infrast ruct ure as a form of
primary responsibilit y. For all infrast ruct ure and facilit y equipment s can be used
as w ell as possible, so t hat for facilit ies t hat did not exist , it could be provided as
t he improvement effort . The supervision for t he facilit ies and infrast ruct ure w as
direct ly conduct ed according by t he principal w it h t he help of chairman of
accelerat ion program. The chairman of t he program w as also t hrough t he t he
t eachers and st udent s w ho cert aint ly know more about t he use of infrast ruct ure
and facilit ies. There w ere t w o kind s of maint enance of t hese infrast ruct ure and
facilit ies- rout ine and incident al.
Th e use and ut ilizat ion of facilit ies and infrast ruct ure of accelerat ion
program w ould be good as long as having agreement from all part ies, eit her
according by t he principal , teachers and students. Principal ’s policy of the
facilit ies and infrast ruct ure management w as based on suggest ions from t he
head of t he program, t eachers and st udent s. The principal as t he policy -maker
d oes not alw ays decide it according by himself . The ideal principal, of course,
works w it h t eachers t o decide all policies. The policy t aken according by the
principal t hat w as based on suggestion from various part ies w as intended to
make t he policy t aken can be carried out t oget her because of t he same inte rest
and goal.
CONCLUSION
From t he previous descript ions, it can be concluded t hat (1) in an effort t o
manage t he Human Resources (HR) in an accelerat ed program at SM AN 1
Purw orejo, t he principal of t his school provided services for st udent s w ho have a
spe cial t alent , as one of t he school facilit ies for public in t he field of educat ion.
Principal needed an accelerat ed program manager separat ed from t he
implement at ion of RSBI (Pioneering of Int ernat ional St andard School) program t o
make t he program runs opt i mally; provided a clear job descript ion t o educat ional
st affs in order t o make t he program runs w ell and as should be. The principal
invit ed psychologist every t hree mont hs for helping st udent s resolve problems
t hat w ould int erfere t he learning process and st udent achievement ; (2) In order
t o mot ivat e st udent s in an accelerat ed program at SM AN 1 Purw orejo, t he
principal provided some facilit ies needed according by st udent s such as st udent
t ext books, and comput ers in t he classroom. Principal prepared t eachers who
have t he appropriat e compet ence w it h t heir field of t eaching and mot ivat ing
st udent s t o have higher achievement w it hout any coercion in learning. Principal
provided books t hat encourages st udent s t o have high achievement ; and (3) In
t he accelerat ed program at SM A Negeri 1 Purw orejo, t he principal put t he
qualit y of t he exist ing infrast ruct ure equipment t o t he maximum. The principal
complement ed it s infrast ruct ure such as a procurement of LCD, air condit ioning,
overhead project or, comput er and handbooks, and had a lit t le different RSBI
class. The principal also facilit at ed a class library and locker for saving st udent s’
valuables t hough st ill modest . Principal cont rolled and monit or t he ut ilizat ion
and maint enance of infrast ruct ure accelerat ion program as a form of primary
responsibilit y. Principal policy management infrast ruct ure based on input from
t he chairman of a special program. Principals need input from t eachers t eachers accelerat ion program for considerat ion
In connect ion wit h t he descript ion of t he research findings, t he
researcher
recommends some suggest ions as an improvement
for
t he
development of accelerat ion program at SM A Negeri 1 Purworejo . The principal
is expect ed t o improve his leadership qualit y in managing t he human resource of
t he acceleration program at SM A Negeri 1 Purw orejo , increase the kinds of
coaching and mot ivat ion for st udent s in accelerat ed program at SM A Negeri 1
Purw orejo , and be able t o improve t he qualit y of leadership in managing t he
facilit ies and infrast ruct ures of t he accelerat ion program at SM A Negeri 1
Purw orejo .
From t he discussion above it can be know n t hat t he t eachers do not only
t each in accelerat ion class but also t hey t each in accelerat ion program but also
t hey t each in RSBI program. It causes t he t eacher leave t heir t eaching in
accelerat ion program because t hey must join w orkshop or t raining in RSBI
program so t he headmast er is hoped t o be able t o manage in giving dut y t o t he
t eachers in joining t he w orkshop t o m inim ize t o leave t he accelerat ion program
The principles of accelerat ion program is t he program of giving t he
mat erial as fast as possible and it class t he t eachers do not pay at t ent ion t o t he
st udent s need so it creat e boring for t hem. To solve t his case, it is needed t o
increase t he t eachers creat ivit y and innovat ion in learning process. The t eachers
must be w ise t i give t he significant mat erial and t he use of t he int erest ing
m et hod by doing it , t he st udent s w ill have m ot ivat ion t o reach good academ ic
The research of t he headmast er leadership in accelerat ion program it w as
more emphorized how t he headmast er manage t he accelerat ion program ,
especially how t o manage t he human resource t o accelerat ion program, how t o
mot ivat e t he st udent s t hemselves and how t o manage facilit y and infrast ruct ure,
t his research has not covered how t he ways t o get fund and it s management so
t he accelerat ion pro gram can t he develop t o t he next reseacher t o be able t o
research how t o get fund for accelerat ion program .