INTRODUCTION The Management Of Vocational School (A Site Study at SMK Pelita Bangsa Sumberlawang Sragen).
1
CHAPTER I
INTRODUCTION
A. Background
Superiorit y of a nat ion no longer rely on t he nat ural w ealt h, but on
t he primacy of human resources (HR). Overall, t he qualit y of human
resources in Indonesia is current ly st ill lag behind t he human resources of t he
developed count ries and neighboring count ries, like M alaysia and Thailand
(Sod ikin, 2011: 1). The problems of educat ion in developing count ries by
Philip H. Coombs include t he rapid increase of children so t hat not all children
are accommodat ed at t he school, t he qualit y of educat ion, t he discrepancy
bet w een t he result s of schools w it h communit y needs, lack of resources and
efficiency .
As one of t he developing count ries, Indonesia also faces t he problems
raised by Coombs w it h t he reform agenda t hat must be implement ed in t he
field of educat ion. Furt her described by Bast ian cit ed by Trimanto Jono
(2003: 21), that in line with teaching in Indonesia, among the fundamental
problems faced
is t he
educat ion
bureaucracy
reform,
mapping of
decent ralizat ion syst em of educat ion, reorganizing t he management of t he
nat ional educat ion syst em, realizing t he equalit y of nat ional educat ion and
improving t he qualit y and relevance of educat ion in t he curriculum.
Based on t he result s of research conduct ed by t he Human
Development Index (HDI), t he qualit y of educat ion in Indonesia is ranked 102
of 106 cou nt ries surveyed, and even a count ry ranked below Viet nam.
M eanw hile, according t o research of World Compet it iveness Yearbook
(WYC), Indonesia w as ranked 46 of t he 47 count ries surveyed in 1999.
Various attempts have been done by t he government to improve t he
qualit y of nat ional educat ion, among ot hers, t hrough t raining and upgrading
t hrough t raining and upgrading of t eachers t hrough inservice t raining
1
2
curriculum improvement s, provision of t ext books and learning t ools,
improved educat ional facilit ies and t he qualit y of school management
(Purw adi Suhadini, 2002 : 5). Based on t hese st at ement s, one of t he
import ant fact ors relat ed t o t he qualit y of educat ion is relat ed t o educat ional
management . If t his unit is associat ed w it h educat ion, t he qualit y of
educat ion of a school is dependent on management educat ion in t he school .
M anagement educat ion for all levels of educat ion must be addressed
including for vocat ional educat ion. The exist ence of educat ional inst it ut ions
t hat prepare t his w orkforce, in line w it h t he demands of societ y w ill w ork.
Vocat ional educat ion is educat ion t hat prepares st udent s t o w ork in a
part icular field. (Educat ion Law No: 20. 2003). Wit h it s main t ask is t o prepare
graduat es ent ering t he w orkforce, t he need t o fill mid -level skilled
manpower. PP 29 was confirmed t hrough t he 1990 Art icle 1, paragraph 3 of
t hat , t he Vocat ional Educat ion at t he level of secondary educat ion w hich
priorit izes t he development of st udent s' abilit y t o perform cert ain t ypes of
w ork.
The success of an educational inst it ut ion is not only backed by t he full
facilit ies and infrast ruct ure, qualified t eachers or st udent s' input is good, but
t he school's cult ure plays an import ant role t o increase t he effect iveness of
t he school.
SM K (Vocat ional High School) Pelita Sumberlaw ang Sragen is one of
schools t hat can be said t o be effect ive, because t he school has a good
management st andard, t ransparent , responsible and account able, and be
able t o empow er every import ant school component , bot h int ernally and
ext ernally, in order t o achieve t he vision, mission, and school goals effect ively
and efficient ly. (Laely, 2010: 7).
SM K (Vocat ional High School) Pelit a Sumberlaw ang Sragen is one of
t he privat e vocat ional schools in Sragen w hich has been developed in school
component s. Component s t hat
have evolved in
SM K Pelit a Bangsa
3
Sumberlaw ang Sragen include t eaching and learning process w it h a
curriculum t hat follow s t he science and t echnology, school leadership, school
management , infrast ruct ure and school cult ure.
Based on t he previous descript ions, t he researcher conduct ed
research in SM K Pelit a Bangsa Sumberlaw ang Sragen
ent it led " The
M anagement of vocat ional school, a sit e st udy at SM K Pelit a Bangsa
Sumberlaw ang Sragen .”
B. Research Focus
Based on t he research background, t he focus of t his research is " How
is t he management of vocat ional school in SM K Pelit a Bangsa Sumberlaw ang
Sragen " . The focus is t ranslat ed int o four subfocuses as follow s.
1. How are charact erist ics of The Vocat ional Schoo l Curriculum at SM K
Pelit a Bangsa Sumberlaw ang Sragen ?
2. How are charact erist ics of Human Resources of Vocat ional School at SM K
Pelit a Bangsa Sumberlaw ang Sragen?
3. How are charact erist ics of The Vocat ional School Facilit y at SM K Pelit a
Bangsa Sumberlaw ang Sragen?
4. How are charact erist ics of Vocat ional School Funds at SM K Pelit a Bangsa
Sumberlaw ang Sragen?
C. Research Objectives
Four research object ives w ere as follow s.
1. To describe t he charact erist ics of The Vocat ional School Curriculum at
SM K Pelit a Bangsa Sumberlaw ang Sragen
2. To describe t he charact erist ics of Human Resources of Vocat ional School
at SM K Pelit a Bangsa Sumberlaw ang Sragen
4
3. To describe t he charact erist ics of The Vocat ional School Facilit y at SM K
Pelit a Bangsa Sumberlaw ang Sragen
4. To describe t he charact erist ics of Vocat ional School Funds at SM K Pelit a
Bangsa Sumberlaw ang Sragen
D. Research Benefits
1. Theoretical benefit
a. Concept ually can enrich t he t heory of school management .
b . Cont ribut e t o science educat ion especially in t he management of
vocat ional school at SM K Pelit a Bangsa Sumberlaw ang Sragen
2. Practical benefits
a. Can cont ribut e suggest ions and t hought s for educat ional inst it ut ions
in t he policy relat ing t o t he management of vocat ional schools.
b . As input in t he search for alt ernat ive answ ers t o t he problems
associat ed w it h developing t he school management for providing
educat ion.
E. Glossary
1. Vocat ional school
Vocat ional school is a school t hat is built or est ablished t o creat e
e mployable graduat es t o suit t heir int erest s and t alent s.
2. Curriculum
The curriculum is all t he educat ional experience provided by t he principal
t o all t heir st udent s, bot h conduct ed in t he school and out side school.
3. Human Resources
Hum an resources are t he in t egrat ed capabilit ies of t he int ellect and
physical pow er of t he individual, and it s behavior is det ermined by
5
heredit y and environment , w hile his/ her performance is mot ivat ed by a
desire t o meet his/ her sat isfact ion.
4. Facilit ies
Educat ional facilit ies are all facilit ies t hat direct ly support t he educat ional
process and, in part icular t he learning process, w het her moving or not
moving t o t he achievement of educat ional goals can be run smoot hly,
orderly, effect ive and efficient .
5. Infrast ruct ure
Educat ional infrast ruct ure is a facilit y t hat does not direct ly support t he
educat ional process or course of inst ruct ion.
6. Cost of Educat ion
The cost of educat ion is t he burden of public expendit ure by t he
expansion and funct ions of t he educat ion syst em.
CHAPTER I
INTRODUCTION
A. Background
Superiorit y of a nat ion no longer rely on t he nat ural w ealt h, but on
t he primacy of human resources (HR). Overall, t he qualit y of human
resources in Indonesia is current ly st ill lag behind t he human resources of t he
developed count ries and neighboring count ries, like M alaysia and Thailand
(Sod ikin, 2011: 1). The problems of educat ion in developing count ries by
Philip H. Coombs include t he rapid increase of children so t hat not all children
are accommodat ed at t he school, t he qualit y of educat ion, t he discrepancy
bet w een t he result s of schools w it h communit y needs, lack of resources and
efficiency .
As one of t he developing count ries, Indonesia also faces t he problems
raised by Coombs w it h t he reform agenda t hat must be implement ed in t he
field of educat ion. Furt her described by Bast ian cit ed by Trimanto Jono
(2003: 21), that in line with teaching in Indonesia, among the fundamental
problems faced
is t he
educat ion
bureaucracy
reform,
mapping of
decent ralizat ion syst em of educat ion, reorganizing t he management of t he
nat ional educat ion syst em, realizing t he equalit y of nat ional educat ion and
improving t he qualit y and relevance of educat ion in t he curriculum.
Based on t he result s of research conduct ed by t he Human
Development Index (HDI), t he qualit y of educat ion in Indonesia is ranked 102
of 106 cou nt ries surveyed, and even a count ry ranked below Viet nam.
M eanw hile, according t o research of World Compet it iveness Yearbook
(WYC), Indonesia w as ranked 46 of t he 47 count ries surveyed in 1999.
Various attempts have been done by t he government to improve t he
qualit y of nat ional educat ion, among ot hers, t hrough t raining and upgrading
t hrough t raining and upgrading of t eachers t hrough inservice t raining
1
2
curriculum improvement s, provision of t ext books and learning t ools,
improved educat ional facilit ies and t he qualit y of school management
(Purw adi Suhadini, 2002 : 5). Based on t hese st at ement s, one of t he
import ant fact ors relat ed t o t he qualit y of educat ion is relat ed t o educat ional
management . If t his unit is associat ed w it h educat ion, t he qualit y of
educat ion of a school is dependent on management educat ion in t he school .
M anagement educat ion for all levels of educat ion must be addressed
including for vocat ional educat ion. The exist ence of educat ional inst it ut ions
t hat prepare t his w orkforce, in line w it h t he demands of societ y w ill w ork.
Vocat ional educat ion is educat ion t hat prepares st udent s t o w ork in a
part icular field. (Educat ion Law No: 20. 2003). Wit h it s main t ask is t o prepare
graduat es ent ering t he w orkforce, t he need t o fill mid -level skilled
manpower. PP 29 was confirmed t hrough t he 1990 Art icle 1, paragraph 3 of
t hat , t he Vocat ional Educat ion at t he level of secondary educat ion w hich
priorit izes t he development of st udent s' abilit y t o perform cert ain t ypes of
w ork.
The success of an educational inst it ut ion is not only backed by t he full
facilit ies and infrast ruct ure, qualified t eachers or st udent s' input is good, but
t he school's cult ure plays an import ant role t o increase t he effect iveness of
t he school.
SM K (Vocat ional High School) Pelita Sumberlaw ang Sragen is one of
schools t hat can be said t o be effect ive, because t he school has a good
management st andard, t ransparent , responsible and account able, and be
able t o empow er every import ant school component , bot h int ernally and
ext ernally, in order t o achieve t he vision, mission, and school goals effect ively
and efficient ly. (Laely, 2010: 7).
SM K (Vocat ional High School) Pelit a Sumberlaw ang Sragen is one of
t he privat e vocat ional schools in Sragen w hich has been developed in school
component s. Component s t hat
have evolved in
SM K Pelit a Bangsa
3
Sumberlaw ang Sragen include t eaching and learning process w it h a
curriculum t hat follow s t he science and t echnology, school leadership, school
management , infrast ruct ure and school cult ure.
Based on t he previous descript ions, t he researcher conduct ed
research in SM K Pelit a Bangsa Sumberlaw ang Sragen
ent it led " The
M anagement of vocat ional school, a sit e st udy at SM K Pelit a Bangsa
Sumberlaw ang Sragen .”
B. Research Focus
Based on t he research background, t he focus of t his research is " How
is t he management of vocat ional school in SM K Pelit a Bangsa Sumberlaw ang
Sragen " . The focus is t ranslat ed int o four subfocuses as follow s.
1. How are charact erist ics of The Vocat ional Schoo l Curriculum at SM K
Pelit a Bangsa Sumberlaw ang Sragen ?
2. How are charact erist ics of Human Resources of Vocat ional School at SM K
Pelit a Bangsa Sumberlaw ang Sragen?
3. How are charact erist ics of The Vocat ional School Facilit y at SM K Pelit a
Bangsa Sumberlaw ang Sragen?
4. How are charact erist ics of Vocat ional School Funds at SM K Pelit a Bangsa
Sumberlaw ang Sragen?
C. Research Objectives
Four research object ives w ere as follow s.
1. To describe t he charact erist ics of The Vocat ional School Curriculum at
SM K Pelit a Bangsa Sumberlaw ang Sragen
2. To describe t he charact erist ics of Human Resources of Vocat ional School
at SM K Pelit a Bangsa Sumberlaw ang Sragen
4
3. To describe t he charact erist ics of The Vocat ional School Facilit y at SM K
Pelit a Bangsa Sumberlaw ang Sragen
4. To describe t he charact erist ics of Vocat ional School Funds at SM K Pelit a
Bangsa Sumberlaw ang Sragen
D. Research Benefits
1. Theoretical benefit
a. Concept ually can enrich t he t heory of school management .
b . Cont ribut e t o science educat ion especially in t he management of
vocat ional school at SM K Pelit a Bangsa Sumberlaw ang Sragen
2. Practical benefits
a. Can cont ribut e suggest ions and t hought s for educat ional inst it ut ions
in t he policy relat ing t o t he management of vocat ional schools.
b . As input in t he search for alt ernat ive answ ers t o t he problems
associat ed w it h developing t he school management for providing
educat ion.
E. Glossary
1. Vocat ional school
Vocat ional school is a school t hat is built or est ablished t o creat e
e mployable graduat es t o suit t heir int erest s and t alent s.
2. Curriculum
The curriculum is all t he educat ional experience provided by t he principal
t o all t heir st udent s, bot h conduct ed in t he school and out side school.
3. Human Resources
Hum an resources are t he in t egrat ed capabilit ies of t he int ellect and
physical pow er of t he individual, and it s behavior is det ermined by
5
heredit y and environment , w hile his/ her performance is mot ivat ed by a
desire t o meet his/ her sat isfact ion.
4. Facilit ies
Educat ional facilit ies are all facilit ies t hat direct ly support t he educat ional
process and, in part icular t he learning process, w het her moving or not
moving t o t he achievement of educat ional goals can be run smoot hly,
orderly, effect ive and efficient .
5. Infrast ruct ure
Educat ional infrast ruct ure is a facilit y t hat does not direct ly support t he
educat ional process or course of inst ruct ion.
6. Cost of Educat ion
The cost of educat ion is t he burden of public expendit ure by t he
expansion and funct ions of t he educat ion syst em.