School Based Management at Matauli 1 State Senior High School Pandan

INTRODUCTION:School-Based Management (SBM) System has been implemented in many countries, such as England, Australia, America, Canada, New Zealand, Hong Kong - China, and Indonesia; as published in the UNESCO report by Ibtisam Abu-Duhou (1999) and reported in a study entitled Examination of School-Based Management in Indonesia by Rita Karam (2007). This system aims at creating a climate of quality education by granting greater autonomy to the schools, so principals can be more flexible in decision making to introduce the program and the implementation of innovative educational practices in schools and increase the participation of teachers, staff, and stakeholders to school's success. However, the actual results of research on the impact of SBM on the quality of education is highly variable. There is research that concludes SBM application have a negative impact, some have concluded the implementation of SBM does not have a significant impact, although in concluding the implementation of SBM positive impact on the quality of education.Moussa P. Blimpo (2011: 18-20), from SIEPR Stanford University conducted a research entitled School-Based Management and Educational Outcomes: Lessons from a Randomized Field Experiment. This Research present the impact of the intervention on student learning outcome, teaching practices at the school level, and the school management two years into the interventions in all three groups. The estimates of the intent -to-treat average treatment effect indicate that a comprehensive school -based management and capacity building program called Whole School Development (WSD) have had no impact on students learning outcomes two years after their implementation. Students performance in the control group remains relatively poor and comparable to the baseline levels for all groups. This excludes the possibility that the control group may have equally improved over the two years due to other reasons.Meanwhile, the results of research at 28 elementary schools by Adam E. Nir from the School of Education, The Hebrew University of Jerusalem, entitled The Impact of School-Based Management On School Health indicate no significant changes when comparing the integrated index for school health between the three years. However, significant differences appear when the various subsets of school health are compared. The results indicate that teachers put more emphasis on children's outcomes. Yet, at the same time, teachers report having a lower morale and increased bureaucratic load in comparison to the circumstances that existed in their school prior to the introduction of SBM. It is suggested that a school with school-based management is not only a place to foster student growth but also to foster the development of teachers. Therefore, emphasis should be placed equally on all the components of school health if SBM is to increase the professional autonomy of educators along with the effectiveness of the school.Then, Hess (1999: 494-517) suggests that after initial SBM program, student achievement increased in Chicago public schools. Such as Borman and others (2003: 125-230) in their meta-analysis of 29 SBM programs in the United States of America, conclude that schools that implemented the models for 5 years showed strong effects on achievement.School-Based Management, as a complex system which include comprehensive measures did not make it easy to apply. The effectiveness and efficiency of SBM implementation to achieve improved quality of education in schools requiring all educational elements in it to participate actively. While in Indonesia, the issue of the uneven quality of education in schools in the territory of the Republic of Indonesia, it is so vast in terms of social, cultural, economic, and different geographical background which remain as the fact and phenomena that become problems that are not easy to overcome until today.However, the successful implementation of SBM in schools in Indonesia, basically closely related to the school's ability to realize the level of trust in the Government Regulation of the Republic of Indonesia Number 19 Year 2005 on National Education Standards (outlined in the regulations of the Minister of National Education in 2006 and 2007 on 8 Education Standards) which include Educator Standards, Standard Content, Competency Standards Graduates, Standard Process, Infrastructure Standards, Standards Management, Financing Standards and Assessment Standards. …

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