IMPLEMENTASI KEBIJAKAN DANA BOSDI SD N REJOSARI DAN SDIT AL-I’TISHAM KABUPATEN GUNUNGKIDUL

Penelitian ini bertujuan untuk mendeskripsikan implementasi kebijakan dana Bantuan Operasional Sekolah (BOS) di Sekolah Dasar Negeri (SD N) Rejosari dan Sekolah Dasar Islam Terpadu (SDIT) Al-I’tisham Kabupaten Gunungkidul. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Informan penelitian yaitu; kepala sekolah, bendahara, komite sekolah dan orang tua/ wali murid kedua sekolah, bendahara pembantu Unit Pelaksana Teknis Daerah (UPTD) TK & SD Kecamatan Tanjungsari, dan Kasi bina pendidik & kurikulum bidang TK & SD Disdikpora Kabupaten Gunungkidul. Penentuan informan menggunakan metode purposive. Uji keabsahan data menggunakan triangulasi sumber dan teknik. Analisis data dengan teknik Miles & Huberman melalui reduksi data, penyajian data, dan verifikasi data. Hasil penelitian menunjukkan bahwa: (1) kebijakan dana BOS di SD N Rejosari telah diimplementasikan sesuai dengan juknis BOS a) RKAS disiapkan draftnya oleh bendahara kemudian dimusyawarahkan dalam rapat sekolah, b) penerimaan dana berasal dari BOS Pusat, Provinsi, Kabupaten dan non-BOS dari wali murid, pengeluaran untuk delapan standar sesuai Standar Nasional Pendidikan (SNP) dan kebutuhan lain sesuai pungutan dari wali murid, pelaporan dilakukan tiap akhir tahun kepada tim manajeman BOS sesuai dengan format yang telah ditentukan, c) kendala, perbedaan jumlah uang yang diterima dengan yang seharusnya diterima karena ada siswa pindahan atau kenaikan kelas pada triwulan berjalan, cara mengatasi dengan melaporkan jumlah siswa yang sebenarnya kepada tim manajeman BOS baik online maupun manual pada triwulan berikutnya. (2) Kebijakan dana BOS di SDIT Al-I’tisham telah diimplementasikan sesuai dengan juknis BOS a) penyusunan RKAS dikerjakan oleh bendahara dengan koordinasi kepala sekolah, b) penerimaan dana BOS dari Pusat serta Provinsi dan non-BOS dari yayasan, donatur, dan wali murid, pengeluaran dana BOS dan yayasan untuk delapan standar sesuai Standar Nasional Pendidikan (SNP), pengeluaran dana dari donatur dan wali murid menyesuiakan dengan tujuan diberikannya dana, pelaporan kepada tim manajemen BOS kabupaten setiap ahir tahun anggaran sesuai ketentuan dan kepada yayasan sebagai tembusan, laporan kepada donatur jika pihak tersebut meminta, c) kendala yang timbul adalah kekurangan dana dalam melaksanakan program, cara mengatasinya dengan memenuhi kekurangan tersebut dengan dana dari yayasan, donatur, atau dipenuhi sendiri oleh pihak sekolah. Kata kunci: implementasi kebijakan, BOS, sekolah dasa

School Readiness in Implementing and Evaluating the Reinforcement of Character Education Program in Yogyakarta City

The Reinforcement of Character Education (PPK) program was started in 2019 and has been implemented in various schools including the Yogyakarta City elementary schools. This study aimed to describe the readiness of schools in implementing and evaluating this program in Yogyakarta City. This study used a descriptive quantitative approach. The sample was determined using simple random sampling techniques and consisted of 119 schools. The results showed that only 5% of the schools were ready to implement the program; schools had not yet implemented the PPK program, and had not yet optimized the associated triple education function, namely concerning family, schools and communities. PPK implementation was through the curriculum and habituation in schools because all teachers understood it. Only 4% of schools were ready to evaluate the program, because schools did not have well organized program evaluation teams. This showed that schools need to get assistance in implementing and evaluating PPK, to ensure that it is successful in helping to build character. Keywords: school readiness, program implementation, reinforcement of character education progra

The Policy Formulation of Educational Funding in Yogyakarta Province

The quality of education is depends on input factors. Funding is one of input factors which still an obstacle faced by disadvantaged groups. The local government in decentralization era has responsibility to carry out education and its funding as an implication of regional autonomy. This study aims to analyze the policy formulation ofeducation funding in Yogyakarta Province by case study method. Primary data was collected by interviews and document collection. We found that the policy formulation of education funding consists of problem formulation, identification of alternatives, and budgeting. Stakeholders used brainstorming methods to formulate problems and identification alternative. They found some problems which can be distinguishedinto; minimum service standard, child abuse, and education management. Whereas, budgeting is determined by conformation mechanism between requirement of the problem solving and the themes of regional development plans. So that, the problems identification and program preparation carried out democratically but the determination of budgeting were carried out by bureaucratic and top-down manner. Necessarily,formulating problem-based policy is more important than prioritizing plan with outdated problem. Then, democratic policy which organized as bottom level stakeholders participation take an important role because they closer and better know about society problem

Peningkatan Keterampilan Pengembangan Rencana Pembelajaran Semester di STKIP Bina Insan Mandiri Surabaya

Salah satu perangkat pembelajaran yang harus disiapkan dosen adalah RPS. RPS yang baik wajib ditinjau dan diperbaharui secara berkala sesuai capaian pembelajaran lulusan. Perubahan kurikulum Pendidikan tinggi menjadi kurikulum merdeka menuntut adanya pembaruan RPS berbasis outcome. Akan tetapi di STKIP Bina Insan Mandiri, masih ditemukan RPS yang belum memenuhi unsur-unsur RPS berbasis outcome. Oleh karenanya perlu peningkatan kompetensi pedagogis dosen dalam pengembangan perangkat pembelajaran berupa RPS. Artikel ini mendeskripsikan peningkatan kemampuan dosen STKIP Bina Insan Mandiri dalam mengembangkan RPS melalui workshop. Pelatihan dilaksanakan dengan dua kali pertemuan secara daring dan luring. Hasil pelatihan menunjukkan bahwa kemampuan peserta workshop dalam menyusun RPS lebih optimal daripada sebelumnya. Peserta mampu memperbaharui kembali RPSnya sesuai unsur-unsur yang tertera pada SN-DIKTI. Peserta juga menunjukkan respon positif terhadap proses workshop melalui angket evaluasi yang dibagikan dengan rata-rata nilai 3.87 dari skala 4. Berdasarkan evaluasi tersebut, pelatihan dapat ditindaklanjuti dengan menyelenggarakan workshop untuk mengembangkan perangkat pembelajaran lain seperti instrument evaluasi, media, dan bahan pembelajaran

Praktik transformasi kompetensi guru dalam menjawab kebutuhan siswa menghadapi tantangan global (Studi kasus sekolah Taman Kanak-kanak di Kulonprogo)

Penelitian berusaha mengurai transformasi manajemen kompetensi guru dalam bingkai kebijakan, perspektif ini dipilih agar mampu mengetahui pada tataran tingkat messo dalam mentransformasikan kompetensi guru sesuai kebutuhan daerah. Kajian ini menggunakan pendekatan kualitatif deskrptif. Instrument pengumpulan data melalui studi dokumen, Focus Group Discusion (FGD), wawancara, dan survei. Metode tersebut digunakan untuk mengumpulkan data terkait praktik transformasi kompetensi guru TK di Kulonprogo. Transformasi kompetensi guru menjadi prasyarat dalam rangka pemulihan kualitas pendidikan pasca pandemi. Akan tetapi, belum ditemukan adanya transformasi kompetensi guru selama pandemi maupun pasca pandemic yang benar-benar disusun oleh pemerintah daerah Kabupaten Kulon Progo untuk turu TK. Adapun program-program peningkatan kompetensi guru justru banyak lebih dirasakan sebelum adanya pandemic. Meskipun selama pandemi terdapat program peningkatan kompetensi guru dengan moda daring yang dapat diikuti guru secara mandiri, namun hasilnya tidak bisa dirasakan secara nyata karena minimnya komitmen dan konsistensi guru selama pelatihan. Adapun peningkatan kompetensi guru justru datang dari pemerintah pusat dengan program guru penggerak dan sekolah penggerak. Hal ini menjadi pekerjaan rumah bagi Dinas Pendidikan Kabupaten Kulon Progo untuk meningkatkan kompetensi guru TK dalam menjaga dan meningkatkan kualitas belajar peserta didik dalam rangka membekali mereka pada kebutuhan tantangan global. This research sought to unravel the transformation of teacher competence management within the policy framework, this perspective was chosen to , at the messo level,  the transformation of teacher competencies in regard to the regional needs. This study used a descriptive qualitative approach. Data collection instruments are in the form of document studies, Focus Group Discussion (FGD), interviews, and surveys. This method was used to collect data related to the transformation practice of kindergarten teachers’ competencies in Kulonprogo. Transformation of teacher competencies is a prerequisite in the recovery framework of post-pandemic education. However, there has not been any transformation of teachers’ competences during the pandemic or post-pandemic that was actually arranged by the local government of Kulon Progo Regency for kindergarten teachers. As for programs to improve teacher competence, they were even more recognized before the pandemic. Even though during the pandemic there was a teacher competency improvement program using an online mode in which teachers could participate independently, the results were hardly noticeable due to the lack of commitment and consistency of teachers during training. The increase in teachers’ competences actually came from the central government with the guru penggerak and sekolah penggerak programs. This is the homework for the Education Authorities of  Kulon Progo District to improve the competences of kindergarten teachers to maintain and enhance the quality of student learning and prepare them for the global challenges

School Readiness in Implementing and Evaluating the Reinforcement of Character Education Program in YOGYAKARTA City

The Reinforcement of Character Education (PPK) program was started in 2019 and has been implemented in various schools including the Yogyakarta City elementary schools. This study aimed to describe the readiness of schools in implementing and evaluating this program in Yogyakarta City. This study used a descriptive quantitative approach. The sample was determined using simple random sampling techniques and consisted of 119 schools. The results showed that only 5% of the schools were ready to implement the program; schools had not yet implemented the PPK program, and had not yet optimized the associated triple education function, namely concerning family, schools and communities. PPK implementation was through the curriculum and habituation in schools because all teachers understood it. Only 4% of schools were ready to evaluate the program, because schools did not have well organized program evaluation teams. This showed that schools need to get assistance in implementing and evaluating PPK, to ensure that it is successful in helping to build character. Keywords: school readiness, program implementation, reinforcement of character education progra

School Zoning Policy and Equalization of Education Access for Poor Students in Yogyakarta City

This study aimed to evaluate the impact of school zoning policies on equal access to education for underprivileged students in Yogyakarta City. This research was motivated by the low quality and inadequate access to education for underprivileged students in Indonesia. Starting in 2018, the Central Government implemented a school zoning policy to improve the quality and equitable access to education for underprivileged families in every region. This research was carried out in 16 State Junior High Schools in Yogyakarta City. This was the research location because it was one of the national pilot areas chosen by the Central Government. A quantitative approach was used to evaluate secondary school data before and after the implementation of the zoning policy. The results showed that: (1) there was an increase in access to education for underprivileged students; and (2) the imbalance in the quality of favorite and non-favorite schools did not change and this was influenced by the economic conditions of each region. It can be concluded that the school zoning policy increased equal access to education for underprivileged students, but the next challenge for the Yogyakarta City Government is ensuring equal quality of education across junior high schools. Keywords: school zoning policy, equal access, junior high school, underprivileged studen

School Zoning Policy and Equalization of Education Access for Poor Students in YOGYAKARTA City

This study aimed to evaluate the impact of school zoning policies on equal access to education for underprivileged students in Yogyakarta City. This research was motivated by the low quality and inadequate access to education for underprivileged students in Indonesia. Starting in 2018, the Central Government implemented a school zoning policy to improve the quality and equitable access to education for underprivileged families in every region. This research was carried out in 16 State Junior High Schools in Yogyakarta City. This was the research location because it was one of the national pilot areas chosen by the Central Government. A quantitative approach was used to evaluate secondary school data before and after the implementation of the zoning policy. The results showed that: (1) there was an increase in access to education for underprivileged students; and (2) the imbalance in the quality of favorite and non-favorite schools did not change and this was influenced by the economic conditions of each region. It can be concluded that the school zoning policy increased equal access to education for underprivileged students, but the next challenge for the Yogyakarta City Government is ensuring equal quality of education across junior high schools. Keywords: school zoning policy, equal access, junior high school, underprivileged studen