unofficial translation (original in indonesian) - jica · unofficial translation (original in...
TRANSCRIPT
Unofficial Translation (Original in Indonesian)
Part 1
General
1.1. Introduction
Delegation of authority to school so‐called “School‐Based Management” is one of the forms of
decentralization which have been practiced in a number of countries and became a trend of
education management for improving services, quality and participation rate. School‐based
Management, hereinafter referred to as SBM, which has been globally applied aims at developing
and ensuring that school provides social and economic benefits as expected by the local people.
According to OECD and World Bank reports, most of the countries with achievement students in
international‐scale test are coming from the school that have authority to design their own
curriculum, resources allocation and management. Many evidences on successful application of
the SBM were reported, both from developing countries and OECD member countries.
In Indonesia, centralization of education management extendedly taken place has caused
inefficient resource management. In a decentralized system, central government and local
government delegates their authorities on resources management to school level. This inspires
development of a new management system so‐called the school‐based eduation management or
school‐based management.
Fundamental reasons of the change are as follows:
1. Management of education resources and decision making of its utilization would be highly
efficient and economical if initiated by school;
2. School community recognizes their issues and needs more than others;
3. In the centralized system, government policy focuses more on input, while process does not
developed;
4. School is the main actor in education process;
5. School will be more creative and innovative in managing education;
6. School will be more dynamic for achieving students’ and communities’ needs;
7. Public and parents involvement can enhance transparency and accountability of education
management at once;
8. Decision making and resources use at school level enlarge collaboration among schools,
parents and communities.
As the central government policy, the SBM is not new for education world in Ambon. Several
schools have implemented it supported by the government and non‐government organizations,
including JICA.
Support from JICA was given through a project named “Rebuilding Community for Integration”
commenced in June 2006 to December 2007, where POB (Education for Brotherhood) is one of
the program components. Through the program, JICA has concretely supported the local
government of Ambon in realizing their commitment to rebuild administration of education and
human resources development system, which were collapsed due to conflict. Along with that,
JICA facilitated the process towards the SBM by building local capacity in terms of school
management to minimize gap between communities and schools.
Unofficial Translation (Original in Indonesian)
As a result, target schools (junior high schools) were facilitated both in aspect of technical and
financial to develop and implement the POB plan, which was in line with the School Development
Plan (RPS). The plan consists of three components namely improvement of favorable learning
environment (POB 1); innovations of teaching‐learning process (POB 2); and integration of local
contents into the teaching‐learning process (POB 3).
Though it was implemented in a short period (18 months), the POB program has been
significantly contributed to development of collaboration spirit among the communities, schools
(teachers and students) and other education stakeholders. Various intra and inter school (and
communities) activities, including the one that was implemented among religion‐based
community groups has been able to encourage the growth of awareness from all parties to the
importance of transparency and accountability in school management. In line with that, the POB
program has been used as a media for introducing local wisdom and tradition through integration
of local contents in the implementation.
The results achieved from the POB program have encouraged the local government along with
JICA to continue the technical cooperation for the SBM/ POB program with wider coverage area.
1.2. Understanding the SBM/ POB
The SBM and POB are two different components, which were combined in this project. The SBM,
as a part of decentralization process in education sector, is a strategy for improving education
quality through delegation of authorities in making decision on management of resources and
budget owned by a school from the higher education institutions.
The SBM can be understood in a simple way as a strategy to manage school potentials where
headmaster shares the authority to other actors including teachers, parents, other community
members and the students as well. As the consequence, the management shall be done in a
transparent and accountable manner. Such management way will in turn strengthen sense of
ownership and responsibility from the stakeholders to education. A school that applies the SBM
will experience significant changes as shown in the following Table 1.
Unofficial Translation (Original in Indonesian)
Table 1: Dimensions of Education Management Change Models
Old Pattern to New Pattern
Sub‐ordination
Centralized decision making
Rigid
Bureaucratic approach
Centralized
Directed
Over‐regulated
Controlling
Directing
Avoiding risk
Using all budget
Smart individual
Personalized information
Delegation
Structured organization
Autonomy
Participaotry decision making
Flexible
Professional approach
Decentralized
Self‐motivation
Deregulated
Influencing
Facilitating
Managing risk
Using budget efficiently
Smart teamwork
Shared information
Empowerment
Flat organization
Source: ‘School‐based Management’ Page 8 Ministry of Education (2006)
Education for Brotherhood (POB) is defined by the local government as an integrated education
approach where school and community build cooperation for quality education, which facilitates
building of peace and social cohesion in Maluku and integration of local wisdom and culture into
the teaching‐learning process.
The POB concept was initiated by the Major of Ambon municipality (Mr. M.J. Papilaya) as the
government commitment for promoting peace through education. This is reasonable considering
that the local needs after conflict among communities for rebuilding social collaboration among
them, in which education activities at schools could be used as a medium for satisfying the needs.
The SBM/ POB is an approach where schools and communities collaborate for improving
education quality, which in turn will contribute to the establishment of social solidarity and peace
in Ambon, Maluku.
1.3. Aim and Objective
The SBM/ POB are aiming at improving secondary education quality where schools and
communities collaborate for realization of peaceful and productive social order.
This program shall support facilitation process of school development planning and its
implementation which further continued by monitoring and evaluation to ensure that education
in school became more touching to the needs of students and communities.
Specifically, the SBM/ POB have the following objectives:
1. To empower schools for planning and managing their existing resources for implementation
of RKS (school activity plan) in a transparent and accountable manner;
Unofficial Translation (Original in Indonesian)
2. To ensure public participation in preparation of RPS (school development plan) participatorily
through realistic and simple measures but comprehensive in sustainable process;
3. To strenghten coherence of the RKS, national education goal and local (provincial and district
government) education goals for improvement of education quality and participation rate
through extenstion of technical and administrative supports by the Ministry of Education to
each school;
4. To encourage mutual trust and collaborative relationship among the stakeholders (head
master, teachers, parents, community members, UPTD (technical implementing unit under
education office), education office, and so on.) in collaboration towards achievement of the
“School Education Goal”; and
5. To integrate local wisdom and culture values into the School Development Plan through their
activities.
1.4. Impact and Expected Outputs
After implementing all components in SBM/ POB cycle completely in several stages, it was
expected that education quality in each school would be enhanced towards the national, regional
and school education goals. The quality here includes many aspects among others academic
achievement, development of talents and interests, such as arts and sports, attitude and social
skill and their readiness to face the future.
School will enhance internal efficiency, reducing school drop‐out rate and receiving school‐age
children who cannot be accommodated in other schools. Parents and communities will
collaborate in the process of school management and pay full attention and support to the
preservation of the school functions and quality. Curriculum, which includes local contents, is
expected to contribute to the strentghening of social cohesion and solidarity in anticipation of
social conflict in school surrounding communities. Thereby, school will be more productive to
meet students’, parents’ and public expectation for achievement of the national education goal.
1.5. Main principles in implementation: Participatory, Transparent and Accountable
School Team Leader, in this case the Headmaster, is responsible for making the school activities
transparent and accountable for all stakeholders, not only to the School Team Members, but also
to the public at large. This is a participatory management.
For this reason, the School Team Leader shall be:
Honest;
Able to facilitate school self evaluation and gap analysis on SPM achievement;
Open discussion with stakeholders;
Following process of decision making democratically;
Reporting program activities and financial matters to the School Team Members and
showing it to the public; and
Accepting suggestions from auditor, TIK or school supervisors and education consultant for
Unofficial Translation (Original in Indonesian)
document revision when irregularity was found.
The transparency and accountability can be realized by providing information to communities on
schools development plan and implementation. This can be done by means of providing SBM/
POB corner or bulletin board following the consent of School RPJM, RENOP and RAPBS.
On the corner or board, the school team will display school development plan, activity report and
financial report according to the SBM/ POB formats
as information to public.
In the previous CEP‐POB program, all target schools
designed their corner/ board to provide information
to public as ddescribed above. Figure 7 shows
atmosphere at POB corner.
In addition, documents on school development plans
(RPJMS, RENOP, RAPBS), financial report and activity
report shall be put on the place that are easy to
access by the school team members so that they will
not hesitate to check it whoever the stakeholders.
Figure 9: POB corner of a school that can be accessed by public (documentation by CEP-POB 2008)
Unofficial Translation (Original in Indonesian)
Part 2 Implementing Organization
2.1. Implementing Organizaiton Structure
Implementation of SBM/ POB shall involve all existing stakeholders including the government,
school and public at all levels, starting from education unit, subdistrict and district. In each level,
implementing teams are formed. At school, subdistrict and district level, there are school team,
subdistrict education development team and district implementation team respectively.
Implementing organization structure is shown in the following Figure 1.
Figure 1: Organization Structure SBM/ POB
Organization structure of SBM/ POB of AmbonMiinistry of Edu.
& Cult.Provincial Education, Youth and
Sport Office
Block Grant Prog.
Block Grant Prog.
School Team
SMPN/S MTs N/S Islamic Boarding School
SMP for Disabled Persons
Teachers Forum
TP2K
Municipal Govt.
Municipal Implementing
TeamMinistry of Religion
SchoolCommunity
Education Office
: Funding
: Reporting
: Coordination
: Funding & Facilitation
: Collaboration
* Collaboration between communities and schools is SBM/POB basis
Consultant
Unofficial Translation (Original in Indonesian)
Figure 2: Structure of School Team
Team
Internal Auditor
Secretary Treasurer
Members
Leader Headmaster
Each actor in the above organization structure has individual role as described in the box 1 below.
2.2. School Team (TiS)
The key success of SBM/ POB implementation at school level depends on how headmaster,
teachers’ board, administration staff and school committee collaborate as a team named as
School Team.
The said school team is not a ‘new organization’ formed in school. Perhaps, school has also
working teams for certain programs, e.g., block grant team, SSN team, curriculum development
team and OSIS (internal student organization) advisory board. In principle, TiS is becoming
umbrella organization for all existing teams.
TiS is aiming at unifying all existing components at school including small organizations and
working teams so that the components can cooperate each other in good coordination and
collaboration with democratic principle for a good school management. Democratic principle
requires TiS to prioritize mutual concensus in running its management cycle.
Main role of TiS is to manage all potentials/ resources including fund sources owned by the school
in participatory, transparent and accountable manner.
TiS structure is as shown in the following figure 2.
- Leader is a headmaster;
- Internal Auditor shall be chosen from students’ parents representative in the school committee, not from the school;
- Treasurer shall be the school treasurer since he/ she shall manage the school finance including probably fund specially received by the team;
- Secretary and members shall be chosen from the school committee; and
- As for the members, school may form them into sections as the school needs and furnished by
School team Organizing and managing resources
Community Supporting as partner/ collaborator
Consultant Preparing study and plan on capacity development
Education office & Ministryof religion affairs
Designing concept and facilitating technical matters
Municipal government Formulating regulations and providing budget
Ministry of education and culture affairs/ Ministry of religion affairs
Providing budget and its regulations
Box 1: Role of each actor
Unofficial Translation (Original in Indonesian)
Leader: Play a role as school manager; Facilitating all the members evenly to participate in preparing RKS, implementation, monitoring,
and preparing report in a democratic manner; Be responsible for planning, implementation and monitoring of activities including financial
administration; Taking measures for ensuring the preservation of good teamwork; Taking initiative in revising mid-year working plan; and Ensuring the transparency in decision making and management of school activities. Secretary: Assisting the leader’s works in each stage of management cycle; Be responsible for finalizing RKT and RKAS as a result of agreement and financial estimates; Preparing minutes of each meeting; and Be responsible for finalizing activity report as required and submitting it to the leader. Treasurer: Dealing with financial management of school activities based on the team leader’s request; Preparing budget for school activities; Be responsible for each financial transaction in the school account; Be responsible for each cash withdrawal made by the school; Collecting and securing financial evidences of each school expenditure; Keeping the school bank book and recording cahs and type of assistance; Withdrawing and depositing tax, and reporting it timely to the tax service office; Filling general ledger, cash ledger, bank ledger and tax ledger; and Preparing financial report as stipulated and submitting it to the team leader.
Internal Auditor: Auditing all bank transactions made in the school bank account; and Auditing all transactions for expenditures by the school.
those who come from the school committee. The sections might be formed based on existing working or program teams in the school.
(Role of each component in the TiS structure is shown in the box 2)
School Committee
Ministerial Decree No. 044/U/2002 on Education Council and School Committee has set forth the
membership and management board of the school committee that requires school to
accommodate representation of students’ parents, community leaders, private sector, education
observer, NGOs, alumni, teachers and students in the school committee. Therefore, schools with
limited membership to students’ parents only shall extend their membership for accommodating
representatives from other stakeholders, at least from community leaders, education observers
and students.
It is recommended that the proportion of parents and the community is more than 40% of all
team members.
Box 2: Expected role and responsibility from TiS
2.3. Subdistrict Education Development Team (TP2K)
In addition to school‐based, the SBM/ POB program will also facilitate sub‐district‐based activities.
Therefore, TP2K will be established in each subdistrict. The establishment is fully depending on
the existing education stakeholders at subdistrict level and it is expected to be facilitated by the
head of UPTD. The establishment process can follow the process as described in the following
Figure 3.
Unofficial Translation (Original in Indonesian)
The team membership consists of school headmasters in subdistrict, head of UPTD, subdistrict
government representatives, subdistrict community leaders and education observers.
The team structure is as shown in the Figure 4. The team leader is head of UPTD. Other
components of the structures will be determined and agreed amicably by the competent
elements. Role of each component in the structure is described in the following box 3.
Establishment Process of TP2K
Socialization at sub‐district level
Several contacts + one coordinator for TP2K
establishment
Establishment team meeting
List of TP2K candidate members
Approach to identified individuals
Team meeting with candidate team member
TP2K
Approval by Head of Education Office Decision Letter
Workshop for starting works
Facilitated by TIK
Meeting with important output Output
Notes:
Figure 4: Organization Structure of TP2K
Secretary Treasurer
Members
Head of UPTD
Headmaster representati
ve
Subdistrictgovt. re
presentative
Social figures
Education observers
Leader Internal Auditor
Teachers representati
ve
Parents representati
ve
TP2K
Figure 3: Establishment process of TP2K
Unofficial Translation (Original in Indonesian)
The scope of work shall cover all junior high schools (state and private‐owned schools) including
MTs (Islamic junior high school), SMP LB (junior high school for the disabled people), Salafiah
Islamic boarding school and education stakeholders in the subdistrict.
TP2K has the following main roles:
1. Developing subdistrict education development plan along with all relevant stakeholders;
2. Encouraging collaboration among schools at subdistrict level;
3. Raising fund (if necessary);
4. Checking and evaluating program activities; and
5. Preparing reports and submitting it to relevant parties.
Program activities expected to be developed by the team include:
1. Headmasters working group activities (KKKS) and Subject teachers discussion (MGMP);
2. Interaction among schools at subdistrict level; and
3. Interaction between schools and communities.
As for the MKKS and MGMP, its implementation will be more optimal at subdistrict level (UPTD).
Substance of program activities to be developed by the team is expected not limited to
coordination and administration issues but it must be extended to headmasters and subject
teachers’ profession and competence development.
The team shall be able to involve teachers and headmasters from Islamic junior high schools for
even distribution and effectiveness of Education for Brotherhood development.
The team is expected to be functioned as intermediator of schools and communities in subdistrict.
This role is very important considering that public involvement in education is the key approach in
SBM/ POB.
Therefore, head of UPTD who also served as the team leader shall play active role in utilizing
various existing resources in the communities as efficient as possible for education development
in subdistrict.
Box 3: Expected roles and responsibility of TP2K
Unofficial Translation (Original in Indonesian)
2.4. Municipal Implementing Team (TIK)
Municipal Implementing Team (TIK) is established at municipal level with membership of top
officers and staff from Municipal Education Office of Ambon, Ministry of Religion Affairs and
Consultant for Education Management Development.
Structure of the team, as shown in Figure 5, consists of team leader and two working groups (WG)
namely WG for Technical Matters and WG for Research and Development. The team can be led by
a top officer from the Municipal Education Office of Ambon.
Leader
Responsible for planning program activities; Responsible for monitoring program activities; Taking initiatives and leadership for implementation of program activities; Responsible for financial matters; and Ensuring transparency in decision making and management of program activities. Secretary Undertaking administrative works of the program activities under the team laeder’s direction; Coordinating preparation of proposal and funding of program activities; Taking notes of meeting; and Preparing necessary report and submitting it to TIK (municipal implementing team). Treasurer Managing budget for program activities based on guideline; Preparing budget for program activities; Responisble for cash transaction (receipts and expenditures) of the team; Collecting and keeping financial evidences of each team’s expenditure; Keeping account book of the team; Keeping records of cash and non-cash contributions obtained by the team; and Preparing financial report and submitting it to the team leader. Members (Sections) Actively taking part in the team’s program activities based on respective job-description to be
developed by the team itself; Undertaking the team’s program activities; and Encouraging public participation to support quality improvement efforts of secondary education
(junior high schools) in subdistrict. Auditor Internal Auditing all transactions made in the bank account of the team; Auditing all cash receipts and expenditures made by the team; Auditing all non-cash contributions received by the team; and Approving the annual financial report prepared by the team.
Unofficial Translation (Original in Indonesian)
1. Use participatory approach; 2. Encourage participation from all parties in program planning and implementation; 3. Provide technical assistance (consultation), don’t just collecting data; 4. Direct schools and TP2K to improvement in sustainable manner; and 5. Facilitate them as the schools’ (and TP2K) needs and desires, and not facilitator’s needs
and desires.
WG for Technical Matters
This WG is responsible for technical aspect such as provision of technical considerations for
planning and implementation of program activities and report preparation, not only
supervising and examining the schools’ performance.
Membership of this WG consists of officers who are responsible for operation of education
at junior high school level and their supervisors.
Practically, the WG is responsible for:
- Facilitating workshop and training for TiS and TP2K;
- Facilitating and assisting TiS and TP2K in implementation stages of SBM/ POB; and
- Monitoring and evaluating the implementation of RPS and RP2K;
In principle, this WG will play a role of facilitator and assistant for TiS and TP2K. In
undertaking the role, the following points as shown in the box shall be paid attention.
Role of Supervisor
Supervisor is the key figure for the WG. Supervisor’s role and functions (see Table 1) includes
role components and duties directly correlated to the SBM/ POB programs. The SBM/ POB
does not assigned extra role to the supervisor since school management supervision shall
focus on school management and extension of school role as a medium for strengthening
social cohesion, which is the core of the SBM/ POB programs. Based on its role and functions,
the supervisor shall undertake at least the following three main points:
Figure 5. Organization Structure of TIK
TIK
Education Office
Ministry of Religion Consultant
Leader
WG for Technical Matters
WG for R&D
Secretary Treasurer
Unofficial Translation (Original in Indonesian)
1. Improving development of education quality, headmaster performance, teachers
performance and all school staff’s performance;
2. Evaluating and monitoring school program implementation along with its development;
and
3. Assessing process and outputs of school development programs collaboratively with
school stakeholders.
WG for Research and Development is working for the following 3 (three) main roles:
o Studying and analyzing implementation of each development policy;
o Facilitating capacity development of TiS and TP2K through school’s supervisor; and
o Facilitating collaboration and coordination among relevant institutions to municipal
basic education management.
RolesAcademic Supervision
(Technical Aspect/ Teaching-Learning)Managerial Supervision
(School Administration and Management)
Inspecting
Implementation of subject curriculum
Processes of teaching-learning/ laboratory works/ field study
Extra-curricular activities
Use of media, visual aids and learning sources
Students’ learning progress
Learning environment
Implementation of subject curriculum
Implementation of school administration
Headmaster and administration staff performance
Implementation progress of education at school
Collaboration of school and community
Advising
Teachers on effective teaching-learning/ guidance
Teachers for improving competence
Teachers for implementing assessment of learning process and output
Teachers for implementing research of class action
Teachers for improving personal, social and pedagogiccompetence
Headmaster on education management
Headmaster for implementing education innovations
Headmaster for improving professional capacity
Administration staff for implementing school administration works
Headmaster and administration staff on school prosperity
Monitoring
Teaching-learning resilience
Implementation of subject examination
Quality standard of students’ learning results
Teachers professional development
Provision and utilization of learning sources
Implementation of curriculum
School administration
School management
School progress/ advance
School human resources development
Implementation of school examination
Implementation of new students recruitment
Coordinating
Implementation of teaching-learning innovations
Provision of learning sources
Teachers capacity improvement activities
Improvement of school human resources quality
Implementation of innovation at school
School accreditation
Education resources
Reporting
Teachers’ performance in conducting teaching-learning
Students’ learning progress
Implementation of academic supervisory role
Headmaster performance
Administration staff performance
Education quality standard
Education innovations
Table 2: Supervisor roles and functions
Unofficial Translation (Original in Indonesian)
Part 3 Implementation
3.1 Implementation Cycle
Overall implementation of the SBM/ POB programs shall follow the typical management cycle
including planning, implementation, monitoring and evaluation. The cycle is as shown in the
following chart.
TiS and TP2K is expected to be able to conduct each step properly. The TIK will provide assistance
and strengthening efforts as necessary.
Implementation of the SBM in a year following the above cycle can be scheduled as shown in the
following Table 2. Each implementing team at school, subdistrict and municipal level can identify
what kind of activities to be implemented for one year or one cycle. Preparatory stage is only
conducted in the first implementation year.
Planning
Preparation of strategic plan, RENOP, budgeting plan, and so on.
Implementation
Realization of RENOP as scheduled.
Monitoring
Joint monitoring of implementation using pre-determined indicators.
Evaluation
‐ Achievement analysis (based on monitoring results);
‐ Feedback for the next stages.
SBM/ POB Implementation Cycle
Unofficial Translation (Original in Indonesian)
3.2. SBM/ POB Implementation Schedule
Period StepsActivities
School Team TP2K TIK
Mar-May Preparation)*
Organizing school team Establishment of TP2K EstablishmentTOT on guidelineSocialization to school and sub-district govt.
May-June
Development of RPS/Sub-district Education
Development Plan)**
Workshop for planning
Working meeting
Training on financial matters
- Workshop for planning
- Working meeting
- Training on financial matters
Baseline survey for collecting initial data and
information before running the MBS/POB
program
June-JulyRENOP
Assessment
Operational plan assessment
Activity and financial plan assessment
July-May Activity Implementation
Implementing activities
(4 times of budget provision)
Implementation of activities Assistance to School Team and TP2K
July-May Monitoring & EvaluationSelf evaluation Self evaluation
Monitoring and assistance(Community will also monitor and give support as needed)
July-MayReporting
Preparation of activity report
Preparation of financial report
Preparation of activity report
Preparation of financial report
Assistance of TIS and TP2K in preparing report
June-July Year’s Final Evaluation
Self evaluation (final) by
School Team/ TPK
Self evaluation (final) by School
Team/ TPK
- Final survey for collecting initial data and
information after SBM/POB implementation
- Workshop on Lessons Learned
June-July FeedbackEnd of Year’s Workshop (Analysis and Reflections): Preparation for the next cycle; facilitated by TIK
Table 3: Implementation Schedule
)*: This stage is only done in the first year before SBM/POB implementation.
)**: RPS includes strategic plan (RKAS‐1) and RENOP (RKAS‐2)
Unofficial Translation (Original in Indonesian)
3.3. Implementation at School and Subdistrict Level
Implementation at school and subdistrict level is following the SBM/ POB implementation cycle as
described above. This part provides guidance for TiS and TP2K on how to conduct two important
stages of the cycle, namely PLANNING and MONITORING, plus guidance for preparing REPORT and
how to implement the principles of TRANSPARENCY AND ACCOUNTABILITY in school management
and development.
A. Planning
The stage of planning includes 2 (two) parts, namely (i) participatory planning; and (ii) preparation
of RKS.
Participatory planning is a stage of extracting basic information through formulation of school’s
vision and goal, analysis of school’s condition, gap analysis, making of solutions and resources
analysis. The stage of participatory planning is different or separated from and conducted before
preparation of RKS.
The school team (and TP2K) can follow the participatory planning steps as described in Figure 6
(stages 1‐5). Detailed explanation on these stages is presented on the Book 2 (module on
participatory planning).
Preparation of RKS is continued activity of the participatory planning stages. By using existing
information from stage 1 to 5, the team remains to fill available RKS form sheet (see Attachment
of Book 2).
Participatory planning is implemented in a forum or working meeting coordinated by the School
Team. Parties involved in the working meeting are all school’s components (headmaster, teachers,
students, and general administration staff), school committee, parents and relevant stakeholders.
Meanwhiel, preparation of RKS can be done by the core team consisting of TiS or those who were
appointed through the Headmaster’s Decision Letter.
The prepared RKS shall be a result of deliberation meeting and consensus of all concerned parties,
so that the TiS and TP2K can build a participatory and democratic preparation process.
Notes for TP2K:
In principle, RPS development pattern is similar to the RP2K development pattern. Therefore, this
guideline only use the RPS to explain planning stages and further TP2K will use the same pattern
for planning at subdistrict level by considering the RPS and schools in the subdistrict working area.
Unofficial Translation (Original in Indonesian)
Detailed explanation on the participatory planning stages and workflow (process) and RKS
preparation is shown in the Book 2 containing participatory planning module. However, it is
necessary to provide general overview on the aforesaid stages or module in the Book.
Step 1: Setting of School Ideal Goal (See Book 2, Module 1)
Discussion for setting up the “School Ideal Goal” is initiated by defining what “Ideal School” is? The
Ideal School is a picture of good and standard school.
Unofficial Translation (Original in Indonesian)
The picture can be based on input, process and output. This can be a form of a picture on ideal
condition of adequate teaching and learning facilities, easiness in access to education, studying
environment, quality of graduates, productivity and etc. It is expected that the team can direct
their view to social aspect, such as “ideal school is a school that produces builders who have good
societal capacity, and so on.
It is definitely that every one has their own imagination. The team shall be able to end the stages
with several ideal schools in their list as a result of consensus.
Based on the picture of such ideal school (condition), the process was continued by formulating
what is the school’s vision (in the coming four years), namely the team’s view on school condition
expected in the coming four years.
The following points are key notes for formulating the school’s vision:
- Realistic and achievable/ realizable;
- Containing key words describing ideal condition such as competence or competent, qualified, and so on;
- Comprehensive. Not only covering academic aspect such as academic achievement of school graduates but also social aspect such as social capacity of students expected or school capacity in building collaboration with communities as ideal inputs (or processes), and so on.
It is expected that school can have a vision that also accommodates POB (education for brotherhood) values, so that school can develop POB‐based activities at the end.
Step 2: Analysis of School Condition
Analysis of school condition includes analysis on existing issues in school and continued by analysis
of targets as solution for the existing issues and finally formulating action plans to achieve the
stipulated goals.
2.1. Problem analysis
We can make a study by using i) problem tree analysis, ii) analysis of school self‐evaluation on all
indicators of national standards for education, iii) gap analysis of fulfilling SPM (minimum service
standard) on education.
1. Problem tree analysis (See Book 2 – Module 2)
Problem analysis is an important part of planning process for examining direct and indirect
impacts of existing problems.
School activities would be designed for solving or minimizing the causes of existing problems.
POB values: - Tolerance - Understanding and respecting the difference - Mutual trust - Sense of togetherness
Unofficial Translation (Original in Indonesian)
The activities would be effective when problem tree analysis is done correctly and seriously.
2. Analysis of School Self Evaluation
School Self Evaluation is a process of self evaluation on internal matters involving stakeholders
to perceive school performance based on SPM and SNP indicators, in which the results are
used for preparing the RKS/M.
The self evaluation shall be done by headmaster supported by the school supervisor along
with the TIS/ TPS consisting of representatives from teachers, school committee, parents,
supervisor and other representatives from community groups which are considered as
appropriate persons to be involved.
The TIS/M shall collect evidence and information from various sources to evaluate the school
performance based on indicators formulated in the instrument. Through the self evaluation, a
school can measure impacts of the performance on students learning. A school can also
examine effects and follow‐up action of learning service improvement provided for fulfilling
students learning needs. This activity involves all school’s staff (teachers and administration
staff) to obtain information and opinions from all school stakeholders.
The self evaluation shall be done correctly and honestly so that precise analysis on current
condition can be obtained as a picture of the school performance to be used for planning
sustainable quality improvement. This is expected to give benefits for the school which
eventually will improve students’ quality.
3. Gap Analysis of SPM Fulfillment
Gap analysis is a school action to compare between SPM requirement and real condition. The
analysis will definitely provide recommendations covering quantity or volume of necessary
items. When unit price has been acquired, education unit can calculate the required budget.
The gap analysis is made for each SPM indicator.
Sample: Format of School Self Evaluation
1. Contents Standards
1.1 Curriculum is appropriate and relevant Components
1.1.1. Curriculum development at Education Unit Level prepared by BNSP
Indicators
Physical evidences Summary of indicator description based on physical evidences
Development stages
Stage 4 Stage 3 Stage 2 Stage 1
Our school curriculum
has been prepared
and developed
according to BSNP
guideline and used as
Our school curriculum
has been prepared
and developed
according to BSNP
guideline.
Our school curriculum
has been prepared
following the
guideline prepared by
BSNP but still needs
Our school curriculum
has not fully following
the guideline prepared
by BSNP
Unofficial Translation (Original in Indonesian)
a reference for
development of other
schools’ curriculum
which have same
features
improvements
Recommendations:
Explanation:
1. Physical evidences
Physical evidences describe school condition on relevant assessed indicators. Therefore,
various information sources which can be used as physical evidences are utilized. Collection of
physical evidence shall be accurate.
2. Description of indicators
Column for summary of indicator description shall be based on the physical evidences on the
school self evaluation instrument is a brief description on real condition of the school
according to indicator in each component referring to the SPM and SNP.
Description of indicators which describes real and specific condition for each indicator will
enable a school preparing recommendations for improvements and at once determining the
school development plan based on recommendations and school priorities.
3. Development stages
Look at the instrument on each indicator of each component and standard. To fill the
instrument, TIS/ TPS members shall refer to the Ministerial or Government Regulations
relevant to the SPM and SNP. Description of indicators based on physical evidences became a
reference for them to determine the status of school development stages.
Stage‐1 means that the SPM has not been fulfilled. In this stage, a school has many
weaknesses in performance and requires lots of improvements.
Stage‐2 means that the SPM has been fulfilled. In this stage, there are some strengths and
weaknesses in performance, but still need lots of improvements.
Stage‐3 means that the SNP has been fulfilled. In this stage, a school performance is good but
still need improvements.
Stage‐4 means that the SNP has been surpassed. In this stage, a school performance is very
good, goes beyond the stipulated standard.
The development stages might be different on different indicators.
4. Recommendations
Providing recommendations shall be based on the physical evidences, description and
development stages for each indicator. Recommendations shall not only focus on weak
indicators but is also provided for each indicator which has met with the national standard, so
Unofficial Translation (Original in Indonesian)
that the recommendations can be categorized as recommended improvement and
development.
Format sample of gap analysis
No Indicators Identified gaps Recommendations
1 Each school (SD) provides text books
(in which the appropriateness has
been established by the
government) for the following
subjects, Bahasa (Indonesian),
Mathematics, Natural Science and
Social Science with a ratio of one set
for each student.
2 Each school (SMP) provides text
books (in which the appropriateness
has been established by the
government) for all subjects with a
ratio of one set for each student.
3 Each school (SD) provides one set of
visual aid for Natural Science and
materials consisting of artificial
human skeleton, human body
model, globe, sample of optical
tools, and natural science kit for
basic experiment and natural science
posters/ charts.
4 Each SD and SMP has 150 and 250
enrichment book titles and 15 and
30 reference books, respectively.
5 Each teacher is stay at work for 37.5
hours a week in educational unit
(SD/ SMP), which includes preparing
teaching and learning plan,
evaluating teaching and learning
results, guiding or training students,
and undertaking additional duties.
6 Each educational unit undertakes
teaching and learning process for 34
weeks a year with the following class
activity:
a) Grade 1‐2: 18 hours a week
b) Grade 3: 24 hours a week
c) Grade 4‐6: 30 hours a week
d) Grade 7‐9: 30 hours a week
Unofficial Translation (Original in Indonesian)
7 Each education unit develops school
curriculum (KTSP) according to the
stipulations issued by the Board for
National Standard on Education.
8 Each teacher prepares Teaching and
Learning Plan (RPP) prepared based
on syllabus for each subject owned;
9 Each teacher teaches using RPP
10 Each teacher develops and applies
evaluation program for improvement
of students’ learning capacity.
11 Headmaster undertakes class
supervision and gives feedback to
twice in each semester.
12 Each education unit (SD, SMP)
involves community in preparation
of RKS/ RKT.
13 Each teacher submits evaluation
report on subject and evaluation
results for each student to
headmaster in the end of each
semester in the form of students’
achievement report.
14 Headmaster submits report on final
examination result (UAS) for each
semester in grade improvement test
(UKK) and final test (US/UN) to
students’ parents and submits it
recapitulation to education office of
Ambon city or to branch office of the
Ministry of Religion Affairs every end
of semester.
15 All primary education units
undertake a program called
“traditional fashion and local
language day” one day in a week.
16 Each education unit applies School‐
based Management principles.
Explanation on how to fill the gap analysis form sheet;
1. The identified gap shall be filled with that of existing on SPM indicators with school real
condition.
Unofficial Translation (Original in Indonesian)
2. Recommendation for overcoming the existing gaps by filling number, volume, price and
implementation time/ period.
2.2. Target Analysis (See Book 2 ‐ Module 2)
In this stage, we only need to reverse the problem tree that is finding the opposite condition of all
items mentioned in the problem tree.
- Core problem is converted into core goal
- Roots of the problem are used as measures to achieve goal (solution)
Step 3: Setting of Priority Targets and Its Weight (See Book 2 – Module 3)
Previous steps: problem analysis‐target/goal‐activity plan have identified various needs of school.
The next step is arranging all the school needs by priority and quantitatively setting how to achieve
improvement target. The following table provides the arrangement of the needs.
Table 4: Priority Setting
Priority Targets1 Target Value2
1.
2.
3.
4.
5.
And so on
After completing the priority targets, note each priority in the list. Your task is to give a value for each
target.
For example, if the main priority is for improving number of quality teachers, how high is your target?
Do you expect 100% of teachers having specific qualifications? 95%, 85% or 75%? If textbook
availabilty is your main priority, do you expect one book for each student? Or other ratios? This is
called setting of standard. This is your way to change scale points quantitatively and then you can
measure whether you have achieved the target. The value of target shall be consistent with the
general vision set by a school, e.g., five years.
For setting the value, a school shall refer to the minimum criteria as set in the National Standard on
Education. It means that a school shall be able to set target value exceeding the minimum criteria.
The followings are some examples of activities. (It shall be noted that this is only one of the examples
to find solutions so you shall not follow the same activities).
Examples of component activities: Curriculum and Teaching‐Learning Process
Workshop for preparation of school curriculum;
School activity to stimulate/ motivate students desires and creativity and to encourage higher
achievement motivation;
Teachers’ activities for improving teaching‐learning process in a class such as preparing teaching‐
learning plan, open class and teachers forum;
Development of visual aids/ props;
Provision of text books, supporting books such as dictionaries, maps, CD and DVD for languages;
Provision of teaching materials/ media and budget for equipment maintenance, such as laboratory
equipments, CD Player, etc.
Training on use of teaching tools; and
1 This column lists activities ordered by priority. 2 This column sets target values of each activity (it shall refer the National Standard).
Activities (events) to encourage students to study such as a contest, writing observation/ research
outputs, field visit, project works, etc.
Examples of component activities: POB‐based activities
Music, dance, art festival in collaboration with communities;
Undertaking cross‐religion activities and preservation of PELA3;
Arranging a POB song/ hymne;
Writing village’s history by students;
Writing and collecting poetries that have brotherhood meanings;
Discussion forum on POB values among students; and
Mutual visit among schools with different backgrounds.
Examples of component activities: Human resources
Development of teachers’ proficiency/ skill for other subjects;
Development of teachers’ and general administration staff professionalism;
Class action plan;
Lessons study; and
Training on POB for teachers.
Examples of component activities: School management
School committee’s activities to improve parents’ motivation, awareness and involvement in home
visit and open class for them;
Activities to strengthen relationship of students’ parents and surrounding communities; and
Activities to improve participation rate, and to minimize drop out rate, etc.
Examples of component activities: School and class environment
Minor rehabilitation of school building can be considered if the improvement supports students’
concentration in receiving lessons.
Purchase of furniture such as desks, tables, chairs, cabinets, boards, etc.
Minor rehabilitation of class rooms; and
Repair or construction of new toilets.
Examples of component activities: Arousing awareness and voices from parents and communities
Home visit by teachers and team members;
Awareness campaign for surrounding communities;
Students’ visit to surrounding communities;
Publication of school’s brochure/ newsletter; and
School‐based income improvement activities.
3 Pela is a system of social relationship known in the Moluccan communities, in the form of a relationship agreement between one village and other villages usually located in another island, and sometimes embraces other religions in the Moluccas. Usually one village has one or two kinds of Pela. The system is estimated to have been known prior to the arrival of Europeans to the Moluccas, and was used to strengthen defenses against the Europeans at the time.
Examples of component activities: Leading parents and communities to school
Periodic meetings of students’ parents and teachers;
A program for parents to improve students’ learning time at home;
Involving local experts for preparation of school curriculum; and
Utilization of school resources by communities.
Step 4: Gap Analysis (See Book 2 – Module 4)
What is done in the gap analysis is to compare the target (ideal condition) with the current condition.
The results will be used for developing a mid‐term plan and to be used for setting targets year by year.
Analysis is made with the assistance of Table 5 below.
Gap shall be indicated by data such as unit or frequency and implemented in a measurable manner
such as how many textbooks, how many units, how many times, how often, how many persons and
etc.
Step 5: Setting of Alternative Solutions (See Book 2 – Module 5)
This step is directing the team more to what programs should be implemented to cover any existing
gap in order to achieve each ideal goal or priority.
Step 6: Resources Analysis (See Book 2 – Module 6)
The school team analyzes and estimates resources availability (including fund sources) owned by a
school for implementing various activities. Other than the fund sources, some schools still require
support/ assistance from parents in the form money, workers or even building materials for example
to construct or renovate school building.
The school team shall be sharp in perceiving influence of the issue on free school. The issue shall not
hinder the parents’ (community) support to school. Therefore, a systematic and appropriate
socialization shall be continuosly conducted.
Step 7: Action Plan – Preparation of RKS (Use RKS format)
Results of analysis and study obtained from the previous stages and steps (Step 1‐5) are further
inputted into the planning format.
The school team may design development of relevant components with the 8 national standards
formulated into 26 components and 62 indicators. Each standard consists of a number of
components referring to respective national standard as a basis for a school in obtaining information
on its qualitative performance as described below.
1. Standard on contents which includes development of school curriculum and its supporting
documents and provides students’ personal development needs;
2. Standard on teaching and learning process which includes teachers preparedness, class
management, teaching method, media use, implementation of creative teaching‐learning and as
well as supervision and evaluation of learning process;
3. Standard on graduates’ competence which includes students learning progress, personality
development, skills, religion and culture values;
4. Standard on teachers and administration staff which includes number of teachers and
administration staff, headmaster and workers; qualification and four competences (pedagogic,
professional, personality and social);
5. Standard on facilities and infrastructures which includes number and dimension of rooms,
provision of equipments and learning sources including textbooks, and building maintenance;
6. Standard on management which includes data collection consisting of program planning and
implementation, management of academic and non‐academic activities, and support for
development of teachers and administration staff;
7. Standard on education financing which includes financial planning according to standard, school
efforts to obtain financing support and guarantee of access equality for students; and
8. Standard on education assessment which includes assessment system (preparation of
assessment plan, assessment criteria, implantation of assessment and assessment forms),
assessment impact and parents involvement in improving students learning achievement.
This planning stage will be finished with the availability of RPS (school development plan) which its
structure is as shown in the Box 6 below.
B. Implementation
Implementation of school programs which have been provided into the RKS (school activity plan) shall
be also done in participatory manner. Headmaster shall divide roles and responsibilities for program
management to all school components in particular to the teachers and administration staff. Always
involve the communities in every activity.
C. Monitoring (See Book 2 – Module 7 for Planning of Monitoring)
What is referred to monitoring here is school internal monitoring (school team). Logically, one who is
responsible for this is the school manager namely headmaster (who also the TiS leader). Hence,
headmaster shall be aware of and mastering all of the RKS contents.
Usually, monitoring is undertaken in the stage of implementation. But in the SbM/ POB, monitoring
shall at once develop its monitoring instruments. As simple as any, monitoring shall be planned. For
planning monitoring activities, format as shown in the Module 7 can be used; the format can be
worked out simply after activity schedule on the RKS has been prepared. So, the format is prepared
when preparation of RKS is in progress.
As a simple reference for developing monitoring instruments, the following points are presented as
monitoring items.
[Planning process]
Is/ when was discussion and analysis done democratically?
Is/ when was problem analysis done appropriately?
Is mid‐term school development plan reflects local needs?
Is component of the mid‐term school development plan balanced?
Are the activities directly supporting to the realization of mid‐term goal?
Are the planned activities encouraging students to learn or contributing to students learning
environment?
[School activity – implementation stage]
Are the activities carried out in accordance with the plan?
Are the activities consistent with the objective?
Are the activities based on the participants?
What positive impacts do you observe on activity I of the contents, strategy, technology,
participants, etc?
What should be improved in the activities?
[Reporting]
Is the report includes all necessary documents?
Is activity report describes analysis of each activity?
Are all calculations included in the table of financial report?
Are the contents of financial report available for the school team members as well as parents and
communities?
D. Evaluation
Evaluation is done in the end of school management cycle to measure impacts of the SBM/ POB
program. The evaluation can be dobe by using the following indicators.
[Management]
Coordination of activity implementation
Completeness of report
Transparency and accountability
Repeated assessment to the students needs
Changes of headmaster leadership and behavior
Communication with parents and communities
[Access and accomplishment]
Drop out rate or actual number of school drop out
Repeating rate or number of actual repeaters
Passing rate or actual number of failures
APK and APM in subdistrict (?)
[Students Achievement]
Result of National Examination (UN)
UN passing rate
Change of students portfolio (as a trend)
New challenges
[Teaching Pressure]
Changes in teachers’ attitude
Changes in teaching method and approach
Sufficient number of subject teachers and advisers
[Parents and Public Awareness]
Level of satisfaction to school achievements
Changes in support to school
It is really recommended that the above indicators are evaluated by the school team members at the
evaluation time. Result of annual evaluation shall be reported to the TIK as well as to the parents and
communities.
Part 4
Valuable Lessons from the CEP‐POB
Identifying POB‐based activities
CEP‐POB program undertaken since 2006 to 2008 and concentrated in subdistrict Baguala Lama,
consists of 3 main components so‐called POB1, POB2 and POB3. There are many activities developed
at school and subdistrict level, containing “brotherhood life values” as the spirit of the POB or POB‐
based activities.
Values that can form framework for identifying and reviewing the POB‐based activities, which
includes:
- Tolerance
- Understanding and respecting the difference
- Mutual trust
- Sense of togetherness
Some examples of POB‐based activities activities at school and subdistrict level
A. School Level (facilitated by TIS)
1. Collaboration between school and community in which mutual trust between communities and
schools (headmasters) are built, understanding of school issues and limitations (where
communities are involved in finding solutions) and togetherness. Those are observed through
the following activities:
a. Public involvement in school development, starting from planning: communities are involved
in preparation of RPS by all schools.
b. Teaching at schools voluntarily (experience from SMP LKMD Laha)
This school has a program on skill for making ingke plate4, basket and bubu (fish trap) but
they don’t have capable teacher.
Subsequently, the TIS invited the expert from communities. Two housewives who are skillful
in making ingke plate and basket, and an old man who is skillful in making fish trap came to
the school. He taught students at the schools for a couple of days voluntarily. With no
payment, they have contributed to educate children in their village. This gave them a certain
pride, worth more than anything.
The works or products made by the students then sold to students’ parents during the
presentation of students’ achievement report and exhibition organized by the TP2K. The
proceeds (money) of the handicrafts made by the students were deposited into the school
treasury.
c. Masohi at school (experience from SMP LKMD Tawiri)
The school has a program to construct a volleyball court and to install window panes on six
class rooms but no budget available for that. The school was also difficult to get budget from
the communities (students’ parents) considering their economic condition.
4 Ingke plate is a plate made of ribs of coconut/palm leaves, woven like a dinner plate and processed till smooth.
As the solution, the TIS took initiative to carry out masohi (mutual cooperation activities).
Approaches and meetings with students’ parents and other community members including
church management were done. Finally, the implementation day of mutual cooperation was
agreed.
In the agreed day, youth from the church organization constructed a volleyball court, and
some carpenters installed the window panes on each class room, while some housewives
served tea for them. Public participation is pretty good in supporting their children’s
education even though it was not in the form of money.
d. Greening of school environment (experience from SMPN 21 Ambon, Taeno)
Though it is located in a mountainous area, the school environment is highly barren.
Therefore, the TIS initiated a greening program around the school environment, which was
then agreed by students’ parents and youth living around the school. Seedlings (fruit crops)
were obtained fom JICA Project Team as stimulant fund for the greening program. The youth
and parents were very enthusiastic to the program as they took the seedlings on their
shoulder, dug up holes and planted the seedlings, while OSIS (internal students’ organization)
was given a responsibility to raise and maintain the crops by the TIS.
2. Building tolerance among religions and harmonious life
a. Mutual begging of pardon and Christmas all together (experience from SMP Angkasa Laha &
some SMPs in subdistrict Teluk Ambon Baguala)
The schools have joint program activities for religious holidays. During Eid al‐Fitr, they
conducted a mutual begging of pardon all together. Similarly, during Christmas day, they
celebrated it all together. Both holidays were not only involvedteachers and students with
different religions but also the students’ parents.
b. Cleaning up worship places (experience from SMP Angkasa Laha & some SMPs in subdistrict
Teluk Ambon Baguala)
On certain days, Moslem and Christian students were all together invited to clean up the
church and mosque. A harmonious life among the students, teachers and parents with
different religions was beautifully taken place without any constraints. As a matter of fact,
this is a cultural heritage of the Moluccans which was fading due to the conflict of religions.
c. Brotherhood schooling (SMP Hang Tuah Ambon, Halong)
This activity was initiated by a program planned by the TIS of SMP Hang Tuah, Halong for
visiting existing tombs of historic figures in Ambon. One of them is a tomb that has not been
widely known namely a tomb of Moluccan humanist (J. Syaranamual) located in village
Mamala.
As the first activity, the headmaster personally contacted with the village head to inform the
plan on students visit to the tomb. As it were, the tomb is located inside the area of SMP
Muhammadiyah in Mamala. Automatically, the preparatory works and actual visit created
collaboration among teachers from both schools which are located in different communities.
The students and teachers visit to the tomb was then created joint agreement for building
fraternal relationship between SMP Muhammadiyah in Mamala of subdistrict Leihitu and
SMP Hang Tuah in Halong of subdistrict Baguala. The two schools agreed to visit each other
and exchange information on education in the future.
d. Collective study among schools with different religions
SMP PGRI 1 in subvillage Toisapu has a program for collactive learning among schools. At this
school, all the students and teachers are Christians. They build a collaboration with Islamic
Boarding School of Al Khairat in Kota Jawa, Rumah Tiga.
The students from the former school, accompanied by their teachers, came to the latter
school for studying together with their students. The atmosphere was so good and melted,
and there was nothing uncomfortable about learning. The students from different schools
and religions interacted with each other in a familiar atmosphere. Similarly, their teachers
exchanged information on education at their respective school.
3. Utilizing existing objects around the school as learning media (SMPN 15, Wayame)
This school has no laboratory for conducting practice or experiment for their students. One of
the TIS program was making of laboratory equipments using raw materials taken from the school
surroundings. This task was assigned to the students groups by class. The results were really
good since on of the group can make an aquarium, one group can identify different kinds of
shells which were then attached on a cardboard, the other groups made a scale from local
materials, and some other works. When the students were given the trust to do something, they
will do it based on the existing experiences around their environment.
4. Introducing local skills and knowledge to students
a. Pilot garden (experience from SMP Advent, Wayame)
Most of the teachers at this school are coming from North Sulawesi, where farming culture
influenced them in choosing a school program. The TIS made a program for pilot garden in
particular pulses and cabbage. Both plants are actually unpopular for the local farming
culture. However, by introduction of planting and raising method of both plants to the
students, they were actually able to do it well. Though this was only a pilot project for them,
an introduction to new things will be able to open their understanding on agricultural sector.
b. Training on weaving skill (SMPN 16 Ambon, Nania)
This school has traditional weaving tools, but it was not used since they don’t have instructor
for training their students. By the TIS initiative, a program for training on traditional weaving
skill was prepared inviting instructor from the community. Though this program has not been
succeeded to make them skillful in weaving fabrics, considering that it may take longer time
for that, an introduction to such skill has provided them a good opportunity to learn.
c. Training on making of sago‐based cakes and cookies (SMP 12, Passo)
One of the programs prepared by this school was training on making of various kinds of cakes
and cookies made of sago flour as substitution of wheat flour. The rationale of the program is
that sago flour is available in large quantity in this area. Therefore, the students need to learn
that sago flour is not only for family food but it can be also produced for marketing.
For conducting this training program, the TIS invited instructor from the community. The
students were trained to make several kinds of cakes and cookies. The result of training is
relatively good. The products were then sold to students’ parents during presentation of
students’ achievement report. The parents were proud of their kids for having such skill. The
proceeds of products were deposited into the school treasury.
5. Preservation of local culture
Internal contest of traditional games and arts (SMPN 7 Ambon, Poka, SMPN 8 Ambon, Hutumuri,
SMPN 12 Ambon, Halong)
Realizing that advances in computer technology, particularly for gaming facilities, have an impact
on the way of children’s play while various traditional games have not been recognized anymore,
as well as the traditional arts (dances), the TIS of several schools conducted two programs at
once namely a contest of traditional games and traditional dances, respectively. The interesting
thing is that the teachers were still mastered various kinds of the traditional games and dances.
The contests were held among grades where the preparatory works were coordinated by each
grade teacher. The students were soo enthusiastic joining the contest proving that the
inheritance of traditional arts and bultures could be done through the school.
6. Transparency and accountability
These two things are not activities, but concepts applied by all target schools through creation of
a POB corner at schools. The POB corner is the kind of board for school bulletin used by the TIS
to show their proposed activities, budget and report on each school activity.
Application of the concepts has helped in building trust from the communities to headmaster
leadership in particular and the TIS performance more broadly. The trust was then becoming a
means of preventing suspicion to each other and even preventing conflict between school and
communities. Some schools continuosly applied the principles and utilized the POB corner until
now. With that, public participation was still fine in supporting schools’ needs and activities.
B. Subdistrict Level facilitated by TPK (now TP2K)
1. Arts Performance and Students’ Works Show among Schools
Almost all schools in the working area of TP2K of Teluk Ambon Baguala have conducted art
and culture program and specialty handicraft. However, they hardly know each other on
what has been created by each school. Therefore, the TP2K designed a program for Arts
Performance and Students’ Works Show.
Organizing a performance and a show at once was not an easy job, it also requires relatively
large amount of budget. But with the hardwork by the TP2K supported by the schools,
parents and school committees, the events were successfully done. The building called Baileo
Oikomene used as the venue was full of spectators, mainly students’ parents who want to
eyewitness their children acting on the stage.
The top officers from the municipal government and education office were also attended to
watch the performances. On that occasion, some school also displayed their students’ works.
Many of those works were sold during the event.
2. KIR (scientific works) Contest and English Debate among schools
Each school can only nominate one team for one activity. While some schools were not able
to nominate their team due to facing national final examination (UAN), participation of other
students and team assisting teachers made the contest in scientific and collective situation.
Even though the two events were competitive, it took place fairly and equally without any
interruption or protest from both assisting teachers and the participants.
3. MGMP dan Lesson Study
Subject Teachers Meeting (MGMP) becomes a primary program of the TP2K. The MGMP
Forum was not only used for discussing difficulties faced by teachers in teaching‐learning
process, but also for other activities such as training on preparation of teaching handbook
and workshop on school curriculum.
One of the interesting and challenging activities is a lesson study for five subjects, namely
local content on culture, social science, bahasa (Indonesian), natural science and state
principles and citizenship education. This was the first activity conducted in Ambon.
This activity was designed by subject where teachers were also grouped by subject. This
activity was held by turn from one school to another. Host school served as teacher and the
others as observers for giving reflections. Seriousness of the participants was not only seen in
the teaching‐learning process but also during the reflection where all of them gave their
comments. Moreover, according to Prof. Saito Eisuke (expert for lesson study from Japan)
who was attending some activities, judged that one of the lesson study activities presenting
local content of culture in SMPN 15 Ambon has resulted in incredible enrichment of students’
knowledge.