IMPLEMENTATION OF SCHOOL-BASED MANAGEMENT (SBM) AT SDN 253 SABBAMPARU OF NORTH WARA PALOPO

Abstract

The objectives of this research were to know the description of MBS’s implementation from curriculum management,academics management side, educational personnel management side, financial and accounting management side, structure and infrastructure management side, specific services management side and factors the influencing MBS. This research was descriptive qualitative with headmaster, teachers, students, and school committee of Elementary Shool 253 Sabbamparu and other relevant parties (stakeholder) as the subjects. Techniques of collecting data of this research were interview, observation, and documentation study. The result of the analysis showed that the implementation MBS at Elementary School 253 Sabbamparu in Subdistrict Wara Utara Palopo have been done optimally. The implementation MBS in curriculum management refers to KTSP; in which in teaching and learning process, teacher provided teaching tools in RPP form, had enrichment or remedial, and evaluated and analized the study result. The implementation MBS in academics management formed preeminent class, new students’ reception was done by keeping mind on the students’ age and the distance between the school and their addresses, process of students’ leadership was done in extracurricular and religious activities. The implementation MBS in educational personnel management were done by pointing and placing the school personnel according to their own capabilities. The implementation MBS in financial and accounting management based on RAPBS, by having people who were responsible in each of activity items, structure financed were academic and non-academic activities, responsibility of activities were done avowedly. The implementation MBS in structure and infrastructure management were sufficient enough, but there were some weaknesses that still need attention from stakeholder, parents and the government. The implementation MBS in from specific services management involved society in activity collaboration, the headmaster as the leader always had supervision as means of developing the teacher’s work in educating the students.