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Designing The Future Of Our School

By: Imam Hanafie, S. Ag, M.A.*)

 

SMA Negeri 1 Sangatta Selatan is one of the high schools in the Town of Sangatta established in the year 2007 based on the DECREE of the Minister RI commencing from 1 July 2007, or approximately 13 years ago in the District of South Sangatta, East Kutai Regency. All of us, and people regularly call our school namely SMANSeL. At the beginning of the establishment of SMA Negeri 1 Sangatta Selatan was led by Mr. Idham Cholid, M.Pd while at the same time, he was also the head of SMAN 1 Sangatta Utara. Furthermore, approximately 4 months later the principal of SMAN 1 Sangatta Selatan was held officially by Mr. Hasbi, M.Pd from 2007 to 2014.

Furthermore, since mid-2014, SMAN 1 Sangatta Selatan was led by Mrs. Tatik Widayani, M.Pd previously served as Waka Kurikulum of SMAN 1 Sangatta Utara. In his tenure SMAN 1 Sangatta Selatan began to carve a variety of significant progress. Among the achievements in his tenure are:

First, the accreditation of ‘ SMAN 1 Sangatta Selatan in the year 2015 with the value of Accreditation “A”  based on the DECREE of the Determination of the Results of the Accreditation BAP-S/M Number: 309/BAP-SM/HK/X/2015.

Second, the election of SMAN 1 Sangatta Selatan as a Model School and School Master Cluster Based on the DECREE of Directorate general of PSMA Kemdikbud RI No: 2326.2/D4/KU/2015 Dated July 1, 2015, than 300 SLTA all over Indonesia, SMAN Negeri 1 Sangatta Selatan trusted as one of the Model School by the Directorate general of PSMA.

Third, later in the year 2016, based on the DECREE of Directorate general of PSMA Kemdikbud RI Number: 305/KEP/D/KR/2016 on the Determination of the Educational Unit Implementing the Curriculum 2013, SMA Negeri 1 Sangatta Selatan believed to return as one School Reference (Model School) by the Directorate general of PSMA Center of 614 SMA all over Indonesia.

Fourth, the Next as a continuation of the Program of the School of the Referral, in 2017 SMA Negeri 1 Sangatta Selatan trusted again as a school referral based on the DECREE of Directorate general of PSMA Kemdikbud RI Number: 2139/D4.2/KP/2017 May 19, 2017.

Fifth, the last in 2018 SMAN 1 Sangatta Selatan given confidence back to carry out programs of School activities Referral based on the Decree of Directorate general of PSMA Kemdikbud RI Number: 1304.4/D4/DM/2018 23 February 2018 from 650 SLTA all over Indonesia, 491 Regency/City, the 34 Provinces in Indonesia.

That’s a bit of an overview of the achievements that have been achieved by SMAN 1 Sangatta Selatan for approximately 6 years under the leadership of Mrs. Tatik Widayani, M.Pd. Other than those mentioned above, there are still many more achievements of the development of SMAN 1 Sangatta Selatan in both academic and non-academic fields, such as in the field of arts and sports.

As a result, according to my view of the current SMANSeL’ve been able to get a place in the eyes of the community and other schools, especially in the Town of Sangatta. If at the beginning of the second period of the history of leadership, SMANSeL underestimated, it is assumed as “school outcasts”, the school of marginal and so on, now SMANSeL’ve started to get a place in the hearts of the community and view of other schools. Current SMANSeL already began to be able to compete with other schools.

This is evident from the increasingly varied students SMANSeL that can compete on moments of competitive and prestigious, for example, KSN, FLS2N, and O2SN. In addition, the development of SMANSeL as schools begin to reckon with the community can be seen also in the number of registrars that enter into SMANSeL at the moment of the PPDB (PSB) annually which shows the chart is quite significant.

 

THE FIVE PILLARS OF OUR SCHOOL

Current SMANSeL entering the third period of the history of the leadership of the head of the school, where starting in March 2020, SMANSeL led by Mr. Rubito, M.Pd replace Mrs. Tatik Widayani, M.Pd based on the DECREE of the Head of the Province of Kalimantan Timur Nomor: 188.4/2240/agency/2020 dated March 19, 2020 about the Inaugural Head of the School of Stage II in the Department of Education and Culture of the Province of East Kalimantan.

Based on my observations, the majority of almost all ranks of the teachers and staff in SMANSeL including I welcomed the change of leadership SMANSeL in the third period this time. This is according to the I became the initial capital of which is very valuable for SMANSeL to step forward in realizing the vision and mission of the SMANSeL itself, as the vision and mission of SMANSeL that exists today, namely: “the Realization of graduates who are intelligent, religious and cultured towards the achievement of the school’s flagship”. From the vision and mission of the SMANSeL is then formulated the motto of the school at any time and many moments often pronounced by both students and teachers is the following motto: intelligent, religious, and cultured.

According to me to embody the motto, intelligent, religious, and cultured these need to be formulated back in a sort of “The Outlines of School Goal” (OSG) or some sort of basic thoughts that became a major foothold about where and how should SMANSeL move forward. “OSG” is then poured and formulated into the vision, mission, and strategy SMANSeL in the period ahead. OSG the following vision and mission of this school must be compiled together with the involvement of the academic community SMANSeL, starting from the principal, teachers, staff to guard the school. The involvement of all elements of the school that there is very urgent to be done, so the academic community SMANSeL know and understand where and how should we go together.

Based on the vision and mission of our school, then as an overview of how the formulation of OSG is, in my opinion, based on my experience and observation during the 2 periods of the leadership of the head of the previous school, some things is very urgent for us to do at the beginning of the third period SMANSeL this, in which we can see in the chart as follows:

First, Build A Shared Awareness (Building Mutual Awareness). Is building awareness of the academic community SMANSeL the importance of the role of each in achieving SMANSeL as a school of excellence? Of course, we know that the existence of us when we devote ourselves as educators in this school existence can also be called a part of the community. In short, we the educators at this school are also part of the community, it’s just a profession we as educators in educational institutions. So our consciousness in to participate in building the school can walk well, then there are at least 3 things that must be considered, as reviewed by Slamet (1985) in Mardikanto and Soebiato ( 2013: 91) states that the growth and development of community participation in development, is determined by three main elements, namely :

  1. The opportunity is given to the public (the whole school community) to participate.
  2. The presence of the willingness of the community (the whole school community) to participate.
  3. The ability of communities (the whole school community) to participate.

Thus the presence of the three elements mentioned above, namely: the provision of opportunity, encourage willingness, and improve the ability to participate for the whole school community is a unity that can not be separated. The growth of the consciousness of every academic community in this school we can do with various approaches, for example with the persuasive approach, family, and humanist. With growing awareness of each element of this school will further simplify the moving all elements of the school in achieving its vision, mission, goals, and strategies that I’ve been formulating previously.

Second, Build a Culture of Communication Simultaneously (Building a Culture of Simultaneous Communication). That is building a culture of communication that simultaneously between the academic community, good communication is formal or informal, in particular, to seek the establishment of communication “from the heart to heart”: that is communication that is built based on the sense of belonging and mutual understanding between the academic community SMANSeL. A form of simultaneous communicating, for example: by holding various meetings, both formal and informal. Formally in the sense of a scheduled, informally in the senseless that periodical outside activities formality. All forms of culture such communication should be based on mutual interest and partnership.

Building a culture of communication is an entry point that should not be underestimated because its estuary is how to create a shared understanding which will further serve as the basis for the school to face a variety of situations that are very complicated later.

What I say this is the interpretation of the Theory of Sense-Making that was developed by Karl Weick (1970), in which this theory is based on his research about sense-making. According to Weick, sense-making is a process where each individual in the organization understand, forming the meaning, look for patterns, and interacting with one another that aims to achieve mutual understanding as well as a basis for the actions of organizations, especially in the face of a situation that is complex and fraught with risk.

Third, Build a Culture of Transparency (Building a Culture of Transparency). That is building a culture of transparency in the academic environment of SMANSe. For example, transparency in terms of the designing of school budget or the formulation of school programs which involves all the school-related. A culture of transparency is indispensable to minimize suspicion over the use of the school budget or the implementation of school programs that are counter-productive or not the right target.

The embodiment of a culture of transparency is to be carried out so that the stakeholders of the school can access important information related to school policies that apply to the entire school community, including parents.

The urgency of a culture of transparency as was stated by Lodge (2003) states that “transparency is associated with the specified standards make the regulation of the activities of access and assess-able. While Klimmes defines:” the transparency of easy to understand, clear, without guile, candid “

Fourth, Build a Culture of Appreciation. Namely building an appreciative culture for all academics, both from educators and education staff who excel in improving the quality of schools and individual achievements in academics, arts, sports, and other fields.

So what I mean by the culture of appreciation here is the culture of giving rewards to the school’s academic community who have succeeded in showing brilliant achievements. In other words, a reward is a gift. A gift is something pleasant that is given after someone performs the desired behavior (Arikunto, 1980: 182). While the purpose of giving this prize is so that school residents who have achieved achievements are increasingly motivated to continue to improve their achievements. It is in line with the opinion that rewards strengthen socially approved behavior, and the absence of reward weakens the desire to repeat the behavior. (Arifin, 1994:217).

The manifestation of an appreciative culture is carried out by the principal in the form of giving written awards or awards in the form of incentives. For example, providing incentives for teachers who excel in guiding students to win various championships at the district and provincial levels, both in academics (eg KSN), arts (FLS2N), and sports (O2SN).

Fifth, Build a Culture of Gotomg-Royong (Mutual Cooperation). Namely building a culture of mutual cooperating in the SMANSeL academic community that is based on family and humanist values. Pasya (in Sudrajat, 2014, p. 16) states that ‘gotong royong’ (mutual cooperating) as a form of integration is much influenced by a sense of togetherness among community members which is carried out voluntarily without any guarantees in the form of wages or other forms of payment’.

To build a good cooperation culture, it is necessary to raise awareness among school members of the common interest that must be shared, especially teachers and school staff. This awareness growth must be initiated and driven by the principal as the top leader among the school community. For this reason, Cooley (in Khotimah) emphasizes the importance of emphasizing that cooperation arises when people realize that they have the same interests and at the same time have sufficient knowledge and self-control to fulfill these interests, awareness of the existence of common interests and the existence of an organization are important facts in useful cooperation.(Khotimah, 2016)

We can make this culture of gotong-royong if the four things above can be realized first, namely the realization of awareness, the establishment of intense communication, the implementation of a culture of transparency, and the achievement of an appreciative culture in the school environment. The culture of gotong-royong often cannot be realized because there are several “block points” that are not immediately addressed, for example, discrimination from superiors to several subordinates. Therefore, discriminatory treatment absolutely must be avoided so that all elements of the school can be mobilized and move according to their respective roles.

In my opinion, if the five things above can be pursued first in the SMANSeL academic community, then we will be able to easily go further to talk about how to manage schools, what school programs are, and how to get the entire academic community to work. According to their respective duties. It will not mean much for school programs that are designed in such a way without first realizing and strengthening the five basic things above.

 

SOME IDEAS TOWARDS EXCELLENT SCHOOL

The five pillars that I mentioned above become the foundation that will determine how our school will move forward. The strength of the five pillars will make it easier to involve all elements of the school in realizing the school’s vision and mission. Some schools cannot develop forward or even just run in place because they are busy managing relationships between leaders, educators and education staff which are complicated, full of problems from the visible to the invisible, which never finished so that school element cannot move simultaneously.

As I stated above, to be able to run school programs as a result of mutual consensus among the academic community, we must work on the five pillars above first, then we will talk about how to manage schools, what school programs are, and how all elements of the school can work with total dedication and awareness according to their respective roles. Some of the ideas that I can offer next include those as stated in the following material:

First, holding Pre-Learning Orientation activities on a scheduled basis at the beginning of each new semester that will run. This activity does not only involve elements of the teaching staff but also all the existing academic community, ranging from elements of leadership to subordinates, from principals to school guards. In this activity, it is discussed starting from things that are principal to things that are technical as an elaboration of the principal things. The function of this Pre-Learning activity is so that all elements of the school know and understand what school policies will be applied in the upcoming semester.

Second, hold a meeting of the board of teachers regularly or periodically. Regular teacher council meetings, for example, at least every 2 months, and temporally, for example, whenever there is an emergency problem that requires it to be resolved immediately. This scheduled teacher council meeting is held to discuss the development of teaching and learning practices that have been currently running as a form of evaluative step to determine the progress of learning activities, unravel learning problems, and at the same time find alternative solutions to solve them.

Third, establish and optimize the role of the alumni and the school committee. The role of the alumni and the school committee is positioned as a partner school in a row as well as encourage the achievement of the progress of the school. The concept of school management in today’s modern highly prioritizes the role of the school committee in a row as well as helps the organizers of the school in improving the quality of schools. Therefore, the formalization and the regeneration of the organizational structure of the school committee should be routinely carried out in accordance with the tenure that the school committee is always fresh and vivid in terms of formal legal and activities.

Fourth, program the comparative study activities to excellent schools periodically according to the conditions and needs of the school. This comparative study activity to excellent schools is executed so that our schools can absorb the latest information in the form of best practices that have been implementing at the school, then practice it in our schools in a modified and innovative way. So far, we have never conducted comparative studies to excellent schools, only at the planning and planning stage. This activity must be realized so we have many references on how our school should be in the future.

Fifth, carry out activities to improve and refresh the teaching skills of our educators. We can do this activity in the form of in-house training, workshops, and so on that focus on how to enrich and sharpen teacher teaching competencies so that all teachers know and master various kinds of professional teaching models and techniques.

Those are a few of my thoughts and suggestions about how our school will be in the future. The future of our school is a big job that cannot be realized other than by working as a full team, that no matter how great a teacher or principal, he will not be able to realize the school’s vision and mission without the support of all parties, both government support, teachers, school staff and no less. important is the support of the wider community.

 

CLOSING

As a closing of this writing, I would like to point out that our school future can be realized with 2 (two) principles, namely the conservative principle and the dynamics principle. The conservative principle means that we must maintain the old values that are still good by continuing to maintain and preserve them, whereas the dynamics principle means that we will continue to explore new values that are good and relevant according to the demands and developments of the times.

How will our school face in the future? It all comes down to how we prepare for today, with the basic managerial principles I put forward above. If we can realize the five pillars above with the spirit of change and togetherness that continues to burn in every school member, then I believe that we will see very significant changes in the face of our school in the future.

Thus, wallahu a’lam bishshawab.

 

*) Vice Principal of Curriculum Affairs of SMAN 1 Sangatta Selatan

 

Bibliography

Arikunto, Suharsimi, Manajemen Pengajaran Secara Manusiawi, (Yogyakarta : Rieneka Cipta, 1980), hal. 182

Cooley, C.H., Sociological Theory and Social Research (Henry Holt and Company: New York,1930)

Khotimah. (2016). Interaksi Sosial Masyarakat Islam dan Kristen di Dusun IV Tarab Mulia Kecamatan Tambang Kabupaten Kampar. Kutubkhanah: Jurnal Penelitian Sosial Keagamaan, 19(2), 241–249. http://ejournal.uin-suska.ac.id/index.php/Kutubkhanah/article/view/2554

Mardikanto, T. dan Soebiato, P. 2013. Pemberdayaan Masyarakat dalam kebijakan Publik. Bandung: Alfabeta.

SK Penetapan Akreditasi BAP-S/M Nomor: 309/BAP-SM/HK/X/2015

SK Ditjen PSMA Kemdikbud RI No: 2326.2/D4/KU/2015 Tanggal 1 Juli 2015

SK Ditjen PSMA Kemdikbud RI Nomor: 305/KEP/D/KR/2016 tentang Penetapan Satuan Pendidikan Pelaksana Kurikulum 2013

SK Ditjen PSMA Kemdikbud RI Nomor: 2139/D4.2/KP/2017 Tanggal 19 Mei 2017

Surat Keputusan Ditjen PSMA Kemdikbud RI Nomor: 1304.4/D4/DM/2018 Tanggal 23 Februari 2018

Stirton, L and Lodge, M (2001) ‘Transparency Mechanisms: Building Publicness into Public Services’ Journal of Law and Society, 28(4): 471-89

Sudrajat, Ajat. (2014). Nilai-Nilai Budaya Gotong Royong Etnik Betawi Sebagai Sumber Pembelajaran IPS. Disertasi, Sekolah Pascasarjana, Universitas Pendidikan Indonesia.

Weick, Karl E.,  1995. Sensemaking in Organizations, (Thousand Oaks, CA: Sage Publications,)

 

 

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