Education Management Substance

Arranged to Fulfill Task

Course : Education Profession

Lecturer : Rizki Ramadhani, S.Pd, M.Pd

Arranged by :

1. Akhirunisa Audina (4201131018)

2. Annisa Rahayu ( 4203131045)
3. Fahmy Nanda S. Pohan (4203131006)
4. Lamtiur Paronauli Silaban (4203131048)

BILINGUAL CHEMICAL EDUCATION STUDY PROGRAM

DEPARTEMEN OF CHEMISTRY
MEDAN STATE OF UNIVERSITY
2020/2021
 PREFACE

Praise the team of writers to God Almighty. Thanks to His blessings and grace, the team
of writers was able to complete the assignments of professional education courses, this paper
cannot be separated from the direction and guidance of the lecturers who are responsible for
these courses. Therefore, the writing team would like to thank Mam Rizki Ramadhani, S.Pd,
M.Pd.
Writing routine assignments is intended so that readers can better understand the material
that has been submitted by the writing team. The writing team realizes that there are still many
shortcomings in the writing of this paper. Therefore, the writing team expects suggestions and
criticism from readers.
In closing, the authors hope that this paper is useful for readers and can better understand
the material that has been presented.

Medan, 07 April 2021

Authors

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 TABLE OF CONTENTS

PREFACE......................................................................................................................................1
TABLE OF CONTENTS..............................................................................................................2
CHAPTER I...................................................................................................................................3
PRELIMINARY............................................................................................................................3
1.1 Background of Writing........................................................................................................3
1.2 Purpose and Benefits of Writing.........................................................................................3
CHAPTER II..................................................................................................................................4
THEORITICAL FRAMEWORK................................................................................................4
CHAPTER III..............................................................................................................................30
CONCLUSSIONS AND RECOMMENDATIONS..................................................................30
3.1 Conclussions.......................................................................................................................30
3.2 Recommendations..............................................................................................................30
REFERENCES............................................................................................................................31

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 CHAPTER I

PRELIMINARY

1.1 Background of Writing

Schools, madrasas, Islamic boarding schools and higher education institutions as educational
institutions in Indonesia must be able to demonstrate their existence as educational institutions
that are able to compete in the global era which will be in great demand by users of educational
institutions, because they are able to respond to developments in science and technology as well
as the demands and needs of society. big. Therefore, these educational institutions must
immediately improve themselves so that they become superior and effective schools, madrasas,
pesantren, and tertiary institutions in responding to educational developments and the demands
of education stakeholders. The management and improvement of the quality of educational
institutions in Indonesia must be guided by the national education system and pay attention to the
National Education Standards and not eliminate its existence as a nation and state with noble
character. This should be the basis for the management of educational institutions both public
and private to become superior and quality educational institutions that uphold the values of
national character. To realize a superior educational institution, it must be managed properly in
accordance with the core substance of education. This core substance is closely related to human
resource management, student management, curriculum and learning management, classroom
management, management of educational facilities and infrastructure, financial management, and
management of school relations with the community.

1.2 Purpose and Benefits of Writing

This paper also has objectives such as:
-To know what management substance is.
-To find out what elements / types are in the substance of management.
-To find out how the processes that take place in each of these management substances
-What is the role of the teacher in each education management substance.
Benefits of writing such as:
-Know what management substance is.

-Find out what elements / types are in the substance of management.

-Find out how the processes that take place in each of these management substances

-Knowing the role of the teacher in each education management substance.

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 CHAPTER II

THEORITICAL FRAMEWORK

2.1 Theoritical Framework

The field of education management duties is a field or type of main duties that must be
managed by an education administrator or manager. Operationally this field of duty is referred to
as a management substance that must be empowered in such a way by the administrator or
manager (school principal) so that the objectives of education and learning can be achieved
effectively and efficiently. The field of work in schools involves various aspects, namely: (1)
curriculum, (2) students, (3) educators and education personnel, (4) educational facilities and
infrastructure, (5) finance, (6) special services, (7) ) administration, (8) school partners with the
community.

2.1.1 Curriculum management

Education plays an important role in educating the nation's life today. However, the
various efforts that the government has made to improve the quality of education have not shown
satisfactory results. The UNDP report shows that the Human Development Index (HDI) of the
Indonesian people is one of the indicators

The quality of education in Indonesia is far behind other countries in Asia. The condition
of the low quality of education is caused by various factors. Curriculum is the heart of education.
The success of education, more or less, lies in the success of the curriculum. In this case the
curriculum starts from planning to implementation and assessment, which plays a role in making
decisions about the curriculum itself. For this reason, in order to ensure the success of the
curriculum, proper and systematic management is needed. Management or management of a
well-coordinated curriculum will support the successful achievement of educational goals.

a. Definition

The curriculum is a set of plans and arrangements that include objectives, content and
teaching materials as well as methods used as teaching materials to be held in a learning activity
to achieve certain educational goals. Curriculum management is a process or curriculum
management system that is cooperative, comprehensive, systemic, and systematic to refer to the
achievement of the curriculum objectives that have been formulated. The curriculum
management process cannot be separated from social cooperation between two or more people
formally with the help of supporting resources. The implementation is carried out with certain
work methods that are effective and efficient in terms of energy and costs, and refer to
predetermined curriculum objectives.

b. Principles and Functions of Curriculum Management

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 The principles that must be considered in implementing curriculum management are as
follows:

• Productivity, the results to be obtained in the implementation of the curriculum must be

considered. Output (students) must be considered so that it is in accordance with the formulation
of curriculum management goals.

• Democratization, the curriculum management process must be based on democratic

principles that place managers, implementers and students in the position they should be in order
to carry out their duties properly and with full responsibility.

• Cooperative, so that the objectives of curriculum implementation can be achieved

optimally, it is necessary to have positive cooperation from various related parties.

• Effectiveness and efficiency, a series of curriculum activities must be able to achieve

goals with considerations effective and efficient, so that curriculum management activities can
provide benefits by minimizing human resources, costs, and time.

• Directing the achievement of the vision, mission, and goals that have been set.

The functions of curriculum management are as follows:

• Increase the efficiency of the use of curriculum resources, because empowerment of

curriculum resources and components can be carried out with planned management.

• Increase justice and opportunities for students to achieve maximum results through a
series of educational activities that are managed with integrity in achieving goals.

• Increase motivation on teacher performance and student activities because of the

positive support created in curriculum management activities.

• Increase community participation to assist curriculum development, a professionally

managed curriculum will involve the community in providing input so that learning resources are
adapted to local needs.

c. Scope of Curriculum Management

Curriculum management is a part of curriculum studies. Educational experts in general

have recognized that the curriculum is a branch of educational disciplines that have a very broad
scope. This study not only discusses the basics, but also studies the overall curriculum that is
implemented in education. The scope of curriculum management is as follows: (1) planning
management, (2) curriculum implementation management, (3) supervision of curriculum
implementation, (4) curriculum monitoring and assessment, (5) curriculum improvement, (6)
decentralization and centralization of curriculum development . A curriculum consists of several
component elements that are strung together in a system. The curriculum system moves in a

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cycle that is gradual, rotating, and continuous. Therefore, curriculum management must also use
a systems approach. The curriculum system is a unit which contains several elements that are
interconnected and dependent on carrying out tasks to achieve a goal

d. Curriculum Planning Management

Curriculum planning is the planning of learning opportunities that are intended to foster
students towards the desired behavior change and assess the extent to which changes have
occurred in students. 5 things that influence planning and decision makers: (1) philosophical, (2)
content / material (3) learning management, (4) teacher training, (5) learning systems.

Planning is a complex social process and requires different levels of decision making. As
in general, the formulation of the planning model must be based on assumptions of rationality
with careful processing. This process is carried out with a systematic consideration of the
relevance of philosophical knowledge (meaningful knowledge issues), sociological (social trend
arguments), and psychology (in determining the order of subject matter). Curriculum planning is
used as a guideline containing instructions on the types and sources of participants required,
media for delivery, actions that need to be taken, sources of costs, personnel, necessary facilities,
control systems, and evaluation to achieve organizational goals. Planning will provide
motivation for the implementation of the education system so that it can achieve optimal results.
The core activity in planning is to formulate curriculum content that contains all materials and
activities in the field of teaching, subjects, problems, projects that need to be done.

e. Management of Organizing and Implementing the Curriculum

Management of organizing and implementing the curriculum with regard to all actions
related to the detailing and distribution of all possible tasks to be carried out. Management of
curriculum implementation aims so that the curriculum can be implemented properly. In this
case, the management is tasked with providing material, personal facilities and conditions so that
the curriculum can be implemented. The implementation of the curriculum is divided into two:

1. Implementation of the school-level curriculum, which in this case is directly handled

by the school principal. In addition to being responsible for the curriculum to be implemented in
schools, he is also obliged to carry out activities, namely compiling an academic calendar that
will take place at school in one year, compiling a lesson schedule in one week, arranging teacher
assignments and obligations, and others related to business. for the achievement of curriculum
goals.

2. Implementation of class-level curriculum, which in this case is divided and assigned

directly to teachers. This division of duties includes; (1) activities in the field of teaching and
learning processes, (2) fostering extracurricular activities that are outside the provisions of the

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curriculum to support school goals, (3) tutoring activities that aim to develop the potential in
students and assist students in solving problems.

Important roles in curriculum implementation management are:

(1) The Principal is the Leader of Learning

Principals occupy a leading position in curriculum design. Principals are encouraged to

find ways to build on what teachers are already doing in the classroom with ideas from the
central curriculum developer. The principal forms a mental picture of what students should
achieve and how they can achieve in different disciplines, including how to assess student
performance. District officials review performance expectations and make suggestions for
modifications until they are satisfied that the principal is clear about the operational
understanding of the national education objectives. Furthermore, in training at higher levels
teachers and employees are trained on a tiered basis, and they develop plans throughout the year
on different subjects. These plans were criticized and each teacher made their own class plans.
Principals and teachers decide the steps to be taken in translating the curriculum at a practical
level. After the plan is implemented, the principal supports the teacher in conducting
experiments to find new ways of modifying the classroom and groups the teachers to meet
regularly to discuss and share about new learning strategies.

Leadership focused is when principals and teachers analyze student progress based on
tests and benchmarks and then determine implications for learning.

(2) Principals in Joint Leadership

Principals and teachers have the freedom to develop their own curriculum vision rather
than just looking for ways to achieve goals set by others. Employees focus on problems in their
school. One approach is to focus on the school culture, including beliefs, values, traditions,
practices, expectations, and assumptions. A good way to start developing a curriculum vision is
to establish a mission statement and critical analysis in the ongoing curriculum. Very good for
formulating the ethos of the school, characteristics, and excellent aspects of the school.

Teachers and principals explore school rules (assessment policies, scheduling, textbooks,
learning out, and more). Usually this team determines the policies, interprets them, and
determines the consequences. Under shared leadership, the role of the principal is to release the
creative capacity of the team, not control it. One of the goals in the planning session is that all
should share knowledge, observations, interpretations, and there must be evidence and agreement
about the validity of opposing views. Decisions are based on rational consensus, not from the
principal or popular teachers. During the discussion the participants maintained the norms and
values of the school. The role of teachers in curriculum decision making is not new. Gary Peltier
wrote of a 1922 curriculum program using teacher participation. As a result, teachers became
more aware of educational goals, were more able to interpret programs, and were more receptive

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to new methods. Teachers are becoming more receptive to new views of subjects, and more
responsive to social and student needs. (3) Head of Department or Deputy Head of School in
Curriculum Management In some schools, the principal assigns a department head or deputy
principal for curriculum leadership. Department heads provide curriculum structure, discussion,
and decision making. The curriculum department deals with issues regarding expected outcomes,
content and sequences, criteria for new materials and activities, teaching approaches, monitoring
of implementation, and evaluation.

f. Supervision of Curriculum Implementation

Curriculum supervision or monitoring is the collection of information based on precise,

accurate, and complete data about the implementation of the curriculum within a certain period
of time by expert monitors to solve problems in the curriculum. The implementation of the
curriculum in education must be monitored to increase its effectiveness. This monitoring is done
so that the curriculum. don't get off track. Therefore, an expert in compiling a curriculum must
monitor the implementation of the curriculum from planning to evaluating it. Broadly speaking,
curriculum monitoring aims to collect all the information necessary for decision making in
solving problems. At a practical level, curriculum monitoring contains several aspects, namely as
follows: (1) Students, by identifying learning methods, learning achievement, learning
motivation, activeness, creativity, obstacles and difficulties faced. (2) Teaching staff, by
monitoring the implementation of responsibility, personality abilities, social skills, professional
abilities, and loyalty to superiors, (3) Teaching media, by looking at the types of media used,
how to use the media, procurement of media, maintenance and media care, (4) Assessment
procedures: the instruments faced by students, the implementation of the assessment, reporting
the results of the assessment, (5) Number of graduates: category, level, gender, age group, and
the quality of the ability of graduates.

g. Curriculum Assessment

Curriculum assessment or curriculum evaluation is part of the management system.

Evaluation aims to analyze, analyze and present data for decision making regarding the
curriculum whether to be revised or replaced

h. Curriculum Improvement

The curriculum is not always static, but will change and be dynamic. This is because the
curriculum is very simple, so the changing environment demands it to make mistakes that can
meet demand. Demand is good because of the needs of students and the needs of society which
always experience continuous development and growth. The essence of curriculum improvement
is to improve the quality of education which can be highlighted from two aspects, process and
product. Process criteria focus on the curriculum implementation curve and instructional system,
while quality looks at the educational goals that can be achieved and outputs (student
graduation). With regard to improvement, all components of human resources, such as:

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administrators, school owners, school principals, teachers, students, and the community have
played a major role. The responsibilities of each must be clearly defined. In addition, the
evaluation aspect must also be reviewed from the beginning of the curriculum improvement
program planning. With proper evaluation and accurate information data, it will be necessary to
make curriculum and instructional decisions.

Chamberlain has formulated actions to be taken in order to improve, namely: (1)

Identification of the real problem as an alert to know objectives, (2) gathering additional facts or
information, (3) proposing possible decisions with optimal and expected decisions, (4) choosing
as an experimental experiment, (5) planning the desired action to carry out the solution, (6)
conducting an experimental solution, (7) evaluation.

2.1.2 Student Management

Student management can be interpreted as an effort to regulate students from the time
they enter school until they graduate from school. Knezevich (1961) defines student management
or pupil personnel administration as a service that focuses on organizing, supervising and serving
students in the classroom and outside the classroom such as: introduction, registration, individual
services such as the development of overall abilities, interests, needs until they are mature. in
school.

Sociologically, students have in common. It is these similarities that these children have
that give rise to the consequences of the equal rights they have. It is the equal rights possessed by
children, which then gives birth to the same education services through the schooling system. In
such a system, the services provided are accentuating the things that are owned by the child.
Education through the schooling system in reality is more mass rather than individual.

Services that were more accentuating the mass equality of children were then sued. Such
a lawsuit is closely related to the psychological view of children. That every individual is
essentially different. Because they are different, they need different educational services.

The similarity service performed by the schooling system was questioned, and in
response different services were inserted into the schooling system.

The existence of two service demands for students, namely accentuation of services for
the equality and difference of children, gave birth to ideas on the importance of student
management to regulate how the demands of these two types of services can be met in schools.
Both services that are accentuated by similarities and differences in students are both directed so
that students develop as optimally as possible according to their abilities.

a. Student Management Objectives and Functions

The general objectives of student management are: to organize the activities of students
so that these activities support the teaching and learning process in schools; furthermore, the

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teaching and learning process in schools can run smoothly, orderly and regularly so that it can
contribute to the achievement of school goals and overall educational goals.

The specific objectives of student management are: (1) Increase knowledge, (2) skills and
psychomotor of students, (3) Channel and develop general abilities (intelligence), talents and
interests of students, (4) Channel aspirations, expectations and meet needs learners.

The function of student management in general is: as a vehicle for students to develop
themselves optimally, both with regard to aspects of their individuality, social aspects, aspects of
their aspirations, aspects of their needs and potential aspects of other students.

b. Student Management Principles

The management principles of these students are as follows:

1. The management of students is seen as part of the overall management of the school.
Therefore, he must have the same goals and / or support the objectives of management as a
whole. The sectoral ambitions of student management are still placed within the framework of
school management. It must not be placed outside the school management system.

2. All forms of student management activities must carry out the mission of education
and in order to educate students. All forms of activity, whether light, heavy, liked or disliked by
students, must be directed to educate students and not for others.

3. Student management activities must be endeavored to unite students who have various
backgrounds and have many differences. The differences that exist in students are not directed at
the emergence of conflict between them but instead unite and understand and respect each other.

4. Student management activities must be viewed as an effort to regulate the guidance of

students. Because of guiding, there must be availability from the mentored party. He is the
learner himself. It is impossible for such guidance to be carried out properly when there is
reluctance from the students themselves.

5. Student management activities must encourage and stimulate the independence of

students. This principle of independence will benefit students not only at school, but also when
they are already involved in society. This implies that the dependence of students must be
gradually eliminated through student management activities.

6. What is given to students and what is always strived for by student management
activities must be functional for the lives of students both in school and especially in the future.

c. Student Management Approach

There are two approaches used in student management (Yeager, 1994). First, the
quantitative approach (the quantitative approach). This approach focuses more on the

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administrative and bureaucratic aspects of educational institutions. In this approach, students are
expected to meet the demands and expectations of the educational institutions where these
students are located. The assumption of this approach is that students will be able to mature and
achieve their desires, when they can fulfill the rules, tasks, and expectations demanded by their
educational institutions.

The form of this approach in operational student management is: it requires absolute
attendance of students at school, tightens attendance, demands high discipline, completes tasks
assigned to it. Such an approach, indeed accentuated the efforts so that students become capable.

Second, the qualitative approach (the qualitative approach). This approach pays more
attention to the welfare of students. If the quantitative approach above is directed so that students
are capable, then this qualitative approach is more directed so that students are happy. The
assumption of this approach is, if students are happy and prosperous, then they can learn well
and are also happy to develop themselves in educational institutions such as schools. This
approach also emphasizes the need to provide a conducive and pleasant climate for optimal self-
development.

Between the two approaches, of course a middle way can be taken, or call it an integrated
approach. In this unified approach, students are asked to meet the bureaucratic and
administrative demands of the school on the one hand, but on the other hand, schools also offer
other incentives that can meet their needs and welfare. On the one hand, students are asked to
complete heavy tasks that come from their institution, but on the other hand, there is also a
climate that is conducive to completing their assignments.

d. Scope of Student Management

Student management is not only in the form of recording student data, but includes
broader aspects that can operationally be used to help smooth the growth and development of
students through the education process in schools.

The scope of Student Management includes:

1. Student Needs Analysis. The first step in student management activities is to conduct a
needs analysis, namely determining the students needed by educational institutions (schools).
The activities carried out in this step are:

• Planning the number of students who will be accepted

• Develop a student activity program

2. Student Recruitment. Recruitment of students in an educational institution (school) is

essentially a process of finding, determining and attracting applicants who are able to become
students at the educational institution (school) concerned.

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 The steps for recruiting students (new students) are as follows:

• Establishment of a committee for new admissions

• Making and posting public admissions announcements of new students.

3. Student Selection. Student selection is the activity of selecting prospective students to

determine whether or not prospective students will become students in the educational institution
(school) based on the applicable provisions.

The selection methods that can be used are:

• Through tests or exams

• Through talent search abilities

• Based on the STTB / SKHU value or the UAN value

4. Orientation. Student orientation is the activity of admitting new students by

introducing the situation and conditions of the educational institution (school) where the student
is studying. The objectives of holding an orientation for students include:

• So that students can understand, understand and obey all the rules that apply in school

• So that students can participate actively in activities organized by the school

• So that students are ready to face their new environment both physically, mentally and
emotionally so that they feel at home in following the learning process at school and can adapt to
school needs.

5. Placement of Students (Class Division). Before students who have been accepted into
an educational institution (school) follow the learning process, they first need to be placed and
grouped into their study groups. The grouping of students carried out in schools is mostly based
on the class system.

6. Coaching and Development of Students. Coaching and development of students are

carried out so that children get a variety of learning experiences for life in the future.

7. Recording and Reporting. Recording and reporting on the condition of students needs
to be done so that the institution can provide optimal guidance to students.

8. Graduation and Alumni. The graduation process is the last activity of student
management. Graduation is a statement from an educational institution (school) regarding the
completion of an educational program that must be followed by students. When students have
graduated, formally the relationship between students and institutions has been completed.
However, it is hoped that the relationship between the alumni and the school will be established.

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The relationship between the school and alumni can be maintained through meetings organized
by alumni who are members of the IKA (Alumni Association) and usually carry out an activity
called a "reunion".

2.1.3 Management of Educators and Education

The learning process and administrative management in schools will not run without the
presence of educators and education personnel who regulate learning and school administration
activities. Educators and education personnel need to be well managed and regulated so that the
learning process and school administration can run effectively and efficiently. According to the
AP UPI Lecturer Team (2011: 231) the management of teaching and education personnel is an
activity that must be carried out starting from the teaching and education personnel entering
educational organizations until finally stopping through the process of human resource planning,
recruitment, selection, placement, and compensation. , awards, education and training /
development, and dismissal. The management of teaching and education personnel is the activity
of managing teachers and staff so that they can carry out their functions effectively. Such
management must at least meet the minimum organizational needs, then the organization /
institution must have a vision, so that when determining the criteria for the need for educators
and education, it will be right on target.

Educators and education are very important in the implementation of education, so the
management of human resources (Educators and Education) must run dynamically to achieve
perfect educational goals.

The management of educators and education personnel is to facilitate the management of

staffing activities in schools. The main purpose of human resource management is to maintain
the work life of employees from the time they enter the organization to leave the organization
and ensure the best cooperation in achieving organizational goals (Wukir, 2013: 52). Educator
and education management have the main objective, namely the regularity of staffing starting
from employees entering schools to being dismissed from school

Educators are professionals who are tasked with planning and implementing the learning
process, assessing learning outcomes, conducting mentoring and training, and conducting
research and community service, especially for educators in tertiary institutions. (RI Law No.
20/2003, Article 39 paragraph 2).

A. Scope

The scope of activities of teaching and education staff management includes:

The recruitment or hiring of educators or education personnel must include: selection,

orientation and placement. To get qualified educators or education personnel in accordance with

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school needs, the institution conducts recruitment, which begins with selection, then orientation
as a vehicle for training and experimentation and finally placement. Dr. Rugaiyah defines that
selection is the activity of selecting prospective personnel which is carried out through a
selection of written tests, psychological tests, insight and medical tests.

Then there is coaching. Coaching is carried out in management and supervision efforts
carried out in institutions / schools (Rugayah and Atiek Sismiati 2011: 80)

This guidance includes: education and training, compensation / payroll, provision of

welfare, promotion, services, etc. This aims to increase efficiency, manpower, time in the
framework of building the quality of employee work.

Dismissal is the termination of an employee's employment with a company organization

(Rugaiyah 2011: 96) This means that to work effectiveness, the company or institution must
renew personnel who do not meet the company's work quality standards.

In addition to dismissal of personnel who are no longer able to meet the standards, a
qualification is first held. This qualification aims to match the needs of institutions that prioritize
quality. The qualification of teaching staff is based on UUSPN number 20 of 2003 CHAPTER
XI article 42, namely Educators must have minimum qualifications and certification in
accordance with the level of teaching authority, are physically and mentally healthy, and have
the ability to realize the goals of national education. The qualification is that teachers must have
a minimum academic qualification of diploma 4 or bachelor degree (S1) which is adjusted to the
level of teaching assignments.

2.1.4 Management of Educational Facilities and Infrastructure

In order to regulate the substance of facilities or facilities in schools, a certain

administrative approach is used which is also called educational facility management.
Management of educational facilities is the entire process of planning, procurement, utilization
and supervision used to support education so that the achievement of educational goals can run
smoothly, orderly, effectively and efficiently. School equipment, or also often referred to as
school facilities, can be grouped into educational facilities and educational infrastructure.
Educational facilities are all sets of equipment, materials and furniture that are directly used in
the educational process in schools, such as: rooms, books, libraries, laboratories and so on. While
educational infrastructure is all basic equipment that indirectly supports the educational process
in schools.

a. The principles of management of educational facilities and infrastructure

In order for equipment management goals to be achieved, there are several principles that
need to be considered in managing equipment in schools, the principles in question are:

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 1. The principle of achieving goals. School equipment management can be said to be
successful when the school facilities are always ready to use at any time, every school personnel
will use it

2. The principle of efficiency. With the principle of efficiency, all school facilities and
infrastructure procurement activities are carried out with careful planning, so as to obtain good
quality facilities at relatively low prices. The principle of efficiency means that the use of all
school facilities should be done as well as possible, so as to reduce waste. So school equipment
should be equipped with technical instructions for use and maintenance.

3. Administrative principles. With administrative principles, it means that all the behavior
of managing educational equipment in schools should always pay attention to the laws,
regulations, instructions, and guidelines that have been enforced by the government.

4. The principle of clarity of responsibility. all the duties and responsibilities of all those
involved need to be clearly described.

5. The principle of cohesiveness. With the principle of cohesiveness, it means that the
management of educational equipment in schools should be realized in the form of a very
compact school work process.

b. Management of Educational Facilities

1. Planning for educational facilities Determining needs is a planning for the procurement
of educational facilities required in the provision of education. Before procuring certain
equipment or educational facilities, they must first go through the correct procedure, namely to
see and re-examine the existing conditions and assets, so that there are no redundant educational
facilities, such as the re-procurement of adequate facilities in terms of quantity and quality
procurement of tools that are not needed in the delivery of education. After going through the
correct procedure, only the types of facilities needed can be determined based on the educational
importance of the school concerned. The determination of school education facilities must also
consider who facilitates or finances the provision of these facilities. Jones emphasized that
planning for the procurement of educational equipment in schools begins by analyzing the types
of educational experiences that are provided at the school. Janes described the steps for planning
the procurement of school supplies as follows: a) Analyzing the educational needs of a
community and determining future programs as a basis for evaluating the existence of facilities
and making future equipment planning models. b) Conduct a survey of all school units to
compile a master plan for a certain period of time. c) Selecting the primary needs based on the
survey results. d) Develop educational specifications for each separate project in the master plan
effort. e) Design each separate project according to the proposed educational specifications.

2. Storage of Educational Facilities and Infrastructure.

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 a. The essence of storage of storage facilities and infrastructure is an activity carried out
to accommodate the results of the procurement and generally the goods are state property in the
container / place that has been provided Storage of educational facilities and infrastructure is the
activity of storing goods in the form of furniture, office stationery, letters or electronic goods in a
new or damaged condition which can be carried out by a number of persons appointed or
assigned to an educational institution. Aspects that need to be considered in storage are physical
aspects and administrative aspects. The physical aspect of storage is the container needed to
accommodate state-owned goods originating from procurement. This aspect is usually called a
warehouse, which can be divided into:

• Central warehouse, which is the warehouse required to accommodate procurement of

goods located in the unit. Usually the central warehouse is also used to store goods that will be
used as stock / inventory.

• Distributor warehouse, which is a warehouse that is used to store goods temporarily

before they are distributed to units or work units that need them.

• Transit warehouse, which is a warehouse that is used to store goods temporarily before
they are distributed to units or work units that need them.

• User warehouse, which is a warehouse that is used to store goods that will be and have
been used in the implementation of activities.

Administrative aspects are things that are needed to support the implementation of
activities in storage such as: treasurer, warehouse chief, administrative affairs, receiving affairs,
storage and maintenance affairs, expenditure affairs. Storage organizational structure.

b. Procedures and procedures for storing goods

• Acceptance, things that are done in receiving goods, among others: 1) Receiving
notification of delivery of goods from the party receiving the goods. Prepare everything that is
needed in the receipt and inspection of goods. 2) Checking the goods received, both physical and
administrative completeness, such as a certificate of ownership. 3) Making minutes of receipt
and results of goods inspection.

• Storage of goods and activities carried out in this case are: 1) Checking the items to be
stored 2) Preparing these items based on certain groupings / prices 3) Recording the goods in the
receipt book, goods card and stock card. 4) Make a plan of the location of the items stored so that
they can be dispensed appropriately. 5) The release of goods is carried out based on an Order to
Issue Goods (SPMB).

• Storage of facilities can be said to be an activity to store goods in the form of furniture,
office stationery, letters or electronic goods in a new or damaged condition. It can be carried out
by a number of people appointed to a school.

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 • Storage of goods is carried out through the following activities: 1) Goods that have been
received, recorded, stored, arranged, cared for, and maintained in an orderly, neat and safe
manner. 2) Carrying out administration of storage and use of all items in the room or warehouse.
3) Periodically or incidentally, control and calculation of inventory is held in order to determine
whether it meets needs. 4) Reports on the state of storage are made in accordance with applicable
regulations.

• Storage activities include receiving, storing, and releasing goods in the warehouse. The
warehouse is differentiated according to its form: 1) Open warehouse is a warehouse that has no
walls and no roof, but has floors and must be hardened according to the weight of the items to be
stored. 2) A closed warehouse is a warehouse with walls and roofs whose construction is
adjusted to the function of the warehouse. Goods that have been budgeted for in the procurement
of goods, if realized, should be immediately stored in the goods storage section, then received
and inventoried and recorded when the goods will be issued so that they look orderly and neat.

c. Inventory of Infrastructure. Inventory is the activity of managing the organization,

regulation and recording of goods, compiling a list of goods belonging to the school which is
assigned to a list of goods inventory regularly and according to applicable regulations

The objectives of the inventory are: (1) The general objective of the inventory is to carry
out efforts to improve the effective management and control of state or private property, (2)
Special objectives; To maintain and create tertiary administration of state property owned by an
organizational organization; For state finances, both in the procurement and maintenance and
elimination of goods; Materials / new to calculate the country's wealth in material form that can
be accessed with money; For control and goods.

The inventory also provides invaluable input, needs analysis, procurement, expenditure,
expenditure, maintenance, rehabilitation and removal. The inventory list is a document that
contains the types and quantities of goods that belong to and are controlled by the state and are
under the responsibility of the school. A list of inventory of goods that is compiled in a complete,
regular, and sustainable organization can function to: (1) Provide data and information in order
to determine needs and prepare goods plans, (2) Provide data and information to be used as new
materials in directing procurement of goods , (3) Providing data and information to be used as
material / new for the distribution of goods, (4) Providing data and information in determining
the condition of goods as a basis for erasing its deletion, (5) Providing data and information in
order to facilitate supervision and control of goods.

c. Supervision procedures

1. Observation. Used to make a good assessment or evaluation of the leader or

subordinates. Used for audits and reviews of what has been done.

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 2. Providing examples. What is done by the leader should also be done by his
subordinates and vice versa, the leader will be reluctant to take action against his subordinates if
he cannot do it himself.

3. Recording reporting. A means of proof, can be in the form of notes or reports.

4. Limitation of authority. To keep someone from doing things that exceed their authority
and to avoid deviations.

2.1.5 Finance

In managing finances, it must be done by adopting the system:

•Transparent

• Accountable

• Responsible

•Relevant

•Effective

• Efficient

A. Definition of school financial management

According to the Ministry of National Education (2000) that financial management is an

act of financial management / administration which includes recording, planning,
implementation, accountability and reporting.Thus, school financial management can be
interpreted as a series of activities to manage school finances starting from planning,
bookkeeping, spending, supervision and accountability. - school financial accountability.

According to educational administration experts, education financial management can be

interpreted as the whole process of obtaining and utilizing money in an orderly, effective,
efficient, and accountable manner in order to facilitate the achievement of educational goals. So
it can be interpreted that financial management is the entire process of obtaining and utilizing all
funds.

H.M.Darwanto argued that school financial management is the entire process of activities
that are planned and carried out / attempted deliberately and seriously, as well as continuous
guidance on school operational costs so that educational activities are more effective and
efficient and help achieve educational goals.

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 From the above opinion, we draw the conclusion that school financial management can
be interpreted as a process of planning and implementing the acquisition of financial uses
effectively, efficiently and accountably in order to facilitate the achievement of educational goals
and the achievement of the school's vision and mission.

B. School financial management functions

Sourced from Wikipedia regarding the function of financial management then integrated
into the function of school finance management, namely:

1. Financial planning, making income and expenditure plans and other activities for a
certain period.

2. Financial Budgeting, a follow-up to financial planning by making detailed expenses

and income.

3. Financial Management, using school funds to maximize existing funds in various

ways.

4. Financial Search, seeking and exploiting existing sources of funds for the operation of
school activities.

5. Financial Storage, collecting school funds and storing and securing these funds.

6. Financial Control, evaluating and improving the finances and financial system in
schools.

7. Financial Audit, conducts an internal audit of existing school finances so that

irregularities do not occur.

8. Financial reporting, providing information on the school's financial condition as well

as material for evaluation.

C. School financial resources

According to Harsono, the cost of education based on the source can be classified into 4
types, namely:

1. Education costs incurred by the government, financial sources that come from the
government be it the central government, the level of Propensi, and local governments. Such as
school operational assistance funds (BOS). And operational assistance funds (BOP).

2. Education costs incurred by the parents / guardians of students, funds collected from
the BP3 management / school committee from the parents of students.

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 3. Education costs incurred by the community not the parents / guardians of students, for
example sponsorships from financial institutions and companies, donations from industrial
companies, donor social institutions, community leaders, alumni, etc.

In line with this, Umaedi stated that the source of school financing can come from: (1)
the government, (2) the community including funds from parents / community / business world,
and (3) other sources, for example grants or loans in accordance with the provisions stipulated.
apply. [

Acceptance of the source of education costs is also confirmed in PP. 48 of 2008

concerning Education Funding, states that education funding is the joint responsibility of the
government, local government, and the community.

D. How to use school finances.

As stated in UUSPN 2003 Article 48 Paragraph 1, the management of education funds is

based on the principles of justice, efficiency, transparency and public accessibility.

As for how to take advantage of school finances, you should take the following steps:

1. Preparation of the School Income and Expenditure Budget (RAPBS)

2. Budget procurement and allocation based on RAPBS

3. Implementation of the school budget

4. Bookkeeping of school finances

5. Accountability for school finances

6. Monitoring school finances

7. Performance assessment of school financial management

Operational activities, namely activities using tools or without tools related to the
teaching and learning process both inside and outside the classroom.

Maintenance Activities, namely maintenance activities carried out to maintain and repair
existing facilities and infrastructure in schools so that these facilities can function in supporting
the smooth teaching and learning process.

Nurhartati pointed out that fund management needs to be done properly, in order to
ensure: (a) funds are used efficiently, in the sense that minimal funds or certain funds can get
maximum results, (b) the sustainability of the institution; (c) prevent errors, irregularities and
leakage of funds. If this happens in a short time it can be controlled.

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 E. To be responsible for school finances

All school financial expenditures from any source must be accounted for, this is a form of
transparency in financial management. However, the principles of transparency and honesty in
accountability must be upheld. In relation to financial management, what the treasurer needs to
pay attention to are:

1. At the end of each fiscal year, the motorbike must make a financial report to

school committee to match the RAPBS

2. The financial statements must be accompanied by evidence of existing expenses

3. Receipt or proof of purchase or proof of receipt and proof of expenditure

other

4. The balance sheet must also be shown for checking by the accountability team

financial answers from the school committee.

Another opinion states that being accountable for finances is by:

1. All income and expenses or expenditures are written in the financial accounting.

2. Make a school financial accountability report.

3. To account for school finances to related offices.

4. To account for school finances by the principal and treasurer to the school committee,
teaching staff and staff members

2.1.6 School Special Service Management

Management of special services in a school is an important part of effective and efficient

School Based Management (SBM). Schools are one of the means that can be used to improve the
quality of the Indonesian population. Schools not only have the responsibility and duty to carry
out the learning process in developing science and technology, but must maintain and improve
the physical and spiritual health of students. This is in accordance with Law no. 19 of 2005
concerning National Education Standards Chapter II Article 4 which contains the existence of
national education goals. To fulfill these duties and responsibilities, schools need a special
service management that can manage all the needs of their students so that these educational
goals can be achieved. The management of special services in schools is basically defined and

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organized to facilitate or expedite learning, as well as to meet the special needs of students in
schools. Special services are held in schools with the aim of expediting the implementation of
teaching in order to achieve educational goals in schools. Education in schools, among other
things, also tries to keep students in good condition. Both here are related to the physical and
spiritual aspects. From this description, it can be concluded that special service management is a
process of providing services to students to support learning activities so that educational goals
can be achieved effectively and efficiently.

Types of School-Specific Services

The special services provided by schools to students, between schools are generally the
same, but the management and utilization processes are different. Some forms of special service
management that exist in schools include:

1. Student Library Services

The library is a unit that provides services to students, with the intention of helping and
supporting the learning process in schools, serving the information needed and providing
recreational services through a collection of library materials. According to Supriyadi (1983) in
the book Student Management by Ali Imron defines school libraries as libraries held in schools
to support teaching and learning programs in formal educational institutions such as schools,
both primary and secondary level schools, both public and vocational schools. In addition, the
school library is one of the school units that provides services to students in schools as the main
center, with the aim of helping and supporting the teaching and learning process in schools,
serving the information needed and providing recreational services through a collection of library
materials.

While the functions of the school library include:

• The function of the school library teaching and learning center implies that the teaching
and learning process carried out by teachers and students can be carried out with a complete
collection of library materials from the school library. This function also implies that when the
teacher is unable to teach, students can be assigned to look for materials that have been outlined
by the curriculum through the school library.

• The function of library research and review of libraries means that students can conduct
literature research in the library and conduct literature reviews. The concepts and theories that
students have received, including those received by their teacher, can be checked, whether they
are correct, appropriate or different from what they find. Thus, students can understand
something from a much broader perspective.

• The function of the library science center means that in the collection of library
materials stored in the library, knowledge is also stored. With this function, students will be fully

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aware that the knowledge they get from their teacher is a little bit of the knowledge that is
actually in the library.

• The function of the library recreation center means that students can take advantage of a
collection of library materials that have recreational content as a means of recreation. Fictional
and light readings, reading with a humorous tone, can actually entertain students during the
process of teaching and learning activities that may be possible. some of them are tense. When
students want to read such readings, of course at the same time they are entertained and it is the
same as recreation.

• The function of the library appreciation center means that, by examining works that are
a collection of library library materials, students will be able to appreciate the work of others.
He, who may not be as contemporary as the author, can dive far back, appreciating the ideas
presented in this collection of library materials.

2. Student Health Services

Health services in schools are usually formed by a forum called School Health
Enterprises (UKS). School health businesses are public health businesses run by schools.
According to Jesse Ferring William in the book Management of Special Services in schools by
Kusmintardjo (1992) defines health service as a clinic that is established as part of a university or
an independent school that determines the diagnosis and treatment of physical and mental illness
and is financed by special fees from all students. . In addition, health services can also be
interpreted as a school effort to help (perhaps temporarily) students who are experiencing health-
related problems. Thus it can be said that student health service is a public health service that is
run in schools and makes students the main target, and other school personnel as additional
targets.

If it is concluded that the objectives of the School Health Business (UKS) can be divided
into two objectives, namely general goals and specific objectives.

• General purpose

Improve the ability to live clean and healthy behavior, and the health status of students
and create a healthy environment, thus enabling harmonious and optimal growth and
development.

• Special purpose

Fostering habits of clean and healthy living habits and improving the health status of
students, which includes:

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1. Have the knowledge, attitude and skills to implement the principles of a clean and healthy life
and participate actively in efforts to improve health in religious schools, at households and in the
community.

2. Healthy physically, mentally and socially.

3. Has biological power and resistance to the bad effects of drug abuse.

3. Student Dormitory Services

For students, especially secondary and higher education, especially for those who are far
from their parents, a dormitory is required. In addition to benefits for students, dormitories have
benefits for educators and dormitory officers.

School boarding services, which can be interpreted as a place where students live for a
relatively fixed period of time together with teachers as carers who provide assistance to students
in the process of personal development through the process of appreciating and developing
cultural values. Personal development here is adjusted to the field or profession that is being
pursued at the school concerned. The essence of boarding life is not just the formation of habits
and sensory impressions, but also a process of forming life values, boarding is identical to
religion-based schools or what we call pesantren.

4. Student Guidance and Counseling Services

Guidance and counseling services are a process of assistance provided to students by

paying attention to the possibilities and realities of difficulties faced in the context of optimal
development, so that they understand and direct themselves and act and behave in accordance
with the demands and situations of the school, family and community environment. From the
above understanding it can be concluded that what is meant by guidance and counseling is one of
the assistance and guidance activities provided to individuals in general and students in particular
in schools in order to improve their quality. The purpose of guidance and counseling in general is
in accordance with the objectives of education as stated in the Law on the National Education
System (UUSPN) of 1989, namely the realization of whole Indonesian people who are
intelligent, have faith, and fear God Almighty and have noble character, have knowledge and
skills, physical and spiritual health, a secure and independent personality, and a sense of social
responsibility and power.

5. Service

Cafeteria services are food and beverage services needed by students while participating
in teaching and learning activities at schools according to the reach of students. The food and

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drinks available in the cafeteria are affordable in terms of the student's allowance, but they also
meet cleanliness requirements and have sufficient nutritional content.

6. Student Laboratory Services

The laboratory is needed by students if they are going to conduct research related to
experiments on a particular object. Laboratory is a place both closed and open which is used to
carry out investigations, experiments, practicum, testing and development. The school laboratory
is a means of supporting the teaching and learning process both closed and open which is used to
carry out practicum, investigation, experimentation, development and even standardization.

7. Student Cooperative Services

Cooperative services educate students to be entrepreneurial. This is very helpful for

students in the life to come. School cooperatives are cooperatives that are developed in schools,
both primary schools, secondary schools and schools and in its management involve teachers and
school personnel. Meanwhile, student cooperatives or so-called student cooperatives (Kopsis) are
cooperatives that exist in schools but are managed by students, the position of the teacher in the
Kopsis is only as a supervisor.

The aim of school cooperatives is to advance the welfare of members in particular and
society in general, as well as to participate in building the national economic order in order to
create a just and prosperous society. Meanwhile, the formation of school cooperatives among
teachers and students is carried out in order to support student education and training in
cooperatives. Thus, the purpose of its formation is inseparable from the goals of education and
government programs in instilling awareness of cooperatives from an early age. And the
objectives of the cooperative also exist, namely as follows:

1. Educating and instilling awareness of cooperative life and fostering a sense of loyalty among
students.

2. Fostering love of school and instilling discipline among students.

3. Instill a sense of responsibility among students and encourage a cooperative life in the
community.

4. Develop and enhance the knowledge and skills of students in cooperating.

5. Maintaining good relationships and kinship within students.

6. Improve the economic welfare of students

8. School Parking and Security Services (KPS)

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 Security services are services that can provide a sense of security to students while
students are studying at school, for example, by school security guards.

The safety, comfort and discipline of a school are determined by the values and attitudes
of school members, including the principal, teachers, students, parents, and the school
committee. In safe schools, school residents have a deep commitment to creating and
maintaining schools. Incidents of intimidation, violence were resolved quickly, effectively and
rapprochement between school residents was quickly restored.

9. Service Management for School Worship Houses

The house of worship service is a service provided by schools with the intention that
these services can be used for worship and other religious activities, and can form spirituality for
students in particular and for other schools in general so that they can be good and faithful
human beings.

The services for houses of worship that usually exist in schools are mosques and
churches. The school mosque is a place that functions as a center for religious activities for
students, teachers, and other school parties with the aim of increasing faith and piety and forming
a good personality. With the existence of a mosque in the school, all school members can take
advantage of its existence and use it as its function. Mosques in schools must also be equipped
with supporting facilities and infrastructure, such as places for wudlu, prayer equipment, and so
on.

10. Special School Transportation Services

School transportation is a special service that is managed by the school and has a function
as a medium to pick up students at a school, starting from students being at home to coming to
school and going to their respective homes after carrying out activities at school.

The school bus program is implemented to meet the needs of students in terms of
fulfilling school bus facilities, both on the way to school and after finishing school. School bus
services are generally carried out in the morning when students are leaving for school and end
with returning students to their respective homes after completing all learning activities in the
school environment. With this service, it is hoped that students can go to school on time and also
come home from school according to the final hours of school.

2.1.7 Student Administration Services

Definition of Service Service activities are very important in achieving the objectives of
providing education in schools. Services are directly related to meeting the facility needs of
education users. Service is an activity that is directly involved in obtaining and using goods and

26
services including the decision-making process during the preparation and determination of these
activities (Handoko, 2004: 10). Another opinion regarding the meaning of service is expressed
by Andie Megantara (2005: 4) which states that service is a way of serving, helping to prepare or
take care of the needs of a person or group of people.

a. Understanding Student Administration Services

In the administrative context, administrative service is an activity of providing services

on matters of an administrative nature. These administrative aspects are in the form of recording,
data collection, and filing activities regarding matters relating to students starting from students
entering a school to leaving the school. Recording, data collection, and filing activities related to
these students are the duties of the administrative division.

The opinion regarding administration related to students as stated by Edi Suardi (1979:
24) states that what is meant by student administration is all forms of notes relating to students.

b. The Purpose of Student Administration Services

The implementation of administrative services for students in a school has certain

objectives that are desired by the education providers at each of these schools. School
administrative officers provide administrative services for students intended to facilitate the
process of implementing educational activities in schools (AP Lecturer Team, 2011: 118).
Meanwhile, Mulyasa (2007: 47) argues that the implementation of administrative services for
students in a school has the following objectives:

a. Make it easy for schools, teachers, and parents of students to monitor the success,
progress, and learning achievement of students while participating in learning at school.

b. Detect the condition of each student so that the school can provide guidance and
assistance to students who have a problem.

c. Support the activities of developing knowledge, personality attitudes, social emotional

aspects, and skills of each student so that they can grow and develop optimally according to their
respective potential.

d. Knowing and controlling the success or achievement of the principal as an education

manager in a school. The implementation of student administrative services is one of the school's
duties to fulfill students' rights while studying in a school in order to support all learning
activities in order to achieve effective and efficient educational goals.

c. Forms of Student Administration Services

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 School administration is obliged to provide the best possible service to anyone who needs
administrative services in the delivery of education in schools. One of the parties entitled to this
service are students. Administrative services provided to students in the opinion of Abdul Aziz
Wahab (2008: 107) are in the form of correspondence, information (through data collection), and
information.

a. Correspondence

School administration officers have secretarial duties, namely matters of correspondence

and filing. Correspondence includes the activities of managing incoming and outgoing mail.
There are various student activities that must be supported by a legality in the form of a letter.
The letter can be in the form of a statement letter, statement letter, cover letter, license letter,
official letter, and so on.

b. Officer Data Collection

Administration needs to collect data for each student in order to get to know the
background and to know the level of progress and development of students well. This is done by
providing objective data and information. Every change and development of students must be
recorded, compiled, and stored as a complete, neat, systematic, and well-maintained school
document.

c. Information

Schools are obliged to serve the interests of students. Administration in its function of
serving operative (operational) jobs must be able to provide various information needed by
students. This information can make it easier to achieve the desired goals or enable the
completion of student operational work better. Administrative officers must be able to access,
provide, and disseminate various information concerning the interests of students.

2.1.8 Management of School Relations with Community

Definition

School and community relations are defined as the process of communication between
schools and the community to try to instill an understanding of community needs and educational
work and to encourage community interest and responsibility in efforts to advance schools.

Goals of School and Community Management (Husemas)

The aim of Husemas is to create harmonious school relationships, improve the progress
of education in schools and benefit the community for the progress of schools.

Elsbree quoted by Sobari (1994) stated Husemas' goals, namely:

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 To improve the quality of learning and children's growth.
 To increase public understanding of the importance of education and improve the quality
of community life.
 To develop enthusiasm or a spirit of mutual assistance between the school and the
community between the school and the community for the betterment of both parties.

School and Community Relations Functions

The Husemas' function is described as follows:

 Develop community understanding of all aspects of implementing education programs in

schools.
 Can determine how the community's expectations of the school and what expectations
about educational goals.
 Receive sufficient assistance from the community for schools, both financial, material
and moral.
 Generating a greater sense of responsibility to the community for the quality of education
that can be provided by schools.
 Realizing the changes needed and obtaining facilities in realizing these changes.
 Involving the community cooperatively in efforts to solve educational problems.
 Increase the spirit of cooperation between the school and the community, and increase
leadership participation to improve life in the community.

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 CHAPTER III

CONCLUSSIONS AND RECOMMENDATIONS

3.1 Conclussions

The discussion of education management science is a view for authorities involved in the
field of education about what the role of school managers, namely school principals and
teachers, in carrying out their duties to regulate and manage schools based on truth values,
both at the practical and theoretical level. Educational management is a scientific study of the
collaborative process in order to achieve quality education goals. The process of how a school
principal makes use of all available resources, both material and human resources, to support
the process of implementing education in schools.

School management is managed based on the substance of the curriculum, students,

educational facilities and infrastructure, teaching and education personnel, school and
community relations, school finances, special services, class management, school culture, and
educational supervision. In order for the management of education to be effective, efficient,
and orderly, it is necessary to have good educational management with a school management
system based on the needs of the community for education.

3.2 Recommendations

 Implementers of the educational profession should carry out the profession in accordance
with the code of ethics applied so that the profession carried out is in accordance with
their demands.
 The principal as a manager in the school is planning, finding the best strategy, organizing
and coordinating educational resources that are still not integrated.
 School planning needs to be made as much as possible so that the future of a school can
be achieved and what is the goal of education can be realized real and rational.
 Teachers should have the ability to manage schools because teachers also participate in
school development.
 Principals should improve their skills and sharpen their knowledge for the advancement
of education in Indonesia
 The government must pay more attention to and ensure the welfare of teachers, so that
teachers are more enthusiastic about carrying out their profession.

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 REFERENCES

1. http://repository.uinjambi.ac.id/238/1/buku%20dasar%20dasar%20manajemen
%20pendidikan.pdf
2. http://fip.um.ac.id/wp-content/uploads/2015/12/4_Substansi-Manajemen-Pendidikan.pdf
3. Wati, E. Manajemen hubungan sekolah dan masyarakat. Manajer Pendidik. 9, 659–664
(2015).
4. https://wqa.co.id/manajemen-pendidikan-tujuan-dan-ruang-lingkupnya/

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