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Saya mau anak saya belajar di sekolah seperti ini

Nugroho Nurdikiawan Sunjoyo's picture
Orangtua dan masyarakat akan semakin mendukung sekolah kalau memiliki informasi mengenai sumberdaya sekolah.

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Bertahun-tahun yang lalu, saat saya masih di bangku sekolah, interaksi antara orangtua saya dengan sekolah terbatas hanya saat pembagian raport, juga beberapa kali saat saya sedang bermasalah. Itu saja. Meski anak saya baru berumur satu setengah tahun, saya sudah mulai mencari-cari sekolah yang cocok dan kalau bisa saya tidak mau ia belajar di sekolah seperti saya dulu.

Setelah mengunjungi Sekolah Dasar Negeri 01 Cibuluh, Bogor, sepertinya sekolah ini pilihan yang tepat. Saya suka bagaimana sekolah ini menerapkan manajemen berbasis sekolah – sebuah konsep yang memberikan sekolah otoritas lebih banyak untuk mengatur sumberdaya dan kegiatan belajar-mengajar, tapi tetap mengikuti kurikulum nasional.

Sekolah-sekolah di Indonesia sudah mulai menerapkan manajemen berbasis sekolah dengan tingkat keberhasilan yang berbeda. Namun SD di Bogor ini berhasil menerapkannya untuk meningkatkan prestasi siswanya.

Karena sekolah ini memiliki otoritas lebih untuk mengatur sumberdayanya, transparansi harus diterapkan dan sekolah ini telah menjalankannya dengan baik. Laporan keuangan secara rutin dipasang di papan pengumuman yang bisa dilihat secara umum, juga dikirim ke orangtua dan anggota komite sekolah.

Kepala sekolah, guru, orangtua, dan masyarakat, duduk bersama membahas rencana sekolah – pemandangan yang menarik!

Adanya komite sekolah yang berfungsi dengan baik mungkin menjadi alasan utama keberhasilan sekolah ini. Melalui komite, orangtua dan masyarakat terlibat dalam proses pembuatan keputusan. Ini mencakup wisata sekolah, perencanaan anggaran sekolah, bahkan pemilihan siswa baru. Sekolah ini bahkan sudah satu langkah lebih maju dengan membuat komite kelas untuk membahas hal-hal kecil seperti membeli kipas angin.

Dari pembicaraan dengan anggota komite sekolah, saya temukan bahwa transparansi serta fakta bahwa sekolah selalu mempertimbangkan masukan mereka, merupakan alasan mengapa komite sekolah di sini sangat aktif.

Saya juga terkesan bagaimana komite sekolah pernah mengkonfrontasi media yang mengira sekolah memaksa para orangtua membayar iuran untuk membangun ruang kelas baru. Padahal, ini merupakan inisiatif dari orangtua sendiri melalui komite sekolah, karena mereka tidak ingin anak-anaknya harus masuk siang karena jumlah kelas yang terbatas.

Dengan otoritas lebih untuk mengatur kegiatan belajar-mengajar, guru menjadi semakin inovatif. Berbagai cara telah digunakan untuk membuat belajar menjadi menyenangkan bagi siswa. Para siswa sekarang berlomba datang lebih awal untuk mengambil kertas soal yang jumlahnya terbatas untuk memperoleh bintang. Pergi ke toko-toko di seberang sekolah membantu siswa belajar perbedaan antara barang impor dan ekspor. Orangtua juga terlibat. Misal, ada orangtua yang mengalami tsunami di Aceh datang saat pelajaran IPA untuk membahas masalah bencana alam.

Anak saya kelak tidak perlu belajar di sekolah yang mewah dengan ruang kelas yang ber-AC. Sebagai orangtua, saya ingin sekolah yang transparan juga terlibat dalam menentukan kegiatan sekolah bagaimana sekolah menggunakan sumberdayanya. Saya juga ingin para guru mengajar dengan kreatif agar belajar menjadi menyenangkan.

Menurut pepatah diperlukan sebuah desa untuk membesarkan anak, mungkin manajemen bebasis sekolah merupakan bentuk lain pepatah ini. Bukankan sekolah seperti ini menarik?

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Submitted by Helen Abadzi on
The Bank often promotes parental preference and involvement strategties: ommittees, empowered authorities, innovation. But multiple studies have shown that parents of limited education may respond to the wrong signals and have very limited understanding about how their children learn best. Overall surveys from very poor communities quality show that parents are satisfied with the schools, despite abysmal quality. One sign is the resistance towards local languages, particularly in Africa. Also poorer parents may not always take care of school affairs satisfactorily. Studies from Indonesia, India Nepal, and elsewhere have given ambivalent results. An indonesian study in particular showed that parents could not stem financing irregularities. Besides overwork and distance from schools, it is possible that proceedings are too complex for many. Often one sees the better educated community members appointed in school committees. To fulfil the 2020 education strategy there is a need to be more realistic and explicitly deal with the difficulties poor parents have in understanding how to educate their children and how to manage schools.

Submitted by Samer Al-Samarrai on
Hi, I'm part of the Bank's education team in Indonesia and the points raised by Helen are really important (see comments). I think that most parents, whether educated or not, find it incredibly difficult to understand how their children can learn best. In all countries it is vital that schools and teachers have this know-how and are supported to teach children of varying abilities effectively. This is an enormous challenge here in Indonesia and for many other education systems around the world. The difficulties for poor parents in participating effectively in their children’s schools cannot be overstated. Strong social hierarchies, complicated administrative procedures and other demands on time are significant barriers. But parents can support their children’s education in many ways and in ways that do not rely on their level wealth or education - in Magetan in East Java, local communities switch off their television sets in the evening to help schools in encouraging students to do their homework. Despite the difficulties communities face, their involvement in school management can be important for learning. A recent randomised evaluation in Indonesia showed that improved community participation in school matters. The study showed that strengthening links between the school and village committee and ensuring school committee members were elected rather than selected had a positive and statistically significant impact on student learning. Through the government’s commitment to school based management, school committees have begun to play a more central role in Indonesia. In many schools they participate in school planning and budgeting and provide oversight on the use of school operational funds. However, school based management reforms of this kind take time to lead to better student learning. A World Bank assessment recently showed that it takes about 8 years for accountability reforms of this kind to have any impact on student learning. Helen is right (see above), fulfilling the World Bank’s education strategy will require greater participation of parents in the schools their children go to. An important first step is to support school committees so that they are effective at holding school managers to account and to ensure that parents serving on them represent the views of all parents. A second step is to provide better information on the quality of local schools. Too often parents have insufficient information to judge the quality of education that is being provided and push for improvements. Making progress in these areas can empower parents and contribute to the goal of good quality education for all.