The Implementation of School Based Management in Madrasah Ibtidaiyah

This study aims to determine the implementation of School Based Management (SBM) on student learning outcomes at Madrasah Ibtidaiyyah (MI) in Harjamukti District, Cirebon City. The research method adopted in this study was field research. Data collection is done through interviews, observation, and documentation. Data analysis techniques used in this qualitative research was inductive in nature, namely an analysis based on the obtained data. The steps taken were analyzing the data which has been collected; interpreting the data; drawing conclusions through way of thinking based on specific facts, where then directed to general conclusions. The results show that the implementation of SBM at MI in Harjamukti Cirebon District has been running quite effectively and efficiently. This can be seen from the support of all staff, SBM phasing, staff training, budget support and delegation of authority, high academic achievement of students, teachers mastery on materials and appropriate teaching procedures, efficient and effective use of facilities, teacher understanding of the characteristics of groups and individuals, a fun and interactive learning environment and the personality of teachers who can act as role models. Based on various aspects which have been arranged in school-based management, this has implications on improving student learning outcomes at Madrasah Ibtidaiyah in Harjamukti District, Cirebon City. Furthermore, this is evidenced in the school exam results.


INTRODUCTION
One important element and can not be separated from humans is education.
Education lasts a lifetime, ranging from the womb to adult and old. Education is obtained from various sources, both from parents, the community, and the environment through teaching methods or in other ways that have been recognized by the community. Being a human who has character and can live independently is one of the goals to be achieved from an educational process (Raharjo, 2010). In addition to forming character, developing the abilities and potential of students and forming a dignified national civilization so that a nation that is smart, faithful, devoted to God Almighty, noble, healthy, knowledgeable, competent, creative, independent, and becomes a democratic citizen and being responsible is also an important function of education. In general, humans need education in their lives to achieve a better life, this is called change. Change is a necessity in this life process.
Through a change that is life will develop and dynamic. Therefore, education is the main helper for humans to establish this life.
Education gives humans progress in thinking that distinguishes humans from their predecessors in ancient times. Through education, science and technology have been developed. Along with the development of the times, all aspects of human life are also developing and even greater challenges. To face challenges in the future, it is necessary to strive to prepare quality human resources who are able and ready to compete at the national and global level. Efforts to prepare quality human resources through the world of quality education.
Efforts to improve quality education have been carried out since the past, both aspects of teacher qualifications, facilities, curriculum and procurement of books and learning tools. However, the implementation has not been maximized. This causes the low quality of education available at every level and unit of education, especially primary and secondary education and uneven implementation of education in cities and regions (Usman, 2014). Therefore, there must be a shift in the paradigm of education development from dependency to empowerment.
If described in more detail, the undeveloped quality of education can be caused by several factors, including 1) the input-output analysis approach that is not carried out consistently in relation to policies and the implementation of national education; 2) the approach to implementing national education is carried out centrally, so that in its implementation schools rely heavily on the bureaucracy; and 3) the lack of participation of parents and the community in the administration of education. During this time, the support of parents of students is limited to financial assistance, so the sense of parental ownership of the school is lacking, this has an impact on the lack of a sense of responsibility of the school in accounting for its educational outcomes to the community (Budimansyah, 2008).
Efforts to improve the quality of human resources also require support from the government. The government should increase commitment in order to improve the quality of education. On the other hand, local governments may not be able to work alone to achieve optimal, effective and efficient results in dealing with various educational problems, because there are still other parties with an interest in the education sector, such as: parents (community), schools (educational institutions), and other social institutions such as the business world or the industrial world. Therefore, it is very important the cooperation of the parties concerned to realize the principle of decentralization, especially in the field of education management.
Educational management strategies that promote collaboration between various parties are better known as the collaborative school, then this term is known as school based management (SBM). SBM provides broad autonomy at the school level within the framework of national education policy, which is a new paradigm that must be understood by related parties (Sutarto, Darmansyah, & Warsono, 2012). This term first appeared in the United States when people began to question the relevance of education to the demands and development of local communities. Broad freedom between school principals and teachers in managing schools without ignoring government policies and authority is one of the concepts of implementing SBM.
A concept that illustrates the close collaboration between schools, communities and government with their respective responsibilities, based on a desire to provide independence to schools to be actively and dynamically involved in the framework of the process of improving the quality of education through the management of existing school resources. the concept of SBM as elaborated by Thoha (2012). The use of resources based on the school itself in the teaching or learning process is one of the characteristics of SBM (Ikhsan, 2010). Schools must be able to translate and capture the essence of macro education policies and understand their environmental conditions (strengths and weaknesses) to then be formulated into micro policies in the form of priority programs that must be implemented and evaluated by schools in accordance with their respective vision and mission.
Schools must plan, implement and evaluate targets to be achieved for each period of time, then determine quality targets for the following year. Thus, schools can be independent but still within the framework of national policy references, and be responsible (have accountability) for the learning needs of students and the community. Through the implementation of SBM which is applied by schools or madrasas, it is then linked to achievements made by students of each madrasa. Does the application of school-based management implemented in the madrasas studied and located in the Harjamukti Subdistrict of Cirebon City have positive implications for the learning outcomes of their students. Some previous studies were only limited to examining the implementation of SBM in schools / madrasas, while in this study the researchers tried to find out how to implement SBM and find out whether there were positive implications of applying SBM to the learning outcomes of Madrasah Ibtidaiyah students in Harjamukti Subdistrict.
Based on the description above, the management of educational institutions plays an important role in realizing the success of student learning. Given the importance of student learning success that is one indicator of the high quality of education, researchers feel the need to examine the implementation of school-based management and its implications for student learning outcomes in Madrasah Ibtidaiyah in Harjamukti District. This study aims to explore the implementation of School Based Management (SBM) on student learning outcomes in Madrasah Ibtidaiyah (MI) in Harjamukti Subdistrict, Cirebon City.

METHODS
The type of research method used in this study is field research, namely research aimed at conducting in-depth studies of a social unit in such a way as to produce a wellorganized and complete picture of the unit (Andriantonis & Fitrianis, 2018). This research is qualitative (Qualitative Research) namely research to analyze and describe phenomena, events, social activities, attitudes, beliefs, perceptions, thoughts of people both individually and in groups (Bachri, 2010). Therefore, this research hypothesis will not be made in this study. The author uses several methods that support and complement each other to collect data. The first method is the observation method. According to Arikunto (2010) observation is often interpreted as a narrow asset, which is paying attention to something using the eyes.
This method is used to know firsthand about the process of implementing SBM in Madrasah Ibtidaiyah (MI) in Harjamukti Subdistrict. This method is also used to determine the geographical location of the school.
The second data collection method is the interview method. The interview is a rechecking tool or proof of information or information obtained previously (Sutopo, 2006). This method is used to obtain the completeness of information and data orally in the form of information directly from research subjects to obtain information relating to research objectives relating to the implementation of management of school components.
In addition to the method of observation and interviews, researchers use the documentation method. The documentation method is the collection of data obtained through documents. The documentation method is the process of collecting data through written evidence, such as archives and books about opinions, theories or laws related to research (Margono, 2007). This method is used to obtain data in the form of school conditions and the implementation of SBM on the management of school components consisting of curriculum management and teaching programs, financial and financial management, facilities and infrastructure management, school and community relations management and special services.
The data that has been collected is then processed and classified for further analysis to facilitate the reader in giving interpretation. In addition, this analysis can narrow and limit the findings to become data that is orderly, structured and more meaningful. The author uses inductive thinking to analyze data, namely by drawing conclusions based on facts specific to the general nature. Data analysis is the process of compiling and sorting data into patterns, categories, and basic units of description in order to obtain themes and formulate working hypotheses as suggested by the data (Lutfi, 2013). Based on this description, the steps in analyzing the data in this study are a) reviewing the data that was collected, namely data from observations, interviews and documentation; b) conduct data reduction, i.e. take data that can be processed further; c) compile data in units; d) Interpret the data, then draw conclusions in an inductive way, namely drawing conclusions by thinking based on specific facts, then directed to drawing general conclusions.

The Implementation of School Based Management in Madrasah Ibtidaiyah
Implementation of School Based Management aims to increase school independence through giving greater authority to manage school resources and encourage the participation of all interest groups. In addition, schools also foster and develop seven components of school management through a more effective school management process (Triwiyanto, 2013). The seven school components that must be managed properly are as follows: a. Curriculum and Learning Management Curriculum management and learning includes curriculum planning, implementation, and evaluation activities. The Department of National Education at the central level oversees the planning and development of the national curriculum. Therefore, at the school level the task is to realize and customize the curriculum that the center has planned through learning activities. In addition, the school also has the responsibility and authority to develop local load curriculum to meet the needs of the local community and environment. One effort to support the implementation of SBM is the support of the government not to limit teacher creativity (Syahruddin, Ernawati, & Ede, 2013 A clean, neat, beautiful school and pleasant conditions for both teachers and students in the school are created through good management of facilities and infrastructure. In addition, it is expected that the availability of learning tools or facilities that are quantitative, qualitative, and relevant to the needs and can be used optimally for the education and teaching process, both by the teacher as a teacher and students as students.

e. Financing Management
Planning activities in the management of finance and financing MI Al Madinatunnajah with more and more students, the income of funds is also increasing even though their needs are increasingly being designed in the form of a budget plan. The activities carried out in financial and financial management in MI Harjamukti sub-district in 2018 are managed in accordance with the budget plan. The headmaster gives additional tasks to teachers in the accountability of the available funds so that the task of managing money can be equitable and the principal does not hold any financial resources at the school.
Evaluating activities in financial management and financing in MI throughout Harjamukti in 2018 is carried out every 3 months to make an accountability report so that the accountability report can be monitored and the financial application to what extent including the allocation of expenditures which need to be prioritized and which ones not yet.

Learning Outcomes
School Based Management also aims to increase effectiveness and efficiency.
Effective means the management and use of all inputs in the form of non-money (the number and type of books, equipment, class organizing, methodologies, learning strategies, etc.) associated with the results achieved (output-outcome). With SBM every child will get quality education services at the school in question.
Increased school autonomy, flexibility and increased participation in the administration of schools, both the participation of school residents and the surrounding community through school committee representatives is the meaning of school-based management. That is, if school-based management wants to be successful, schools must increase partners, both from within and from outside the school. Partnerships in schools include, among others, principals with teachers, teachers with teachers, teachers with students, students with students, and so on. School partnerships with surrounding communities include, among others: principals with school committees, teachers with parents of students, principals with heads of district / city education offices, and so on.  This increased achievement proves that School Based Management is able to improve student achievement. Hamid in Wijaya (2014) stated that the implementation of SBM would be able to boost student achievement. One of the reasons for the increase in student achievement is that schools are able to independently meet their needs and needs to make the quality of education increase. This is in accordance with the opinion of Usman (2014)  Harjamukti Sub-district, Cirebon City are greater authority or autonomy from the government to madrasas, socialization of improving the quality of education from the government, education budget assistance from both the government and the community (student guardians), the willingness of school residents to progress together, and school committee participation is increasingly active. As factors support the implementation of SBM in Madrasah Ibtidaiyah in Harjamukti Sub-District, Cirebon City include, first, authority owned by madrasah. This is in accordance with the opinion Usman (2014) which states that School Based Management aims to empower or empower schools through giving authority, flexibility, and resources to improve school quality. Thus, schools will gradually form high independence. With full authority of the school, it makes it easier for schools to create and control programs that will be implemented in schools to suit the needs of students themselves. School community involvement in decision making, then the school community will foster a greater sense of ownership coupled with a higher sense of responsibility (Sabil, 2014).
Second, optimal stake holder involvement. Optimal stakeholder involvement will greatly help the implementation of SBM in the school. This is consistent with the opinion Haryanto (2014) which states the role of schools in the context of SBM is as a driving force for school life. The role is the principal as an educator, manager, administrator, supervisor, leader, entrepreneur, motivator, and climator. Therefore optimal stakeholder involvement will be an excellent supporting factor. Third, clear information system, and fourth, According to Tabrani (2013) problems faced by religious education units (Islam) include: first, funding in the administration of education is very minimal; second, the teaching and educational staff have not met the competency standards; third, facilities and infrastructure that are still of concern, because most are the result of community funding; fourth, not optimal in curriculum development, because of centralized policies.
The achievement of optimal professionalism and accountability is a challenge in the implementation of SBM in the religious education unit (Islam), because almost throughout the founding of the Indonesian state, this institution lacked guidance from the government. Efforts that can be made to overcome these obstacles are by digging community support, improving community perspectives, socializing programs, empowering school committees and increasing school independence (Suditha, 2011).

CONCLUSION
Based on the results of research and discussion, it can be concluded that the implementation of school based management in MI throughout the Harjamukti District of Cirebon has been running quite effectively and efficiently, this can be seen from the support of all staff, phasing in SBM, staff training, budget support and delegation of authority, high academic achievement and non-academic students, the teacher masters appropriate teaching materials and procedures, uses facilities efficiently and effectively, the teacher's understanding of group and individual characteristics, a fun and interactive learning environment and the teacher's personality that can be a role model. Things that encourage the achievement of the implementation of school based management in Madrasah Ibtidaiyah in Harjamukti Sub-district of Cirebon City include (1) the authority possessed by madrasas, (2) optimal stakeholder involvement, (3) clear information systems, and (4) an ongoing reward system. Therefore, Madrasah Ibtidaiyah in Harjamukti Sub-district of Cirebon City can be used as role models in the application of school based management for other Madrasah Ibtidaiyah.