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INDONESIA
Jurnal Akuntabilitas Manajemen Pendidikan
Published by Universitas Negeri Yogyakarta
ISSN : 23377895     EISSN : 24610550     DOI : -
Core Subject : Education,
Education
Jurnal Akuntabilitas Manajemen Pendidikan publishes and disseminates research results in the field of educational administration/management, consisting of: - educational leadership - educational policy and planning - educational economics - educational politics
Arjuna Subject : -
Articles 12 Documents
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Search results for , issue "Vol 5, No 1 (2017): April" : 12 Documents clear
Manajemen kewirausahaan melalui strategi berbasis sekolah di Islamic Solidarity School Isthifa Kemal; Rossy Anggelia Hasibuan
Jurnal Akuntabilitas Manajemen Pendidikan Vol 5, No 1 (2017): April
Publisher : Faculty of Education, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (275.483 KB) | DOI: 10.21831/amp.v5i1.11550

Abstract

Pemerintah telah berupaya untuk memasyarakatkan kewirausahaan, namun upaya tersebut belum membawa pengaruh yang signifikan karena masih banyak penduduk  yang tidak produktif setiap tahun. Dalam praktik di sekolah, bisa di lihat bagaimana strategi mengelola lembaga sekolah dengan menggunakan konsep kewirausahaan yang menguntungkan bagi sekolah dan siswa, dengan cara mengoptimalkan segala potensi yang dimilikinya. Hal ini bisa dilihat dari (1) syarat-syarat apa saja yang harus di miliki pengelola sekolah agar mampu menciptakan unit kewirausahaan, (2) bagaimana pola pengembangan unit kewirausahaan yang dapat di implementasikan di sekolah, (3) bagaimana cara memonitor dan mengevaluasi pengembangan kewirausahaan di sekolah. Sampel pada penelitian ini adalah SMP Islamic Solidarity School yang telah menerapakan kewirausahaan berbasis sekolah. Metode yang digunakan adalah deskriptif dengan memaparkan hasil penelitian. Hasil penelitian yang capai saat ini yaitu, guru belum menerapkan pembelajaran berbasis kewirausahaan dalam perencanaan pembelajaran. Ada beberapa kendala yang dihadapi pihak sekolah dalam menrapkan kewirausahaan berbasis sekolah diantaranya dana, Sumber Daya Manusia, Sarana prasarana, waktu, pemasaran  dan kerjasama pada pihak luar yang terkait.Kata kunci: manajemen pendidikan, pendidikan kewirausahaan, strategi berbasis sekolah MANAGEMENT STRATEGIES BASED ENTREPRENEURSHIP THROUGH SCHOOLS IN ISLAMIC SOLIDARITY SCHOOLAbstractThe government has made an effort to promote entrepreneurship, but these effort  seem not show a significant impact due to the fact that many people who are not productive every year. It can be seen at school practice how the management of school institutions apply the concept of entrepreneurship that is benefical for schools and students by optimizing its potential. This can bee seen from (1). The requirements that should be owned by the school manager to be able to create an entrepreneurial unit, (2). How to develop of entrepreneurial units that can be implemented in school, (3). How to monitor and evaluate the development of entrepreneurship in schools. The sample of this study is Islamic Junior High School (Solidarity School) that has been applying the school-based entrepreneurship. This is a qualitative method using descriptive approach. The current research results are the teachers have not applied a based learning entrepreneurship in lesson planning. There are several problems faced by the school in applying the school-based entrepreneurship namely: funding, human resources, facilities and infrastructure, time, marketing, and cooperation on relevant external parties.Keywords: education management, entrepreneurship education, school-based strategies
A pattern of empowerment in improving the professionalism of school supervisors Akhmad Nirwan
Jurnal Akuntabilitas Manajemen Pendidikan Vol 5, No 1 (2017): April
Publisher : Faculty of Education, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (272.97 KB) | DOI: 10.21831/amp.v5i1.13091

Abstract

This study aims to obtain a pattern of empowerment to improve the professionalism of the school supervisors in Jakarta. This study employed the qualitative approach. The research subjects were school supervisors that consisted of key-informant, school supervisors’ colleagues, and coordinators of school supervisor. The data were collected through in-depth interviews, participant observation, and document analysis. The data were analyzed using qualitative data analysis techniques by Creswell Model. This study obtained an empowerment pattern of school supervisors to improve professionalism. There are five elements related to the empowerment pattern of school. First, the empowerment is the effort to develop themselves independently based on competencies and main duty. Second, empowerment is done by the implementation of CPD which is focused on the goals of empowerment and benefit in the increase of competencies, professionalism, responsibility, initiative, performance, and job satisfaction. Third, the constraints in the empowerment of school supervisor include the lack of facilities provided and low self- motivation of the school supervisors. Fourth, the solutions to overcome the constraints of the empowerment in improving the professionalism of the school supervisors include improving the commitment of all parties. Fifth, professionalism is defined as a full-time job, competence-based, having a code of ethics, having professional organization, doing their best, and making decision independently.Keywords: empowerment, professionalism, school supervisor POLA PEMBERDAYAAN DALAM MENINGKATKAN PROFESIONALISME PENGAWAS SEKOLAHAbstrakPenelitian ini bertujuan untuk menemukan pola pemberdayaan dalam meningkatkan profesionalisme pengawas sekolah di DKI Jakarta. Penelitian ini menggunakan pendekatan kualitatif dengan jenis fenomenalogis. Subjek penelitian ini adalah pengawas sekolah yang terdiri dari pemberi informasi utama, teman sejawat pengawas sekolah, dan koordinator pengawas sekolah. Data dikumpulkan melalui wawancara mendalam, pengamatan partisipasi, dan dokumentasi. Data dianalisis menggunakan model Creswell. Hasil penelitian ini menemukan pola pemberdayaan pengawas sekolah dalam meningkatkan profesionalisme. Ada lima unsur yang terkait dengan pola pemberdayaan pengawas sekolah. Pertama, pemberdayaan adalah usaha mengembangkan diri secara mandiri sesuai kompetensi dan bidang tugas. Kedua, pemberdayaan dilaksanakan melalui Pengembangan Keprofesian Berkelanjutan (PKB) yang fokus pada tujuan pemberdayaan dan bermanfaat untuk meningkatnya kompetensi, profesionalisme, tanggung jawab, prakarsa, kinerja, dan kepuasan kerja. Ketiga, hambatan pemberdayaan adalah belum adanya fasilitas yang memadai dan rendahnya motivasi pengawas sekolah. Keempat, solusi mengatasi hambatan pemberdayaan dalam meningkatkan profesionalisme pengawas sekolah adalah komitmen bersama semua pihak. Kelima, makna profesionalisme adalah kerja penuh waktu, sesuai kompetensi, punya kode etik, punya organisasi profesi, melakukan yang terbaik, dan membuat putusan mandiri.Kata kunci: pemberdayaan, profesionalisme, pengawas sekolah
Back matter (index of subjects, index of authors, author guidelines) Editorial Team
Jurnal Akuntabilitas Manajemen Pendidikan Vol 5, No 1 (2017): April
Publisher : Faculty of Education, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (133.099 KB) | DOI: 10.21831/amp.v5i1.13901

Abstract

Manajemen program short courses Nora Saiva Jannana; Yoyon Suryono
Jurnal Akuntabilitas Manajemen Pendidikan Vol 5, No 1 (2017): April
Publisher : Faculty of Education, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (220.13 KB) | DOI: 10.21831/amp.v5i1.9795

Abstract

Penelitian ini bertujuan mendeskripsikan manajemen, faktor pendukung, faktor penghambat, dan solusi yang dilakukan pengelola untuk mengatasi penghambat program short courses di Alfabank Yogyakarta. Penelitian ini adalah penelitian studi kasus dengan pendekatan kualitatif. Pengumpulan data dilakukan dengan wawancara, observasi, dan dokumentasi. Analisis data menggunakan teknik analisis model interaktif Miles Huberman. Hasil penelitian: (1) Program short courses diselenggarakan guna memenuhi dengan segera kebutuhan tenaga kerja bidang komputer perbankan. Manajemen program short courses terdiri atas tahapan: pengkajian/analisis kebutuhan, perancangan, pelaksanaan, dan evaluasi program short courses. (2) Faktor pendukung: motivasi pengelola, ada job description, kebutuhan masyarakat, lulusan yang diakui, kenyamanan peserta, dan materi kursus relevan. (3) Faktor penghambat: RPP belum lengkap, pelayanan informasi terlambat, gangguan pemadaman listrik, keterbatasan pemakaian kelas, pelaksanaan kursus tidak sesuai jadwal, dan perbedaan daya tangkap peserta kursus. (4) Solusi: membentuk tim penyusun administrasi pembelajaran, menyediakan hotline service, segera bertindak atas keluhan modifikasi hardware, dan pengulangan materi kursus.Kata kunci: manajemen program, program short courses, pendidikan nonformal MANAGEMENT OF SHORT COURSE PROGRAMSAbstractThis studi aims to describe the management, find the supporting, obstacles, and solutions conducted by manager to overcome the obstacles in the management short course programs in Alfabank Yogyakarta. This research is a case study with the qualitative approach. The data were collected through interviews, observation, and documentation. The data analysis used the data analysis of Miles Huberman interactive model techniques. The results: (1) The short course programs organized to meet the immediate needs of workers in computer and banking field. The management of the short course programs consists of: needs analysis, design, implementation, and evaluation of the short course programs. (2) The supporting factors: motivation of resourse institution, the clarity of job description, the community needs, the output of Alfabank which is recognized, the comfort of course participants, and the relevant of course materials. (3) The obstacles: lesson plan  which cannot be completed, the delay of information services, the power outages, the limited use of classrooms, the implementation of short courses not according to the schedule, and the different ability of course participants. (4) The solutions: the administration of learning was created by team, the hotline services was prepared, the damage was directly checked and hardware modification by manager, and the course materials was repeated.Keywords: program management, short course programs, nonformal education
Developing balanced scorecard model for vocational high school education Apri Winge Adindo
Jurnal Akuntabilitas Manajemen Pendidikan Vol 5, No 1 (2017): April
Publisher : Faculty of Education, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (333.256 KB) | DOI: 10.21831/amp.v5i1.8358

Abstract

The objective of the study was to find an appropriate Balanced Scorecard model to be implemented in the vocational education management and to test the effectiveness of balanced scorecard internal model for the vocational high school education. The method that the researchers implemented in the study was the research and development designed by Borg Gall. The data in the study were gathered by means of in-depth interview, observation and documentary analysis in the five prominent vocational high schools from the Province of Southeast Sulawesi. The informants in the study were selected by means of snowball sampling. The data validity was tested by the triangulation technique. The First Stage and the Second Stage of model validation/ experiment was implemented by means of Delphi technique and the validation/experiment of both stages involved 50 leaders from the state and the private vocational high schools in the Province of Southeast Sulawesi. The study showed that the appropriate Balanced Scorecard model for the vocational high school educational management has been a system that might be implemented for identifying and for measuring the main performance of vocational high schools through four perspectives namely the financial perspective, the customer perspective, the internal process perspective and the learning and growth perspective. Balanced Scorecard model for the vocational high school education has met the criteria of quite high internal effectiveness model and has belonged to the good criteria. As a result, the Balanced Scorecard model might be implemented as the model of vocational high school managerial implementation.Keyword: balanced scorecard, vocational high school and vocational high school performance PENGEMBANGAN MODEL BALANCED SCORECARD UNTUK PENDIDIKAN SMKAbstrakTujuan penelitian ini adalah mengembangkan model Balanced Scorecard yang cocok untuk diterapkan dalam pengelolaan pendidikan kejuruan dan menguji keefektifan internal model Balanced Scorecard untuk pendidikan SMK. Metode penelitian yang digunakan dalam penelitian ini adalah penelitian dan pengembangan (RD) rancangan Borg Gall. Data penelitian dikumpulkan melalui wawancara mendalam, observasi, dan analisis dokumen pada lima SMK Unggul di Provinsi Sulawesi Tenggara. Informan penelitian ditetapkan dengan snowball sampling. Keabsahan data diuji dengan teknik trianggulasi. Uji coba/validasi model Tahap 1 dan Tahap 2 menggunakan teknik Delphi dengan subjek penelitian sebanyak 50 orang pimpinan SMK dari 15 SMK Negeri dan SMK Swasta di Provinsi Sulawesi Tenggara. Penelitian ini menunjukkan bahwa model Balanced Scorecard yang cocok untuk mengelola manajemen SMK adalah suatu sistem yang digunakan untuk mengenali dan mengukur kinerja utama SMK melalui empat perspektif Balanced Scorecard meliputi perspektif keuangan, pelanggan, proses internal, pembelajaran dan pertumbuhan. Model Balanced Scorecard yang dikembangkan untuk pendidikan SMK yang diajukan telah memenuhi kriteria keefektifan internal model yang tinggi dan termasuk kategori sangat baik, sehingga layak digunakan sebagai model pelaksanaan manajemen SMK.Kata kunci: balanced scorecard, SMK, dan kinerja SMK
Evaluasi implementasi Kurikulum 2013 pada SMA pilot project di Kota Yogyakarta Utami Nurul Hasanah
Jurnal Akuntabilitas Manajemen Pendidikan Vol 5, No 1 (2017): April
Publisher : Faculty of Education, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (583.399 KB) | DOI: 10.21831/amp.v5i1.13093

Abstract

Penelitian ini bertujuan mengevaluasi keefektifan dan mengetahui hambatan yang dihadapi dalam implementasi Kurikulum 2013 pada SMA pilot project di Kota Yogyakarta. Penelitian ini adalah penelitian evaluasi menggunakan model Discrepancy Provus dengan sasaran guru. Instrumen pengumpul data berupa angket dengan jawaban skala 2 (Guttman). Validitas instrumen berupa validitas logis dan empiris dihitung dengan Pearson product moment. Reliabilitasnya dihitung dengan teknik Kuder-Richardson (KR20). Teknik analisis data adalah teknik persentase. Hasil penelitian ini adalah (1) keefektifan evaluasi implementasi Kurikulum 2013 di SMA pilot project Kota Yogyakarta adalah 87,44% dengan rata-rata kesenjangan (discrepancy) 12,56% dengan standar deviasi 8,98%. Capaian tersebut menunjukkan kriteria efektif; (2) hambatan yang paling sedikit dilakukan guru adalah kurangnya dukungan implementator lain yaitu pustakawan memiliki rata-rata capaian tertinggi 85,50% dengan rata-rata kesenjangan (discrepancy) 14,50%. Hambatan terbesar adalah guru dihadapkan pada masalah peserta didik yang komplek dengan segala latar belakang kognitif maupun kepribadian yaitu 46,00% dengan rata-rata kesenjangan (discrepancy) 54,00%.Kata kunci: implementasi Kurikulum 2013, evaluasi AN EVALUATION OF THE IMPLEMENTATION OF CURRICULUM 2013 AT PILOT PROJECT SENIOR HIGH SCHOOL IN YOGYAKARTA MUNICIPALITYAbstractThis research aims to evaluate the effectiveness and find out the obstacles encountered in the implementation of Curriculum 2013 at the pilot project senior high school in Yogyakarta. This research is an evaluation study using the models Discrepancy Provus with teachers as the target. The data were collected using a questionnaire with response two-scale response (Guttman scale). The validity of the instrument included logical and the empirical validity calculated with Pearson product moment. The reliability was measured using the Kuder-Richardson (KR20) technique. The data were analyzed using the percentage technique. The results of this study indicate that: (1) the average achievement evaluation of the implementation of Curriculum 2013 in the Yogyakarta City High School pilot project was 87,44% with an average gap (discrepancy) 12,56% with a standard deviation of 8,98 which shows the criteria of "Effective"; (2) the least barries is the lack of support from other implementers that is librarians who have on average the highest achievement that is 85.50% with an average gap (discrepancies) 14,50%. Meanwhile, the biggest obstacle is the teacher faced with a complex problem that is, learners with all the background of cognitive and personality as much as 46,00% with an average gap (discrepancy) 54,00%.Keywords: implementation of Curriculum 2013, evaluation
Manajemen pendidikan karakter pada SMP full day school di Kota Yogyakarta Agustin Wahyuningtyas; Udik Budi Wibowo
Jurnal Akuntabilitas Manajemen Pendidikan Vol 5, No 1 (2017): April
Publisher : Faculty of Education, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (232.689 KB) | DOI: 10.21831/amp.v5i1.13090

Abstract

Penelitian ini bertujuan untuk mengetahui manajemen pendidikan karakter pada SMP Full Day School di kota Yogyakarta yang mencakup perencanaan, pengorganisasian, pelaksanaan dan pengendalian. Penelitian ini menggunakan pendekatan kualitatif dengan jenis fenomenologi. Latar penelitian pada SMP Full Day School di kota Yogyakarta. Subjek penelitian ini adalah Kepala Sekolah, dua wakil kepala bidang kurikulum, dua guru, dua karyawan, dua orang tua, dan tiga siswa. Pengumpulan data dilakukan dengan wawancara, observasi dan analisis dokumen. Keabsahan data dijamin dengan triangulasi, menggunakan bahan referensi (rekaman wawancara, vidio dan foto) dan mengadakan membercheck.Analisis data menggunakan analisis domain, taksonomi dan komponensial. Hasil penelitian menunjukkan bahwa manajemen pendidikan karakter yang ada pada SMP Full Day School terdiri dari: (1) perencanaan pendidikan karakter disusun sesuai dengan visi, misi dan tujuan sekolah dengan melibatkan semua unsur sekolah; (2) pengorganisasian pendidikan karakter di bawah bidang kesiswaan dengan dasar pembagian tugas dan tanggung jawab lebih pada kemampuan pendidik dalam bidang agama; (3) pelaksanaan pendidikan karakter di sekolah ditempuh melalui strategi secara terpadu; (4) pengendalian pendidikan karakter di sekolah secara internal berupa directing dan controling.Kata kunci: pendidikan, karakter, manajemen pendidikan karakter, SMP full day school CHARACTER EDUCATION MANAGEMENT IN FULL DAY JUNIOR HIGH SCHOOLS OF YOGYAKARTAAbstractThis research aims to determine the character education management of full day junior high schools of Yogyakarta, which includes planning, organizing, implementing and controling.This research used a qualitative approach with type of phenomenology. The research was conducted in four full day junior high schools in Yogyakarta. The research subjects were head masters, heads of the curriculum, teachers, employees, parents, and students. The data were collected using interview, observation and document analysis. The data validity was guaranteed by triangulation, using reference materials (interview recorded, video and photos) and holding member check. The data were analyzed using domain, taxonomy and componential.The results show that the management of character education at full day junior high schools consists of: (1) the planning of character education which is in accordance with the vision, mission and goal; (2) the organizing of character education is under the student affair based on the tasks and responsibilities of educators of religion; (3) the implementation of character education in schools is integrated with subject content, daily activities at schools and programed activities, and establishes communication with parents and environmental conditioning; (4) the internal management control of character education in schools is in the form of directing and controling.Keywords: education, character, character education management, full day junior high school
Strategi pengembangan budaya pembelajaran di sekolah W. Winarto
Jurnal Akuntabilitas Manajemen Pendidikan Vol 5, No 1 (2017): April
Publisher : Faculty of Education, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (211.817 KB) | DOI: 10.21831/amp.v5i1.13092

Abstract

Penelitian ini bertujuan untuk memahami dan menganalisis manajemen budaya belajar yang ada di SMKN 2 Depok, Sleman dan SMKN 2 Yogyakarta. Penelitian ini merupakan penelitian studi kasus dengan pendekatan kualitatif. Data dianalisis menggunakan teknik analisis interaktif model Miles dan Huberman. Hasil penelitian ini adalah sebagai berikut. (1) Budaya belajar dibentuk dan dikembangkan berdasar pada analisis masalah yang dihadapi dan analisis kebutuhan yang ada. (2) Budaya belajar peserta didik merupakan sikap dan perilaku yang dilakukan oleh peserta didik dalam proses pendidikan dan pembelajaran. Budaya belajar terbentuk melalui proses penanaman nilai-nilai dan norma-norma dalam setiap program dan kegiatan yang telah disusun oleh sekolah. (3) Manajemen budaya belajar tidak berdiri sendiri dalam sebuah program atau kegiatan khusus, namun melekat pada setiap program dan kegiatan pada setiap bidang yang ada di sekolah. Manajemen budaya belajar mengacu pada fungsi-fungsi pokok manajemen secara umum, yang meliputi empat fungsi pokok, yakni perencanaan (planning), pengorganisasian (organizing), pelaksanaan (actuating) dan pengendalian (controlling). (4) Faktor yang mendasari pentingnya manajemen budaya belajar meliputi: perkembangan ilmu pengetahuan, teknologi dan informasi yang semakin cepat, tingkat persaingan yang semakin ketat, dan tuntutan dunia usaha dan industri.Kata kunci: Nilai dan norma, budaya belajar, manajemen STRATEGY OF DEVELOPING LEARNING CULTURE IN SCHOOLAbstractThis research aims to understand and analyze study culture management in SMKN 2 Depok, Sleman and SMKN 2 Yogyakarta. This research is a case study with the qualitative approach. The data were analyzed using the interractiveanalysis technique of Miles and Huberman model. The research results are as follows. (1) The study culture is built and developed based on the problem analysis and need analysis. (2) The study culture is students attitude and behavior on education and learning process. The study culture is built on internalization values and norms in the school’s programs and activities. (3) The culture study management is not in one special program and activity, but it is included in every program and activity in school activity. The study culture management is based on the four general management functions:  planning, organizing, actuating, and controlling. (4) The study culture management is necessary based on some factors, including science technology and information development, high rate of competition and industrial demand.Keywords: values and norms, study culture, and management
Front Matter (Cover, Editorial Board, Table of Content) Editorial Team
Jurnal Akuntabilitas Manajemen Pendidikan Vol 5, No 1 (2017): April
Publisher : Faculty of Education, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (7596.798 KB) | DOI: 10.21831/amp.v5i1.13890

Abstract

Analisis implementasi kebijakan beban mengajar Guru Jenjang SMP, SMA, dan SMK di DIY Anik Septi Widyawati
Jurnal Akuntabilitas Manajemen Pendidikan Vol 5, No 1 (2017): April
Publisher : Faculty of Education, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/amp.v5i1.6480

Abstract

Penelitian ini bertujuan mengkaji: (1) implementasi kebijakan terkait beban mengajar guru minimal 24 jam per minggu, (2) dampak kebijakan beban mengajar terhadap kualitas dan kinerja guru, dan (3) faktor-faktor pendukung dan penghambat pelaksanaan kebijakan beban mengajar guru di Daerah Istimewa Yogyakarta. Penelitian kebijakan ini menggunakan pendekatan kualitatif, dengan metode grounded theory. Pengumpulan data menggunakan pedoman wawancara dan studi dokumen  yang hasilnya divalidasi melalui trianggulasi sumber dan teknik, serta member check. Hasil penelitian menunjukkan, kebijakan beban mengajar guru minimal 24 jam per minggu masih relevan dilaksanakan di sekolah. Sebagian besar guru telah memenuhi beban mengajar tersebut, sehingga berhak memperoleh tunjangan profesi yang berdampak pada peningkatan kinerja guru. Faktor penghambatnya adanya kebijakan lokal di kabupaten/kota (Kota Yogyakarta, Kab. Sleman dan Kab. Bantul) yang mengkaitkan tunjangan profesi dengan kehadiran guru di sekolah. Faktor pendukungnya dengan diberlakukannya K-2006 dan K-2013 serta peran kepala sekolah sangat berpengaruh dalam pembagian jam mengajar.Kata kunci: beban mengajar, sertifikasi, tunjangan profesi AN ANALYSIS OF THE IMPLEMENTATION OF TEACHER’S TEACHING LOAD POLICY IN JUNIOR HIGH SCHOOL, SENIOR HIGH SCHOOL, AND VOCATIONAL HIGH SCHOOL IN SPECIAL REGION YOGYAKARTAAbstractThis research aimed review to: (1) the implementation of policies related to teaching load of teachers at least 24 hours every week, (2) the impact of policies teaching load to the quality and performance of teachers, and (3) the factors that restrict and support the implementation of the policies in Daerah Istimewa Yogyakarta. This policy research used qualitative approaches with the grounded theory method.  Data were collected using interview guidelines and the study of documents  the results are validated through triangulation of sources and techniques , as well as member check. The results of this study demonstrate that the policy of the teacher's teaching load at least 24 hours every week is still relevant at schools. The restrictive factor in the teaching load policy is the existence of local policy that associates allowance with teachers attendance at schools (Kota Yogyakarta, Kabupaten Sleman dan Kabupaten Kulonprogo). The supporting factors are the use of two curricula i.e. Curriculum 2006 and Curriculum  2013, which will largely determine the load of teachers in each subject and the policy of the school principal who will greatly affect the fulfillment of teachers teaching load every week.Keywords: load of teaching, certification, benefits of profession

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