JRSSEM 2021, Vol. 02, No. 3, 337 – 352
E-ISSN: 2807 - 6311, P-ISSN: 2807 - 6494
DOI: 10.36418/jrssem.v2i03.285 https://jrssem.publikasiindonesia.id/index.php/jrssem/index
IMPLEMENTATION OF EDUCATION MANAGEMENT IN
HIGH SCHOOLS /VOCATIONAL SCHOOLS IN NORTH
SUMATRA
Yulita Triadiarti
1
La Ane
2
Erny Luxy D. Purba
3
Salsabila Irfan
4
Dandi Abdul Halim
5
1,2,3,4,5
Medan State University, Indonesia
*
e-mail: yulita@unimed.ac.id, laane@unimed.ac.id, erny.purba28@gmail.com,
salsairfn@gmail.com, dandiabdul454@gmail.com
*Correspondence: yulita@unimed.ac.id
Submitted: October, 12
th
2022 Revised: October, 17
th
2022 Accepted: October, 25
th
2022
Abstract: This study conducted an analysis of the implementation of education management in
High Schools / Vocational schools in North Sumatra. The implementation of the study was carried
out related to the phenomenon that high schools / vocational schools still do not provide minimum
standard technical services in accordance with the Regulation of the Minister of Education and
Culture Number 32 of 2021 concerning Technical Standards for Minimal Education Services. The
population in this study is all private high schools / vocational schools in North Sumatra. Sampling
was carried out using Cluster Sampling with sampling mapping based on the number of
regencies/cities in North Sumatra. The study was conducted qualitatively. The data is collected in a
primary manner which is then analyzed and discussed through a Focus Group Discussion with the
principal and teachers. The results of the analysis concluded that in general the implementation of
secondary education management has been carried out well in high schools / vocational schools
in North Sumatra. Based on the results of the descriptive qualitative analysis, it proves that some
implementation of educational standards has gone very well. The implementation of education
implementation that still faces several obstacles is the implementation of financing standards,
procedures for meeting standards, implementation of standards for the number of educators and
education personnel, implementation of quality standards for educators and education personnel,
and implementation of student personal cost standards as measured by the fulfillment of basic
student equipment.
Keywords: Implementation of education management, management of secondary school
education.
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INTRODUCTION
The changes taking place in
education have led to the emergence of a
new educational framework. In anticipation
of this the educational institution must
actively adapt. The activity of the
educational organization has been
rethought and the task of the teacher is to
find new features that can adapt to the
needs. Today educational institutions must
build educational activities in such a way as
to be able to meet the constantly changing
needs of the state and society. Therefore,
educational activities should be built at the
best level. To achieve this is very important
to ensure that proper management has
been carried out. The model of
management of secondary education
activities discussed in this research is
focused on a new approach to quality as
the main component of quality
management that is the object of the
system.
Triwiyanto (2013) conducted
research on mapping the quality of School-
Based Management in Malang. The results
of his research prove that almost 50% of
schools at all levels have not met the
minimum educational standards. This
means that there are still many schools that
must improve the quality of their
educational services. In fact, this burden
must be increased by schools that are still
at the minimum standard, which of course
is not optimal for the quality of educational
services. Therefore, a good mapping of the
quality of education is needed. (Triwiyanto,
2013)
Research on the relationship
between education management and the
quality of education has been conducted
by Vaganova (2020). According to the
study, the authors concluded that a
developed higher education management
model shows its effectiveness and
contributes to the improvement of
education management. The higher
education management model includes
aspects of graduate professional
characteristics, graduate professional
standards, and compliance with
educational programs (Vaganova et al.,
2020).
Research on the relationship
between education management and
school quality has also been carried out by
Nurlaya (2020). In this research, Nurlaya
emphasized more on education financing
management. The results showed that the
influence of education financing
management and learning facilities on the
quality of schools together had a strong
and significant influence. by 38.5%,
meaning that the management of
education financing and learning facilities
is related simultaneously and significantly
to the quality of schools (Ida Nurlaya, 2020).
Based on this background and the
researches that have been carried out, the
author is interested in conducting an
analysis of the implementation of
secondary education management in
North Sumatra. The selection of North
Sumatra as a population area is considered
very appropriate considering that the
author's domicile is in North Sumatra, as
well as the condition of the Very
339 | Implementation of Education Management In High Schools /Vocational Schools In
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heterogeneous North Sumatra area
consisting of 24 regencies and 8 cities. The
problem that will be solved in this study is
whether the implementation of secondary
education management has been carried
out properly in high schools / vocational
schools in North Sumatra?
Implementation of Secondary Education
Management
In the development of education of
a nation, there needs to be a reliable
education management system (effective
and efficient) so that it is expected to be
able to face very rapid global competition
and be able to keep up with the
development of science and technology
(Science and Technology). The
implementation of education management
that has met the standards is expected to
be able to maintain the quality of
education.
In Permendikbud No.32 of 2018, it
has been regulated regarding technical
standards for minimum education services
which aims to provide guidance to local
governments in fulfilling the basic needs of
students in accordance with the level and
path of education. The Minimum Education
Service Standard, hereinafter abbreviated
as SPM Pendidikan, is a provision regarding
the type and quality of basic education
services which are mandatory Government
affairs that every student has the right to
obtain at a minimum. SPM Education is
determined and applied based on the
principles of: suitability of authority,
availability, affordability, sustainability,
measurability and accuracy of targets
(Permendikbud, 2018).
Secondary Education Management is a
process of planning, organizing,
implementing and supervising in managing
the resources contained in secondary
schools. Resources can be
man, money,
methods, machines,
and everything to
achieve the goal of effective and efficient
education.
In this study, the indicators used to measure
the implementation of secondary
education management refer to the
Regulation of the Minister of Education and
Culture Number 32 of 2021 concerning
Technical Standards for Minimal Education
Services.
The Quality of Basic Services for each Type
of Basic Services of SPM Education
includes:
a. Standards for the quantity and
quality of goods and / or services;
Include:
1. Education Unit Standards
consist of: graduate
competency standards, content
standards, process standards,
infrastructure standards,
management standards,
financing standards, and
assessment standards.
2. Personal cost standards
consisting of: basic Learner
equipment, and Education
Financing.
b. Standards for the number and
quality of educators and education
personnel
The standards for the number and
quality of educators and education
personnel as referred to consist of:
1. Types of educators and
education personnel
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2. Quality of educators and
education personnel
3. The number of educators and
education personnel.
c. Procedures for meeting standards
The fulfillment of the number of
educators is based on the
procedure for calculating the
fulfillment of educator needs by
paying attention to the following:
the number of learning groups in
the education unit, the obligation to
fulfill the teaching load, and the
number of subject hours in the
curriculum structure.
The implementation of SPM Basic
Services will indicate the implementation of
a good school management process. If the
implementation of SPM basic services is
carried out as a whole and well
coordinated, it will automatically ensure the
stability of the quality of education.
Implementation of Secondary Education
Management is the implementation of the
stages of governance starting from the
process of planning, organizing,
implementing and supervising in managing
resources contained in high schools /
vocational schools.
Education management as a
dimension of process and substance in
education (Pulido Capurro & Olivera
Carhuaz, 2019). As a dimension, process
management has been explored in
planning, organizing, staffing, directing,
budgeting, controlling, evaluating, and
reporting. Substantial management
includes curriculum, students, teachers,
staff, money, facilities, and participation in
the management of education. The
organizational level can be analyzed at the
global, regional, local, and institutional
level. Organizational functions can be
analyzed on leadership, planning,
supervision, communication, decision
making, and innovation in management
processes (Barbón Pérez & Fernández Pino,
2018). Research in the field of educational
management has been used for
institutional innovation and student
achievement.
Research on the implementation of
education management has been
conducted in Brazil to analyze the
contribution of assessment to education
management in schools and colleges
(Bauer, 2019). The results showed that there
were differences in contributions based on
the district-level assessment scale and a
larger scale in the implementation of
education management so that different
criteria were needed to measure their
success.
Research on educational management
standards was conducted by Anwar (2018).
The most important essence of education
management standards, especially in the
development of Private Aliyah Madrasahs
in Gorontalo City, is the application of
educational management standards
related to the support of infrastructure as
an element in improving the quality of
madrasahs. This is in accordance with the
needs of the people. This factor will be
realized if maximized through innovation in
the educational process as well as approval
of the success of students, educational
institutions managed with the principles of
independence, partnership, participation,
open access and accountability (Anwar,
2018).
341| Implementation of Education Management In High Schools /Vocational Schools In North
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DOI: 10.36418/jrssem.v2i03.285 https://jrssem.publikasiindonesia.id/index.php/jrssem/index
MATERIALS AND METHODS
The research design is carried out
with stages starting from Survey and Data
Collection, Data analysis, FGD analysis
results with the principal, FGD model
formation and FGD model finalization. The
research was conducted from May to
November 2021 conducted at High Schools
/ Vocational in North Sumatra. Sampling
was carried out using
Cluster Sampling
with
sampling mapping based on the number of
regencies/cities in North Sumatra. The
respondents to this study were principals,
vice principals and teachers in schools that
were used as research samples. The number
of respondents was 176 people from high
schools / vocational schools in all districts
and cities in North Sumatra.
Data collection is carried out in a primary
manner by providing a questionnaire that is
distributed through the
Google Form
application.
Furthermore, interviews and
discussions were conducted through
the
Focus Group Disscussion
which was carried
out online through
the Zoom Meeting
. This
study uses variables that are quantitative,
so to measure these variables a likert scale
is used. The questions in the questionnaire
were made using a scale of 1 to 4 to
represent the opinions of the respondents.
The values for the scale are as follows:
Score 1 = Strongly Disagree (STS)
Score 2 = Disagree (TS)
Score 3 = Agree (S)
Score 4 = Strongly Agree (SS)
Each respondent was asked to choose one
of the answers in the questionnaire that
matched his perception among the
alternative answers that had been
provided. The finalization of the
questionnaire was carried out through
several stages of refinement in the initial
FGD on pre-research activities.
Descriptive qualitative analysis is carried
outto solve the problem. The analysis was
carried out by conducting an in-depth
analysis and descriptive elaboration of the
data obtained from the dissemination of
the questionnaire. The results of the
analysis were strengthened by conducting
a forum group discussion
involving
stakeholders including principals, teachers,
school staff. The implementation of
secondary education management in high
schools/vocational schools has been
regulated in the Regulation of the Minister
of Education and Culture Number 32 of
2021 concerning Technical Standards for
Minimum Education Services. The indicator
based on the regulation is the Quality of
Basic Services for each Type of Basic Service
Minimum Service Standard (SPM)
Education. Based on these regulations,
researchers conducted an analysis using
data obtained from respondents.
Awabanrespondents will be categorized as
Very Good, Good, Not Good, and Very
Unkind. Categorization is carried out to
facilitate the process of analyzing the
implementation of secondary education.
Respondents' answers will be grouped by
first determining the interval based on the
answers of the highest and lowest answer
ranges.
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𝐼𝑛𝑡𝑒𝑟𝑣𝑎𝑙
=
𝑛𝑖𝑙𝑎𝑖 𝑡𝑒𝑟𝑡𝑖𝑛𝑔𝑔𝑖 − 𝑛𝑖𝑙𝑎𝑖 𝑡𝑒𝑟𝑒𝑛𝑑𝑎ℎ
𝑗𝑎𝑟𝑎𝑘 𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙
𝐼𝑛𝑡𝑒𝑟𝑣𝑎𝑙 =
4 − 1
4
= 0,75
The assessment categories as shown in the
following table:
Table 1. Assessment Categories
Interval
Category
3,26 - 4,00
Excellent
2,51 - 3, 25
Good
1,76 - 2,50
Bad
1.00 - 1,75
Very Unkind
RESULTS AND DISCUSSION
Sample Overview
The data used in this research is primary
data obtained by distributing
questionnaires through
Google Forms
. The
respondents to this study were principals
and teachers in the schools that were used
as research samples. The number of
respondents was 176 people from high
schools / vocational schools in all districts
and cities in North Sumatra. The data
obtained are used to answer the first and
second problems through descriptive in-
depth analysis. The sample overview is as
follows:
Figure 1 Jabata distribution diagram.
a. The respondents were 176
people consisting of 9 principals
(5.1%), 14 vice principals (8%),
and 153 teachers (86.9%).
Source: Processed data
Figure 2 District/City distribution
diagram
b. Respondents were principals, vice
principals and teachers who
taught at SMA/SMK in 21 districts
and cities in North Sumatra
Province.
Source: Processed data
Data Analysis
The results of the data analysis obtained
from respondents are as follows:
1. Implementation of Graduate
Competency Standards (SKL)
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The results of the answers from the
respondents showed the following
conditions:
In the chart impressions, it is known
that the answers of respondents
around 113 people (64%) answered in
an average interval of 3.36 – 4 and 63
people (36%) answered at an average
interval of 2.43 - 3.05. Based on
categorization, the data is in the
category of good to very good. This is
able to prove that 64% of respondents
strongly agree that the
implementation of graduate
competency standards has been
carried out well in the school where
they work. The implementation of
graduate competency standards has
been carried out based on indicators
that: 1) the school has determined the
competency qualifications of
graduates including knowledge, skills
and attitudes; and 2) graduate
competency standards have been
focused on knowledge to improve the
competence of students in order to live
independently and follow further
education. It can be concluded that in
general the implementation of
graduate competency standards has
been done well.
2. Implementation of The Content
Standard (SI)
The results of the analysis of the
implementation of content standards
are as follows:
In the chart it can be seen that the
answers of respondents about 121
people (68.75%) answered in an
average interval of 3.26 - 4 and 55
people (31.25%) answered at an
average interval of 2.51 - 3.25. Based
on categorization, the data is in the
category of good to very good. This is
able to prove that 68.75% of
respondents strongly agree that the
implementation of content standards
has been carried out well in the schools
where they work. The implementation
of content standards is carried out
based on indicators that schools have:
1) required teachers to conduct
curriculum analysis before compiling
learning tools; 2) require teachers to
prepare learning tools (rpp, media, LKS,
teaching materials, assessment
instruments); and 3) require teachers
to always update educational and
learning materials in accordance with
specified standards. It can be
concluded that in general the
implementation of content standards
has been done well.
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3. Implementation of Process Standards
(SP)
The results of the analysis of the
implementation of process standards
are as follows:
In the chart it is known that the
answers of respondents about 92
people (52.27%) answered in an
average interval of 3.26–4 and 80
people (45.45%) answered at an
average interval of 2.51-3.25. About 4
people (0.02%) answered at 1.1-2.50.
Based on categorization, the data is
evenly distributed in the categories of
good to very good and relatively small
at bad intervals. This proves that
52.27% of respondents strongly agree
that the implementation of the
standard process has been well
implemented in the school where they
work. The implementation of the
standard process has been carried out
based on indicators that: 1) the school
has required each teacher to make a
lesson plan before carrying out
learning activities using varied learning
methods; 2) The lesson plan prepared
by the teacher has contained the
formulation of learning outcomes, how
to achieve learning objectives and how
to assess the achievement of learning
objectives; 3) Schools always apply
varied methods and appropriate
learning strategies to improve student
learning outcomes; 4) Schools
implement a participatory learning
process by conducting many
discussion activities to encourage
students to think creatively and
productively; 5) Assessment of the
learning process is carried out by
fellow educators (assessment of the
planning and implementation of
learning is carried out by fellow
teachers), principals and students. It
can be concluded that in general the
implementation of process standards
has been carried out well, as well as
there are some schools that have not
implemented these process standards.
4. Implementation of Infrastructure
Standards (SSP)
The results of the analysis of the
implementation of standards for
facilities and infrastructure are as
follows:
The distribution of data on the chart
showed that respondents' answers
were about 101 people (57.38%)
answered in an average interval of
3.26-4 and 67 people (38%) answered
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at an average interval of 2.51-3.25.
About 9 people (0.05%) answered at
intervals of 1.1-2.50. Based on
categorization, the data is in the
category of good to very good. and
relatively small at intervals is not good.
This is able to prove that most
respondents strongly agree that the
implementation of standard facilities
and infrastructure has been carried out
properly. The implementation of
standards for facilities and
infrastructure has been carried out
based on indicators that: 1) Schools
always identify the needs of their
internal customers in terms of facilities
and infrastructure; 2) There is enough
learning space to accommodate all
students in carrying out learning at the
same time; 3) The capacity and
conditions of the study room have met
the minimum standards; 4) There is a
library equipped with the latest books
and a reading room; 5) There are sports
venues, places of worship, laboratories
/ workshops, places to play, places to
create and recreation; and 6) There are
facilities for the use of information and
communication technology needed to
support the learning process. It can be
concluded that in general the
implementation of standards for
facilities and infrastructure has been
carried out properly, but there are still
some schools that state that the
condition of school facilities and
infrastructure is still inadequate.
5. Implementation of Management
Standards (SPL)
The results of the analysis of the
implementation of management are as
follows:
In the chart it is known that the
answers of about 96 respondents
(54.54%) answered in an average
interval of 3.26–4 and 75 people
(42.61%) answered at an average
interval of 2.51-3.25. Based on
categorization, the data is in the
category of good to very good. This is
able to prove that most respondents
strongly agree that the
implementation of management
standards has been carried out
properly. The implementation of
management standards has been
carried out based on indicators that: 1)
Planning of educational activities aims
to improve the quality of learning
processes and outcomes on an
ongoing basis based on school self-
evaluation; 2) Planning of Educational
activities is set forth in the short-term
work plan (one year) and the medium-
term work plan (four years); 3) The
implementation of educational
activities is an action to mobilize and
use all resources available in schools, in
order to achieve goals and objectives
in accordance with the established
planning; 4) Supervision of educational
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activities is a periodic and continuous
monitoring, supervision, and
evaluation activity carried out by the
principal. It can be concluded that in
general the implementation of
management standards has been
carried out properly.
6. Implementation of Financing
Standards (SPB)
The results of the analysis of the
implementation of financing are as
follows:
Respondents' answers in the chart
showed about 119 people (67.61%)
answered in an average interval of 3.26
– 4 and 39 people (22.15%) answered
at an average interval of 2.51-3.25.
About 18 people (10.22%) answered at
intervals of 1.1-2.50. Based on
categorization, the data is spread from
bad to very good categories. This is
able to prove that the implementation
of financing standards has not been
carried out optimally. The
implementation of the measured
financing standards is based on
indicators: 1) Schools conduct an
analysis of the calculation of the cost of
providing education in determining
the amount of school tuition; 2) The
allocation of BOS funds managed by
schools in accordance with
Permendikbud 8 of 2020 includes 12
main items. It can be concluded that in
general the implementation of
financing standards has been carried
out well but there are still schools that
have not implemented the financing
policy based on regulations.
7. Implementation of Assessment
Standards (SPN)
The results of the analysis of the
implementation of the assessment
standards are as follows:
In the chart impressions, it is known
that the answers of respondents about
73 people (41.47%) answered in an
average interval of 3.26–4 and 95
people (53.97%) answered at an
average interval of 2.51-3.25. About 8
people (4.54%) answered at intervals of
1.1-2.50. Based on categorization, the
data is in the category of not good to
very good. This proves that the
implementation of assessment
standards has not been carried out
optimally in several regions. The
implementation of assessment
standards is measured based on
indicators: 1) Schools have standards in
establishing mechanisms, procedures
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and instruments for assessing student
learning outcomes; 2) Schools
establish formative assessments to
monitor and improve the learning
process and evaluate the achievement
of learning objectives; 3) The school
has established a summative
assessment to assess the achievement
of student learning outcomes as the
basis for determining grade increase
and graduation from school; 4) The
determination of graduation is carried
out through a mechanism determined
by the School with reference to the
competency standards of graduates.
Based on the results of data analysis
from respondents, it can be concluded
that in general the implementation of
assessment standards has not been
carried out optimally.
8. Implementation of Basic Equipment
Standards for Learners
The results of the analysis of the
implementation of basic equipment
standards for students are as follows:
Based on the distribution of data on
the chart, it is known that the answers
of respondents were around 58 people
(32.95%) answered in an average
interval of 3.26–4 and 77 people
(43.75%) answered at an average
interval of 2.51-3.25. About 41 people
(23.29%) answered at intervals of 1.1-
2.50. Based on categorization, the data
is in the category of very bad to very
good. This proves that only 32.95% of
respondents strongly agree that the
implementation of the basic
equipment standards for students has
been implemented optimally in the
schools where they work. The
indicators used to measure the
implementation of basic student
equipment standards are: 1) Schools
provide textbooks that are in
accordance with the curriculum 1
package / learner / year; 2) The school
provides learning equipment (tools
and writing books) in new conditions 1
set / student / semester. Based on the
results of the analysis of respondents'
answers, it can be concluded that the
implementation of basic equipment
standards for students has not been
carried out properly, many schools do
not implement these regulations.
9. Implementation of standards for the
number of educators and education
personnel (SJ)
The results of the analysis of the
implementation of the standard
number of educators and education
personnel are as follows:
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In the chart it is known that the
answers of respondents about 65
people (36.93%) answered in an
average interval of 3.26–4 and 82
people (46.59%) answered at an
average interval of 2.51-3.25. About 29
people (16.48%) answered at intervals
of 1.00-2.50. Based on categorization,
the data is in the category of very bad
to very good. This proves that only
36.93% of respondents strongly agree
that the implementation of the
standard for the number of educators
and staff has been implemented
optimally. The implementation of the
standard number of educators and
staff is carried out based on indicators
that: 1) The number of subject teachers
is in accordance with the needs of the
curriculum; 2) the number of
laboratory personnel has been in
accordance with what is needed; 3) The
number of other supporting personnel
is in accordance with what is needed.
Based on the results of the analysis of
respondents' answers, it can be
concluded that the implementation of
the standard number of educators and
staff has not been carried out properly.
Through in-depth observation of the
distribution of data, it is known that the
causes of the unfavorable category are
more caused by the lack of laboratory
personnel and support personnel in
schools.
10. Implementation of Quality Standards
for Educators and Education
Personnel (SK)
The results of the analysis on the
implementation of quality standards
for educators and education personnel
are as follows:
Based on the distribution of data in the
chart, it is known that the answers of
respondents around 72 people
(40.90%) answered in an average
interval of 3.25–4 and 84 people
(47.72%) answered at an average
interval of 2.51-3.25. About 20 people
(11.38%) answered at intervals of 1.00-
2.50. Based on this value, the
distribution of data is in the category
of not good to very good. This proves
that the implementation of the quality
standards of educators and staff has
not been carried out properly. The
implementation of the quality
standards of educators and staff is
measured by their implementation
based on the following indicators: 1)
Schools always conduct training and
guidance to improve the quality of
their human resources; 2) All Teachers
in the school have a D-IV/S1 diploma;
3) All Teachers in the school have an
educator certificate; 4) All Teachers in
the school have an educator certificate;
5) The principal has a D-IV/S1 diploma;
6) The principal has a letter of
completion of education and training
of the prospective principal; 7) The
school has the lowest laboratory
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personnel who have a high school
diploma / equivalent; 8) The school has
the lowest number of other support
personnel who have a high school
diploma / equivalent. Based on the in-
depth observations made, the
conditions that indicate that the
quality standards of educators and
staff have not been implemented
optimally are that not all teachers have
an educator certificate, schools do not
have adequate laboratory personnel,
and there are still principals who do
not have a letter of completion of
education and training of principals.
11. Standard Fulfillment Procedures (TC)
The results of the analysis of the
implementation of the procedures for
meeting the standards are as follows:
In the chart impressions, it is known that
the answers of respondents about 124
people (70.45%) answered in an average
interval of 3.26–4 and 38 people (21.59%)
answered at an average interval of 2.51-
3.25. About 15 people (7.96%) answered at
intervals of 1.00-2.50. Based on
categorization, the data is in the category
of not good to very good but the data is
able to prove that around 92.04% of
respondents strongly agree that the
implementation of standard fulfillment
procedures has been carried out properly.
The implementation of procedures for
meeting standards has been carried out
based on indicators that: 1) Fulfillment of
basic equipment for students who come
from poor families or cannot afford to be
borne by the local government in one year;
2) The fulfillment of the number of
educators is based on the procedure for
calculating the fulfillment of educator
needs by taking into account the following:
1. The number of study groups in the
education unit; 2. obligations to fulfill
teaching load, 3. the number of hours of
subjects in the school curriculum structure
has established the qualifications of
graduate competencies including
knowledge, skills and attitudes. It can be
concluded that in general the
implementation of the quality standards of
educators and staff has been done well
CONCLUSIONS
Based on observations, discussions and the
results of data analysis, the conclusions that
can be drawn from this research are as
follows:
1. In general, the implementation of
secondary education management has
been carried out well in high schools /
vocational schools in North Sumatra.
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Based on the results of the descriptive
qualitative analysis, it proves that there
are several implementations of
educational standards that have been
running very well in high schools /
vocational schools in the North
Sumatra Province. The implementation
that has gone very well is the quality
standards of graduates (64%), content
standards (68.75%), process standards
(52.27%), standards of facilities and
infrastructure (57.38%), management
standards (54.54%). In addition, there
are some standards that have not been
implemented very well in some
regions. The implementation of
education implementation that still
faces several obstacles is the
implementation of financing standards
(10.22% stated that they were not
carried out properly), assessment
standards (4.54% stated that they had
not been implemented), and
procedures for meeting standards
(7.96% stated that they had not been
implemented). There are some
standard implementations that require
more special attention because a
relatively large percentage of
statements have not been
implemented properly. The
implementation is: the implementation
of the standards for the number of
educators and education personnel
(16.48% stated that they have not been
implemented properly), the
implementation of quality standards
for educators and education personnel
(11.38% stated that they have not been
carried out properly), and the last is the
implementation of the standards for
personal costs of students as
measured by the fulfillment of basic
equipment of students (23.28% stated
that they were not implemented).
2. The main causes of not implementing
educational standards properly are as
follows:
a. Financing standards: there are still
many schools that have not
analyzed the cost of providing
education in determining the
amount of school tuition. Based on
the Regulation of the Minister of
Education and Culture Number 32
of 2021 concerning Technical
Standards for Minimum Education
Services, the analysis of tariffs for
the cost of providing education is
the main standard that must be
carried out in managing the
efficient implementation of
education.
b. Standards for the number of
educators and education personnel:
although in relatively small
numbers but still exist in some
regions, the number of subject
teachers who are in accordance
with the curriculum has not been
fulfilled, the number of laboratory
personnel is not sufficient as
needed and the number of
supporting personnel has not been
fulfilled as needed.
c. Quality standards for educators and
education personnel: based on
data, the main cause of the low
implementation value of this
standard is that there are still many
teachers in schools who do not
have an educator certificate and
351 | Implementation of Education Management In High Schools /Vocational Schools In
North Sumatra
there are still principals who do not
have a letter of completion of
education and training for
prospective principals.
d. standard personal costs of students
as measured by the fulfillment of
basic student equipment: based on
data analysis, a relatively low
implementation is in the
implementation of providing
learning equipment (tools and
writing books) in new conditions 1
set / student / semester, especially
in public schools.
.
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4.9
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