KATA PENGANTAR Pembaca yang budiman di seluruh tanah air, dengan mengucap syukur dan terima kasih kepada Tuhan Yang Maha Esa, rasa bangga dan dan Salam kimiawan, Jurnal Pendidikan Kimia Volume 7 Nomor 2 edisi Agustus 2015 ini baik edisi cetak maupun on-line di internet, kami sajikan sebagai lanjutan komunikasi kita di Volume 7 Nomor 1 edisi April 2015 yang lampau. Edisi yang diterbitkan mengkombinasikan 15 buah artikel hasil penelitian dalam bidang kimia dan pembelajarannya, serta penelitian kimia dan terapannya khususnya dalam bidang kesehatan, lingkungan dan Biomedik. Melalui kombinasi jenis penelitian (penelitian laboratorik dengan penelitian kependidikan) yang disajikan dengan orijinalitas yang dipercaya, penulis yang beragam profesi dan berasal dari beberapa provinsi di Indonesia, jurnal ini semakin bertambah kualitas dan kepercayaan masyarakat ilmiah. Khusus bagi rekan guru kimia/IPA, kami sangat menantikan buah pikiran Saudara. Kami yakin bahwa Jurnal Pendidikan Kimia yang diterbitkan oleh Program Pascasarjana Universitas Negeri Medan ini, akan semakin bermutu seiring dengan telah dibukanya Program Doktor (S3) Pendidikan Kimia di UNIMED sejak tahun akademik 20142015. Keberadaan 3 program studi linier dan berjenjang (Sarjana S1, Magister S2 akreditasi A BAN PT, dan Doktor S3) Pendidikan Kimia dalam satu atap di UNIMED, dan diperolehnya Akreditasi Institusi AIPT UNIMED peringkat B (nilai 353) dari BAN PT Kemdikbud, akan menambah kepercayaan masyarakat luas kepada institusi ini. Secara khusus, melalui edisi ini, Penyunting menyampaikan Selamat dan Sukses kepada Rektor Unimed Prof. Dr. Syawal Gultom, M.Pd; Wakil Rektor I Prof. Dr. Abdul Hamid K, M.Pd.; Wakil Rektor II Dr. Restu, M.S.; Wakil Rektor III Prof. Dr. Sahat Siagian, M.Pd.; serta Wakil Rektor IV Prof. Drs. Manihar Situmorang, M.Sc., Ph.D. Seperti biasanya, semua isi artikel dalam Jurnal Pendidikan Kimia Pascasarjana Unimed,
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Volume 7 Nomor 2 Edisi Agustus 2015 Daftar Isi 1 2
3
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Effect of school based management on teacher job-satisfaction and job performace Wesly Hutabarat Pengaruh lama kerja terhadap kadar Merkuri (Hg) dalam urin pekerja tambang emas (Studi kasus di Desa Panton Luas Kecamatan Sawang Kabupaten Aceh Selatan) Nur Asiah; Zul Alfian; Jazanul Anwar; Yahwardiah Siregar; Datten Bangun Pengembangan bahan ajar kimia inovatif pada Pokok Bahasan Reduksi dan Oksidasi berdasarkan Kurikulum 2013 dan terintegrasi pendidikan karakter Elisabet Singarimbun; Ramlan Silaban; Retno Dwi Suyanti; Iis Siti Jahro; Manihar Situmorang Potensi ekstrak etanol daun Lidah Buaya (Aloe vera L.) sebagai antifertilitas melalui tampilan imunohistokimia Caspase 3 aktif pada testis serta penilaian kuantitas dan kualitas spermatozoa mencit (Mus musculus L.) Maria Lestari; M. Pandapotan Nasution; Sry Suryani Pasno LinggaUpaya meningkatkan kreativitas siswa dalam pembelajaran Biologi melalui penerapan model pembelajaran kooperatif type Jigsaw di SMA Negeri 2 Balige Pasno Lingga Pemanfaatan arang aktif dari batubara kotor (Dirty Coal) sebagai adsorben ion logam Mn(II) dan Ag(I) Saibun Sitorus; Meliani Pijer Pengembangan bahan ajar inovatif dan interaktif melalui pendekatan saintifik pada pengajaran Termokimia Erdiana Gultom; Manihar Situmorang; Ramlan Silaban Pengaruh pemberian kacang hijau (Phaseolus radiatus) terhadap peningkatan kadar hemoglobin tikus putih (Rattus norvegicus) jantan galur Wistar Nora Maulina; Indra Pehulisa Sitepu Pengembangan bahan ajar inovatif dan interaktif melalui pendekatan saintifik pada pembelajaran Reaksi Redoks dan Elektrokimia. Marham Sitorus; Ajat Sudrajat; Mega Lestari
Efek paparan Rhodamin B terhadap perubahan makroskopis dan histopatologi mukosa kolon Mencit (Mus musculus L.) jantan Novita Aryani
Penerapan SLS untuk meningkatkan kompetensi Guru-guru dalam menerapkan A-EE-K-E pada RPP di SMPN 4 Sibolga tahun pelajaran 2012/2013 Janji Samosir Implementasi model pembelajaran kooperatif berbasis masalah terintegrasi buku ajar dalam meningkatkan hasil belajar dan menumbuhkembangkan karakter siswa pada Perhitungan Kimia Mahmud; Fauziah Harsyah; Ajat Sudrajat Pengaruh model pembelajaran Problem Base Learning (PBL ) dengan media Powerpoint terhadap hasil belajar kimia siswa SMA pada Pokok Bahasan Konsep Redoks Teresa Sirait; Wesly Hutabarat Analisis kadar besi (Fe) pada bayam merah (Iresine herbstii hook) dan bayam hijau ( Amaranthus tricolor sp ) yang dikonsumsi masyarakat Nelma Pengaruh model problem base learning terintegrasi inkuiri terbimbing bermediakan komputer terhadap hasil belajar dan karakter siswa SMA Ramlan Silaban; Sri Handayani Siregar; Iis Siti Jahro; Manihar Situmorang
1
EFFECT OF SCHOOL BASED MANAGEMENT ON TEACHER JOB-SATISFACTION AND JOB-PERFORMANCE Wesly Hutabarat Department of Chemistry, Faculty of Mathematics and Basic Science State University of Medan
[email protected] Abstract Introduction of Weber’s organizational structure into Indonesian Educational system since the Dutch colonial resulted in a difficult time. The use of Weber ‘s organizational structure had made it difficult for teachers to make decisions concerning with schools facilities, curriculum, and student recruitment. The school principals usually had to wait for sometimes from their superintendents to make decisions concerning with school facilities, curriculum and student recruitments. Introduction of School based management into Indonesian Educational system since 2003 has made a great impact on teacher job satisfaction and job-performance. Recent studies showed that 57.30% of school based management directly contributed to job satisfaction and indirectly 11.10% contributed to job satisfaction through work motivation. Further investigation reported that total effect of school based management toward jobsatisfaction and job-performance were 48.4% and 30.8% respectively. It was concluded that school based management contributed a great impact on teacher job-satisfaction and jobperformance. Key words: Job-performance, Job-satisfaction, School based management,
the last twenty years. Indonesia has been 1. Introduction Indonesia has established public high schools throughout Indonesian archipelago since its independence in 1945. The present of public high schools have made it possible for the people to study science and arts and resulting in its growing up from under developing country into developing country in
trying to escape from the influence of the Dutch government since its independence by encouraging students to study science and arts in English rather than in the Dutch. By doing so, many Indonesian citizens who were grown and taught in the Dutch schooling system suffered
from
their
lack
of
English
2
Background
and
Indonesian
educational
system back to basic.
that he made a number of developments in educations and communications by launching
As a result, Indonesian government
Indonesian satellite into the air and it enhances
tried to invite English Speaking country
the use of televisions and internets in
experts to introduce English into Indonesian
Indonesia.
educational schools, mainly from the United
Introduction
of
televisions
and
States and United Kingdom and Common
internets have made it possible to watch events
Wealth
Indonesian
directly around the world. Since televisions
Western
usually broadcast news and live events into the
educational systems, without having human
air, therefore people can watch the events
resources to cope with the new educational
directly and have made it possible to
system. By establishing new high schools
distinguish between good and bad events, and
throughout Indonesia, it is believed that
resulted in unrest in many parts of the world.
Countries.
educational
Therefore,
system
followed
Indonesian citizens would soon get prosperity
In
year
2000
Indonesian
people
at all. However, it causes many problems due
revolted against dictatorship implemented by
to the lack of school facilities and lack of
the president Soeharto, and resulted in his
management.
resignation and the power was given to his
Indonesia has been tried to manage the
successor vice president Prof. B.J. Habibi as
schools to get into International levels.
the President of Indonesia in replacing him.
However, there were number of civil wars that
During
stumbling
and
government functions which were devolved to
educational managements. It was until 1965,
local government, except for six absolute
when the Indonesian communist party failed
power that kept by the central government. In
to take over power from the Indonesian
this case, local government was provided with
official government and then General Suharto
authority
took power from President Soekarno, and
preferences.
Indonesian
economy
his
to
power,
develop
he
introduced
according
new
to
Indonesian government tried to get out from
The introduction of limited
poverty. Soeharto regime was known as the
decentralized educational system has made
most powerful government at the time in
rooms for introduction of School Based
which he stayed in power for almost 35 years.
management into Indonesian Educational
In his power for nearly 35 years, he proved
system in year 2003.
its
3
power, and give it to teachers and community (De Grawe. 2994:2; Caldwell. 2005: 10;
2. School Based Management School Based Management (SBM) is a
Watson. 2004:2). They were not willing to
decentralized educational system which is
resume decision making and authority, and to
defined as a strategy to transform school
act independently in decision making process,
organizations
from
to
which is due to the fact that school district
decentralized
organizational
strutures
authority continued to strongly affects school
2005:2; Abu-Duhoi. 1999:30;
policies and practices (RAND Reseaexh,
(Caldwell.
centralized
Gertler., Patrinos.,and Rubio-Codina.2007:2; RAND Research. 2012:1). This organizational
2012:2). Furthermore,
Fullan
and
Watson,
structure has been implemented to Indonesian
(1999:4) reported that the use of SBM in
educational system since year 2003 (RAND
developed countries failed to improve pupils
Research. 2012:1). The range of SBM can be
outcomes, due to its failure to trigger changes
classified from “weak” (decentralized very
in connecting SBM variables to pupils
little authonomy on a few areas) to “strong”
learning outcomes. Other researchers found
(responsible for almost all decisions) reforms
that there is a positive correlation between
(Patrinos.,and
SBM reforms and improved school access in
Generally.
it
Rubio-Codina.2007:5). as
rural areas and poor communities, reduces
decentralizing authority from the central
dropped out, and repetion rates (Patrinos.,and
governent
Rubio-Codina.2007:35)
to
is
mainly
school
considered
levels.
Generally,
and
improved
transformation of centralized organizational
students outcomes especially in developed and
structure to decetralized one will take years in
developing countries (Watson, 2004:7).
order to see its impacts on outcomes.
Basically, implementation of SBM in
(Caldwell. 2005: 12; Watson. 2004:2). It was
Indonesia reported that parents and comminity
found that implemening SBM resutls in
participation in decision making was very
conflict of interest between school principals,
limited, school district authority continued to
teachers and parents, which is due to the
influence school policy and practices, teachers
transfering authority to the teachers and
were rarely involved in making decisions
parents (Patrinos and Rubio-Codina. 2007:4;
without asking approval from school district
Watson. 2004:8). A lot of school principals are
authority. It was also found that teachers,
reluctant to give up their decision makings
parents and community board lack of skill in
4
implementing SBM, and level of teacher
responsibility and decision-making authority
education also affects the implementation of
concerning with school operations to local
SBM. In addition, there is no significant
levels or to any combination of principals,
relationship beteween SBM and student
teachers, parents, students, and stakeholders.
achiements
(RAND
Research,
2012:3;
As we know that the main objective of
Marshall. 2012:10). In
introducing SBM reforms in Indonesia is to
contrary, a surveyed conducted on 1,260
empower principals, teachers, staffs and
schools in Indonesia, and found that most the
stakeholders and society or to strengthening
schools
in
teachers professional motivation, which is
students’ achievements, relative increased
believed to enhance teachers sense of school
attendance, and moderately increased in
belongings. The SBM reforms also have
disciplines (Bandur. 2008:2; Barrera-Osorio.
stressed on parental participations, by means
Fasih and Patrinos. et al. 2009:86).
of school boards. (Barrera-Osorio., Fasih, and
Vernez., Karam and
have
shown
Implementation
improvements
usually
Patrinos., et al. 2009:84). As a result, it could
followed by transferring and delegating
emit many school problems such as work
decision making power to local stakeholders,
motivation, job satisfaction and teacher job-
it is presumemably can drive teacher job-
performance. Implementation of SBM reforms
satisfaction
has
and
of
SBM
improve
educational
made
great
changes
on
school
outcomes. Furthermore, School autonomy and
environment. As a result teacher work
accountability are
in
motivation would be affected. If there is a
diluting a number of prime educational
change in work motivation, it may induce job-
problems. For example, if schools are given
satisfaction and in turn it affects teacher job-
autonomy to use their inputs, then they may be
performance.
considered
usefull
able to use them to solve problems efficiently. Decentralizing power to school level could improve service delivery to students, and by
3. Implementation of SBM in Indonesia In 2003, the Indonesian government
delivering
known as one of the most centralized countries
effective services to pupils could enhance
in the world started to decentralize the
teacher motivations.
governance of its primary and secondary
giving schools incentives for
In general, school based management implementation
transfers
authority,
education system as part of broader changes designed to improve education by delegating
5
responsibilities to regional and local schools
carried out toward focus groups with teachers,
(Rand Research. 2012:1).
parents, school committee members, and
In the new system, schools were
individuals from the School Operational
offered authority to manage their school
Funding program, which paid grant funds to
operations independently based on student
schools.
needs and local community were asked to
It was found that SBM implementation
participate to improve the quality of education.
has had limited success.. and recommended to
The
management
inform policymakers seeking to implement
implemented, usually called school-based
SBM and to improve the SBM implementation
management (SBM), needed a substantial
in Indonesia (RAND Research. 2012:1).
decentralized
school
changes in thinking modes and improvement in the capacity of principals, teachers, and the
4. Advantage of Implementing SBM
community to carry out leadership, develop
According to school principals that
alternatives to fulfill school educational needs,
they had the autonomy to make final school
and participate parents and the community in
decisions,
school governance. In year 2011, the World
significant
Bank
changes. Principals believed that they have
asked
RAND
comprehensive implementation recommendations
to
carry
assessment and to
out
of to
improve
a
SBM provide
it
when
necessary. The RAND investigated the following:
authority
but
they
failed
programs
and
over
to
produce
instructional
operational,
budgetary,
programs and instructional decisions as long as
they
consistent
with
the
goal
of
decentralization. However, principals and teachers were unable to make independent
a. current status of the SBM
decisions and typically sought the approval of
b. factors affected the SBM
the district supervisor or other district staff
c. effect of SBM on student outcomes
members before deciding to make decisions.
(RAND Research. 2012:3). In order to solve the problems the
Eight years after the SBM introduction, RAND investigated
its
status, factors
RAND surveyed principals, teachers, school
affected with successful SBM practices, and
committee members, and parents, as well as
the effects on student achievement. It was
heads of school districts, education boards,
found that the implementation has produced
and district supervisors. Surveyed was also
6
mixed success and recommended to strengthen
intermediary between the schools and parents,
the nation’s SBM practices.
and school committee members
Principals’ reluctance to introduce
would not
interfere with school matters and respected to
decision making authority was affected by
school staffs. Furthermore,
districts’ authority high level of influence.
and teachers reported got no pressure from
Further evidence showed that they have the
parents and stakeholders to improve school
similarity of principals’ stated goals and
performance.
similar
4.2.
methods
to
improve
student
performance. Furthermore, most principals reported that the use of SBM had not made significant to schools’ programs.
Districts
Influence
most principals
on
School
Decision making Even though the central government has delegated school authority to local autonomy, districts authority continued to
4.1.
Parental
and
Community
influence
school
policies
and
practices.
Involvement Most
strongly
principals
with
Principals reported that they rarely
teachers, district staff, and other school
made decisions without asking approval from
principals before deciding to make decisions,
district authority, partly due to their fear of
but community and parent were not fully
making mistakes or feeling authoritarian.
participated
making
Those results indicated that the district
process. For instance, members of school
influence was equal to or greater than that of
committees were rarely participated in school
teachers in all areas except in classroom
affairs, instead the committee chair was asked
instructional practices. In addition, principals
to sign off, on decisions already made by the
reported that when they attended or discussed
school principals, and the committee usually
with district staffs, they continue to perform
signed it for granted.
their prominent role in school decision
in
school
discussed
decision
According to the principal findings, the
making.
school committee participated in decision making was only 44 percent; however, based
4.3. Schools Capacity to Implement SBM
on the focus group data showed that this figure
It was found that principals, teachers,
may be overestimated. Principals usually
and school committee members lacked of
considered the school committee as an
knowledge
and
skills
required
to
7
implementing the SBM. Most of the principals
New
findings
showed
that
the
reported that they were not well trained to
implementation of school based management
implement
do
at higher school in Medan, Indonesia affected
activities in formulating vision for school
teacher motivation which in turn affecting
staffs, developing a plan for academic
teacher job satisfaction directly and indirectly.
improvement,
There
effective
or
leadership
planning
and
and
making
is
evident
that
certified
teacher
curriculum decisions. In addition, most of the
programs followed by pay increased have
teachers reported that they were not well
affected
trained to implement the SBM.
organizational
teacher
motivation.
culture
changed
However, due
to
It was found that the higher levels of
organizational structure changed did not
education of principals the higher influence on
contribute to job satisfaction directly. In fact it
school operations and the higher spending
affected job satisfaction indirectly through
funds to instruction. Similarly, principals who
work motivation. It was also found that direct
were more prepared to provide effective
effect of school based management on
leadership, plan for academic improvement,
teacher’s
and supervise and evaluate teachers, among
(Hutabarat,W. 2015a:360). It is reasonably,
other things tended to exhibit greater influence
since organizational culture would be working
on school operations and expect higher student
well when the teachers were motivated.
achievement, at the same time, teachers who
Previous results showed that school based
were well trained and participated in teacher
management (57.30%) directly affected job
working group meetings tended to exhibit
satisfaction and Indirectly effected (11.10%)
higher influence on instruction and school
job satisfaction through work motivation (
operations.
Hutabarat.W.,
work
Pangaribuan.P. 4.4. Effect of SBM Implementation on
based
was
Situmorang. 2014.
management
18,80%
M,
271).
investigation reported that school
Student Achievements
motivation
and Further
total effect of toward
job-
It was found that, principal’s influence,
satisfaction and job-performance were 48.4%
school autonomy and parental involvement,
and 30.8% respectively (Hutabarat.W. 2015b:
nor the amount
436).
instruction achievements.
were
of budget related
spends to
on
student
5. Conclusions
8
Based on discussion above, it is concluded that the School based management
schools and delegating principals the authority to recruit and dismiss teachers.
implementation in Indonesia did not affect student outcomes directly, but it did affect
6.1.
teacher motivations and job-satisfaction and
Improving school operational and instructional changes. Improving
teacher job-performance to some extent, due
school
changes
operational could
and
to their new role in decision making
instructional
strengthen
participations.
schools’ ability to (a) make programs, curriculum, and instructional changes that
6. Recommendations It is recommended to enhance the
would affect student learning directly. determine
the
need
for
(b).
professional
capability of school committees, principals,
development in academic content, teaching
and teachers to carry out SBM.
methods, and approaches and to set training
In order to strengthen stakeholders’
priorities. )c). prepare teaching aids, including
ability to participate in school operations, it is
maps, scales, visual aids, and science and
recommended that; (a). School committee
mathematical kits.
members should participate in school affairs
resource disparities in schools
(d). find out financial
by scheduling meetings at convenient times and pay their transportation and other costs. (b). Training the school committee members
6.2.
Develop district capacity to support SBM.
about the goals of SBM, the committee’s role,
It is recommended to develop district
and how to meet their responsibilities. (c).
capacity to support SBM so they would be
Delegate higher authority to the school
able to transform the role of districts to local
committee, possibly by giving authority to
authority so the districts can effectively
recruit and dismiss principals or teachers. (d).
support school stakeholders in building their
Increase principal and teacher capacity to
own capacity to implement the SBM. By
implement SBM through leadership training.
increasing district capacity, it enables them to
Other possibility is revising the Ministry of
give
Education guidelines to make it clearer that
development to principals, teachers, and
authority has shifted from the districts to the
school committee members. In addition,
technical
assistance
and
staff
empowering district supervisors’ functions
9
enable them to focus on monitoring SBM
5.
implementation and improvements.
De Grauwe. A. (2004). School-based management (SBM): does it improve quality. Background paper prepared for
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