THE DIFFERENCE BETWEEN SCHOOL COMMITTEES

PERFORMANCE OF PUBLIC AND PRIVATE ELEMENTARY SCHOOLS

IN TINGKIR DISTRICT, SALATIGA
(Shinta Dewi, M.Pd., email: anastasia.shintadewi@gmail.com;
Dr. Bambang S.Sulasmono,M.Si., email: sulasmonobambang@yahoo.com;
Dr.Bambang Ismanto,M.Si., email: bam_ismanto@yahoo.com)

Abstract

School based management is a management model that gives an autonomy or

independent in a school to develop and make progressive toward the school itself by involving
the role of society, in the form of a school committee. The purpose of this research is to
determine the significance of difference School committees performance between Public and
Private Elementary Schools in Tingkir District, Salatiga. As many as 90 teachers who are in
public and private elementary schools in Tingkir district, Salatiga are involved as well as the
school committees and the school principals. The data is taken using questionnaire distributed to
the teachers and followed by interviewing and doing an observation toward the school
committees and the school principals.
The research data was analyzed using two independent sample t-test analysis, which
used 16th SPSS program. The result of this study shows that there is a significance difference
School committees performance between Public and Private Elementary Schools in Tingkir
District, Salatiga as indicated by t-value =4.903 and a significance as 0,000 > 0,05.

Key words: School, management, autonomy, committee, performance

Problem description
National education has a function to develop ability and character as well as prestige
civilization in the term of education nation life. In order to reach the goal, it is needed a
comprehensive education system that requires participation actively students themselves, school
society and society. This issue cannot deny that there is a relation in giving, supporting, and
relying on between the education institution and society. Besides, it is to change the former
paradigm which stated that there was a taboo for family and society to interfere the education
implementation and authority the teachers in school (Bandur, 2009).
In order to overcome the issue, society now has a big role to participate and be
responsible for the progress in education process (Guskey, 2001). It is supported by
constitutively no. 20 in 2003 about national education system that stated one of the missions is
involving society in education implementation based on autonomy principle in Indonesia.

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 The reason autonomy given to schools is one of the changing government systems from
centralistic to decentralization. It caused since schools rely on the long mechanism bureaucracy
decision and the policies produced are not suitable with the schools condition. As a result,
schools lose their independent, motivation, and creativity to develop and make a progress in
quality education (Umaedi, 2010).
Board educations in regency/city and school committee in schools are born to overcome
the education problems (Budimansyah, 2008). The existence of Board educations and school
committee are referred to the constitutively no. 25 in 2000 about national development program
in 2000-2004 and as the implementation, it is produced the national education ministerial decree
No. 044 in 2002 about Board educations and school committee.
As national education ministerial decree No. 044 in 2002 about Board educations and
school committee, the school committee has four essential roles, they are: advisory, supporting,
controlling, and mediator agency. The effectiveness of school committee is also as a concept of
school based management that involving education stakeholder in maintaining the education
process extensively (Hendarmoko & Samsudin, 2008).
Hamzah (2004) in Suratman (2011) tried to conduct a research and the result showed that
the role of school committee in Junior high school in public and private schools in Selorejo
district, Malang city ran good in each schools. The role of school committees went well not only
by attending the meeting staff, but they also had initiative to develop school by giving advisory,
supporting in energy and infrastructure, controlling in education process, and be a mediator in
improving the school quality. Haryuni (2012) also found the same result toward the role of
school committee in Puspitaloka cluster, Bandungan. The school committee was active and gave
supports in financial, time and energy toward the schools success.
Nevertheless, a research conducted Suratman (2011) found different result. The existence
of school committee was hoped to help the improvement of quality school; in fact it was still not
effective, especially in private schools. Suratman (20111) found a significance difference in the
role of school committee in public junior high school (SMP Negeri) in Grobogan regency and
private junior high school (SMP Swasta) in Kabupaten regency. Having the same result,
Hendarmoko and Samsudin (2008) found a significance difference in the role of school
committee in private and public junior high school in south Jakarta municipalities in conducting
its role as an advisory, supporting, controlling, and mediator agency. The result showed the

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school committee in public schools was better than private schools. Faridatus (2008) further
conducted a research titled the participation of school committee in improvement of quality
education in Blitar regency found a significance difference in the role of school committees in
private and public junior high schools. The school committee in public was better than in private
schools; it was caused by the lack of socialization of the changing conceptual parent teacher
association or BP-3 toward school committee in private schools.
According to Jewel and Siegall (in Samsudin, 2008), the implementation of school
committee in public and private schools must have differences. Some factors that influence the
performance of each can be from (1) the individual, such as the people characteristic, people
interest, people motivation, age, gender, the level of education and experience, (2) situation,
such as the facilities, work equipment, environment, (3) social and the organization, such as: the
policy, exercise, and wage. The difference in doing the role brings an influence toward the
development of the school (Guskey, 2001). Some regards the role of school committee in public
is not better than private schools and vice versa (Aedi, in Suratman, 2011).
Considering all the explanations above, this research was going to be conducted in an
attempt to investigate the schools committees performance between public and private
elementary schools in Tingkir district, Salatiga. In Tingkir district, public and private elementary
schools have the same characteristics. In the mean of support, best part of society is a worker and
minor of them are a farmer. In culture and religion side, almost all of the society has high regards
in religious values.
From pre-research, the research was done toward three people from elementary schools in
Tingkir district, Salatiga. There, the researcher got the same result that the school committees
performance ran less optimally. Based on the pre-research result and sustained by other relevant
result researches, the researcher conducted a deeper research in order to get a vivid picture about
the school committees performance between public and private elementary schools.
From the background of study, the statement of the problem is is there a significance
difference between the school committees performance of public and private elementary schools
in Tingkir district, Salatiga?
The research is aim to determine the significance difference between the school
committees performance of public and private elementary schools in Tingkir district, Salatiga.
The hypotheses of this research is,

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 a. Ho: 1 = 2
It means there is no a significance difference between the school committees
performance of public and private elementary schools in Tingkir district, Salatiga
b. H1: 1 2
It means there is a significance difference between the school committees
performance of public and private elementary schools in Tingkir district, Salatiga
The research methodology
The type of this research is a comparative that is to know whether there is a significance
difference the school committees performance between public and private elementary schools in
Tingkir district, Salatiga and the approach applied is mixed methods (qualitative and quantitative
methods).
The population in this research is all the teachers that are in Tingkir district as many as
270 people. According to Hadi (1988), if the population is more than 100 people, the sampling
technique can be got by taking minimal 25% from the population. So, the researcher did the
sampling technique as many as 30% from 270 people and acquired 90 people. Regarding that
public elementary schools are more than private schools, 60 people are taken to be the
representative the public schools and 30 people are taken to be the representative the private
schools. The researcher distributed the questionnaire to those teachers in public and private
schools. Besides that, the researcher also conducted an interview and observation toward the
school committee and the principals in order to check the credibility data acquired from the
teachers.
The school committees performance is obtained from the operational guidelines and
indicator the school committees performance from basic and intermediate management
education of directorate general (2005) that described as the empiric indicator. The researcher
applied to use likert scale that has five alternative answers to determine more or less the school
committees performance. The respondent asked to choose one of the alternative answer that
described the condition of the school committee in his school and the assessment is got by giving
score 1 to the answer never, score 2 to the answer seldom, score 3 to the answer
sometimes, score 4 to the answer often, score 5 to the answer very often.
The data later on was analyzed and worked over by two independent sample t-test
analysis, which used 16th SPSS program. T-test is used to know whether there is a significance

4
difference the school committee between public and private elementary schools, in Tingkir
district, Salatiga. The rule to accept and refuse the research hypotheses is if the probability of t-
value bigger than 0,05, so Ho is accepted and H1 is refused (Ghozali, 2005); it means there is no
significance difference between the school committees performance of public and private
elementary schools, in Tingkir district, Salatiga. Whereas, if the probability of t-value smaller
than 0,05, so Ho is refused and H1 is accepted; it means there is significance difference between
the school committees performance of public and private elementary schools, in Tingkir district,
Salatiga. However, before doing t-test, it is needed to do variance test in order to know whether
the variance of population has the same value or not (Sugiyono, 2010). The researcher used 16th
SPSS program to analyze and work over the data.
Result and discussion
The respondents of the research are the teachers, the school committee and the school
principals who are in Tingkir district, Salatiga. The sample taken are the representative from
each cluster in Tingkir district, those are SDN Gendongan 01 that is a core school, SDN
Gendongan 02, SD Kanisius Gendongan and SD IT Nidaul Hikmah that are in Kanigoro cluster,
SDN Kutowinangun 04 and SDN Kutowinangun 11 that are in Muwardi clsuter, SDN
Kutowinangun 08 that is in Sudirman cluster and SDN Tingkir Tengah 02, SD Tingkir Lor 02
that is a core school, SDN Kalibening and MI Azaz Islam Kalibening that are in Joko Tingkir
cluster.
Entirely, the difference between the school committees performance of public and
private schools as advisory, supporting, controlling ad mediator agencies can be seen from Table
1.1. below:
Table 1.1.
The Difference of The School Committees Performance As An Advisory, Supporting,
Controlling and Mediator Agency Between Public And Private Schools In Tingkir District,
Salatiga

The difference of the school committees T- Sig t Decision

performance between public and private schools value
Advisory, supporting, controlling and mediator 4.903 0,000 Ho is refused
agency H1 is accepted

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 Table 1.1. above shows totally the difference of the school committees performance as
an advisory, supporting, controlling ad mediator agency between public and private schools in
Tingkir district, Salatiga. It can be seen from the result of t-value=4.903 with the significance
probability smaller than 0,05, that is 0,000, so the decision taken is, Ho is refused and H1 is
accepted. It indicated that there is a significance difference the school committees performance
as an advisory, supporting, controlling and mediator agencies between public and private schools
in Tingkir district, Salatiga.
Discussion
After knowing the result that there is a significance difference the school committees
performance as an advisory, supporting, controlling and mediator agencies between public and
private schools in Tingkir district, Salatiga, below is the criteria of the level of school
committees performances success as stated in operational guidelines and indicator the school
committees performance from basic and intermediate management education of directorate
general (2005),
a. Very successful (the grade between 90-100)
b. Successful (the grade between 70-89)
c. Less successful (the grade between 50-69)
d. Not successful (the grade between 0-49)
In order to measure the criteria, used the pattern as follows (Depdiknas, 2005):

Indeks: x 100

Note:
SR : real score
SI : ideal score
The comparison of the school committees performance as advisory agency between
public and private schools in Tingkir district, Salatiga can be seen as follows:
1. The school committees performance as advisory agency between public and private
elementary schools in Tingkir district, Salatiga
From Table 1.2. below shows the difference of the school committees performance as
an advisory agency between public and private elementary schools in Tingkir district,
Salatiga.

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 Table 1.2
The School Committees Performance As Advisory Agency Between Public and
Private Elementary Schools In Tingkir District, Salatiga

NO The school committees performance as advisory Public Private

agency schools schools
1. Holding and making the data about the economic social of Successful Not
the parents Successful

2. Holding and making the data about education resources, Successful Not
such as infrastructure Successful
3. Holding and making the data about education resources, Successful Not
such as the human resources Successful
4. Conveying advice, considerations, and recommendation Not Not
toward the school Successful Successful
5. Giving advice, considerations, and recommendation Not Not
written toward the school by giving file copy to education Successful Successful
department and board education
6. Giving advice to the school in the term of development of Successful Not
local curriculum Successful
7. Giving input to the school in the term of arranging the Successful Not
visions, missions, purposes, policies, and school programs Successful
8. Giving advice to the school in the term of arranging the Successful Not
visions, missions, purposes, policies, and school programs Successful
9. Giving advice to the school in improving the enjoyable Successful Successful
studying-learning process
Giving advice is very important for the school committee because he is the representative
from society and as a school partner in the school development for the future. It is intended to
schools not to distort from what the societys will; that is schools which are able to make
realization from societys aspiration and try to create a useful generation that later will go
back to society itself.
Completely, the school committees performance as advisory agency in public schools,
Tingkir district, Salatiga runs better than private schools. It is assumed because the lack of the
school committees understanding as an advisory agency and there is a big role from school
foundation as the owner of the school to decide every policies taken. This condition is not

7
 similar to Kumilaylas research (2010) that the result showed the role of school committee
both in public and private schools walked together in designing and applying the policies,
made vivid to the schools mission and vision through the operational school program referred
to government decision. The school committee and schools are conscious toward the role of
school committee as a partner of school.
2. The school committees performance as supporting agency between public and private
elementary schools in Tingkir district, Salatiga
From Table 1.3. below shows the difference of the school committees performance as
supporting agency between public and private elementary schools in Tingkir district, Salatiga
Table 1.3.
The School Committees Performance As A Supporting Agency Between Public And
Private Elementary Schools In Tingkir District, Salatiga

No. The school committees performance as a supporting Public schools Private

agency schools
1. Holding a staff meeting regularly or incidental with parents Not Successful Successful
and society
2. Trying to look for financial from the help of the business Not Successful Successful
and industry world to the students who are not able to
3. Appealing and getting approach to the parents and society Successful Successful
who are considered to be able to be informant in students
intra-curricular
4. Giving support to the schools in the implementation of Successful Successful
extracurricular in schools
5. Legalizing regional budget (RAPBS) that are proposed by Successful Successful
the school principals
6. Giving endorsement toward the regional budget after the Successful Successful
process of verification in the school committees plenary
meeting
7. Giving motivation to the middle up to high society to Not Successful Successful
increase his commitment in the term of quality
improvement in schools
8. Lending a hand to the schools in the term of fund raising Not Successful Not
society to endowment fund raising Successful

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9. Holding innovative activities to improve societys Not Successful Successful
awareness and commitment, such as: making a bazaar or
stage entertainment to the schools
10. Lending a hand to the schools in creating relationship and Not Successful Successful
cooperation between parents and society
Completely, the school committees performance as a supporting agency in public
schools is better than private schools. It is assumed because of the variety of the school
committees professions that are considered bring advantage toward the schools in the term of
maintaining the relation with private sectors and education stakeholder. Moreover, there is an
awareness and great care from education stakeholder in helping the quality improvement in
schools. This result has the same result in Adriani (2010) and Kumilayla (2010)s research
that the school committee involved both in school programs and extracurricular that were
indicated in doing cooperation with the business and industry world and as s result it brought
academic and non-academic achievement toward the schools themselves.
3. The school committees performance as controlling agency between public and private
elementary schools in Tingkir district, Salatiga
From Table 1.4. below shows the difference of the school committees performance as a
controlling agency between public and private elementary schools in Tingkir district, Salatiga
Table 1.4.
The school committees performance as a controlling agency between public and
private elementary schools in Tingkir district Salatiga

No. The school committees performance as a controlling Public schools Private

agency schools
1. Holding a staff meeting regularly and incidental with the Successful Successful
school principals and teachers
2. Often holding a short visit to the schools or teachers in Not Successful Successful
schools
3. Asking explanation about the students learning outcomes to Successful Successful
the schools
4. Holding cooperation to the schools in alumnus activities Not Successful Successful

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 Controlling done by the school committee means as transparency and preventive ways
toward the schools in order to the policies taken by the schools are appropriate and suitable
with what the stakeholders expectation, since the output processed by the institutions belong
to society and will go back to the society (Kardoyo, 2005).
Overall, the school committees performance in private schools is better than public
schools. It is assumed the lack of the school committees understanding in public schools about
the role, function and duty of the school committee as a controlling agency. The result is
similar to Hartadis (2012) research that showed the school committee as a controlling agency
did not involve in school programs. It caused by the societys paradigm that gives the
education management fully to the schools to control. This condition is different from the
private schools in the research that shows the school committee involves directly toward the
school program, knows about the reports and financial statements and holds the regular and
incidental staff meeting.
4. The school committees performance as mediator agency between public and private
elementary schools in Tingkir district, Salatiga
From Table 1.5. below shows the difference of the school committees performance as a
mediator agency between public and private elementary schools in Tingkir district, Salatiga.
Table 1.5.
The School Committees Performance As A Mediator Agency Between Public And
Private Elementary Schools In Tingkir District, Salatiga

No The school committees performance as a mediator Public schools Private

agency schools

1. Developing harmony cooperation and relation with all Not Successful Successful
education stakeholder, especially with the business and
industry world
2. Holding possibility relation with other institutions or having Not Successful Successful
memorandum of understanding (MOU) to develop schools
3. Asking aspiration or advice from society through Not Successful Not
distributing questionnaire Successful
4. Asking recommendation or creative idea from society Successful Successful

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 The school committee in conducting his role as a mediator agency has a duty to link the
school with parents, society and also government. In other words, the school committee should
be a mediator in order to make conducive communication and interact well among those three
elements.
Overall, the school committees performance as a mediator agency in private schools is
better than public schools. It is assumed because the member of the school committee in
private schools has many professions that are considered being easy to convey the information
about the development of the school to education stakeholder. It is indicated by the school
committees initiative to walk out with large society from different education elements which
care toward the education.
The success of forming the school committee in schools does not happen by making
whatever the school committee and as a compulsory to have the institution in school as stated
in national education ministerial decree No. 044 in 2002 about Board educations and school
committee. The success of education implementation is not the responsible for the government,
but also from the province/regency/city government, parents, society or education stakeholder.
It is needed a synergy relation among all those elements as a way to society participation in
managing the education (Hasbullah, 2006).
Conclusion
Based on the data analysis and the discussion, it can be concluded that there is a
significance difference between the school committees performance of public and private
elementary schools, Tingkir district, Salatiga as an advisory, a supporting, controlling, and
mediator agency.
Entirely, the school committees performance in private schools as a supporting,
controlling and mediator agency is better than public schools. It cannot deny there is private
schools characteristic that the cost of education sourced by the parents. Thus, the school
committees performance is hoped to give positive contribution in developing and maintaining
the quality of school. Besides that, there is also a care from the member of school committee and
education stakeholder to improve the quality of school.
The school committees performance as an advisory agency in public schools is better
than private schools. It is assumed by lack of school committees understanding about the task,
role and function of school committee as an advisory agency in private schools. Furthermore,

11
there is a big role from school foundation as the owner of the school which takes the school
policies made.

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