Development of Centralization and Decentralization Political Policy Changes in the socio-political atmosphere in Indonesia that emerged, as well as the economic crisis then developed into a socio-political crisis had implications for changes in various fields, including the field of education The issue of centralization and decentralization, which had previously been raised as an effort to empower the regions, has become stronger. Driven by the atmosphere of state political change, it is increasingly believed that one of the important efforts that must be made in improving the quality of education is to empower schools through MBS (School Based Management), which essentially provides authority and delegation of authority (delegation of authority) to schools to make improvements and quality continuous improvement. The approach in this research is qualitative with the type of case study research, data collection techniques through observation, interviews, documentation. The results of the research The method used in system development is the iteration method where the work of a stage can be done repeatedly and if there are errors it can be corrected immediately, the stages of the iteration method are: Survey, Analysis, Design, Creation, Implementation, Maintenance. The results of this study can be concluded that the financing available at SD Negeri 2 Cikalong School only relies on BOS funds from the government. The allocation of funds is used to meet the National Education Standards. The obstacles that exist in financing education at SD Negeri 2 Cikalong are the limited funds received from the government.
Decentralization of education management is essentially the authority of the central government to provide full abundance to regional governments, to manage their own households in all matters. The affairs in question are about all matters related to education management. All matters of abundance are given to regional autonomy, unless there are certain affairs which are still part of government affairs, or the right of the government itself to manage everything. The scope of education management is one that is related to various parties and is multidisciplinary. These multidisciplinary disciplines include management of education and educational staff, in addition to student management and curriculum management, financing management, facilities and infrastructure management, school management, principal management and community relations management. Everything is related to one another so that the decentralization of education management is implemented properly. This scope is also still divided into several sections, among which there is scope according to work area. Where, within this scope management is divided into several classes including management of the whole country, management of one province, management of one work unit and class management. Next, there is scope according to cultivated objects, including student management, education personnel management, management of facilities and infrastructure, administrative management, and financing management, and finally there is scope related to activity functions where this relates to planning, organizing, directing , coordinate, communicate, and monitor or evaluate. The process of processing the scope in the decentralization of education certainly has many obstacles. To see the success of the scope of decentralization of education management, this research seeks quantitative data, which collects data, analyzes and provides conclusions about the success of the scope of decentralization of education.
Regional Autonomy in the reform era along with changes in legislation regarding the management of the education financing system has had a serious impact on the education system that was initially centralizedto decentralized. This change has a positive impact on the region in the management of education, especially financing in the process of advancing education in each region, especially Islamic education. Because the needs of each region differ in conditions and problems, the central government provides a mandatory through the basic law in Law No. 22 of 1999 concerning regional government and Law No. 25 of 1999 concerning financial balance between the central government and the regions, which was later revised to Law No. 32 of 2004 concerning regional government and Law No. 33 of 2004, namely the regulation of two new regional revenue sources, namely regional balance funds and loans. With the decentralization of central authority to the regions means that a region is given the opportunity to recognize and find solutions to the problems of the region in advancing Islamic education.
This article aims to describe and analyze an idea of decentralization of education based on local excellence through the implementation of school-based management in SMK N 1 Pesisir Tengah. The results of this research showed that the implementation of school-based management in SMK N 1 Pesisir Tengah has not been going well. This can be seen from yet successful implementation of decentralization functions by the Ministry of National Education to the school. Such as planning and program evaluation, management of curriculum, the management of equipment and supplies, Management of curriculum, teaching process management functions, management of financial, the school and community relations. From several functions that have not run optimally which mentioned above, SMK N 1 Pesisir Tengah is good enough in carrying out the functions workforce management, student services and the management of school climate. Meanwhile, community participation in the educational practices at SMK N 1 Pesisir Tengah only visible on the financing of honorary staff. Keywords : School-Based Management, School Autonomy, Public Participation
Previously mandated devolution of autonomy as part of the authorities, educational autonomy in fact have been outlined clearly where there is the role of central government and local governments, especially counties/cities in management education. In some cases the implementation was not running smoothly. It is caused by various perceptions, different way of looking at, as well as the varied interests as well. Implementation of the autonomy of education who now began to raise issues, among others, relating to teacher management, and decentralized management of facilities. An example is not being completion of the management of classrooms, where each year is always a problem. Based on data from the Ministry of National Education in the year 2009/2010 at the elementary level than 808,872 public elementary school classrooms, only 476,209 rooms in good condition. Knowingly education finance all educational levels when treated by the government alone of course is very heavy. The good news is the role of the community in providing educational facilities is increasing from year to year. Data from the Ministry of National Education in 2003/2003 at the elementary level there are 10,223 private schools, while in 2009/2010 rose to 12,689 private elementary school. Behind it was the number of primary schools decreased, because closed, merged or other causes so that the lower the provision of classrooms for the community. The increasing role of the community through private schools was encouraging, but if the public school diminishing public access would not be able to obtain an affordable education will be increasingly difficult as the choice of education in private schools would be problematic, especially costs for certain groups. Keywords: Journey, Education Policy