Quality of Education

THE RELATIONSHIP OF EDUCATIONAL LEADERSHIP WITH EDUCATION FINANCING Quality of Education The era of globalization in the 21st century demands improvements in human quality in every country, including Indonesia. One of the efforts that has currently been able to improve human quality is through education. Education is the spearhead of human development because through education quality humans can be produced. Even though it is said that there has been an improvement in the field of education in Indonesia, it seems that the quality of education in Indonesia is not enough to be proud of. The Ministry of National Education also noted that in the 2006 PISA (Program for International Student Assessment) test performance of Indonesian students held by the OECD (Organization for Economic Cooperation and Development), Indonesia ranked fifth from the bottom of 54 countries, still below Thailand, Malaysia and the Philippines. Based on EDI (Education Development Index) parameters, Indonesia is ranked 71st (medium EDI). With these conditions, it can be said that the quality of education in Indonesia, although there has been an increase from year to year, is still relatively low. An equally important problem regarding the condition of the quality of education in Indonesia can also be seen from the low education budget, because the 20% education budget as mandated by the 1945 Constitution still includes a teacher salary component in it, resulting in a reduction in the budget for improving the quality of education in Indonesia. A school is an educational unit which is an organization tasked with carrying out the vision and mission of the education department. The school is the implementer of education which is the implementer of education which is a system consisting of various main components such as: students or learners (main input); input resources or additional input which are divided into human resources (teaching staff and educational staff), curriculum, educational facilities/infrastructure, school funds or finances, management; there is also environmental input or environmental input consisting of economic, political, social, cultural and technological that exists and plays a role in the school. To produce quality school graduates who reflect the quality of education, of course it must be in line and balanced with a quality teaching and learning process. Quality teaching and learning activities consist of four aspects, namely completeness and understanding of the curriculum, preparation of teaching and learning activities (KBM), implementation of KBM, and assessment of KBM results. A quality teaching and learning process will produce quality graduates which is characterized by an increase in student learning outcomes. Teaching and learning activities carried out by students will certainly bring changes to students' knowledge, attitudes and skills. Learning outcomes are basically the result of the interaction of various factors that influence the overall learning process An equally important problem regarding the condition of the quality of education in Indonesia can also be seen from the low education budget, because the 20% education budget as mandated by the 1945 Constitution still includes a teacher salary component in it, resulting in a reduction in the budget for improving the quality of education in Indonesia. A school is an educational unit which is an organization tasked with carrying out the vision and mission of the education department. The school is the implementer of education which is the implementer of education which is a system consisting of various main components such as: students or learners (main input); input resources or additional input which are divided into human resources (teaching staff and educational staff), curriculum, educational facilities/infrastructure, school funds or finances, management; there is also environmental input or environmental input consisting of economic, political, social, cultural and technological that exists and plays a role in the school. To produce quality school graduates who reflect the quality of education, of course it must be in line and balanced with a quality teaching and learning process. Quality teaching and learning activities consist of four aspects, namely completeness and understanding of the curriculum, preparation of teaching and learning activities (KBM), implementation of KBM, and assessment of KBM results. A quality teaching and learning process will produce quality graduates which is characterized by an increase in student learning outcomes. Teaching and learning activities carried out by students will certainly bring changes to students' knowledge, attitudes and skills. Learning outcomes are basically the result of the interaction of various factors that influence the overall learning process which causes students to differ from each other in terms of academic achievement which causes students to differ from each other in terms of academic achievement. The school principal as a manager has functions and duties as an educator, manager, administrator and supervisor. Effective school principals can function as educators, managers, administrators, supervisors, leaders, innovators and motivators. So it can be concluded, the leadership of a school principal is an ability possessed by someone who will become a leader in influencing other people or a group so that they can carry out an activity to achieve a common goal. The duties of a school principal as a manager are to plan, implement, supervise school activities which include teaching programs, staff activities, services to students, finances, resources, and collaborating with the community. REFERENCE Anwar, H. (2017). Educational Financing Management: Study of the Effectiveness of School Principal Leadership. Journal of Management in Education, 2(1), 38-47. Saputra, Y. N. (2018). Leadership and Quality of Education. Supriadi, O. (2010). The Relationship between Principal Leadership and Financing on Education Quality in Banten Province. -.