Managing Educational Facilities in Schools

MANAGEMENT ARRANGEMENTS OF EDUCATIONAL FACILITIES IN SCHOOLS Educational Infrastructure Facilities Management of educational facilities and infrastructure according to Prihatin (2011, p. 57) can be defined as a cooperative process of utilizing all educational facilities and infrastructure effectively and efficiently. Facilities and infrastructure management can be defined as organizing activities, starting from planning needs, procurement, inventory, storage, maintenance, use and disposal as well as arranging land, buildings, equipment and school furniture in an appropriate and targeted manner. Infrastructure management is a process of planning, organizing, directing and monitoring resources used to support the operational activities of an organization. Wahyudin (2020) defines infrastructure as supporting facilities that can support the process of activities in an organization. Meanwhile, Wahyudin & Permana (2020) say that facilities and infrastructure management is an activity in organizing and managing educational facilities and infrastructure efficiently and effectively in order to achieve predetermined goals. So it can be concluded that the definition of infrastructure management is the process of managing resources to support the running of an activity in order to achieve the desired goals. Infrastructure management is an important part of organizational management because the available facilities will influence the smooth running of operational activities and the quality of services provided. Therefore, to ensure a smooth process of implementing activities, the facilities and infrastructure that will be used must be managed well and have an effective infrastructure management system. Management of infrastructure is intended so that the use of facilities and infrastructure in schools can run effectively and efficiently (Indrawan, 2015) G.R. Terry in his book "Principles of Management" quoted in (Dr. Ine Rahayu Purnamaningsih. & Tedi Purbangkara, 2022, p. 55) divides management functions into four functions which are better known as POAC, namely: 1) Planning (planning) Infrastructure planning is the first stage in infrastructure management. This stage includes identifying the infrastructure needs needed in accordance with the organization's goals and activities, as well as determining the resources that will be used to meet these needs. 2) Organizing Organizing infrastructure includes preparing an organizational structure that will manage infrastructure, as well as determining the responsibilities and authority of each member of the organization regarding the use and maintenance of infrastructure. 3) Directing (actuating) Infrastructure direction includes providing instructions and direction to members of the organization on how to use and maintain appropriate infrastructure. 4) Supervision (controlling) Supervision of infrastructure facilities includes monitoring the condition and use of infrastructure facilities, as well as necessary corrective action if damage or wear occurs. Infrastructure management in its implementation certainly has goals to be achieved. In addition to ensuring that the available facilities and infrastructure meet the needs of the organization, increasing the efficiency and effectiveness of the use of infrastructure and improving the quality of services provided to customers or the community. Furthermore, Bafadal (in educational management theory and practice, p. 143) states that there are at least three (3) objectives for managing facilities and infrastructure, namely: a) To strive to procure facilities and infrastructure through a careful and thorough planning and procurement system. With these words, through facilities and infrastructure management, it is hoped that all equipment obtained by institutions and/or the community will be high quality facilities and infrastructure. b) To ensure appropriate and efficient use of facilities and infrastructure c) To strive to maintain facilities and infrastructure, so that they will always be in good condition and ready to use whenever needed for needs. Infrastructure management is an important part of organizational management because the available facilities will influence the smooth running of operational activities and the quality of service provided to customers or the community. Therefore, infrastructure management objectives must continue to be improved and improved to ensure organizational success. According to Prihatin (2011, p. 57), educational infrastructure is all basic equipment that indirectly supports the implementation of the educational process in schools. Educational infrastructure can be classified into two types of educational infrastructure. 1. Educational infrastructure that is directly used for the teaching and learning process, such as theory rooms, library rooms, skills practice rooms, laboratory rooms. 2. Educational infrastructure whose existence is not used for the teaching and learning process, but really supports the implementation of the teaching and learning process, such as office space, school offices, land and roads to the school, restrooms, business rooms, school health, teachers' room, principal's room and vehicle parking area. The aim of management of educational facilities and infrastructure in schools according to Prihatin (2011, p. 57) is to provide professional services in the field of educational facilities and infrastructure in order to carry out the educational process effectively and efficiently. The objectives of management of educational facilities and infrastructure in schools are as follows. 1. Strive to procure school facilities and infrastructure through a careful and thorough planning and procurement system, so that schools have good facilities and infrastructure, according to school needs, and with efficient funding 2. Ensure appropriate and efficient use of facilities and infrastructure. 3. Make efforts to maintain educational facilities and infrastructure so that they are always in a ready-to-use condition whenever needed by all school personnel Educational facilities and infrastructure can basically be grouped into four groups, namely land, buildings, school equipment and furniture (site, building, equipment and furniture). Site or land is the location of land or land that has been carefully selected to be built on a building or educational institution. Buildings "Building" means all buildings or rooms that are deliberately erected on the Jahan and are used for educational purposes and to support the smooth teaching and learning process. Furniture and equipment here means movable and immovable objects and tools that are used to support the smooth running of education. More specifically, what is meant by equipment is the equipment used to carry out teaching and learning activities. Meanwhile, furniture or furniture is in the form of tables, chairs, shelves, whiteboards, etc. In order for all these facilities to make a meaningful contribution to the educational process, the facilities and infrastructure should be managed well. The management in question includes: (1) planning, (2) procurement, (3) inventory, (4) storage. (5) arrangement, (6) use, (7) maintenance, and (8) deletion. Based on Minister of National Education Regulation no. 24 of 2007, an SD/MI must have at least the following infrastructure: 1) classroom, 2) library room, 3) science laboratory, 4) leadership room, 5) teacher's room, 6) place of worship, 7) UKS room , 8) latrine, 9) warehouse, 10) circulation room, 11) play/exercise area. The function of the classroom is a place for theoretical learning activities, practice that does not require special equipment, or practice with special tools that are easy to provide. The minimum number of classrooms is the same as the number of study groups. The maximum classroom capacity is 28 students. The minimum classroom area ratio is 2 m2/student. For study groups with less than 15 students, the minimum classroom area is 30 m2. The minimum width of the classroom is 5 m. Classrooms have windows that allow adequate lighting for reading books and to provide views of the outside. Classrooms have adequate doors so that students and teachers can leave the room immediately if danger occurs, and can be locked properly when not in use. Several regulations of the Minister of National Education which discuss facilities and infrastructure are reviewed from the BNSP website, namely: 1. Regulation of the Minister of National Education of the Republic of Indonesia Number 24 of 2007 concerning Facilities and Infrastructure Standards for Primary Schools/Madrasah Ibtidaiyah (SD/MI), Junior High Schools/Madrasah Tsanawiyah (SMP/MTs), and Senior High Schools/Madrasah Aliyah (SMA /MA). 2. Regulation of the Minister of National Education of the Republic of Indonesia Number 40 of 2008 concerning Facilities and Infrastructure Standards for Vocational High Schools/Vocational Madrasah Aliyah (SMK/MAK). 3. Regulation of the Minister of National Education of the Republic of Indonesia Number 33 of 2008 concerning Standards of Infrastructure for Special Schools.