Paper On Completeness Of Facilities And Infrastructure

PAPER ON COMPLETENESS OF FACILITIES AND INFRASTRUCTURE A. Background School quality must be preceded by the effectiveness of all school programs as an organization that is run into an organized and integrated system. As an organization, schools take input from the environment (input), change or process it (process), and produce results (output). Effectiveness here means a state where the goal becomes a measure for the results obtained. Therefore, conceptually, the quality of education can be seen from the students who enter, the quality of input and instructional processes, and the quality of output. Schools as places where the teaching and learning process occurs must find ways to create structures that continuously support the teaching and learning process. Schools must be able to create an effective system so that they will achieve the expected goals, namely quality education. The quality of education itself is the quality of the implementation or service of education which includes: student readiness, availability of teaching staff, learning methods, relevance of education to needs, environmental atmosphere, school climate, and completeness of facilities and infrastructure. According to Mulyasa (2003), educational facilities are equipment and supplies that are directly used and support the educational process, especially the teaching and learning process, such as buildings, classrooms, tables, chairs, and teaching tools and media. Thus, educational facilities will play a good role when the use of these facilities is carried out by the relevant teaching staff optimally. Barnawi (2012) argues that educational infrastructure is all basic equipment that indirectly supports the implementation of the educational process in schools. Therefore, educational facilities and infrastructure are a supporting unit for the implementation of the teaching and learning process properly and optimally. Facilities and infrastructure are very important supporting factors in the world of education besides teaching staff. Education will never be able to run well without adequate facilities and infrastructure. B. Educational Facilities 1) Definition of Educational Facilities Facilities are infrastructure or vehicles for doing or facilitating something. Facilities are usually associated with the fulfillment of general infrastructure found in a particular company or organization. Wahyuningrum (2004:4), states that facilities are "everything that can facilitate and expedite the implementation of administration". Educational facilities mean everything (tools and goods) that facilitate (provide convenience) in organizing educational activities. Educational facilities are all kinds of tools that are used directly in the educational process while educational infrastructure is a type of tool that is not directly used in the educational process. The difference between educational facilities and educational infrastructure is in their respective functions, namely: a) Educational facilities to facilitate the delivery/learning of lesson materials, while educational infrastructure to facilitate the implementation of education. b) In this sense, the terms "used directly" and "used indirectly" in the educational process. Called "direct" is related to the delivery of material (teaching lesson materials), or studying lessons. For example, a blackboard used directly when a teacher teaches is called an educational facility. Meanwhile, student desks are certainly not used to write lessons, but rather as a base for students to write lessons called educational infrastructure. Meanwhile, facilities according to Sopiatin (2010: 73) are means and infrastructure that must be available to facilitate educational activities in schools. Facilities are all equipment, materials, and furniture that are directly used for the educational process in schools, including buildings, study rooms/classrooms, learning media, tables and chairs. While infrastructure is a facility that indirectly supports the educational process, including school yards, school gardens, and roads to schools (Sopiatin, 2010: 73). 2) Types of Educational Facilities in Schools Judging from their function or role in the implementation of the teaching and learning process, facilities or facilities are divided into 3 types, namely: a) Learning Tools Learning tools are all objects that can be used directly by teachers and students in the teaching and learning process. School teaching aids are in the form of: • Books, both books in the library and books in the classroom as teacher's reference books or student textbooks, • Teaching aids, used by teachers when teaching, • Practical tools, found in laboratories, workshops, and practice rooms (sports, arts and so on), • Writing tools: blackboards, erasers, chalk, pencils and so on. b) Teaching aids Teaching aids are all educational and teaching aids, which can be objects or actions from the most concrete to the most abstract that can make it easier to provide to students. With this understanding, teaching aids can be included in teaching aids, but not necessarily all teaching aids are teaching aids. What is meant by teaching aids are tools that can be used by teachers to demonstrate or to clarify lessons so that students gain a clear understanding and picture of the lesson. c) Educational Media Educational media is an educational tool used as an intermediary in the teaching and learning process to increase the effectiveness and efficiency of education, but can also replace the role of teachers (Arikunto, 2008:247). There are 3 types of media, namely: • Audio Media (media for hearing), • Visual Media (media for sight), • Audio-Visual Media (media for hearing and sight). According to Sopiatin (2010, 73-85) the scope of school learning facilities includes: a) Land Acquisition Planning Land is the location of the land where the building or building stands. The location of the land for establishing a school has a significant relationship with the impact of education. b) School Buildings School buildings are all rooms built on land used for educational purposes. School buildings include classrooms, offices, libraries, laboratory rooms, school health services, canteens, warehouses and bathrooms. c) School Supplies School supplies are divided into two, namely disposable items (paper, chalk, materials for practicums) and durable items (chairs, tables, teaching aids or media). d) Teaching Media Teaching media are teaching aids used in the teaching and learning process to achieve teaching objectives set by the teacher and are complementary. e) Library Facilities A library is a science building managed by a library officer where the system and rules of use are shown to facilitate the systematic discovery of the information needed. 3) Function of Learning Facilities The functions or benefits of learning facilities or media according to Popi Sopiatin (2010: 78) are: a) Existing learning facilities (learning media) will make teaching or learning more interesting to students so that they can foster learning motivation. b) Learning materials will be easier for students to understand. c) Learning facilities (learning media) allow for more varied teaching and learning methods to be implemented. d) Students will do more learning activities (learning will be more focused on students). Meanwhile, according to Azhar Arsyad (2006: 25-26), the use of learning facilities provides several benefits, namely: a) The use of learning facilities can clarify messages and information so that it can facilitate and improve the learning process and results. b) Increase and stimulate children's attention so that it can create learning motivation, more direct interaction between students and their environment and allow students to learn independently according to their abilities. c) Provide students with similar experiences about events in their environment, and allow direct interaction with teachers, the community and their environment. Based on this explanation, it can be concluded that learning facilities have a function or are useful for supporting the learning resource center program in order to facilitate the process of teaching and learning for students so that educational goals can run smoothly, regularly, effectively and efficiently, increase attention and interaction according to students' abilities and interests, make students diligent and persistent so that they can improve the process and results of student learning. Indicators of learning facilities include the condition of the building, classrooms, libraries, completeness of textbooks and learning equipment. C. School Environment 1) Definition of School Environment According to Syamsu Yusuf, the school environment is the sum of all living and non-living things and all conditions that exist in formal educational institutions that systematically implement educational programs and help students develop their potential. From the definition above, the school environment includes living things in the form of the closest humans that surround it, namely the family. The family is the main and first educational environment, because humans get their first education from the family environment before getting to know other environments. Humans get family education starting from the womb and toddlerhood (pre-school period). The basics of personality formation also include all materials, including the school yard environment that must be arranged and fixed and facilities that are material, such as permanent school fences that fence the school environment so that it remains safe as an educational environment that is far from various disturbances that can cause an atmosphere of school disorder, school parking facilities that make them feel safe and comfortable storing vehicles, as well as the development of representative study rooms by adding study rooms and beautifying study rooms and arranging school yards from cleanliness and beauty and so on. The school environment also includes the socio-cultural environment or the community environment around the school which is very important for the world of education or schools, because each other is interconnected and needs each other in general, the relationship between schools and the community has a goal to be achieved, namely improving the quality of education, so that in turn the community will feel the direct impact of the progress of the school. Likewise, on the contrary, an environment that is not good, less supportive will have a negative impact on the development of students and schools. 2) Forms of School Environment Ki Hajar Dewantoro, who is the Father of Indonesian Education, has an opinion on the forms of school environment or educational environment known as the Philosophy of Education, namely: a) Family environment The family environment is the main and first place for a child to get education before getting to know education from others, even family environmental education is taken from the womb. Education in the family can be divided into two, namely: • Prenatal Education (Education in the womb). • Postnatal Education (Education after birth). While the basis of the family's responsibility for education includes: • Motivation of love that inspires the relationship between parents and their children. • Motivation of parents' moral obligations towards children. • Social responsibility as part of the family. Samento argues that family factors greatly influence children's education. Children's personality education, the results are greatly influenced by family factors. The influence of family factors can be: a) The way parents educate their children. Various parents educate their children, some are positive and some are negative, for example parents educate their children with violence, or do not care about their children's personality education (don't care). b) Relationships between families. Are relationships between family members built with affection or indifference to each other. c) Household atmosphere. A safe, peaceful, and friendly household atmosphere will certainly produce a different child's education from a household full of commotion and quarrels with each other. d) Family economy. The family economy has a huge influence on the growth of children's personality education. Not a few children grow up naughty due to the poor economic conditions of the family, they cannot focus on studying, finally their minds are empty and easily influenced by negative or delinquent things. b) School environment. The school environment is an environment where children are in a learning situation, and this environment greatly influences the growth and development of children's personalities. A good school environment greatly supports the growth and development of good personalities for students and a comfortable learning atmosphere that forms learning discipline and school discipline. According to Nana Saodih Sukmadinata, the school environment includes: a. The physical environment of the school, including the atmosphere and infrastructure, learning infrastructure and facilities, learning resources and learning media facilities. The school environment in the form of facilities and infrastructure is stipulated in Government Regulation of the Republic of Indonesia Number. 19 of 2005 concerning National Education Standards CHAPTER VII concerning Facilities and Infrastructure Standards: Article 42, namely: • Every educational unit must have facilities that include furniture, educational equipment, educational media, books and other learning resources, consumables and other equipment needed to support a regular and sustainable learning process. • Every educational unit must have infrastructure that includes land, classrooms, educational unit leadership rooms, educator rooms, administration rooms, library rooms, laboratory rooms, workshop rooms, production unit rooms, canteen rooms, power and service installations, sports areas, recreation areas and other rooms/places needed to support a regular and sustainable learning process b. Social environment, concerning the relationship between students and their friends, teachers and other school staff. The social environment concerns the relationship between students and students in a school, the relationship between students and teachers, the relationship between teachers and teachers, including coordination relationships between teachers of the same type and between teachers of different types, the relationship between teachers and education personnel, the relationship between the principal and teachers and so on. c. Academic environment, namely the school atmosphere and the implementation of teaching and learning activities and various extracurricular activities. For example, the atmosphere related to learning activities at school, whether the teaching and learning activities at school run with discipline and order or vice versa, whether the activities run at school or not run at school. c) Community Environment The community environment is the environment where community members live in the surrounding environment of the school nearby. If the community environment is good, it will provide good influences, conversely if the community environment is bad, such as a terminal community environment or a market community environment or an unemployed community environment, naughty children or thugs, of course it will provide negative influences on the school and its students. What is meant by the positive influence of the community environment is everything that brings goodness to the education and development of children, namely influences that lead to things that are good and useful for the child himself or good and useful for all. While what is meant by negative influences is countless in it. And this negative influence is very easy for students to accept. Schools with all their administrators and students are part of the surrounding community that cannot isolate themselves from each other. What is certain is that there is social contact with each other and they influence each other. Therefore, positive cooperation is absolutely necessary for both parties, so that each other has a positive influence. Schools have a positive influence on the community, and vice versa, the community has a positive influence on the school and its students. The more concrete objectives of the relationship between schools and the community include: • To improve the quality of learning and the quality of students. • To play a role in understanding the needs of the community which are also the current demands. Useful in developing school programs towards a more advanced and more down-to-earth direction so that the benefits can be felt directly by the community as users of educational services. • Based on the explanation above, it can be concluded that the school environment is an environment that includes all things that influence and are meaningful to students in the teaching and learning process at school, both in the social environment (physical environment) and the non-social environment (academic environment). D. Quality of Education 1) Definition of Quality of Education Quality of education is a service about the excellence of work results reviewed in terms of input, process, output, impact or benefits that can be improved through management. For this reason, efforts are needed to achieve quality of education, such as: • Designing various objectives for student development and education services. • Prioritizing school quality • Teachers who are experienced in learning. • Establishing cooperation with other parties. • Evaluating and seeking new breakthroughs to improve quality and productivity. Quality or more often referred to as quality is a description of the overall characteristics of goods or services that show their ability to satisfy the needs of users. Quality is essential as part of the education process. In relation to education in schools, the quality of education always refers to the specifications of education services that are in accordance with the objectives or benefits of education itself. The quality of education is the quality of graduates and services that satisfy parties related to education. The quality of graduates is related to graduates with good grades (cognitive, affective, and psychomotor) who are accepted to continue to a higher level who are qualified and have good personalities. Meanwhile, service quality is related to the activity of serving the needs of students, teachers and employees as well as the community appropriately and precisely so that everyone feels satisfied with the services provided by the school. The specifications of educational services in schools are always guided by the educational standards set by the government. Meanwhile, according to Hoy, Jardine and Wood (2005: 11-12), it is explained that quality in education is an evaluation of the educational process that increases the need to achieve and the process of developing the talents of customers (students), and at the same time meets the accountability standards set by clients (stakeholders) who pay for the process or output of the educational process. 2) Indicators of Quality Education To measure quality education, of course, criteria / indicators are needed. Sallis (2005: 1-2) revealed that there are many indicators of good quality in educational institutions, including: • high moral values / character; • excellent exam results; • support from parents, the business world and the local community; • abundant resources; • implementation of the latest technology; • strong leadership and having a purpose (vision); g) concern and attention for students; • balanced and relevant curriculum. Meanwhile, Taylor, West and Smith (2006) at the CSF (Central for the School of the Future) Utah State University revealed that indicators of quality schools are: • parental support, • quality of educators, • student commitment, • school leadership, • quality of learning, • resource management in schools • School comfort. In addition to the above criteria, Sitompul (2006: 57) added that successful educational quality is marked by: • High sense of teaching satisfaction, including high student expectations, • Achievement of teaching curriculum targets, • Very good guidance for spiritual, moral, social and cultural development of teachers, 3) • No students have problems with their psyche or emotional risks, • No conflict between the relationship between students and teachers/staff. Basics of Education Quality Program To implement an education quality program, several strong foundations are needed, namely as follows (Syaodih, 2006: 24): • Commitment to change • Clear understanding of existing conditions • Having a clear vision for the future • Having a clear plan 4) Principles of Improving Education Quality Some principles that need to be upheld in implementing an education quality program include the following: • Improving education quality requires professional leadership in the field of education. • The difficulty faced by education professionals is their inability to deal with "system failures" that prevent them from developing or implementing new methods or processes to improve existing education quality. • Improving the quality of education must be formed by making leaps and breakthroughs. • Money is not the main key in efforts to improve quality. The quality of education can be improved if administrators, teachers, staff, supervisors and office leaders develop attitudes that are centered on leadership, teamwork, cooperation, and accountability. • The main key to improving the quality of education is a commitment to change. • Many professionals in the field of education lack the knowledge and expertise to prepare students to enter the global job market. • Quality improvement programs in the commercial field cannot be used directly in education, but require adjustments and improvements. • One of the key components in a quality program is a measurement system. • The community and education management must distance themselves from the habit of using "short programs", quality improvement can be achieved through continuous change, not with short programs. E. Relationship between Educational Facilities and School Environment with Education Quality 1) The Role of Educational Facilities in Improving Education Quality Given the importance of facilities and infrastructure in learning activities, students, teachers and schools will be directly related. Students will be more helped by the support of learning facilities and infrastructure. Not all students have a good level of intelligence so that the use of learning facilities and infrastructure will help students, especially those who have weaknesses in participating in learning activities. Teachers will be helped by the support of facilities and infrastructure because learning activities will also be more varied, interesting and meaningful. Meanwhile, schools are obliged as the party most responsible for managing all activities held. In addition to providing, schools also maintain and maintain the facilities and infrastructure that have been owned. Educational facilities as one component of the learning process are tools that are often used by teachers in learning to realize these learning objectives. With educational facilities, not only do they provide concrete experiences but they also help students integrate previous experiences. Educational facilities will play a direct role in the teaching and learning process, meaning that their role greatly determines the success of the teaching and learning process or without educational facilities the teaching and learning process will be less or unsuccessful. Educational facilities function as a tool to support the smooth implementation of learning activities so that they can improve the quality of education. In order for these educational facilities to function optimally in the learning process at school, it is necessary to have good management or management activities for the educational facilities and infrastructure themselves. The management of educational facilities carried out in schools includes the following aspects: planning activities, procurement, utilization or use, maintenance and disposal of educational facilities. Planning and procurement activities for educational facilities are adjusted to the needs of each subject, after the educational facilities are available, there needs to be arrangement and maintenance activities as well as possible so that they can be utilized optimally. If educational facilities can be managed properly, these facilities and infrastructure can function optimally so that the implementation of teaching and learning activities can be assisted by the existence of educational facilities and educational goals will be more easily achieved. If educational facilities are managed properly, the quality and goals of education will be more easily achieved. Thus, educational facilities and infrastructure are very important in improving the quality of education and school progress. 2) The Role of the School Environment in Improving the Quality of Education The environment and school influence each other, a school environment that does not support, both the family environment that must always educate and supervise their sons and daughters to become good children and not naughty, also a material environment, for example a school whose school yard is not permanently fenced and not guarded will affect the freedom of students to enter and exit the school yard and this results in school indiscipline or undisciplined learning, the absence of a parking lot at school will cause students to leave their motorbikes anywhere in the school community which makes it easy for students to play truant at any time, as well as the development of study room facilities because they feel comfortable. Likewise, there is good cooperation between the school and the school community, so that they understand each other and support each other for mutual progress, namely the progress of the school and the progress of the school community. Furthermore, Aedi and Rosalin (2010: 280) explain the concrete objectives of the relationship between schools and the community, including: • To improve the quality of learning and student growth • To play a role in understanding the needs of the community which are also the current demands • To be useful in developing school programs towards a more advanced and more down-to-earth direction so that they can be felt directly by the community using education services It can be seen that the purpose of cooperation between parents and the community with schools is an effort to improve the quality of education. The large role that must be carried out/taken by the community and parents is certainly intended to achieve the quality of education. This must of course continue to be pursued and continuously improved by the school. Schools must be able to maintain good and harmonious relationships with the community and parents in order to assist the school's efforts to improve the quality of education