Understanding Deepenance Assignment

UNDERSTANDING DEEPENANCE ASSIGNMENT Provide arguments or explanations for the following questions: 1. Effectiveness can be measured by its "level" or "degree", but schools often find it difficult to provide a clear and precise picture of this level of effectiveness. Provide an analysis of what causes management to find it difficult to determine the level of management effectiveness in schools! Answer: In interpreting effectiveness, each person gives a different meaning according to their own perspective and interests. The problem of effectiveness is usually closely related to the comparison between the level of achievement of goals with previously prepared plans, or the comparison of actual results with planned results. Effectiveness is the relationship between output and targets that must be achieved, the greater the contribution of the output produced to the value of achieving the target, the more effective the unit can be said to be. Effectiveness is a measure that provides a picture of target achievement. The effectiveness of education can not only be seen quantitatively (the suitability of the number of outputs with the number of targets), but also by paying attention to the quality of graduates and the timeliness of producing output (Wahyudi, 2009). In other words, the effectiveness of education can be seen from the achievement side, namely being able to produce quality graduates in the sense of being able to compete in the job market (competitiveness), there is relevance between the knowledge gained and the needs of the community (the user) who are developing, and has high economic value according to the level of education obtained. There are diverse opinions regarding the nature and composition of effectiveness itself, so it is not surprising that there are conflicts regarding how to determine and regulate indicators of the level of management effectiveness. The difficulty in determining the level of management effectiveness in schools is partly due to the fact that there are outputs that are intangible or intangible, so they are not easy to express in a clear measure. This makes measuring the level of effectiveness difficult to calculate. In addition, another difficulty is because the output often cannot be known in the short term, but in the long term after the program has been successfully implemented, which causes the measure of effectiveness to be expressed qualitatively and in the form of statements only, meaning that if the quality produced is good, then the effectiveness is also good. 2. Efficiency in education can be categorized as internal efficiency and external efficiency. Have you ever found a school that provides a description of external efficiency? Why is this external efficiency rarely measured / evaluated by school management? What do you think are the obstacles facing management? Answer: Efficiency efforts can be grouped into two types, namely internal efficiency and external efficiency. An education system is considered to have internal efficiency if it can produce the expected output at minimum cost. Meanwhile, external efficiency is often associated with the cost benefit analysis method, namely the ratio between financial benefits as a result of education (usually measured by income) and all costs incurred for education. External efficiency is usually associated with the macro situation, namely economic growth and social welfare as an impact of educational outcomes. External efficiency is often associated with the cost benefit analysis method, namely the ratio between financial benefits as a result of education (usually measured by income) and all costs incurred for education. External efficiency is associated with the macro situation, namely economic growth and social welfare as an impact of educational outcomes. At the macro level, individuals who are better educated tend to earn higher incomes and better health. External efficiency analysis is useful for determining policies in allocating education costs or distributing budgets to all education sub-sectors. In analyzing external efficiency, of course, education can be divided into two types, namely 1) Individual benefits (private rate of return) and 2) community benefits (social rate of return). Individual benefits are the comparison of educational benefits to individuals with the cost of education for the individual concerned. While societal benefits are the comparison of educational benefits to the community with the cost of education for the community. The obstacle in measuring external efficiency is none other than the tracing of the results/benefits of education for each individual concerned. Because, conceptually, external efficiency is associated with the analysis of the benefits of educational investment from the formation of abilities, attitudes, and skills of the graduates themselves. In addition to requiring tracing from each individual, the analysis of educational benefits from each individual requires a fairly long period of time. This makes the evaluation of efficiency itself inefficient. 3. School productivity can be seen from 3 (task) perspectives (see slides 15-16). According to your understanding of the 3, which perspective for measuring school productivity is more appropriate and comprehensive? Explain! Answer: The concept of productivity in education means how to use input in the form of humans, money/costs, materials/facilities, and methods in implementing the educational process, especially in terms of meaningful learning processing so that the desired increase in results (output) is achieved effectively and efficiently. Educational productivity in schools can be seen from the output of education that achieves and the educational process in the form of an educational atmosphere. Achievement can be seen from evenly distributed input, a large number of graduates and high quality, and high relevance from an economic perspective in the form of income obtained after attending school. The educational process or atmosphere can be seen from the high enthusiasm for learning that arises from students, high work enthusiasm from teachers and administrative staff, and a high level of trust from various parties. Engkoswara (2011, p. 41) stated that the essence of school productivity is student achievement academically and non-academically supported by a quality system with all elements of education, especially eight standards that show their respective achievements. In addition, teachers and other education personnel work professionally and productively, facilities and infrastructure are utilized optimally, the curriculum is relevant to needs and life, both in terms of content standards and process standards or from its assessment system, management already reflects the principles of good governance and clean governance with high accountability, the use of finances is inherent in educational goals and the educational community has contributed responsibly to the progress of education. School productivity can be measured by looking at 3 perspectives, namely: • Comparison of input with output • Substance that is the main concern of the school • Fulfillment of SNP From the three perspectives, in my personal opinion, the most appropriate and comprehensive way to measure school productivity is by comparing input with output. This is because productivity itself is interpreted as a measurement of output compared to input. Productivity measurement is determined by the results of measurements using several indicators, such as the leadership of the principal, teachers, facilities and infrastructure, students and other supporting elements. In addition, measuring productivity through a comparison between input and output is the best way to focus on the targets/objectives to be achieved. The existence of this comparison makes it easier for schools to find out the high and low productivity of the school itself.