Advances in Social Science, Education and Humanities Research, Series Volume Number 532

Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2020)

The School Principals’ Role in Education Management

at the Regional Level: An Analysis of Educational
Policy in the Industrial Revolution 4.0
Irwan Fathurrochman*1, Sudarwan Danim2, Syaiful Anwar AB2 and Nina Kurniah2
1
Islamic Education Management Program Study, Institut Agama Islam Negeri (IAIN) Curup
2
Doctor of Education Program Study, University of Bengkulu
*
Corresponding author. Email: [email protected]

ABSTRACT
The present study aimed to analyze the education policies in the era of educational reform. This policy is very
monumental in the history of education in Indonesia, where enormous authority is given directly to schools. The schools
can develop their respective innovations in developing a treatment for students in learning, the authority to determine
the learning time, and the autonomy to compile their own learning textbooks according to the agreed curriculum. But
the most important thing is to be able to produce outstanding students. Therefore, if student achievement decreases,
society cannot blame the agreed policy. Furthermore, the local education offices have an important role in providing
solutions to the educational problem in that area. Moreover, the principal has a significant role in education management
at the region level, especially in the era of the Fourth Industrial Revolution, which demands all education actors have
maximum competence and also compete with the global business and industrial world.

Keywords: Education management, Principal, Fourth industrial revolution.

1. INTRODUCTION analysis, analysis of educational unit conditions, and

analysis of the community and the environment around
The Government Regulation, Number 19 of 2005 the school conditions [2]. So, the KTSP must be prepared
concerning National Education Standards mandates that according to the needs, characteristics, and potential of
each unit of education at the primary and secondary the educational unit and be guided by national education
education levels must compile a curriculum regarding standards. In this case, before compiling the KTSP, each
Content Standards, Graduate Competency Standards, school must analyze each national education standard
Education Management Standards, Process Standards, first.
and Assessment Standards as well as guided by the
guidelines prepared by the National Education Standards Furthermore, one of the SNP analyzes that must be
Agency. Fulfilling this mandate, generally, Senior High carried out is an analysis of education management
Schools have compiled the Education Unit Level following the Regulation of the Minister of National
Curriculum, which is an operational curriculum and Education Number 19 of 2007 concerning Education
implemented in each educational unit. Besides, it Management Standards including program planning
functions as a guideline for implementing learning analysis, work plan planning analysis, overseeing and
activities to accomplish particular goals of education [1]. assessment analysis, school authority analysis, system
analysis, and information of management system. Also,
Tilaar argues that the implementation of the KTSP this Management Standard includes planning,
cannot be denied from efforts to achieve the National implementing, and supervising educational activities at
Education Standards (SNP), adjustments to theconditions the unit level, including in the regional, provincial, or
of the education unit, society, and the environment. In national levels [3]. These standards made is to increase
this regard, the preparation of the KTSP should begin the efficiency and effectiveness of education delivery [4].
with a context analysis that includes SNP

Copyright © 2021 The Authors. Published by Atlantis Press SARL.

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 Advances in Social Science, Education and Humanities Research, Series Volume Number 532

In the concept of education decentralization, Nichols, 2. METHOD

et.al [5] explained that decentralization of education is
implemented in the concept of education management at This research was conducted based on the literature
the district level. Based on various studies, in developing review from various relevant sources, described by
countries showed that the decentralization of education is Fathurrochman (2018) the study replicated the literature
a success in North America . Even though, in other review [12]. Furthermore, this paper presents an in- depth
countries reported is a failure. So the decentralization study of the Role of School Principals in Education
must be adopted in Indonesia. Moreover, the process of Management at District-Level (Educational Policy
decentralizing education includes two main concepts. Analysis in the Fourth Industrial Revolution era)
The first is a transfer of education policy authority from currently occurring in Indonesia [13]. The study focuses
the central government to local governments. The second covers all policies taken by the government relating to the
is the transfer of decisions regarding the education sector education policy in the Era of Industrial Revolution 4.0.
from the government to the community. The basic idea in
3. RESULT AND DISCUSSIONS
those concepts is that the community as the customers
should have the ability to decide what kind of education 3.1. National Education Popularization Indicators
they want.
Referring to the indicators of the national education
Besides, decentralization of education management system, popularization, systematization, profiling, and
is the delegation of authority from the government to the politicization of national education, the proposed
regions to make management decisions and formulate education development programs, as stated in Tilaar
their own plans in dealing with education problems (2000) are as follows:
concerning the national education system [6] and [7]. In
a) Developing and realizing the quality of education;
its concept, decentralization of education management is
b) Carrying out the quality of teacher education and
an effort to delegate part or all of the authority, which
education personnel;
should be carried out by the government to the
c) Creating professional educational human resources
community. One manifestation of this decentralization is
with reasonable rewards;
the implementation of a process of flexibility in the
d) To gradually decentralize the implementation of
management of education delivery [8].
national education, starting at the provincial level
Moreover, for a positive impact to be realized, good while simultaneously preparing adequate facilities,
educational planning skills in the regions are needed. human resources, and funds at the district level;
With good educational planning skills, it is hoped that it e) Streamlining the education bureaucracy by
can reduce the possibility of serious problems arising. restructuring the central department to make it more
Fiske (1996) stated that, based on the experiences of efficient;
various developing countries that implement autonomy f) Removing various laws and regulations that hinder
in the field of education, autonomy has the potential to innovation and experimentation by implementing
cause problems: conflict of interests between the Central autonomy for educational institutions;
and Regional Governments, decreased quality of g) Revise or replace the Law no. 2 of 1989 concerning
education, inefficiencies in education management, and the system of national education by laws and
inequality in educational equality, limited movement and regulations and their implementation
space. Community participation in education aims to h) Fostering community participation, especially in the
reduce demands for educational accountability by the regions in their awareness of the importance of
government and increased accountability [9]. education and training to build a new Indonesian
society. A community forum is needed to
The importance of the planning process in Education
accommodate this community involvement.
Management at the district level as described by Wirt
i) Maintain close cooperation between training
(2015), there are three definitions of policy; (1) as a
institutions and the business world
written statement by the leader of the organization, (2)
j) Depoliticize national education by creating a political
as the provisions which must be used as a guideline for
commitment from the community and government to
each activity, to achieve organizational goals, and (3) as
free education as an instrument of authority;
a road map in achieving organizational goals [10].
According to him, a good policy must meet the following
k) Increasing the dignity of the educational profession
by improving the quality of education, requirements,
requirements. The function of the principal as an educator
and utilization of professional personnel,
is to create a positive school climate, provide advice to
accompanied by gradually increasing the
school members, provide encouragement to all education
remuneration of the educational profession.
personnel, and implement attractive learning models for
the teacher [11].

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 Advances in Social Science, Education and Humanities Research, Series Volume Number 532

Based on the principle of autonomy, the education management of education at the district and city levels
policy in the regions can be put into the Education are:
Development Strategic Plan. However, it seems that the
a) Improving the Quality of Education
regions are continuing to improve in terms of political
policies and staffing, which have also undergone drastic Local governments must continue to encourage and
changes. develop schools to administer the idea of “School-Based
Quality Improvement Management”, an efforts in
School leadership has been recognized in a few
enhancing the education quality by mobilizing all
international papers [14] and research [15] and [16] the
existing resources in schools and their environment, both
main function is to ensure the education quality .
teachers, parents of students, local government and the
Referring to the literature on effectiveness and
private sector to coordinate and planned to support the
development of a school, the principal is very important
improvement of the quality of education in schools [20].
in administering advancement processes [17] developing
effective schools [15] and promoting equity in education b) Expansion of Learning Opportunities
[18].
To accelerate the completion of the 9-year
The following is the total ratio of the use of education compulsory basic education program and provide the
funds in the 15 districts and 8 cities that are sampled in widest possible opportunity for the community to get an
Indonesia. education, new efforts can be taken as follows:
Regional Budget and
construction of new school units, construction of new
No. Districts Provinces Education Spending Expenditure Income Ratio (%)
(APBD)
classrooms, open junior high school managed bysociety,
1 Bintan Kepulauan Riau 234,528,064,000 1,117,058,295,309 21.00 Basic Education Compulsory Education campaign or
2 Cirebon Jawa Barat 1,283,995,086,953 2,830,893,761,058 45.36
3 Garut Jawa Barat 1,525,055,329,974 3,015,617,524,519 50.57
counseling, providing scholarships and operational
4 Karanganyar Jawa Tengah 924,588,204,950 1,691,634,199,000 54.66 assistance funds, education for elementary, and
5 Kuningan Jawa Barat 1,070,201,112,217 2,120,109,715,351 50.48
6 Kupang Nusa Tenggara Timur 342,195,905,990 1,013,038,477,665 33.78
secondary school, providing educational operational
7 Lampung Selatan Lampung 623,399,829,950 1,661,326,799,700 37.52 funds for elementary schools, providing learning
8 Lombok Utara Nusa Tenggara Barat 196,686,751,148 1,200,863,836,345 16.38
9 Malang Jawa Timur 1,270,757,572,274 3,302,969,222,643 38.47
equipment assistance for elementary students from
10 Mamuju Sulawesi Barat 226,225,945,026 1,540,283,054,100 14.69 underprivileged families, fostering and encouraging the
11 Mojokerto Jawa Timur 754,676,980,392 2,225,693,946,326 33.91
12 Ogan Ilir Sumatera Selatan 457,208,449,588 1,230,778,391,339 37.15
implementation of out-of-school education by the
13 Pangandaran Jawa Barat 416,060,221,082 1,145,479,268,622 36.32 community in the form of Learning Activity Centers [21].
14 Pangkep Sulawesi Selatan 492,905,760,741 1,127,757,157,017 43.71
15 Serdang Bedagai Sumatera Utara 536,334,386,634 1,166,459,388,168 45.98
16 Banda Aceh Aceh 439,275,204,972 1,168,955,301,261 37.58
c) Efficiency and Effectiveness
17 Cirebon Jawa Barat 425,813,994,650 1,253,260,157,000 33.98
18 Magelang Jawa Barat 940,091,781,433 1,991,093,895,045 47.21 To realize an efficient and effective education,
19 Mojokerto
20 Palu
Jawa Timur
Su lawesi Tengah
213,500,846,701
334,353,735,525
815,212,120,650
1,206,306,923,617
26.19
27.72
formal education providers need to be equipped with
21 Sabang Aceh 155,869,707,780 648,293,107,987 24.04 knowledge of management and administration of school
22 Samarinda Kalimantan Timur 634,715,595,538 3,429,624,652,991 18.51
23 Serang Banten 479,554,324,932 1,057,915,011,530 45.33
administration, management, and administration of office
Amount o f Districs (15) 10,354,819,600,919 26,389,963,037,162 39.24 administration, managerial abilities, ability of project
Amount of C it ies ( 8) 3,623,175,191,530 11,570,661,170,081 31.31
Total Amounts (23) 13,977,994,792,449 37,960,624,207,243 36.82
managers, management and education planning,
Source: Ministry of Education and Culture, Republic of monitoring and evaluation capabilities [22].
Indonesia Data’s d) Formulating Regional Education Regulations
Based on the data in the education spending table The Regional Regulation on education in the District
above, it can be concluded that spending on Regional or City is a legal basis that can be used by all the people
Budget and Expenditure Income should be 20%, but in of the Regency or City as a continuation of the National
reality, it still varies between districts or cities in Education System Law Number 20/2003. Starting from
Indonesia [19]. this rule, several macro and micro policies can be made
With these managed funds, education policy in in the context of carrying out the mandate of the
Indonesia should be able to increase the capacity and Preamble of the Basic Law 1945.
capability of school principals in every region in
Indonesia in facing the Fourth Industrial Revolution era 3.3. Best Implementation Solution Formulation
which demands multi competency of school principals in
The author provides the best implementation solution
managing schools with various futuristic management
in region education management with the formulation of
approaches.
the Planning Model, along with an overview of the stages
of region education planning. In brief, the explanation is
3.2. Policy Contents, Analysis of Positive and Negative
as follows:
Aspects

Some of the things that are the contents of the policy

and the positive and negative influences in the

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a) Performing the strategic environmental analysis. The elements for school principals in developing a futuristic
strategic environment is the external environmentthat education management model [26].
affects region education planning, for example,
Monitoring the implementation of plans and
Regional building program, Region Strategic
evaluating the results of educational plans [25]. The
Planning, laws, and regulations, poverty levels,
results of the evaluation will tell whether the educational
employment opportunities, community expectations
results are as planned. So that in essence a plan is made
of education, experience good practice, demands for
to change the "current educational situation" towards an
autonomy, demands for globalization, and the
"expected educational situation" in the future. For this
development of science and technology. Strategic
reason, three keywords must be understood, namely
environmental change must be internalized into
policy, planning, and educational programs [17].
regional education planning so that it is truly
integrated with the changing strategic environment Based on the results of the study the authors recommend
[23]. the Industry 4.0 Component Model, because based on
scientific studies and the results of recent research, this
b) Conduct a situation analysis to determine the status of
model is claimed to be more comprehensive because it
the current education situation which includes the
includes more tangible elements for school principals in
education profile (equity, quality, efficiency, and
developing a futuristic education management model
relevance), school/teacher/student mapping,
[26][27].
management capacity, and resources at the district
level, cities and other schools, and current educational
best practices [24].
c) To formulate education that is expected in the future
which is outlined in the form of a vision, mission, and
educational goals, which includes at least equal
opportunity, quality, efficiency, relevance, and
capacity building for region education.
d) Look for gaps between the second and third points
as input for the preparation of the overall future
education plan (5 years) and short-term plans (1 year).
These gaps or challenges include equality of
opportunity, quality, efficiency, relevance, and
capacity building for education management at the
district and school levels.
Figure 1 The component model of industry 4.0.
e) Based on the results of the fourth point, an annual Source: (VDI/VDE Gesellschaft Mess-und
activity plan for 5 years (strategic plan) and a detailed Automatisierungstechnik, 2015).
annual operational plan are prepared.
f) Implementing the regional education development 4. CONCLUSIONS
plans through concrete efforts that can increase equal
From the results and discussion above, it can be
opportunity, quality, efficiency, relevance, and
concluded that educational management in the Fourth
education management capacity at the region and
Industrial Revolution era, both at the level of the central
school levels.
government, provincial government, and at the regional
Monitoring the implementation of plans and level is a planned effort in managing all educational
evaluating the results of educational plans [25]. The resources by several people in one education system to
results of the evaluation will tell whether the educational achieve educational goals either macro or micro.
results are as planned. So that in essence a plan is made Educational management is important in the management
to change the “current educational situation” towards an of educational institutions. In general, there are four
“expected educational situation” in the future. For this main issues in education management in Indonesia,
reason, three keywords must be understood, namely namely the quality of education, expansion, and
policy, planning, and educational programs [17]. distribution of quality education services, relevance,
effectiveness, and efficiency. According to Regulation of
Based on the research results, the authors recommend
the Minister of National Education No.19 of 2007 on
the Industry 4.0 Component Model because based on
Education Management Standards by Primary and
scientific studies and the results of recent research, this
Secondary Education Units, there are six things thatmust
model is claimed to be more comprehensive because it
be treated and considered in the educationmanagement
includes more tangible
which implemented in primary and

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secondary education systems. Those things are Planning [11] A. B. Syaiful Anwar, Strategy for competitiveness
the Program, Implementing the Program, Monitoringand of higher education use factor internal/ External
Evaluating the Program, School Leadership, strategic and matrix space analysis, Univers. J.
Management Information Systems, and Special Educ. Res., vol. 8, no. 7, pp. 2749–2757, 2020, doi:
Assessments. Badan Standar Nasional Pendidikan 10.13189/ujer.2020.080701.
(BSNP) is the agency that has the right to assess and
[12] I. Fathurrochman, D. Hariani, Hamengkubuwono,
monitor the management standards.
Arsil, M. Amin, and D. H. Ristianti, The
Development of Student Academic Administration
ACKNOWLEDGMENTS Services in Higher Education, Int. J. Psychosoc.
The author would like to thank all those who have Rehabil., vol. 24, no. 08, pp. 4764–4771, 2020,
given support in making this paper. doi: 10.37200/IJPR/V24I8/PR280492.
[13] W. Darmalaksana, Metode Penelitian Kualitatif
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Peran Kepala Sekolah dalam Manajemen Pendidikan di

Tingkat Regional: Analisis Kebijakan Pendidikan di
Industri Revolusi 4.0
Irwan Fathurrochman*1, Sudarwan Danim2, Syaiful Anwar AB2dan Nina Kurniah2
1
Program Studi Manajemen Pendidikan Islam, Institut Agama Islam Negeri (IAIN) Curup
2
Program Studi Doktor Pendidikan, Universitas Bengkulu
*
Penulis yang sesuai. Email: [email protected]

ABSTRAK
Penelitian ini bertujuan untuk menganalisis kebijakan pendidikan di era reformasi pendidikan.
Kebijakan ini sangat monumental dalam sejarah pendidikan di Indonesia, dimana kewenangan yang
sangat besar diberikan langsung kepada sekolah. Sekolah dapat mengembangkan inovasinya masing-
masing dalam mengembangkan perlakuan bagi siswa dalam belajar, kewenangan menentukan waktu
pembelajaran, dan otonomi menyusun sendiri buku ajar pembelajaran sesuai kurikulum yang disepakati.
Namun yang terpenting adalah mampu menghasilkan siswa yang berprestasi. Oleh karena itu, jika
prestasi siswa menurun, masyarakat tidak bisa menyalahkan kebijakan yang telah disepakati. Lebih
lanjut, dinas pendidikan setempat memiliki peran penting dalam memberikan solusi atas permasalahan
pendidikan di daerah tersebut. Apalagi kepala sekolah memiliki peran yang cukup signifikan dalam
pengelolaan pendidikan di tingkat daerah, terutama di era Revolusi Industri Keempat yang menuntut
semua pelaku pendidikan memiliki kompetensi yang maksimal dan juga mampu bersaing dengan dunia
bisnis dan industri global.

Kata kunci: Manajemen Pendidikan, Kepala Sekolah, Revolusi Industri Keempat.

1. PENDAHULUAN
Peraturan Pemerintah Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan mengamanatkan
bahwa setiap satuan pendidikan pada jenjang pendidikan dasar dan menengah wajib menyusun
kurikulum tentang Standar Isi, Standar Kompetensi Lulusan, Standar Manajemen Pendidikan, Standar
Proses, dan Standar Penilaian. serta berpedoman pada pedoman yang disusun oleh Badan Standar
Nasional Pendidikan. Untuk memenuhi amanat tersebut, pada umumnya Sekolah Menengah Atas telah
menyusun Kurikulum Tingkat Satuan Pendidikan yang merupakan kurikulum operasional dan
dilaksanakan di setiap satuan pendidikan. Disamping itu berfungsi sebagai pedoman pelaksanaan
kegiatan pembelajaran untuk mencapai tujuan tertentu pendidikan
[1]. Tilaar berpendapat, pelaksanaan KTSP tidak bisa dipungkiri dari upaya pencapaian Standar
Nasional Pendidikan (SNP), penyesuaian dengan kondisi satuan pendidikan, masyarakat, dan
lingkungan. Berkaitan dengan hal tersebut, penyusunan KTSP harus dimulai dengan analisis konteks
yang meliputi analisis SNP, analisis kondisi satuan pendidikan, dan analisis masyarakat dan lingkungan
sekitar kondisi sekolah [2]. Jadi, KTSP harus disusun sesuai dengan kebutuhan, karakteristik, dan potensi
satuan pendidikan serta berpedoman pada standar nasional pendidikan. Dalam hal ini, sebelum menyusun
KTSP, setiap sekolah harus terlebih dahulu menganalisis standar nasional pendidikan masing-masing.
Selanjutnya salah satu analisis SNP yang harus dilakukan adalah analisis manajemen pendidikan
sesuai dengan Peraturan Menteri Pendidikan Nasional Nomor 19 Tahun 2007 tentang Standar
Manajemen Pendidikan meliputi analisis perencanaan program, analisis perencanaan rencana kerja,
analisis pengawasan dan penilaian, analisis kewenangan sekolah, analisis sistem, dan informasi sistem
manajemen. Juga Standar Manajemen ini mencakup perencanaan, pelaksanaan, dan pengawasan
kegiatan pendidikan di tingkat satuan, termasuk di tingkat daerah, provinsi, atau nasional [3]. Standar
tersebut dibuat untuk meningkatkan efisiensi dan efektifitas penyelenggaraan pendidikan [4]. Dalam
konsep desentralisasi pendidikan, Nichols, dkk [5] menjelaskan bahwa desentralisasi pendidikan
diimplementasikan dalam konsep pengelolaan pendidikan di tingkat kabupaten. Berdasarkan berbagai

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penelitian, di negara berkembang menunjukkan bahwa desentralisasi pendidikan berhasil di Amerika
Utara. Padahal, di negara lain dilaporkan gagal. Jadi desentralisasi harus diterapkan di Indonesia. Selain
itu, proses desentralisasi pendidikan mencakup dua konsep utama. Pertama, transfer kewenangan
kebijakan pendidikan dari pemerintah pusat ke pemerintah daerah. Kedua, pengalihan keputusan
mengenai bidang pendidikan dari pemerintah kepada masyarakat. Ide dasar dalam konsep tersebut
adalah bahwa masyarakat sebagai pelanggan harus memiliki kemampuan untuk memutuskan jenis
pendidikan yang mereka inginkan. Selain itu, desentralisasi pengelolaan pendidikan adalah pelimpahan
wewenang dari pemerintah kepada daerah untuk mengambil keputusan pengelolaan dan merumuskan
rencana sendiri dalam menangani masalah pendidikan yang menyangkut sistem pendidikan nasional [6]
dan [7]. Dalam konsepnya, desentralisasi pengelolaan pendidikan merupakan upaya pendelegasian
sebagian atau seluruh kewenangan yang seharusnya dilakukan oleh pemerintah kepada masyarakat.
Salah satu wujud dari desentralisasi ini adalah terlaksananya proses fleksibilitas dalam pengelolaan
penyelenggaraan pendidikan [8]. Selain itu, agar dampak positif dapat terwujud, diperlukan
keterampilan perencanaan pendidikan yang baik di daerah. Dengan keterampilan perencanaan
pendidikan yang baik, diharapkan dapat mengurangi kemungkinan timbulnya masalah serius. Fiske
(1996) menyatakan bahwa, berdasarkan pengalaman berbagai negara berkembang yang menerapkan
otonomi di bidang pendidikan, otonomi berpotensi menimbulkan masalah: konflik kepentingan antara
Pemerintah Pusat dan Daerah, penurunan kualitas pendidikan, inefisiensi dalam pendidikan.
pengelolaan, dan ketimpangan pemerataan pendidikan, keterbatasan gerak dan ruang. Partisipasi
masyarakat dalam pendidikan bertujuan untuk mengurangi tuntutan akuntabilitas pendidikan oleh
pemerintah dan meningkatkan akuntabilitas.
Pentingnya proses perencanaan dalam Manajemen Pendidikan di tingkat kabupaten sebagaimana
dijelaskan oleh Wirt (2015), ada tiga definisi kebijakan; (1) sebagai pernyataan tertulis oleh pimpinan
organisasi, (2) sebagai ketentuan yang harus dijadikan pedoman bagi setiap kegiatan, untuk mencapai
tujuan organisasi, dan (3) sebagai peta jalan dalam mencapai tujuan organisasi. ]. Menurutnya,
kebijakan yang baik harus memenuhi syarat sebagai berikut. Fungsi kepala sekolah sebagai pendidik
adalah menciptakan iklim sekolah yang positif, memberikan nasehat kepada warga sekolah,
memberikan dorongan kepada seluruh tenaga kependidikan, dan menerapkan model pembelajaran yang
menarik bagi guru.
2. METODE
Penelitian ini dilakukan berdasarkan tinjauan pustaka dari berbagai sumber yang relevan, dijelaskan
oleh Fathurrochman (2018) penelitian ini mereplikasi tinjauan pustaka [12]. Selanjutnya tulisan ini
menyajikan kajian mendalam tentang Peran Kepala Sekolah dalam Manajemen Pendidikan di Tingkat
Kabupaten (Analisis Kebijakan Pendidikan di Era Revolusi Industri Keempat) yang saat ini terjadi di
Indonesia [13]. Fokus kajian mencakup semua kebijakan yang diambil pemerintah terkait kebijakan
pendidikan di Era Revolusi Industri 4.0.
3. HASIL DAN PEMBAHASAN
Merujuk pada indikator sistem pendidikan nasional, pemasyarakatan, sistematisasi, pemprofilan, dan
politisasi pendidikan nasional, maka usulan program pembangunan pendidikan, sebagaimana
dikemukakan dalam Tilaar (2000) adalah sebagai berikut:
a) Mengembangkan dan mewujudkan mutu pendidikan;
b) Menyelenggarakan mutu pendidikan guru dan tenaga kependidikan;
c) Menciptakan sumber daya manusia pendidikan yang profesional dengan imbalan yang wajar;
d) Mendesentralisasikan penyelenggaraan pendidikan nasional secara bertahap, dimulai di tingkat
provinsi sekaligus menyiapkan fasilitas, sumber daya manusia, dan dana yang memadai di tingkat
kabupaten;
e) Perampingan birokrasi pendidikan dengan penataan departemen pusat agar lebih efisien;
f) Menghapus berbagai peraturan perundang-undangan yang menghambat inovasi dan eksperimentasi
dengan menerapkan otonomi lembaga pendidikan;
g) Merevisi atau mengganti UU no. 2 tahun 1989 tentang sistem pendidikan nasional dengan peraturan
perundang-undangan dan pelaksanaannya
h) Membina peran serta masyarakat khususnya di daerah dalam kesadaran akan pentingnya pendidikan

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dan pelatihan untuk membangun masyarakat Indonesia yang baru. Diperlukan forum komunitas
untuk mengakomodasi keterlibatan komunitas ini.
i) Memelihara kerjasama yang erat antara lembaga pelatihan dan dunia usaha
j) Depolitisasi pendidikan nasional dengan menciptakan komitmen politik dari masyarakat dan
pemerintah untuk pendidikan gratis sebagai instrumen otoritas;
k) Meningkatkan harkat dan martabat profesi kependidikan melalui peningkatan mutu pendidikan,
persyaratan, dan pendayagunaan tenaga profesional, yang disertai dengan peningkatan upah profesi
kependidikan secara bertahap.
Berdasarkan prinsip otonomi, kebijakan pendidikan di daerah dapat dimasukkan ke dalam Rencana
Strategis Pembangunan Pendidikan. Namun, tampaknya daerah terus berbenah dalam hal kebijakan
politik dan kepegawaian, yang juga mengalami perubahan drastis.
Kepemimpinan sekolah telah diakui dalam beberapa makalah internasional [14] dan penelitian [15]
dan [16] fungsi utamanya adalah untuk menjamin kualitas pendidikan. Mengacu pada literatur tentang
efektivitas dan pengembangan sekolah, kepala sekolah sangat penting dalam mengelola proses
kemajuan [17] mengembangkan sekolah yang efektif [15] dan mempromosikan pemerataan dalam
pendidikan [18].
Pengelolaan pendidikan di tingkat kabupaten dan kota adalah:
a) Peningkatan Mutu Pendidikan
Pemerintah daerah harus terus mendorong dan mengembangkan sekolah untuk menyelenggarakan
gagasan “Manajemen Peningkatan Mutu Berbasis Sekolah”, suatu upaya dalam meningkatkan pendidikan
mutu dengan mengerahkan seluruh sumber daya yang ada di sekolah dan lingkungannya, baik guru, orang
tua siswa, pemerintah daerah maupun swasta untuk berkoordinasi dan terencana guna mendukung
peningkatan mutu pendidikan di sekolah.
b) Perluasan Kesempatan Belajar
Untuk mempercepat penuntasan program wajib belajar 9 tahun dan memberikan kesempatan yang
seluas-luasnya kepada masyarakat untuk mengenyam pendidikan, dapat ditempuh upaya-upaya baru
sebagai berikut:
Berdasarkan data pada tabel belanja pendidikan di atas, dapat disimpulkan bahwa belanja Anggaran
Pendapatan dan Belanja Daerah seharusnya 20% , namun pada kenyataannya masih bervariasi antar
kabupaten atau kota di Indonesia [19].
Dengan dana yang dikelola tersebut, kebijakan pendidikan di Indonesia seharusnya mampu
meningkatkan kapasitas dan kapabilitas kepala sekolah di setiap daerah di Indonesia dalam menghadapi
era Revolusi Industri Keempat yang menuntut multi kompetensi kepala sekolah dalam mengelola
sekolah dengan berbagai pendekatan manajemen yang futuristik.

3.2. Isi Kebijakan, Analisis Aspek Positif dan Negatif

Beberapa hal yang menjadi isi kebijakan dan pengaruh positif dan negatifnya di masyarakat,
kampanye atau penyuluhan Wajib Belajar Pendidikan Dasar, pemberian beasiswa dan dana bantuan
operasional, pendidikan dasar, dan sekolah menengah, pemberian dana operasional pendidikan sekolah
dasar, pemberian bantuan peralatan belajar bagi siswa sekolah dasar dari keluarga kurang mampu,
pembinaan dan dorongan penyelenggaraan pendidikan luar sekolah oleh masyarakat dalam bentuk Pusat
Kegiatan Belajar.
c) Efisiensi dan Efektivitas
Untuk mewujudkan pendidikan yang efisien dan efektif, penyelenggara pendidikan formal perlu
dibekali dengan pengetahuan tentang manajemen dan administrasi administrasi sekolah, manajemen, dan
administrasi administrasi perkantoran, kemampuan manajerial, kemampuan manajer proyek, manajemen
dan perencanaan pendidikan. , kemampuan pemantauan dan evaluasi [22].
d) Perumusan Peraturan Daerah Pendidikan Peraturan
Daerah tentang pendidikan di Kabupaten atau Kota merupakan landasan hukum yang dapat

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digunakan oleh seluruh masyarakat Kabupaten atau Kota sebagai kelanjutan dari Undang-Undang
Sisdiknas Nomor 20 Tahun 2003. Berangkat dari aturan tersebut, beberapa kebijakan makro dan mikro
dapat dibuat dalam rangka menjalankan amanat Pembukaan UUD 1945.

3.3. Perumusan Solusi Implementasi Terbaik

Penulis memberikan solusi implementasi terbaik dalam manajemen pendidikan wilayah dengan
rumusan Model Perencanaan, beserta gambaran tahapan perencanaan pendidikan wilayah. Secara
ringkas penjelasannya adalah sebagai berikut:
a) Melakukan analisis lingkungan strategis. Lingkungan strategis adalah lingkungan eksternal yang
mempengaruhi perencanaan pendidikan daerah, misalnya program pembangunan daerah, Renstra,
peraturan perundang-undangan, tingkat kemiskinan, kesempatan kerja, harapan masyarakat terhadap
pendidikan, pengalaman praktik yang baik, tuntutan otonomi, tuntutan globalisasi, dan perkembangan
ilmu pengetahuan dan teknologi. Perubahan lingkungan strategis harus diinternalisasikan ke dalam
perencanaan pendidikan daerah agar benar-benar terintegrasi dengan perubahan lingkungan strategis.
b) Melakukan analisis situasi untuk mengetahui status situasi pendidikan saat ini yang meliputi profil
pendidikan (pemerataan, kualitas, efisiensi, dan relevansi), pemetaan sekolah/guru/siswa, kapasitas
manajemen, dan sumber daya di tingkat kabupaten, kota dan sekolah lain, dan praktik terbaik pendidikan
saat ini [24].
c) Merumuskan pendidikan yang diharapkan di masa depan yang dituangkan dalam bentuk visi, misi,
dan tujuan pendidikan, yang paling kurang mencakup pemerataan kesempatan, mutu, efisiensi, relevansi,
dan peningkatan kapasitas pendidikan daerah.
d) Carilah kesenjangan antara poin kedua dan ketiga sebagai masukan untuk penyusunan rencana
pendidikan masa depan secara keseluruhan (5 tahun) dan rencana jangka pendek (1 tahun). Kesenjangan
atau tantangan tersebut meliputi pemerataan kesempatan, kualitas, efisiensi, relevansi, dan peningkatan
kapasitas pengelolaan pendidikan di tingkat kabupaten dan sekolah.
e) Berdasarkan hasil poin keempat, disusun rencana kegiatan tahunan selama 5 tahun (rencana
strategis) dan rencana operasional tahunan yang terperinci.
f) Melaksanakan rencana pembangunan pendidikan daerah melalui upaya nyata yang dapat
meningkatkan pemerataan kesempatan, mutu, efisiensi, relevansi, dan kapasitas pengelolaan pendidikan
di tingkat daerah dan sekolah.
Memantau pelaksanaan rencana dan mengevaluasi hasil rencana pendidikan [25]. Hasil evaluasi akan
memberitahu apakah hasil pendidikan sudah sesuai dengan yang direncanakan. Sehingga pada
hakekatnya dibuat suatu rencana untuk mengubah “situasi pendidikan saat ini” menuju “situasi
pendidikan yang diharapkan” di masa yang akan datang. Untuk itu, tiga kata kunci harus dipahami, yaitu
kebijakan, perencanaan, dan program pendidikan.
Berdasarkan hasil penelitian, penulis merekomendasikan Model Komponen Industri 4.0 karena
berdasarkan kajian ilmiah dan hasil penelitian terbaru, model ini diklaim lebih komprehensif karena
mencakup elemen yang lebih nyata bagi kepala sekolah dalam mengembangkan model manajemen
pendidikan yang futuristik. [26].
Memantau pelaksanaan rencana dan mengevaluasi hasil rencana pendidikan [25]. Hasil evaluasi akan
memberitahu apakah hasil pendidikan sudah sesuai dengan yang direncanakan.
Sehingga pada hakekatnya dibuat suatu rencana untuk mengubah “situasi pendidikan saat ini” menuju
“situasi pendidikan yang diharapkan” di masa yang akan datang. Untuk itu, tiga kata kunci harus
dipahami, yaitu kebijakan, perencanaan, dan program pendidikan.
Berdasarkan hasil penelitian penulis merekomendasikan Model Komponen Industri 4.0, karena
berdasarkan kajian ilmiah dan hasil penelitian terkini, model ini diklaim lebih komprehensif karena
memasukkan unsur yang lebih nyata bagi kepala sekolah dalam mengembangkan pendidikan yang
futuristik. model manajemen [26][27].

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Gambar 1 Model komponen industri 4.0. Sumber: (VDI/VDE Gesellschaft Mess-und

Automatisierungstechnik, 2015).

4. KESIMPULAN

Dari hasil dan pembahasan di atas, dapat disimpulkan bahwa manajemen pendidikan pada era
Revolusi Industri Keempat, baik di tingkat pemerintah pusat, pemerintah provinsi, maupun di tingkat
daerah merupakan upaya terencana dalam mengelola semua sumber daya pendidikan. oleh beberapa orang
dalam satu sistem pendidikan untuk mencapai tujuan pendidikan baik secara makro maupun mikro.
Manajemen pendidikan merupakan hal yang penting dalam pengelolaan lembaga pendidikan. Secara
umum, ada empat isu utama dalam manajemen pendidikan di Indonesia, yaitu kualitas pendidikan,
perluasan, dan pemerataan layanan pendidikan yang berkualitas, relevansi, efektifitas, dan efisiensi.
Menurut Peraturan Menteri Pendidikan Nasional Nomor 19 Tahun 2007 tentang Standar Manajemen
Pendidikan oleh Satuan Pendidikan Dasar dan Menengah, ada enam hal yang harus diperhatikan dan
diperhatikan dalam pengelolaan pendidikan yang dilaksanakan di SD dan sistem pendidikan menengah.
Hal-hal tersebut adalah Perencanaan Program, Pelaksanaan Program, Monitoring dan Evaluasi Program,
Kepemimpinan Sekolah, Sistem Informasi Manajemen, dan Asesmen Khusus. Badan Standar Nasional
Pendidikan (BSNP) adalah lembaga yang berhak menilai dan memantau standar pengelolaan.

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