Abstract:
The research aims to find; (1). Implementation of Management of School-Based Education Quality
Improvement in terms of planning, implementation, and evaluation. (2) Fulfillment of Graduation
Standards, Content Standards, Process Standards, Educators and Educational Staff Standards,
Facilities and Infrastructure Standards, Management Standards, Assessment Standards, Education
Financing Standards. (3) The role of stakeholders in planning, implementing and evaluating. (4)
Obstacles and solutions in meeting Eight National Education Standards (Eight-SNP) in SMPN 1
Melak, West Kutai Regency. This study uses a case method with data collection procedures which
use several techniques including: In-depth interviews to reveal the Implementation of Management
of School-Based Education Quality Improvement at SMPN 1 Melak, West Kutai Regency.
Observations, participants and field notes are based on observation guidelines. Documentation such
as photography and school archives. Focused discussion, checking the validity of the data is
conducted by triangulation techniques with cross-checking data and information so that the results of
the study can be justified. The collected data are analyzed using the Milles Huberman cycle analysis,
the process begins data reduction, data presentation, verification and conclusion drawing based on
substantive findings including (1) Implementation of Management of School-Based Education
Quality Improvement is the model of Cooperative Participation Management Based Quality, (2)
Fulfillment of Eight-SNP includes Graduation Standards, Content Standards, Process Standards,
Education Standards and Education Personnel, Facilities and Infrastructure Standards, Management
Standards and Assessment Standards, according to Government Regulation no. 19 in 2005 (3) Role
and instrumental participation stakeholders and transformative participation (4). There are several
obstacles in fulfilling Eight-SNP so there is still a need to follow up with improvements in the
standard process; there is gap 30% in teaching staff who have implemented ICT-based learning,
there is gap 40% in teaching staff implementing contextual learning, quantum learning, active
learning, creative, innovative, effective and fun, cooperative learning and its solution by
implementing academic supervision of the learning process in the classroom, carrying out academic
supervision of the learning process in the classroom, emphasizing the strengthening of independence
and the spirit of community participation in achieving the quality of school-based education.
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