A.
Definition
of Educators and Education Personnel
Management
Before entering into a more in-depth discussion, first we must understand the
definition of each material.
What is the educator, education and management.
We must know about management, that would still be something to do with education. Management of content standards, standardized management
processes, management outputs (graduates) and
others. Management concepts are
universal, meaning that many
experts give different
definitions of context or study
something what will be on the pillowcase. By using the framework of science, including the rules and principles. This is the definition of
each sub material.
1.
Definition
of Management
Is it management? How did management come
from? Management comes from
the English language, management
developed from the word to manage, which means organize / manage.
The word manage itself comes
from italia maneggio
adopted from the Latin managiare, which comes
from the word manus, which means hand.
Management concept is not easy to define. Here's the
definition of management according to the experts:
|
Experts
|
Definition
|
|
1.
Henry Fayol
2.
Prof. Oie Liang Lee
3.
Richard L.Daft (2002:8)
4.
James A.F. Stoner (2006:
Organisasi.org)
5.
Mulayu S.P. Hasibuan (2000:2)
6.
Dr. Sp. Siagian in the book "Philosophy ADMINISTRATION"
7.
Ordway Tead adapted by Drs. He. Rosyidi in the book
"ORGANIZATION AND MANAGEMENT"
|
1.
Mention the five management functions, namely designing,
organizing, commanding, coordination., and
control. While management functions are the basic elements that will always
be there and stick in the management process that will be used as reference
by managers in carrying out activities to achieve the goals
2.
"Management is the art and science of coordinating and supervising
the human resources with the help of the tools to achieve the goals
set."
3.
"Management is the attainment of organizational goals in an
effective and efficient through planning organizing, leadership and control
of organizational resources."
4.
"Management is a process of planning, organizing,
leadership, and control the efforts of the members of the organization and
the use of existing resources all of the organization to achieve
organizational goals predetermined".
5.
"Management is the science and art of the utilization of
human resources and other resources effectively and efficiently to achieve a
common goal."
6.
Understanding management can be defined as: "The ability or
skills to obtain a result in the achievement of objectives through other people"
7.
Management is "the process and lead the activities of
business execution and show the direction of the implementation of tasks in
an organization in achieving its intended purpose."
|
If we make a restriction
or definition of management
it can be expressed as follows:[1]
a.
According G.R. Terry there are
four management functions, namely:
a)
Planning (planning);
b)
Organizing (organizing);
c)
Actuating (implementation), and
d)
Controlling (supervision).
b.
Meanwhile, according to Henry Fayol there are five management functions,
including:
a)
Planning (planning);
b)
Organizing (organizing);
c)
Commanding (settings);
d)
Coordinating (coordination), and
e)
Controlling (supervision).
c.
Meanwhile, Harold Koontz and
Cyril O 'Donnel
propose five management
functions, including:
a)
Planning (planning);
b)
Organizing (organizing);
c)
Staffing (staffing);
d)
Directing (direction), and
e)
Controlling (supervision).
d.
Furthermore, L. Gullick suggests
seven management functions, namely:
a)
Planning (planning);
b)
Organizing (organizing);
c)
Staffing (staffing);
d)
Directing (direction);
e)
Coordinating (coordination);
f)
Reporting (reporting),
and
g)
Budgeting (budgeting).
e.
According to Fuad Husnan and Heidrachman
Ranupandojo in his book of Personnel Management, said the seven
management components, namely:[2]
a)
Planning
b)
Organizing
c)
Providing direction and supervision
d)
Development
e)
Compensation
f)
Integration
g)
Maintenance Personnel
2.
Definition of Educator Personnel
According to Law 20 of 2003 Article
39, paragraph 2, educators are professionals in charge of planning and carrying
out the process of learning, assessing learning outcomes, coaching and
training, and conduct research and community service, particularly for
educators at universities.[3]
Meanwhile, according to Ahmad were
raised by Sulistiyorini interpretation in his book, educators in Islam are the people who are responsible for the
development of students by pursuing the development of the full potential of
students, both potential affective, cognitive, and phsycomotor.[4]
Educators are spiritual father
(spiritual father) for students who provide guidance to the science of the soul
food of noble character, and straighten it. Therefore, educators have a high
position, as depicted in the hadith of the Prophet Muhammad. that: "The ink of a scientist (scholars) is
more valuable than the blood of the martyr"[5]
3.
Definition Personnel of Education
According to Law No. 20 of 2003 on
National Education System chapter 1 verses 5 and 6 is a member of the academic
staff are devoted and raised to support education. Where education meets the
requirements set by the laws in force, appointed by the competent authority,
entrusted with the task in a salaried position and also according to the rules.
Personnel of Education is
(personnel) engaged in the educational institutions or organizations that have
educational insight (understanding the philosophy and educational sciences),
and the implementation of educational activities (micro or macro) or education.[6]
According Hasbulloh, the meaning of personnel
are the ones who carry out any tasks to achieve specific goals. In the context
of an educational institution or school is limited to as employees.[7]
4.
Definition
of Educators and Education Personnel
Management
Management of Teachers
and personnel
of education is an activity that involves
the setting of norms, standards, procedures,
recruitment, coaching, management, welfare and
dismissal of school education
in order to carry out its duties and functions in achieving school goals.[8]
Management education personnel or
personnel management education aims to empower educational
staff effectively and efficiently
to achieve optimal results, but still in a state of delight. To achieve
uniformity of treatment and legal certainty for primary school education in performing
its duties and functions, powers and
responsibilities in accordance with applicable laws and regulations.
From the above statement can be
drawn a conclusion that
management educators and education are activities
that should be conducted from
educators and education
were entered into
the educational organization
to a halt through the process of human resource planning, recruitment,
selection, placement, compensation,
awards, education and training / development and discharge.[9]
The foundation
a.
Law No. 20 Year 2003 on
National Education System. (Sisdiknas)
b.
Indonesian Government Regulation No.. 19 Year 2005 on National Education Standards (NES).
c.
Permendiknas Number 13 Year 2007 on
Standards for School
B.
Types
Personnel of Education
Personnel of Education are all components contained in the agency or educational institution that includes not only
teachers but overall
just participating in education. Viewed from the his post, education is
divided into three, namely:[10]
a.
Personnel Structural
An educational personnel who
occupy positions of executive
general (leader) is responsible
either directly or
indirectly, for the education unit.
b.
Personnel Functional
An education that occupy
functional positions are positions that rely on the expertise of academic educational practice.
c.
Personnel Technical Education
An education that more work is required
in the implementation of technical
skills or technical administrative operations.
|
Man Power Status
|
Work in schools
|
Work outside of school
|
|
Structural Labor
|
1. Principals, vice-principal
2. curriculum affairs
3. student affairs
4. facilities
and infrastructure
affairs
5. special
service affairs
|
1.
Centre: Minister, Secretary, Director
General
2.
Region: Ka. Regional Office
3.
Kormin: Head of
4.
Region: kakandepdiknas
5.
Kab. / Excl: Kasi
|
|
Functional Labor
|
1.
Teacher
2.
Guidance counselor/instructor of curriculum development and technology of education,
3.
developer testing,
4.
Librarian
|
Overseers, supervisors, trainers,
tutors, and facilitators, curriculum development
|
|
Technical Assistant
|
Laboratory, learning resource technicians,
trainers (sports); artistry and skill, Administration
of officers
|
Technician learning resources /
learning workshop,
Business Management officer |
Table 1. The types of education
to the Ministry of National Education[11]
Meanwhile,
according to Hartati Sukirman, education is divided into three kinds, namely:[12]
1.
Personnel
Educator
Educators are personnel in the implementation
of educational institution that does one or all aspects of activities
(processes) education, micro or macro. The presence of teachers besides
teaching in theory also expected to guide the students.
Educators can be classified into three kinds:
a.
Teacher
Teachers are legally professional personnel
shall carry out educational activities. Teachers not only connoted as giving
the subject matter alone, but intact as an educator, it's just that their
education through a particular subject matter.
b.
Counsellor
Counsellor
are
the ones who shall carry out educational activities are typical, that is
focused on people who are troubled by psychological-spiritual or social.
c.
Supervisor of
Education
Educational supervisor is in charge of the
personnel conducting the education of teachers and counselors in the
performance of its duties.
2.
Personnel Administrator
Administrator of
education is in charge of implementing the activities of personnel
management education. Personnel has particularly extensive education knowledge and skills administratorial
management education.
The group administrator include:
a.
Planners professional education
b.
Curriculum developers
c.
Researchers and developers of educational
d.
Designer facilities and educational media
3.
Personnel Technician of Education
It is the people who are tasked with providing educational services through conditional approach (facilities
and special services). Labor technician education
can include:
a.
librarian education
b.
Officers learning resource center
c.
Laboratory-educators
Education is the result of job
analysis required by the school or wider
organizational unit. In
accordance with Law No.22 of 1999
on regional governance and
Regulation 25 of
2000 on Government Authority and Provincial
Authority as an autonomous region,
the types of education can vary according to the needs of the organization.
C.
Purpose of Teachers
and Education Personnel
Management
The purpose of education and educational
management in contrast to human resources management is more directed to
the development of quality education,
human resources forms a reliable, productive, creative, and achievement.
In our country there is one under the
Educator Labor Directorate
Director General for Quality Improvement
of Teachers and Education Personnel
(PMPTK) who has the authority to regulate, manage educators and educational.
Based (Permendiknas no. 8 of 2005)
TASK of DITJEN PMPTK
Directorate General for Quality
Improvement of Teachers and Education Personnel (DG PMPTK)
has the task of formulating and implementing the policy of technical
standardization in the field of improving the quality of teachers and early childhood education, elementary education, secondary education , and nonformal education.
1.
Allows organizations to obtain and retain a skilled workforce, reliable, and highly motivated
2.
Enhance and improve the capacity owned by employees
3.
Developing high-performance work systems that include recruitment and selection procedures are rigorous, and incentive compensation systems that are tailored to the performance, management
development and training activities related to the needs of organizations and individuals
4.
Developing a high commitment management practices that recognize that educators and education is a valuable internal stakeholders as well as help develop a climate of cooperation and faith mutual.
5.
Creating a harmonious
working climate
1.
Preparation of departmental policy in the field of education and educational quality improvement
2.
Implementation of policies in
the field of improving
the quality of teachers
and personnel education
3.
Preparation of standards,
norms,
guidelines, criteria, and procedures in the field of improving the quality of teachers and personnel education
4.
Providing technical
guidance and evaluation in
the field of improving
the quality of teachers
and personnel
education.
5.
Implementation of the administrative
affairs of the Directorate General
D.
Components
of Educators and Education Personnel Management
Personnel
management includes five components.
Seven components are implemented in sequence, orderly and sustainable so it must go
through stages that have been determined. The five components are:
1.
Planning Personnel
Planning is an activity that determines employee personnel requirements, both quantitatively and qualitatively for the present and future.[15]The past has led to the
present so that it can be used as
a reference to plan for the future based on potential. Throughout the situation faced in the past and present are still the same, the progress
of the past which has led to the present condition
can be used as a reference of the same to predict the future. However, if the situation is entirely different, it takes foresight to "read" the state in planning. [16]The change is what today
are often faced by planners
that required precise moves as an effort to
anticipate as early as possible.
Things need to be done in planning employees, namely:
a.
Job description (Job description),
is intended to determine what positions will be
filled.
b.
job analysis (job analysis), is
intended to obtain a job
description, which is about the job
tasks to be done.
c.
Job specification (Specification Job, intended to give
an idea of the quality of education
or the minimum prospective
employees will receive
d.
requirements of the job (job recruitmen)
2.
Personnel
recruitment
Recruitment is
an activity to meet the needs of employees in an organization, both quantity
and quality. [17]Gorton,
as quoted by Ibrahim Bafadal and quoted again by Mujamil Qomar said that:
"The purpose of recruitment is to provide candidates who are truly good
(surplus of candidates) and the most qualified (most qualified and outstanding
individuals) for the position.
According to
Government Regulation No. 19 Year 2005 on National Education Standards (SNP),
the notion of Teachers and Education Personnel Standards are pre-position education and eligibility criteria physically
and mentally as well as education in the office.[18]
Teachers and
Education Personnel that have been set by ministerial regulations include
standards of competence and qualifications of principals, teachers,
administrators, librarians and counselors.
I.
Principal Competency Standards
Regulation
of the Minister of Education No. 13 of 2007 established the competence and qualifications
of principals as follows:
a.
General qualifications principal
a)
Having a degree qualification (S1)
or a diploma four
(D-IV) or non-educational education
at an accredited college;
b)
At the time the school was
appointed as the head of a maximum of 56 years;
c)
Have a teaching experience of
at least 5 (five) years in accordance
with their respective school
level, except in kindergarten
/ Raudhatul RA
(TK / RA) has a teaching experience of at least 3 (three) years
in TK / RA;
and
d)
has a rank as low III / c for civil servants
(PNS) and for non-civil
servant with the rank equivalent issued by the
competent institution or
institutions.
b.
Special Qualifications principals
SD / MI Elementary Principal
/ Islamic elementary schools (SD / MI) are as follows:
a)
Status as teachers SD / MI;
b)
a certificate as a teacher educator
SD / MI, and
c)
a certificate chief SD / MI issued by institutions established by the
Government.
c.
Competency Principal
SD / MI Competencies that must
be owned by the principal, as
follows:
1)
Competence Personality
a)
Morals, culture and traditions develop
noble character, and a role model for moral values in the community the
school / madrasah.
b)
Having personal integrity as a leader.
c)
Having a strong desire for self-development as a school / madrasah.
d)
Being open in carrying out duties and functions.
e)
Self-control in dealing with problems on the job as head of school /
madrasah.
f)
Having a talent and interest in
the position as an educational leader.
2)
Managerial Competence
a)
Prepare school / madrasah for the
various levels of planning.
b)
Develop a school / madrasah organization as needed.
c)
Leading schools / madrasah
in order to empower school / madrasah
optimally.
d)
Managing change and development of the school / madrasah into an effective learning organization.
e)
Creating a culture and climate of schools
/ madrasah that
is conducive to learning and innovative students.
f)
Manage the teachers and staff in
order to empower human resources optimally.
g)
Managing infrastructures schools / madrasah in order to
empower optimally.
h)
Manage the relationship between school / madrasah and communities in order to find fresh ideas, learning resources, and
financing of school / madrasah.
i)
Managing students in the admission of new students, and placement and capacity development of learners.
j)
Manage the development of curriculum and learning activities in accordance with the
direction and goals of national
education.
k)
Manage finances school / madrasah
in accordance with the principles
of accountable, transparent and efficient.
l)
Manage administrative school / madrasah in supporting the
achievement of the school /
madrasah.
m)
Manage special service unit schools / madrasah in
supporting learning activities and the activities of students in
the school / madrasah.
n)
Managing information systems school
/ madrasah in support of programming and decision-making.
o)
Make use of advanced information technologies for improved learning and school management
/ madrasah.
p)
To monitor, evaluate and report on the implementation of
the program of the school / madrasah with the proper procedures, and follow-up plans.
3)
Entrepreneurship Competence
a)
Creating a useful innovation for the development of
school / madrasah.
b)
Work hard to achieve the success of the school / madrasah as an effective
learner.
c)
Have a strong motivation to succeed in carrying out duties and functions as the leader of the school / madrasah.
d)
Never give up and always look for the best solution in the face of obstacles faced by schools /
madrasah.
e)
Have an entrepreneurial spirit in managing production /
services schools / madrasah students as a
learning resource.
4)
Supervision Competence
a)
Creating a useful innovation for the development of
school / madrasah.
b)
Work hard to achieve the success of the school / madrasah as an effective
learner.
c)
Have a strong motivation to succeed in carrying out duties and functions as the leader of the school / madrasah.
d)
Never give up and always look for the best solution in the face of obstacles faced by schools /
madrasah.
e)
Have an entrepreneurial spirit in managing production /
services schools / madrasah students as a
learning resource.
5)
Competence Social
a)
Collaborate with others for the benefit of the school / madrasah
b)
Participate in social activities.
c)
Have a social sensitivity towards other people or groups.
II.
Teacher Competency Standards
Competency
standards and teacher qualifications as stipulated in the Regulation of the
Minister of National Education No. 16 of 2007 as follows:
a.
Teacher Qualifications SD / MI
Teacher
at SD / MI, or any other form equal, should have a minimum educational
qualification diploma four (D-IV) or undergraduate (S1) degree in elementary
education / MI (D-IV/S1 PGSD / PGMI) or psychological obtained of an accredited
program of study.
b.
Teacher Competency
1)
Competence Pedagogik
2)
Competence Personality
3)
Social Competence
4)
Professional Competence
III.
Standards Competency of Libraries and Administrative Staff
Competence
and qualifications of Administration has been arranged with the Minister of
National Education No. 24 of 2008, while the personnel Competency Standards and
Qualifications Library with the Minister of National Education No. 25 of 2008.
Administrative school / madrasah consists
of administrative personnel chief
school / madrasah, managing affairs, and
special services officer.
a.
Chief Administrative Staff SD / MI / SDLB
Chief administrative SD / MI
/ SDLB can be lifted
if the school /
madrasah has more than 6 (six) study
groups. Qualifications chief
administrative SD / MI / SDLB are as follows:
a)
Minimum education vocational school graduates or the equivalent,
relevant courses with
work experience as an administrative
school / madrasah
minimum of 4 (four) years.
b)
Certified chief administrative school
/ madrasah of the
institutions established by the
government.
b.
Implementing
Civil Affairs Administration
Minimum education graduates SMA / MA
/ SMK / MAK or its equivalent, and
can be removed if the number of teachers and at least 50 people.
c.
Managing
Financial Affairs Administration
Minimum education graduates SMK / MAK,
relevant courses, or SMA / MA and have the
relevant cert.
d.
Implementing
Infrastructure Affairs Administration
Minimum education graduates SMA / MA
/ SMK / MAK or its equivalent.
e.
Implementing
Administrative Affairs Public Relations with
Schools
Minimum education graduates SMA / MA
/ SMK / MAK or its equivalent, and
can be removed if the school / madrasah
have a minimum of nine (9) study groups.
f.
Implementing
Administrative Affairs correspondence and Archiving
Minimum education graduates SMK / MAK,
relevant courses.
g.
Implementing
Student Affairs Administration
Minimum education graduates SMA / MA
/ SMK / MAK or its equivalent and
can be removed if the school / madrasah
have a minimum of nine (9) study groups.
h.
Implementing
Administrative Affairs Curriculum
Minimum education graduates SMA / MA
/ SMK / MAK or the equivalent, and was appointed when the
school / madrasah has a minimum of 12 study
groups
i.
Implementing
Affairs General Administration for SD / MI / SDLB
Minimum education SMK / MAK / SMA / MA or its equivalent.
IV.
Standards Competencies Personnel Special Services
Personnel
Special Services Include laboratory, Guard School, The Gardener, personnel
Security, driver and orderly.
3.
Coaching
and Developing Personnel
Employees as
human beings need guidance and development to improve and enhance himself
included in his duties. Coaching is more oriented to the achievement of a
minimum standard, which is recommended to be able to do the job or task as
possible and avoid violations. Meanwhile, more development-oriented career
development of its employees, including the managers to facilitate their
efforts in order to achieve the position or higher status. [19]
Development
efforts through a few things, including: education and training (InService
training), learning task, formation in the sense that more appointments than
the original, position displacement, displacement field and displacement areas,
other businesses in the form of seminars, workshops, conferences, and meetings services
in various forms.
In the
development of the civil service, there are several kinds of exercises that is
a pre-post office (preentry preservice training or training) and training in
the office (InService training).
Therefore, the
school principal as a manager or head of the institution should be aware that
new employees generally have only a theoretical prowess alone from studynya.
So, need to be developed in the real world to be able to finish the job. Thus,
staff who are new are not necessarily ready to fill an existing vacancy, but
there needs to be a mature socialization and adaptation. When education is
working and able to fill the existing vacancy, the principal shall keep or
maintain educational staff to remain professional and has a high performance.
4.
Assessment of Personnel
Staff's assessment of the performance of an organization in the
process of assessing the performance of the employees. The purpose of
performance appraisal in general is to provide feedback to employees in an
effort to improve the appearance of work and effort to improve the productivity
of the organization, and specifically done in conjunction with a wide
discretion to the employee, such as for the purpose of promotion, a raise,
education, training, and other more.[20]
Assessment of education to know the things concerning personal
status, employment, work performance, and the development of school officials
to do the following way:
Promotion (displacement position) is a change in the vertical
position, so that implies authority responsibility and income. In Indonesia,
for civil servants, promotion or appointment is usually appointed as the first
candidate for probation staff by one or two years, then he prajabatan training,
and after graduation was appointed civil servants full. After hiring, the next
activity is the placement or assignment. [21]
Mutation is the removal of an employee from one position to another
position. Displacement is more horizontal so it does not have implications for
income. [22]Mutations
can connote positive but sometimes negative connotations. If the mutation done
as penyagaran organization, the meaning of a positive connotation.
However, if the transfer was due to a particular case the
connotation impressed as a move "disposal". Connotation is more
convincing if the new position is occupied more "dry" than the
starting position.
Compensation is the remuneration given to an employee organization,
which can be valued in money and have a tendency to be given regularly.
Compensation other than in the form of salary, may also be benefits, housing,
vehicles and others. [23]
5.
Termination
of Personnel
Dismissal of an employees education
or personnel functions
that cause the release of the organization and
personnel of the rights
and obligations of the
institution as a place to work
and as an employee.[24]
E. Mulyasa identify the
causes of the dismissal or
termination of educational staff or employees who can be generally grouped into three types:[25]
1)
Dismissal of the petition itself,
such as: moving jobs that aim
to improve the lot.
2)
Termination by the agency or the
government to do the following reasons:
a.
Employee concerned is not competent
and did not have the ability to carry out its duties properly;
b.
The streamlining or simplification of the
organization;
c.
Rejuvenation, usually employees who
has aged 50 years and entitled to pensions must be removed within one year;
d.
Are not physically and mentally healthy so it can not
carry out their duties properly;
e.
Criminal offense sentenced to prison
or jail;
f.
Violating the oath or affirmation of civil servants.
3)
Termination for other reasons. This matter caused by a concerned (education or employees) died, disappeared,
leave out live
outside agencies or
state dependent and
not reported to the authorities and have
reached the retirement age.
[1] http://SDNdurenJaya2.blogspot.com diakses
tgl 19-03-2013/
[2] Sri minarti, 2011, Manajemen Sekolah: Mengelola Lembaga
Pendidikan Secara Mandiri, Arruz media: Yogyakarta, hal: 125.
[3] http://wakihuddin.blogspot.com dari http://Shiepvietz.blogspot.com
diakses tgl 19-03-2013/
[4] Sulistiyorini, 2006, Manajemen Pendidikan Islam, Elkaf: Tulungagung,
hal 51.
[5] ibid
[6] ibid
[7] Hasbulloh, 2006, Otonomi Pendidikan, PT Raja Grafindo
Persada: Jakarta, hal: 111
[8] ibid
[9] Tim Dosen Administrasi Pendidikan UPI, 2009, manajemen
pendidikan. Alfabeta: Bandung, hal. 231
[10] http://ganieindraviantoro.wordpress.com/2012/04/12/manajemen-tenaga-pendidikan/
diakses tgl 18-03-2013
[11] http://ganieindraviantoro.wordpress.com/2012/04/12/manajemen-tenaga-pendidikan/
diakses tgl 18-03-2013
[12] http://ganieindraviantoro.wordpress.com/2012/04/12/manajemen-tenaga-pendidikan/
diakses tgl 18-03-2013
[13] http://elfalasy88.wordpress.com/2010/11/30/manajemen-tenaga-pendidik-dan-tenaga-kependidikan/
diakses tgl 22-03-2013v
[14] TIM dosen Administrasi
Pendidikan UPI, manajemen pendidikan, alfabeta: Bandung, hal 232
[15] Mulyasa, E, 2002, Manajemen Berbasis Sekolah, PT
Remaja Rosdakarya Offset: Bandung, hal 42.
[16] Qomar, Mujamil, 2007, Manajemen Pendidikan Islam, PT Gelora
Aksara Pratama: Malang, hal 132.
[17] Mulyasa, E, 2002, Manajemen
Berbasis Sekolah, PT Remaja Rosdakarya Offset:
Bandung, hal 43.
[19] Mujamil Qomar, 2007, Manajemen Pendidikan Islam, PT Gelora
Aksara Pratama: Malang, hal 133-134
[20] Sri minarti, 2011, Manajemen Sekolah: Mengelola Lembaga
Pendidikan Secara Mandiri, Arruz media: Yogyakarta, hal 141-142
[21] Mujamil Qomar, 2007, Manajemen Pendidikan Islam, PT Gelora
Aksara Pratama: Malang, hal 137
[22] Mujamil Qomar, 2007, Manajemen Pendidikan Islam, PT Gelora
Aksara Pratama: Malang, hal 137
[23] Ibid, hal 45
[24] Ibid, hal 149-150
[25] Sri Minarti, 2011, Manajemen Pendidikan: Mengelola Lembaga
Pendidikan secara Mandiri, AR-RUZZ: Yogyakarta, hal 150-151
