The Governance of Darurat Kartini School as the Realization of the Implementation of Educational Independence by Community: A Case Study Research in a Marginal Children School Jakarta, Indonesia

Abstract

This study explored the school governance in Sekolah Darurat Kartini (SDK), a school for
marginal children-urban poor people, aimed at investigating the implementation of the
concept of school governance in terms of its principles and model. The qualitative approach
was applied by using case study methods, and the main fieldwork was conducted in the Ancol
Pademangan district of north Jakarta, from March, 2012 to April, 2013. For data collection,
this study relied on interviews, participant observation, documentary analysis, and literature
reviews. The Miles and Hubberman analysis method was employed for data analysis.
Research findings have revealed: 1) the mode of authority in pedagogical pursuits as
practiced during the course of this study represents a combination of four educational models
- competitive market (CM), school empowerment (SE), local empowerment (LE) and quality
control (QC); 2) the principles of good governance for scholarly endeavors consist of those
that preserve its legitimacy and voice, direction, performance, accountability and fairness.
The use of standards are noted as having been implemented from a distinguished perspective;
3) the codes of authority within the scholastic infrastructure have adapted to and are aligned
with the prevailing economic and social conditions, the legal implications and resultant
identity, the degree of autonomy and financial independence as well as community
participation; 4) the role of leadership has a profound effect on the process of learning and
teaching in addition to having a direct impact on graduation rates. These findings are further
supported through the direct measurements taken during the study involving the cognitive,
affective, and psychomotor elements of the pupils.