MANAJEMEN BERBASIS SEKOLAH DALAM MENGEMBANGKAN DAN MEWUJUDKAN BUDAYA MUTU DALAMPENDIDIKAN SAINS

The centralization and bureaucratic climate in the planning and
process
of national education management, which has been applied
so far, cannot be maintained anymore to answer the effort
of
realizing the civil democracy. Democracy in the educational process
has brought
to it an implication of planning a decentralized
educational management, which
is felt to fulfill community more
than govemment needs.
By optimizing the role of decentralization
in education and especially by implementing the school-based
management
as something creative formulated in a regional
autonomy form, a quality culture must become a priority.
It is
because in the globalization era Indonesians must
be able to face the
challenges and demands
in the future which get increasingly harder
and harder. We
are demanded to be not only a more developed
country but also a more independent one and such a condition can
be used
as the foundation for the achievement of a prosperous
community based on
Pancasila and UUD 1945.
The school-based management is hoped to be able to change the
mediocre culture which has been adopted into the quality culture in
the process
of the educational management in facing the
globalization era.
In science education the contribution that can be
given
to such a change in culture must be in process skills behaviors. beliefs. values, and attitudes that always keep Indonesians
in high quality condition. To keep the culture in its qualified
condition, total quality management can be used.
In related to PP No. 22 Tahun 1999 about regional autonomy,
the implementation
of the integrated quality management is
accomplished
by using the school-based management system. It is
clear that the etIort
to realize the qualified management in science
education can
be held. The regional autonomy and that kind of
management convince us that all decisions or policies in the
organization
of education must be taken based on a standard quality
throughout the role
of the teacher, parents, society, supervisor, and
university. Some standards that function
as the watch-dogs of the
quality
of our national education must not merely be aimed at the
competence
of the student but also at the teaching and educational
assessment standards
in science education