Implementasi kebijakan instruksi presiden nomor 7 tahun 2014 tentang program Indonesia pintar di MTs PUI Borogojol Kecamatan Lemah Sugih Kabupaten Majalengka tahun 2016

Nugrahayu, Ade (2018) Implementasi kebijakan instruksi presiden nomor 7 tahun 2014 tentang program Indonesia pintar di MTs PUI Borogojol Kecamatan Lemah Sugih Kabupaten Majalengka tahun 2016. Diploma thesis, UIN Sunan Gunung Djati Bandung.

[img]
Preview
Text (COVER)
1_Cover.pdf

Download (152kB) | Preview
[img]
Preview
Text (ABSTRAK)
2_abstrak.pdf

Download (103kB) | Preview
[img]
Preview
Text (DAFTAR ISI)
3_daftarisi.pdf

Download (361MB) | Preview
[img]
Preview
Text (BAB I)
4_bab1.pdf

Download (362MB) | Preview
[img] Text (BAB II)
5_Bab2.pdf
Restricted to Registered users only

Download (424kB) | Request a copy
[img] Text (BAB III)
6_bab3.pdf
Restricted to Registered users only

Download (156kB) | Request a copy
[img] Text (BAB IV)
7_bab4.pdf
Restricted to Registered users only

Download (345kB) | Request a copy
[img] Text (BAB V)
8_Bab5.pdf
Restricted to Registered users only

Download (187kB) | Request a copy
[img] Text (DAFTAR PUSTAKA)
9_daftarpustaka.pdf
Restricted to Registered users only

Download (113kB) | Request a copy

Abstract

Program Indonesia Pintar merupakan program yang baik untuk membantu meringankan biaya sekolah bagi siswa miskin dan kurang mampu. Namun demikian, dalam pelaksanaannya masih terjadi permasalahan diantaranya masih terdapat siswa yang berasal dari keluarga mampu terdaftar sebagai penerima dana Program Indonesia Pintar serta masih adanya siswa yang tergolong tidak mampu tidak terdaftar sebagai penerima dana Program Indonesia Pintar dan sulitnya pengawasan yang dilakukan oleh pihak sekolah terhadap pengunaan dana Program Indonesia Pintar, maka penelitian ini bertujuan untuk mendeskripsikan mengenai implementasi Kebijakan Intruksi Presiden Nomor 7 Tahun 2014 tentang Program Indonesia Pintar di MTs PUI Borogojol dan mendeskripsikan faktor-faktor pendukung dan penghambat implementasi Kebijakan Program Indonesia Pintar di MTs PUI Borogojol. Landasan teori dalam penelitian ini menggunakan teori George C. Edward III yaitu komunikasi kebijakan, sumber daya, disposisi, dan struktur birokrasi. Metode dalam penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Data dikumpulkan melalui metode observasi, wawancara, dan studi dokumentasi. Data dianalisis dengan cara reduksi data, penyajian data, dan penarikan kesimpulan atau verifikasi. Berdasarkan teori dan metode tersebut, maka hasil penelitian ini menunjukan bahwa: 1) Implementasi Kebijakan Program Indonesia Pintar di MTs PUI Borogojol dari aspek komunikasi kebijakan, Program Indonesia Pintar disosialisasikan kepada orang tua siswa melalui rapat yang dilakukan pada awal tahun ajaran baru, sedangkan sosialisasi yang dilakukan sekolah kepada siswa adalah meminta persyaratan yang dibutuhkan. Dari aspek sumber daya manusia, jumlah pengelola Program Indonesia Pintar sudah cukup dan mampu melaksanakan tugas dan perannya yaitu 1 (satu) guru BK dibantu oleh operator dan bendahara sekolah. Sumber daya peralatan yang disediakan oleh MTs PUI Borogojol belum memadai dan menunjang program secara maksimal. Dari segi sumber daya modal, siswa dan orang tua siswa sangat terbantu untuk membeli perlengkapan sekolah walaupun dananya kurang namun mereka mensyukurinya. Dari aspek sumber daya informasi yang diberikan mengenai prosedur pelaksanaan, sasaran, dan manfaat dana Program Indonesia Pintar dari sekolah sudah jelas. Dari aspek disposisi, pengelola Program Indonesia Pintar mempunyai komitmen dan bertanggungjawab dalam melaksanakan perannya dan siswa memanfaatkan dananya secara benar dan bertanggungjawab. Dari aspek struktur birokrasi, MTs PUI Borogojol berperan dalam memberdayakan Program Indonesia Pintar, mendata dan mengusulkan siswa, dan memotivasi siswa agar tidak putus sekolah setelah adanya Program Indonesia Pintar. 2) Faktor pendukung adalah adanya dukungan orang tua, adanya sosialisasi dan adanya pemberian dana sehingga membantu meringankan biaya sekolah. Faktor penghambat adalah letak sekolah yang jaraknya jauh ke pemerintah pusat, tidak tepatnya sasaran penyaluran Program Indonesia Pintar, signal yang kurang baik, kurangnya kesadaran siswa, dan masih kurangnya sosialisasi Program Indonesia Pintar. “Indonesia Pintar” Program is a good program to help alleviate the cost of schooling for poor and underprivileged students. However, in the implementation there are still problems that still exist among the students who come from families capable of being registered as recipients of the “IndonesiaPintar” Program fund and still there are students who are categorized as incapable not listed as recipients of the “Indonesia Pintar” Program funds and the difficulty of supervision by the school against the use fund of “IndonesiaPintar” Program, this research aims to describe the implementation Intruksi Presiden number 7 of 2014 on the “Indonesia Pintar” Program Policy at MTs PUI Borogojol and to describes the supporting and the inhibiting factors in concerning the implementation of “Indonesia Pintar” Program Policy at MTs PUI Borogojol. The theoretical basis in this research uses the implementation theory of Edward III such as communication of policy, resources, disposition, and bureaucracy structure. This study is designed a qualitative approach using descriptive analytic method. Data were collected through observation, interview and documentary studies methods. Data were analyzed by data reduction, data presentation, and conclusion or verification. Based on the theories and methods, The findings of this research show that: 1) the Implementation of “Indonesia Pintar” Program Policy in MTs PUI Borogojol from the policy communication aspect, “Indonesia Pintar” Program is socialization to parents by meetings which is declared at the beginning of the new academic year. While, the socialization which is declared by school to the students is asking for the necessary requirements. From the aspect of human resources, the number of managers of “Indonesia Pintar” Program is sufficient and able to carry out its duties and role that is 1 (one) counselor teacher is assisted by operator and treasurer of school. The equipment resources provided by MTs PUI Borogojol are not sufficient and support the program optimally. In terms of capital resources, students and parents are very helpful to buy school supplies even though the funds are less but they are grateful. From the aspect of the information resources that has given of the implementation procedures, objectives, and benefits of the “Indonesia Pintar” Program from the school are clear. From the disposition aspect, the manager of the “Indonesia Pintar” Program is committed and responsible in carrying out its role and the students use the funds properly and responsibly. From the aspect of the bureaucratic structure, MTs PUI Borogojol plays a role in empowering “Indonesia Pintar” Program, to record and propose students, and to motivate students in case not drop out after “Indonesia Pintar” Program. 2) The supporting factors are the support of parents, the socialization and the provision of funds in helping out school expense. The Inhibiting factors are the distance between schools and central government are so far, the inaccurate targeting of the “Indonesia Pintar” Program, the signal, the less students’ awareness, and the less of socialization of “Indonesia Pintar” Program.

Item Type: Thesis (Diploma)
Uncontrolled Keywords: Kebijakan Publik; Implementasi Kebijakan; Program Indonesia Pintar
Subjects: Public Administration > Public Administration in Indonesia
Public Policy Issues in Education > Public Policy Education in Specific Localities
Divisions: Fakultas Ilmu Sosial dan Ilmu Politik > Program Studi Administrasi Publik
Depositing User: Ade Nugrahayu
Date Deposited: 30 Jul 2018 06:05
Last Modified: 30 Jul 2018 06:05
URI: http://digilib.uinsgd.ac.id/id/eprint/11751

Actions (login required)

View Item View Item