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

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. 

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.