Academy of Education Journal

Vol. 15, No. 2, Juli 2024, Page: 1299-1307

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

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Reniwati Lubis et.al (The Management of Education ....)

The Management of Education Operational Grant

and Its Effects on School Development

Reniwati Lubis

a,1

, Tungga Buana Irfana

b,2

, Sri Purwatiningsih

c,3

, Sayida Khoiratun Nisak

d,4

Vivi Puspita Sari

e,5

Politeknik Negeri Media Kreatif, Jagakarsa, Jakarta Selatan, DKI Jakarta, Indonesia

Universitas Bhayangkara Jakarta Raya, Ps, Minggu, Jakarta Selatan, DKI Jakarta, Indonesia

Universitas Setia Budhi Rangkasbitung, Rangkasbitung, Lebak, Banten, Indonesia

Institut Islam Al-Mujaddid sabak, Muara Sabak Barat, Tanjung Jabung Timur, Jambi, Indonesia

Universitas Putra Indonesia YPTK Padang, Lubuk Begalung, Padang, Sumatera Barat, Indonesia

reniwatilubis2015@gmail.com;

irfanatungga@gmail.com;

sri.purwatiningsih@usbr.ac.id;

sayidakhoiratunnisak@gmail.com;

[email protected]

reniwatilubis20[email protected]om

ARTICLE INFO

ABSTRACT

Article History

Accepted: 20 March 2024

Revised: 29 April 2024

Approved: 28 June 2024

Available online: 8 July 2024

This study aims to describe how BOS funds can improve educational quality

in Indonesia, with a particular focus on developing facilities and

infrastructure in schools to enhance student learning. To achieve these

objectives, a literature review research method was employed, namely the

study of the concepts and theories used based on the available literature.

The results of the literature review demonstrate that the optimal

implementation of the eight education standards through BOS funding is

conducive to realizing the advancement and enhancement of educational

quality in academic institutions. The improvement of educational quality in

schools must include the development of the eight standards, and the

operationalization of these standards is contingent upon financial resources.

This study also examined how schools utilize government assistance funds,

including their allocation for the fulfillment of these needs. Thus, BOS funds

have a pivotal, strategic, and contributory role in the seamless and

efficacious implementation and enhancement of educational quality.

Keywoard:

BOS

Education

Management

This is an open access article under CC BY-SA license

1. Introduction

The allocation of funds for operational assistance in educational institutions is motivated

by a number of factors. (Bhawa, Gede Andrayan Semara, Iyus Akhmad Haris, 2014).

Primarily, it can be seen as an embodiment of the mandate of Law No. 20/2003 on the

National Education System, which stipulates that every citizen aged 7-15 years must attend

basic education. Article 34, paragraph 2, states that the government and regional governments

are responsible for guaranteeing the implementation of compulsory education at the basic

level, without the imposition of fees; paragraph 3 further specifies that the responsibility for

compulsory education lies with the state, and that this is to be organised by governments,

regional governments and community educational institutions.

Secondly, the BOS program was initiated in response to the adverse effects of rising fuel

prices on the purchasing power of the community, which in turn constrained the poor's access

to nine years of basic education. In addition, Law No. 20/2003 on the National Education

System stipulates that every citizen is entitled to access quality education. Furthermore, the

government is obliged to provide services and facilities as well as guarantee the

implementation of quality education for every citizen without discrimination.

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Third, the demands and requirements in the field of education are increasing, prompting

the Indonesian government to provide various forms of assistance. One such assistance is the

distribution of School Operational Assistance funds, which aims to ensure the sustainability of

the implementation and improvement of the quality of education in Indonesia. The

aforementioned needs and demands pertain primarily to the advancement of various

educational programme standards. These include standards pertaining to graduate

competencies, content, processes, educators and education personnel, school facilities and

infrastructure, management, financing, and assessments. It is important to note that the

development of content standards comprises a multitude of activities, each of which incurs

costs. (Rahman, 2017)

In light of the aforementioned background, the primary question is whether the provision

of BOS funds has contributed to the enhancement of educational quality in Indonesia. In

alignment with this inquiry, this paper endeavors to elucidate the qualitative impact of BOS

funds on the quality of education in Indonesia.

2. Method

A literature study was selected as the methodology to address the research problem. Data

were gathered through online searches using the keywords "BOS" and "Education

Development." The data utilized were journal articles that met the criteria for inclusion in

Scopus-indexed journals and underwent rigorous selection. Content analysis was employed to

assess the relevance and alignment between the article content and the research objectives.

Additionally, conclusions were drawn by describing the evolution of the educational landscape

with regard to BOS management, with reference to a comprehensive literature review.

(Sugiyono., 2019)

Figure 1. Literature Review Chart

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3. Result and Discussion

A. Definition

The BOS, an acronym for School Operational Assistance, is a government program that

provides funding for non-personnel operating costs associated with primary and secondary

educational institutions. In accordance with the 2020 BOS Fund objectives, there are both

general and specific objectives. The general objectives of the BOS Fund in 2020 are as

follows: (1) To provide financial assistance for the operational and non-personnel costs of

educational institutions; (2) To alleviate the financial burden of operating costs for students in

community-based educational institutions; and (3) To enhance the quality of the educational

experience in these institutions (Mamonto, 2016).

In addition, the specific objectives of the 2020 BOS Fund are as follows: The primary

objective of regular BOS funding at primary and junior high schools is to waive fees for

students whose parents or legal guardians are financially disadvantaged. (Sholihin, Miftahus,

2014). This is in addition to the objective of providing assistance with the costs of fees at

senior high and vocational high schools. This is designed to ensure that students from families

with lower incomes can access affordable and quality education services (Hasanah, 2017).

The 2020 BOS is utilized for the following components by (1) Admission of New

Learners (PPDB)11; (2) Library Development12; (3) Learning and Extracurricular Activities;

(4) Learning Assessment/Evaluation Activities; (5) Administration of School Activities; (6)

Professional Development of Teachers and Education Personnel;(Juhji, Juhji, 2018) (7)

Subscriptions to Utilities and Services; (8) Maintenance of school facilities and infrastructure;

(9) Provision of learning multimedia tools; (10) Implementation of the Special Employment

Exchange (BKK), Industrial Work Practices (Prakerin), or Field Work Practices in the

country,(Juhji, 2017) job monitoring, teacher apprenticeship, and professional certification

institution P1; (11) The implementation of expertise competency tests, expertise competency

certification, and proficiency tests in English language (Test of English for International

Communication/TOEIC) and additional foreign languages is proposed for the final class of

SMK. Additionally, the payment of honoraria for teachers with non-State Civil Apparatus

(ASN) status is recommended (Zohriah, 2015).

B. The role of BOS funds in improving the quality of education

The use of School Operational Assistance Funds (BOS), which are provided by the

government of Indonesia, has an impact on the overall quality of education in the country. The

funds are allocated towards various educational objectives, including the development and

improvement of graduate competencies, the creation and implementation of content standards,

the development and implementation of process standards, the recruitment and training of

teaching and educational personnel, the construction of facilities and infrastructure, the

establishment and implementation of management standards, the development of financing

standards, and the introduction and evaluation of assessment systems (Budi & Apud, 2019).

These objectives are similar to those related to the development of graduate competencies,

and both are crucial for the improvement of the quality of education in Indonesia. With the

availability of BOS funds, schools are better equipped to organize and optimize the planning

and execution of various activities that contribute to the development of graduation

competencies. These activities include, but are not limited to, the organization of learning,

extra-curricular, tutoring, and competitions, among others. Therefore, it becomes clear how

crucial the role of BOS funds is in enhancing educational quality (Zohriah, 2015).

Furthermore, BOS funds play a pivotal role in the development of content standards. The

advancement of content standards as a means of enhancing the quality of education is

inextricably linked to the necessity of financial resources. With the provision of BOS funds,

educational institutions can undertake a multitude of content standard development activities

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in a seamless and optimal manner. These activities include curriculum review, preparation of

curriculum documents, preparation of division of teacher and education personnel tasks and

lesson schedules, preparation of annual programs, preparation of semester programs, analysis

of SKL, KI, KD, and preparation of GPA, preparation of syllabus, preparation of RPP/service

programs, preparation of science laboratory management programs, preparation of computer

laboratory management programs, preparation of library management programs, professional

development of teachers and education personnel, and development of school management

(Nurdin, 2019).

Subsequently, the role in the development of process standards is discussed. The role of

BOS funds in process development is to provide schools with the financial resources to

implement various activity programs that are aligned with the interests of the learning or

education process. These programs may include, but are not limited to, the management of

teaching and learning activities, extracurricular activities, tutoring, class administration, and

The preparation of extracurricular programs, as well as the allocation of funds for honorariums

and incentives to be distributed among those responsible for leading such programs, represents

another key responsibility. Similarly, the purchase of teaching aids and other practical

resources, learning media, assessment instruments, student learning outcome reports, and

stationery for learning activities also fall within the purview of the budgetary process.

Additionally, the copying of materials for educational use and the allocation of funds for

teacher training and development are essential elements. The implementation of these various

activity programs represents the core effort in implementing and improving the quality of

education. This is because the development of process standards represents the core or heart of

implementing and improving the quality of education. Therefore, developing and improving

the quality of the process must be the focus of all efforts to develop educational standards.

The role of BOS funds in the development of educators and education personnel can be

observed in the capacity of schools to finance, among other endeavors, professional

development activities for teachers and education personnel through the medium of education

and training (diklat), workshops, seminars, and activities in the creation of learning media for

teacher/principal competitions, and continuing professional development. The implementation

of these activities is of course of great importance and strategic value in order to improve the

quality of education.

The role of BOS funds in the development of school facilities and infrastructure is evident

in the capacity of schools to finance a range of essential activities, including power and service

subscriptions, the maintenance and upkeep of school facilities and infrastructure, the

acquisition and maintenance of multimedia learning tools, and the completion of necessary

educational facilities. These activities are undoubtedly crucial for the seamless and conducive

implementation of education in schools.

The role of BOS funds in the development of management standards is to provide schools

with the financial resources to undertake a range of activities, including those related to new

student admissions, PPDB announcements, registration acceptance, re-registration,

introduction to the school environment, review of the school vision and mission, and

preparation. These funds may be used for the following purposes: the development of

RKS/RKAS/RAPBS/APBS/APBSP, school accreditation, office management activities, public

relations activities, the creation of school banners, adiwiyata school workshops, healthy

schools, child-friendly schools, graduation announcements, school management development,

and principal competency development.

The role of BOS funds in the development of financing standards can be observed in the

capacity of schools to finance a range of expenses, including newspaper and magazine

subscriptions, school housekeeping activities, power and services, teacher and employee

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consumption, guest consumption, house, building, warehouse, and parking rent, mobility

facility rent, office supplies and equipment rent, and honorarium payments.

BOS funds play a pivotal role in the development and implementation of the assessment

system. Schools are able to utilize BOS funds to finance a range of assessment-related

activities, including the implementation and assessment of various examinations, as well as

data entry and duplication tasks related to the US and UN.

The effective and optimal implementation of the eight education standards, which is made

possible by the support of BOS funds, allows for the realization of improvements in the quality

of education in schools. The development of the eight standards, which is essential for the

improvement of the quality of education in schools, requires the allocation of funds. Therefore,

BOS funds play a pivotal role in the implementation and improvement of the quality of

education. Furthermore, the utilization of BOS funds has facilitated the expeditious

completion of the nine-year compulsory education program in Indonesia.

C. Quality of Education

In general, quality is defined as the overall description and characteristics of a product that

align with consumer needs. In the context of education, the notion of quality pertains to both

the educational process and the educational outcomes. The process of quality education

involves a number of inputs, including: teaching materials (cognitive, affective, psychomotor),

methodology for delivering materials during the teaching and learning process, educational

institutions’ facilities, administrative support, and other infrastructure and resources; as well as

the creation of a conducive atmosphere. In the context of educational outcomes, quality refers

to the achievements made by educational institutions over a period of time.(Fadhli, 2017).

These achievements can be measured in terms of academic ability test results, as well as other

potential abilities of students, such as sports, arts, and computers. The ultimate goal of quality

education is to achieve customer satisfaction or in accordance with community expectations.

The term "quality of education" can be defined in two ways. First, it refers to the quality

of the educational processes and services themselves. In this sense, quality is determined by

whether these processes and services align with the intended specifications, are suitable for

educational purposes, and are implemented without errors. In other words, quality can be

defined as the extent to which educational processes and services meet planning and

implementation standards.

Second, quality can be defined in terms of how it is perceived by customers. This

definition focuses on the extent to which customers' tastes, needs, desires, and interests are

fulfilled, with the aim of increasing customer satisfaction.

The notion of quality education is dynamic and evolving, responding to changes in

educational outcomes shaped by scientific and technological advances and the evolving nature

of human resources. Schools must therefore demonstrate their ability to effectively and

efficiently manage school-specific elements, enhancing these elements to align with relevant

standards.

In order to enhance the quality of education, it is necessary to consider the various

components of the educational institution, including the students, teachers, coaches or school

managers, facilities or infrastructure, and the teaching and learning processes. In summary, the

effective management of these components provides insight into the educational quality. This

can be demonstrated by the operational signs of (1) the relevance of the school

outputs/graduates to the needs of the community, (2) the final score as a measuring tool for

student learning achievement, (3) the school's ability to achieve the maximum percentage of

graduates, and (4) the school's overall appearance in all educational components.

The quality of education can be described as a comprehensive set of characteristics that

demonstrate the ability to fulfill the needs of students and parents. These needs are both

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explicit and implicit in the field of education. The quality of input, process, and output are

essential components of quality education, as defined by 24, which states that "input quality

relates to the quality of everything that must be available because it is needed for the process

to take place." These include human resources (HR), namely school personnel, hardware (e.g.,

infrastructure and facilities), and software (e.g., various written and unwritten rules). Process

quality refers to the quality of the overall process of interaction between learners and the

environment in the school. The output quality refers to the quality of school performance in

the form of school achievements. School achievements encompass the quality of graduates, the

academic achievements of students, and the nonacademic achievements of students resulting

from school processes and behaviours.

The concept of education quality is contingent upon the nature of the output and the

intended recipients of the educational process. The definition encompasses the value added by

education and the parties who process and benefit from the results of education.

In light of the aforementioned explanations, it can be posited that the quality of education

represents a conducive educational input condition. This is achieved through the

implementation of effective management, processes, and educational services, which

collectively facilitate the generation of added value across all components of education, with a

particular focus on students who have demonstrated high academic and non-academic

achievements in accordance with applicable norms or standards and the expectations of

education customers (Utami, 2018).

A multitude of factors contribute to the enhancement of educational quality within

educational institutions. These include the students, educators, curriculum, school

administration, teaching and learning processes, financial management, supervision, and the

relationship between the school and its surrounding environment. These factors can be

described as follows: The following factors contribute to the quality of education in schools:

(1) Students: Ability, including cognitive abilities, physical abilities, and socio-economic,

cultural, and geographical factors; Intelligence, including cognitive abilities and

personality characteristics; Talent and interests, including specific interests and aptitude;

(2) Teachers: Ability, including cognitive abilities, educational background, and work

experience; Educational background, including academic qualifications, vocational

qualifications, and work experience; Work experience, including the number of years

teaching; Teaching load, including the number of students per teacher and the number of

classes taught per day; Socioeconomic conditions, including the socioeconomic status of

students and their families; Work motivation, including intrinsic and extrinsic motivators;

Commitment to duty, including the degree to which teachers are dedicated to their work;

Discipline, including the extent to which teachers adhere to school rules and

expectations; Creativity, including the ability to generate new solutions and ideas;

(3) Curriculum: Program foundations and development, including the curriculum's

theoretical basis;

(4) Educational facilities and infrastructure, including teaching aids/practical tools,

laboratories, libraries, skills rooms, UKS rooms, sports rooms/purpose rooms,

office/administration rooms, BP rooms, buildings and furniture;

(5) School management, including classroom management, teacher management, and student

management;

(6) Teaching and learning process, including teacher appearance, mastery of

material/curriculum, use of teaching methods, utilization of educational tools/ facilities;

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(7) Fund management, which encompasses budgetary and financial planning, including the

preparation of the school budget and expenditure plan (RAPBS), as well as the

identification of sources of funding. It also includes the utilization of funds, the

generation of reports and accountability, and the supervision of these processes;

(8) Supervision and monitoring, which encompasses the role of the principal as a supervisor

within their school, the role of school supervisors as supervisors, and the role of other

coaches;

(9) School relations with the environment, including relations with parents, relations with

other educational institutions, relations with businesses and community leaders, and

relations with other educational institutions.

D. Improving the quality of School facilities

The allocation of funds for School Operational Assistance (BOS) is a matter for the

schools themselves, with all relevant parties invited to contribute to the decision-making

process. The resulting decisions will be based on the needs and priorities of the individual

schools, as set out in the School Activity and Budget Plan document.

While the responsibility for adhering to the guidelines set out in the BOS Juknis rests with

the schools, there is no prescribed minimum or maximum percentage for teacher development.

As long as the school agrees, they are at liberty to carry out the activities without hindrance,

though schools are only permitted to do so a limited number of times each year. This

limitation is a consequence of the policy governing the distribution of BOS funds, which must

be allocated judiciously for all activities except teacher development. The utilization of BOS

funds is classified into two primary categories for school facilities: goods and services

expenditure. This encompasses power and service subscriptions, maintenance, and the upkeep

of facilities and infrastructure (Nurhadi, 2018).

When contemplating goods and services expenditures, the school should assess the

condition of the school facilities. This facilitates the allocation of BOS funds for the repair and

maintenance of facilities, as all relevant parties in the school are able to directly observe the

condition of the facilities. Conversely, the distribution of funds for capital expenditures,

including computers, LCDs, and laptops, should be aligned with learning activities at the

school. Educational institutions are required to ascertain that the purchased items are capable

of supporting both academic activities and school administration. Moreover, schools are

obliged to document all items purchased with BOS funds as part of their inventory.

A number of factors contributed to the failure to achieve the objectives of fund

management. Firstly, in the planning phase, the amount of School Operational Assistance

(BOS) funds allocated to schools was deemed inadequate in comparison to the operational

costs borne by schools. Second, in terms of implementation, although the use of the budget

adhered to the established guidelines, the lack of socialization of the funds impeded the

accessibility of funds to the schools. Socialization to parents engendered numerous parties to

misunderstand the BOS funds.

In general, the utilization of School Operational Assistance (BOS) funds was predicated

on an agreement and joint determination between the school principal, the teachers' council,

and the school committee. These parties were required to be listed as a source of income in the

School Revenue and Expenditure Budget. The BOS funds were utilized to support various

activities, including the admission of new students, the purchase of textbooks, funding for

learning activities, enrichment, sports, arts, academics, scouting, and the Youth Red Cross,

daily tests, general tests, and exit exams. Furthermore, BOS funds may be utilized to procure

school equipment and supplies, including utilities such as electricity and water,

telecommunications, and minor building maintenance costs. It is important to note that BOS

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funds may not be retained for an extended period with the intention of generating interest,

loaned to third parties, or utilized to pay for insurance premiums, transportation, or clothing

that are not directly related to the interests of students. Furthermore, BOS funds may not be

utilized for costly building renovations or construction. In the event of changes in

circumstances that result in the school no longer qualifying as a BOS fund recipient, or in the

event of the school's closure, the subsidy must be returned to the state treasury (Herawati et al.,

2019).

BOS-funded schools are able to purchase and improve infrastructure in order to achieve

the necessary standards of service through various means, including the provision of libraries,

academic and extracurricular activities, procurement of necessary school equipment, and the

use of laboratories and practical materials. Therefore, in the event that a school has adequate

financial resources, it will be able to provide adequate overall facilities that can support

student learning activities. It is clear that the provision of good learning facilities will lead to

more positive learning activities, which in turn will have a beneficial impact on the quality of

education in the relevant school. Furthermore, the procedural and targeted use of BOS funds

can facilitate the improvement of school quality.

4. Conclusion

It is evident that the effective and optimal implementation of the eight educational

standards, as a consequence of BOS funding, can result in a tangible improvement in the quality

of education in schools. In order to achieve this improvement, it is necessary to address the

eight aforementioned standards. It can be reasonably assumed that such an endeavour will

require financial support, which is where BOS funds become a crucial factor. Therefore, it is

clear that BOS funds play a pivotal role in ensuring the smooth and successful implementation

and improvement of the quality of education. Furthermore, the BOS funds have facilitated the

acceleration of the completion of the nine-year compulsory education in Indonesia. The

objective of improving the quality of education, as facilitated by BOS funds, is to create

conducive input conditions for education. This encompasses effective management, processes,

and services that enhance the value of all components of education, particularly those of

students who excel academically and non-academically, in accordance with prevailing norms

and standards, as well as the expectations of education customers.

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