Manajemen risiko dalam peningkatan mutu Pendidikan: Studi Multi Kasus di MAN 2 Model Banjarmasin dan SMA Negeri 1 Banjarmasin

ABSTRAK

Manajemen risiko merupakan bagian evolusi dari konsep dan praktik menajemen, guna efektifitas pencapaian tujuan organisasi. Setiap program organisasi berhadapan dengan risiko, demikianpun di lembaga pendidikan, sehingga diperlukan manajemen risiko agar mampu mempertahankan dan meningkatkan mutu pendidikan. Fokus penelitian ini adalah bagaimana program peningkatan mutu pendidikan, tipe-tipe risiko dalam peningkatan mutu pendidikan dan bagaimana memanaj risiko dalam peningkatan mutu pendidikan di MAN 2 Model dan SMAN 1 Banjarmasin.

Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi multi kasus (multi case study), yakni metode atau strategi penelitian untuk mengungkap manajemen risiko dalam peningkatan mutu pendidikan di dua lokasi yaitu di MAN 2 Model Banjarmasin dan SMAN 1 Banjarmasin, subyek penelitian terdiri dari Kepala, Wakil Kepala, Guru, TU, MAN 2 Model dan SMA Negeri 1 Banjarmasin. Teknik pengumpulan data dilakukan dengan wawancara, observasi dan dokumentasi. Analisa data menggunakan model analisis interactif, meliputi konseptualisasi, kategorisasi, dan diskripsi yang dikembangkan atas dasar kejadian (incidence) yang diperoleh ketika di lapangan berlangsung.

Adapun hasil penelitian ini adalah: (1) program peningkatan mutu pendidikan di madrasah/sekolah berhadapan dengan risiko. Program peningkatan mutu pendidikan meliputi ketrampilan komputer, elektronik, tata busana, otomotif, tata boga, pertanian budidaya perikanan, program akelerasi (2 tahun) lulus, pengantar dan penutup dengan bahasa inggris, mempertahankan standart ISSO, shalat berjamaah dan Jum’atan, memiliki Wakil Manajemen Mutu (WMM), ekstra kurikuler yang sesuai perkembangan zaman, memiliki laboratorium umum dan agama, membudayakan 7 K (ketertiban, kebersihan, keindahan, kerindangan, kekeluargaan, keamanan dan kesehatan), (2) tipe-tipe risiko dalam peningkatan mutu pendidikan yaitu (a) risiko murni (risiko kabut asap, hujan dan banjir), (b) risiko spekulatif atau risiko yang diprogramkan; risiko program peningkatan mutu pendidikan, terdiri risiko finansial, risiko kebijakan, risiko jam pembelajaran, risiko sarana program bertambah, (c) risiko siksa dunia dan akherat. (3) memanaj risiko dalam peningkatan mutu pendidikan, mulai indentifikasi risiko, membuat ilustrasi risiko, kategorisasi risiko, menyusun risiko dan penyebabnya, analisis risiko (menentukan frekwensi risiko, dampak risiko, respon risiko dan peta risiko, informasi hasil pemetaan risiko dan pelaksana) serta melaksanakan prinsip-prinsip memanaj risko.

ABSTRACT

Risk management is a part of evolution from management concept and practice for the effectiveness of achieving organizational goal. Every organizational program deals with risk. It goes the same for educational institution. Therefore, it needs risk management to maintain and develop its educational quality. The focuses of this research are the educational quality improvement program, the risks types in improving the educational quality and the risk management in improving educational quality in MAN 2 Model and SMAN 1 Banjarmasin.

This research employs qualitative approach with multi case study, a research method or strategy to discover risk management in educational quality improvement in two locations; they are MAN 2 Model Banjarmasin and SMAN 1 Banjarmasin. This research subjects consist of Principal, Vice Principal, Teachers, Administrations, MAN 2 Model and SMAN 1 Banjarmasin. The data collection technique is done by doing interview, observation and documentation. The data analysis uses interactive analysis model consisting conceptualization, categorization, and description which is developed based on the incidence during the research.

The results of the research are: (1) the program of educational quality improvement in madrasa/school is dealing with risks. The program of educational improvement covers the skills of computer, electronics, fashion design, automotive, cookery, agriculture, fishery, acceleration program (it only needs two years to graduate), opening and closing the activity using English, ISO standard qualification, congregational prayer and Friday prayer, Representative of Quality Management, up-to-date extracurricular, public and religious laboratory, 7 K program (order, cleanliness, beauty, shady environment, working as a family, safety and health), (2) the nature of the risks in improving educational quality are (a) pure risk (the risks of smog, rain, and flood), (b) speculative or programmed risk; the risk of educational quality improvement program consists of financial risk, policy risk, learning time risk, risk of increasing program facilities, (c) risk of torment in the world and hereafter. (3) risk management in improving educational quality ranges from risk identification, risk illustration making, risk categorization, arrangement of the risks and their causes, risk analysis (determine the risk frequency, effect, response and mapping, the information of risk mapping result and the organizer) to implementation of risk management principles. Based on those finding, such risk management is called Islamic Risk Management.