Infrastruktur pendidikan dan efektivitas program wajib belajar 9 tahun di Kecamatan Trucuk dan Kemalang Kabupaten Klaten

AMBASARI, Tantri, Prof. Dr. Yeremias T. Keban, S.U., MURP

2009 | Tesis | S2 Magister Perencanaan Kota dan Daerah

Penelitian ini bertujuan untuk: (1) mengetahui faktor-faktor yang berpengaruh terhadap partisipasi pendidikan dasar (2) mengetahui faktor yang berpengaruh dominan terhadap tingkat partisipasi pendidikan masyarakat dan (3) mengetahui efektivitas pelaksanaan Program Wajar 9 Tahun. Penelitian ini menggunakan metode deduktif-kuantitatif-kualitatifrasionalistik. Jumlah populasi sebanyak 5611 orang tua yang memiliki anak usia 13-15 tahun. Sampel diambil sebanyak 100 orang. Teknik pengumpulan data menggunakan angket dan wawancara mendalam. Teknik analisis menggunakan regresi dengan program SPSS V. 16.00, dan deskriptif kualitatif dengan metode triangulasi. Kesimpulan penelitian ini adalah: Pertama, Secara umum, efektivitas pelaksanaan program wajib belajar di Kecamatan Trucuk dan Kemalang dipengaruhi oleh faktor sosial ekonomi budaya, partisipasi masyarakat, transportasi dan software infrastruktur pendidikan. Kedua, efektivitas pelaksanaan program wajib belajar di Kecamatan Trucuk dipengaruhi oleh faktor sosial ekonomi budaya, partisipasi masyarakat, transportasi, software pendidikan, dan hardware pendidikan. Ketiga, efektivitas pelaksanaan program pendidikan di Kecamatan Kemalang dipengaruhi oleh faktor sosial ekonomi budaya, partisipasi masyarakat, transportasi, software pendidikan, dan hardware pendidikan.. Keempat, secara umum faktor sosial ekonomi budaya, partisipasi masyarakat , transportasi dan software pendidikan berpengaruh negatif secara signifikan terhadap hambatan pelaksanaan program wajib belajar. Kelima, Di Kecamatan Trucuk, faktor yang berpengaruh negatif signifikan terhadap hambatan pelaksanaan program wajib belajar adalah faktor sosial ekonomi budaya dan faktor software infrastruktur pendidikan. Keenam, faktor ekonomi, sosial budaya, partisipasi masyarakat, transportasi, software dan hardware infrastruktur pendidikan, berpengaruh negatif secara signifikan terhadap hambatan pelaksanaan program wajib belajar. Ketujuh, faktor ekonomi, sosial budaya, lokasi, partisipasi masyarakat, transportasi, software dan hardware infrastruktur pendidikan tidak menjadi faktor yang mempengaruhi anak putus sekolah atau orang tua yang tidak menyekolahkan anak, namun berdasarkan wawancara faktor sosial ekonomi budaya berpengaruh. Kedelapan, Pelaksanaan program WAJAR di Kecamatan Kemalang dan Trucuk dapat berjalan secara efektif. Penelitian ini menyarankan untuk meningkatkan efektifitas program WAJAR perlu kerjasama antara pemerintah, sekolah, dan masyarakat, sehingga program tersebut dapat tuntas dan SDM meningkat.

The aims of the research are: (1) to identify the influential factors on the effectivity on the 9-year compulsory learning program; (2) to understand factors which dominantly influence on the effectivity on the 9-year compulsory learning program; and (3) to evaluate the implementation effectivity on the 9-year compulsory learning program (Program WAJAR 9 tahun). This research applied deductive-quantitative-qualitative-rasionalistic method. Total number of population is 5611 parents having children of 13 – 15 years old; 100 persons of the total population are taken as samples. This thesisi used questionarres and in-depth interviews as a technique to collect data. The data is, then, analyzed using regression with SPSS V 16.00 program and qualitative description with triangulation method. The research draws eight (8) important points. First, in general, the implementation of the WAJAR Program (Learning Compulsory Program) in the study areas is influenced by social, economic and cultural factors; community participation; transportation; and the software of the education infrastructure. Secondly, the effectiveness of the implementation of the Learning Compulsary Program in Trucuk subdistrict is influenced by social, economic and cultural factors; community participation; transportation; and the software as well as the hardware of the education infrastructure. Thirdly, the effectiveness of the implementation of the Learning Compulsary Program in Kemalang subdistrict is influenced by social, economic and cultural factors; community participation; transportation; and the software as well as the hardware of the education infrastructure. Fourth, in general, social, economic and cultural factors; community participation; transportation; and the software of the education infrastructure significant is give negative influence on the obstacle of the Learning Compulsary Program’s implementation. Fifth, in Trucuk subdistrict, factors which have significant negative influence on the implementation of the Learning Compulsory Program are social, economic and cultural factors; and the software of the education infrastructure. Sixth, social, economic, cultural factors; community participation; transportation factors; and the software as well as the hardware of the education infrastructure have significant negative influence on the obstacle of the Learning Compulsary Program’s implementation. Seventh, that social, economic, cultural factors; school location; community participation; transportation, and the software as well as the hardware of the education infrastructure factors have no influential factors on the students’ drop outs and the parents’ willingness to school their children but that social, economic and cultural factors have caused the students’ drop out. Eighth, the implementation of the Learning Compulsary Program (Program WAJAR) both in Trucuk and Kemalang subdistricts run effectively. The research recommends that in order to increase the effectiveness of the Learning Compulsary Program (Program WAJAR) and the quality of the human resources there must be better coordination among the local government, school authorities and the community.

Kata Kunci : Efektifitas,Program Wajar 9 Tahun,Infrastruktur Pendidikan,Effectivity, 9-year Learning Compulsory Program, Education Infrastructure.