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"ABSTRACTEnvironmental problems such as pollution, damage to natural resources, depreciation of forest reserves, destruction of various biological species, erosion, flooding and even types of diseases that develop at this time can no longer be said to be merely natural, because humans provide a factor a very significant cause is variable for environmental events. There is no denying that environmental problems are born and developed because human factors are far greater and more complex than the natural factors themselves. This study uses a qualitative-descriptive method in the subject's natural constituents with research informants taken by purposive sampling, they are the people who know the most information about the Implementation of Environment-Based Policies and curricula, such as Principals, Wakasek, Teachers, School Committees, Administration , and students. From this research, it is obtained an illustration that: 1). Environment-based policies are carried out referring to the school's vision and mission and school strategic plan; 2) Environmental based curriculum is carried out in an integrated manner into various teaching materials or teaching materials in normative, adjective and productive subjects; 3) improve the conditions of teaching and learning environment that are more comfortable and conducive for school residents; 4) increasing efforts to avoid various risks of negative environmental impacts in the future. Based on the foregoing, it can be concluded that the Implementation of Environment-based Policy and Curriculum in Realizing the Care and Cultured Schools in Sukabumi City 3 Vocational Schools runs well and is able to improve environmentally-cultured activities and behavior in an effort to manage effective learning activities as a basis the success of the education of the living environment carried out at school."

"ABSTRACTThis research is classified as descriptive qualitative research in Cigombong 1 Public Middle School, Bogor Regency, West Java Province. This research was conducted for 4 months, starting in March until June 2010. Data collection was conducted through in-depth interviews, direct observation and documentation studies to reveal all the implications that must be developed by Cigombong 1 Public Middle School in an effort to instill caring attitudes and behaviors. cultured through the implementation of the Adiwiyata School Program. The vision statement formulated is able to become a theme that unites all units in the organization in this case the school, becomes a communication media and motivation for all parties, as well as a source of creativity and innovation in school organizations. While the school mission is a statement about the main tasks that must be done by the school in achieving goals within a certain period of time. In realizing the vision and mission that has been formulated the school makes programs and activities that are operational in nature and Walls that are measurable so that they can be evaluated and can provide school performance feedback."

"Tesis ini membahas tentang ?Implementasi kebijakan subsidi RSDBI di SDNP Menteng 01 Jakarta Pusat dan SD Negeri Sukadamai 3 Kota Bogor? dengan menggunakan kriteria evaluasi kebijakan yang dikembangkan oleh William N. Dunn yakni bahwa untuk menilai keberhasilan suatu kebijakan dengan menggunakan : (1) kriteria efektivitas; yakni untuk menilai atau mengetahui apakah hasil yang diinginkan dari implementasi kebijakan tersebut telah tercapai; (2) kriteria ketepatan; untuk menilai atau mengetahui apakah hasil dari implementasi kebijakan tersebut yang dicapai bermanfaat. Penelitian ini menggunakan metode kualitatif dengan desain deskriptif. Hasil penelitian menyimpulkkan bahwa efektivitas implementasi kebijakan subsidi RSDBI pada tingkat prosedural dan efektifitas secara substansial bagi kesiapan sekolah menuju Sekolah Dasar Bertaraf Internasional berjalan efektif. Terdapat kegiatan yang tidak dilaksanakan sekolah yakni modernisasi ruang kelas dan studi banding, karena kedua kegiatan tersebut tidak mendapat dukungan dana pendamping dari pemerintah daerah. Implementasi kebijakan sekolah dasar bertaraf internasional di masa mendatang membutuhkan dukungan pembiayaan dari masyarakat.

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This thesis discusses on international-standard in-process elementary school subsidy policy implementation in Menteng 01 Jakarta State Elementary school and Sukadamai 3 Bogor State Elementary school by using the criteria of policy evaluation developed by William N. Dunn which states that to evaluate a successful policy implementation needs criteria of effectiveness and exactness. The first criteria is to evaluate the achievement of the objective of policy implementation. The second criteria is to evaluate the benefit of the achievement of the objective of policy implementation. This research uses qualitative method with descriptive design.

This research concludes that subsidy policy implementation effectiveness, procedurally and substantially for school?s readiness to be International Standard Elementary School have been effective. Modernization of classroom and study-visit are not implemented by schools because of no fund provided by local government. International-standard elementary school policy implementation needs the public finance support in the future."

"Pendidikan menengah diselenggarakan untuk melanjutkan dan meluaskan pendidikan dasar (SD dan SMP), menyiapkan peserta didik menjadi anggota masyarakat yang memiliki kemampuan dan keterampilan untuk mengadakan hubungan-timbal balik dengan lingkungan sosial, budaya, dan alam sekitar, serta dapat mengembangkan kemampuan lebih-lanjut dalam dunia kerja atau pendidikan tinggi. Pendidikan menengah di bawah pengelolaan Departemen Pendidikan Nasional adalah pendidikan umum dengan jenis Sekolah Menengah Umum/ SMU, dan pendidikan menengah kejuruan dengan jenis Sekolah Menegah Kejuruan/ SMK.Pendidikan Menengah Kejuruan mengutamakan pengembangan kemampuan siswa untuk melaksanakan jenis pekerjaan pada bidang tertentu dan mempersiapkan siswa untuk memasuki dunia kerja serta mengembangkan kemapuan profesional siswa. Dikaitkan dengan sistem pendidikan, program kejuruan terbagi dalam enam kelompok yaitu Kelompok Teknologi dan Industri (STM), Pertanian (SPMA), Pariwisata (SMKK), Kesejahteraan Masyarakat (SMPS), Bisnis dan Manajemen (SMEA), Seni dan Kerajinan (SMIK/SMKI). Dari enam kelompok tersebut terdapat 21 bidang keahlian yang terdiri atas 89 program keahlian (program studi). Pada saat kegiatan belajar-mengajar (KBM) berlangsung dan setelah siswa terjun ke dunia kerja SMK telah memanfaatkan sumber daya alam dan potensial mencemari lingkungan.. Untuk memenuhi tuntutan global akan tenaga kerja yang kompeten dan berwawasan lingkungan maka Direktorat Pendidikan Menengah Kejuruan bekerja sama dengan Swisscontact membuat Konsep Pendidikan Lingkungan hidup pada SMK.Berdasarkan Konsep Pendidikan Lingkungan Hidup (PLH) pada Sekolah Menengah Kejuruan (1996) organisasi pelaksanan pengelola PLH pada Pendidikan Menengah Kejuruan (PMK) adalah Direktorat Pendidikan Menengah Kejuruan, Pusat Pengembangan PLH untuk SMK, Pusat Pengembangan Penataran Guru (PPPG) lingkup kejuruan, Departemen Pendidikan dan Kebudayaan Propinsi, dan SMK. Konsep ini dibuat agar pengelola PMK dapat melaksanakan perannya untuk mendukung pelaksanaan PLH di SMK. Sedangkan SMK diharapkan menyusun dan melaksanakan program PLH yang terintegrasi pada kegiatan kurikulum dan ekstrakurikuler, melaksanakan dan mengembangkan sekolah berbudaya lingkungan, serta menyusun dan menyampaikan laporan pelaksanaan PLH di sekolahnya.Hasil monitoring dan evaluasi oleh Dikmenjur tahun 1997-2001 menunjukkan: (a) kurang kesadaran, pengetahuan dan keterampilan siswa sebagai cerminan perilaku siswa yang rasional dan bertanggung jawab terhadap lingkungan hidup; (b) tamatan SMK belum mempunyai sikap profesional sesuai tuntutan pembangunan berwawasan lingkungan. Kedua hal ini menunjukkan bahwa pelaksanaan PLH di SMK tidak optimal sehingga tujuan PLH pada SMK tidak tercapai. Berdasarkan hal tersebut di atas, peneliti mengambil judul Optimalisasi Pengelolaan PLH pada Pendidikan Menengah kejurauan (Studi Kasus : Kelompok Teknologi dan Industri pada SMK Negeri Jakarta).Dalam proses tidak tercapainya tujuan tersebut di atas, peneliti membatasi permasalahan dan sekaligus mengasumsikan bahwa : (a) peranan stakeholder PMK dalam upaya pelaksanaan PLH di SMK negeri kelompok teknologi dan industri di DKI Jakarta belum optimal; (b) Peranan pengelola dan cara/pola pelaksanaan program PLH di SMK Negeri kelompok teknologi dan industri di DKI Jakarta belum optimal. (c) Pengetahuan, sikap dan keterampilan siswa SMK Negeri kelompok teknologi dan industri di DKI Jakarta setelah memperoleh PLH belum optimal. (d) Pencapaian pola pelaksanaan program PLH yang optimal di SMK kelompok teknologi dan industri di DKI Jakarta dapat dibuat melalui pelibatan seluruh stakeholder PMK, dan menerapkan manajemen pengelolaan lingkungan dan pencapaian kinerja PLH.Metode yang digunakan dalam penelitian ini adalah metode survei. Hal ini mengingat data yang dikumpulkan relatif terbatas dari jumlah kasus yang relatif besar jumlahnya. Populasi sekolah negeri kelompok teknologi dan industri di Jakarta berjumlah 12 SMK. Penentuan sampel sekolah dengan cara purpose sampling sejumlah 6 SMK (50%). Sedangkan penentuan sampel warga sekolah dilakukan dengan cara stratified random sampling yakni dengan cara diundi. Responden terdiri dari 6 (enam) orang kepala sekolah, 33 guru, dan 226 siswa (5% dari 4490 jumlah keseluruhan siswa). Di samping itu 6 (enam) respoden dari stakeholder PMK ditetapkan sebagai key informan yaitu masing-masing 1 orang dari Direktorat PMK, Pusbang PLH, PPPG Teknologi Malang, Balai Penataran Guru, Dinas Pendidikan Propinsi DKI Jakarta, dan Dinas Pendidikan Kotamadya Jakarta.Instrumen penelitian yang digunakan adalah observasi, kuesioner, diskusi dan wawancara.Hasil penelitian menunjukkan bahwa peranan stakeholder PMK maupun SMK sebagai pelaksana PLH belum optimal. Hal ini dibuktikan :1. Kurangnya komitmen, koordinasi, dan evaluasi stakeholder PMK terhadap pelaksanaan program PLH secara terus-menerus (kontinyu), belum adanya tim dan program PLH pada Dinas Pendidikan Propinsi DKI Jakarta, Balai Penataran Guru, dan Dinas Pendidikan Kotamadya DKI Jakarta.2. Pada SMK bahwa : (a) dari 6 (enam) kepala sekolah yang telah menyusun program kerja PLH, belum satu pun yang membuat kerangka kerja dan peniaian keberhasilan pelaksanaan PLH di sekolah; (b) dari 33 responden guru baru 7 orang (21,21%) yang pernah mengikuti pelatihan PLH. Dengan kondisi seperti itu, kemampuan mengajar guru dalam tranformasi materi L-I menjadi faktor penghambat dan sekaligus mempengaruhi kemampuan mengajar dan pengusaan materi LH yang diajarkan. Selain itu panduan/ Cara pengintegrasian materi lingkungan hidup ke dalam materi bidang keahiian menjadi kendala akibat keterbatasan SDM tenaga pengajar.3. Pengetahuan, sikap dan keterampilan siswa SMK Negeri kelompok teknologi dan industri di DKI Jakarta setelah memperoleh PLH belum optimal. 54,16% responden menyatakan bahwa pengetahuan lingkungan hidup lebih banyak diperoleh dari luar sekolah, 35,84% diperoleh di sekolah. Sedangkan bentuk dan sifat pengetahuan lingkungan mencakup pola bersih (34,51%), pengetahuan umum (29, 65%), dan perilaku peduli terhadap lingkungan (17,70). Sikap dan keterampilan siswa terhadap pengelolaan limbah hasil praktikum menunjukkan rata-rata sedang (53,54%) artinya bahwa hasil praktikum dibuang langsung pada saluran pembuangan, kategori tinggi ( 38,94 %) memiliki arti bahwa limbah hasil praktikum dibuang pada wadah yang sudah disediakan, kategori rendah (7,97%) memiliki arti bahwa limbah tidak di kelola. 79,65% siswa juga menyatakan bahwa pelaksanaan PLH di sekolah belum memadai dan tidak efektif, sedangkan 20,35% menyatakan efektif.4. Dalam mencapai optimalisasi pengelolaan PLH di SMK Negeri kelompok teknotogi dan industri Jakarta . dapat dilakukan melalui pelibatan stakeholder PMK dan melaksanakan peranannya masing-masing. sedangkan SMK dapat meningkatkan pelaksanaan PLH melalui: (a) penerapan manajemen lingkungan (Plan, do, check, dan action); (b) pencapaian kinerja PLH yang meliputi integrasi materi lingkungan pada kegiatan kurikuler dan ekstrakurikuler, penampilan sekolah, sikap dan perilaku yang baik seluruh warga sekolah terhadap lingkungan hidup.E. Daftar Kepustakaan : 23 (1982-200)

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Optimizing of Environmental Education Management in Vocational Secondary Education (Case Study : Technology and Industrial Programms at The Public Vocational High Schools in Jakarta)The purpose of secondary education is to continue and expand the basic education of primary school and junior secondary school, to develop the students ability as members of the society to interact with social, men-made, and natural environment, to develop the students knowledge to continue their studies to higher levels of education. The secondary education managed by the Ministry of National Education consisting the general secondary education namely the general high school (SMU) and the vocational secondary education or the vocational high school (SMK).Vocational high school provides priority to expanding specific occupational skills and emphasizes on the preparation of students to enter the workforce and expanding their professional attitude. As explained in the education system, vocational program is devided into six groups, i.e Technology and Industry, Agriculture and Forestry, Tourism, Community Welfare, Business and Management, and Art and Handicraft. Based on the six groups there are 21 streams consisting of 89 study programs. During the activities in the classroom and in the workplaces, the schools have included in natural resources utilization also its potential in contaminating or polluting to environment. To employ with the global needs of workers with a competence including their environment outlook, the Directorat of Technology Vocational Education in collaboration with the Swisscontact have prepared the Concept of Environmental Education for The Vocational High School.Based on The Concept of Environmental Education (EE Concept) at The Vocational High School (1996), the stakeholders are The Directorat of Technology Vocational Education (DTVE), Vocational Education Development Center (VEDC) Malang as The Development Center of EE, 6 Vocational Teacher Upgrading Centers, Ministry of National Education of DKI Jakarta, and The Vocational High School (SMK). The Concept of EE was made in order to enable the stakeholders to support the implementation of EE at The Vocational High School. The school is expected to arrange and to carry out the EE programs integrated in the activities of curriculum and extracurriculum, to conduct and develop an environmental-cultured school, and also to arrange and submit the report of EE implementation. The Monitoring and Evaluation by DIVE in 1997 - 2001 proves that the implementation of EE at SMK was not optimal so that to purposes are not reached, such as : (a) the students lack of awareness, EE outlook, and skills as reflections of their rational and responsible behavior towards environment, (b) the graduates from SMK don't have profesional attitude yet, demande by environmental development. Therefor, the writer took the title : Optimizing of Environmental Education Management in Vocational Secondary Education (Case Study : Technology and Industrial Programs at The Public Vocational High Schools in Jakarta).Because the purposes are not reached, the writer make some limits of the problems and assumptions : (a) the role of SMK stakeholders in the effort of EE implementation at SMK (technology and industrial program) is not optimal yet; (b) the role of managers and the methods of EE implementation at SMK (technology and industrial program) in DKI Jakarta is not optimal yet; (c) Knowledge, attitude and skills of the students after learning about EE is not optimal yet; (d) the optimal reaching of EE implementation at SMK (technology and industrial program) in DKI Jakarta could be attained by participation of all stakeholders of Vocational Secondary Education, application of environmental management, and EE performance achievement.The method used in this research is survey method, due to limited data from relatively large amount of cases. The Population of Public Vocational High School (technology and industrial program) in DKI Jakarta are 12 school. The method of determining the sample is purpose sampling, that is six SMK (50%). The members of school sampling done by stratified random sampling. The respondents are 5 principals, 33 teachers, and 226 students (5% out of 4490 (total number of students)). Besides, there are 6 key informants from the SMK stakeholders : 1 person from DIVE, Development Cenyer of EE, VEDC Malang, Regional Teacher Training Center (BPG) Jakarta, Dinas Pendidikan Propinsi DKI Jakarta, and Dinas Pendidikan Kotamadya Jakarta. The research instruments are observation, questionairs, discussions, and interview.The result of study proves that the implementation of EE at SMK done by stakeholder of Vocational Secondary Education and the schools are not optimal. The proofs are :1. The stakeholders show a lack of commitment, coordination and evaluation in conducting EE program continuosly. Besides, Dinas Pendidikan Propinsi DIU Jakarta, Regional Teacher Training Center (BPG) Jakarta, and Dinas Pendidikan Kotamadya Jakarta have no EE team and no EE program.2. SMK shows that : (a) among 6 principals which have made the EE operational program, no one makes work framework and assesment of EE achievment; (b) only 7 teachers (21,21%) out of 33 teachers who teach EE had been through EE training. in this condition, the ability of teachers in transforming the knowledge of environment becomes an obstacle and also influences their teching-learning and mastering the subject materials. Besides, the guidelines of integrating environment knowledge materials to the special skill materils are costraint by the lack of human resources.3. The knowledge, attitude, and skills of SMK (technology and industrial students.program) , after having EE, are not optimal. 64,16% respondents said that they knew more about environment from society activities, 35,84% at school activity. However the knowledge consist of sanitation (34,51%), general idea about environment (29,65%) and attitude towards environment (17,70%). The attitude and skills of the students about waste management of laboratory work is fare (53,54%), that means that the waste of laboratory work damp to the sewage, the high category (38,94%) that means that the waste of laboratory work throw on garbage cane, the lower category (7,97%) that means that the waste doesn't managed. 79,65% the Students explained that the implementation of EE isn't optimal and ineffective, but 20,35% state effective.4. In reaching of the optimizing of managing EE at the Public Vocational High Schools (technology and industrial program) can be done by participation of all stakeholders of Vocational Secondary Education. The schools can improve the. conduct of EE through : (a) application of Environment Management (plan, do, check, action); (b) EE performance achievement including integration of the environment material to intra curriculum and extracurriculum activities, school appearance, and good behavior and attitude of all members of the school toward their environment.E. Number of References 23 (1928-2040)"

"Penyelenggaraan program Sekolah Bertaraf Internasional di SMP Negeri 5 dan SMA Negeri 3 Bandung sudah berjalan dalam waktu 4 tahun. Setelah 4 tahun berjalan implementasi kebijakan Sekolah Bertaraf Internasional pada kedua sekolah tersebut, perlu dilakukan analisis atau evaluasi untuk mengetahui keberhasilan program tersebut.Analisis penelitian ini berdasarkan teori yang disampaikan oleh George C. Edward III (1980). Menurut George C. Edward III ada empat faktor yang mempengaruhi keberhasilan implementasi kebijakan publik yaitu, faktor komunikasi, faktor sumberdaya,faktor sikap/disposisi dan faktor struktur birokrasi.Penelitian ini menggunakan pendekatan kuantitatif, studi eksplorasi terhadap kepustakaan yang relevan. Hasil penelitian ini di SMP Negeri 5 Bandung menunjukkan bahwa, faktor komunikasi masih mengalami hambatan atau kendala di dalam implementasi kebijakan Sekolah Bertaraf Internasional, terkait masih belum samanya persepsi antara Kepala SMP Negeri 5 Bandung dengan Wakil Kepala SMP Negeri 3 Bandung. Faktor lain yang menjadi hambatan atau kendala adalah faktor sarana dan prasarana terutama, terkait pemenuhan ruang kelas belum seluruhnya berbasis TIK/ICT.Hasil Penelitian di SMA Negeri 3 Bandung, menunjukkan bahwa, faktor SDM terutama Guru masih menjadi kendala atau hambatan, terutama Guru-guru yang sudah berusia 40 tahun keatasmasih belum maksimal dalam memberikan materi dalam bahasa Inggris. Faktor lainnya adalah faktor saran dan prasarana terkait pemenuhan lahan tanah sebagai pengembangan Sekolah Bertaraf Internasional.

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Factors that influence the implementation of international school policy in SMP Negeri 5 Bandung and SMA Negeri 3 Implementation of international school program at Junior High School 5 and SMA Negeri 3 Bandung has been running in 4 years. After 4 years of running international school policy implementation at both schools, the need to do analysis or evaluation to determine the success of the program. The analysis of this study is based on the theory presented by the George C. Edward III (1980). According to George C. Edward III, there are four factors that influence the successful implementation of public policy, namely, communication factors, resource factors, factor the attitude / disposition and bureaucratic structure factor.This study uses a quantitative approach, in which the framework of theoretical concepts to the development of strategies to be assessed and analyzed through exploratory study of the relevant literature.The results of this study in SMP Negeri 5 Bandung indicates that, the communication factor is still experiencing delays or obstacles in the implementation of international school policy, is still associated with him in perception between the Head of Junior High School 5 deals with the Deputy Head of SMP Negeri 3 Bandung. Another factor is a barrier or obstacle is a factor, especially infrastructure, related to the fulfillment of the classrooms have not been entirely based ICT / ICT. Outcomes Research in SMA Negeri 3 Bandung, showed that, human factors, especially Guru is still an obstacle or hindrance, especially teachers who are aged 40 years and over still have not been up to provide material in English. Another factor is the factor of suggestions and related infrastructure land as the fulfillment of international school development."

"ABSTRACTThis research is classified into a correlation study consisting of two independent variables namely emotional intelligence and teacher professionalism as well as one variable, namely teacher-minded behavior. The research was conducted in Public Elementary Schools in Lemburs Subdistrict, Sukabumi City in 2010 with a sample of 50 people taken by proportional random sampling. The method used is survey and data analysis techniques using statistical correlation test and simple linear regression as well as correlation and linear regression. The hypothesis testing was carried out at a significant level of 0.05. The study produced three conclusions: first, there was a significant positive relationship between emotional intelligence and environmentally sound behavior teachers with a regression equation Y = 84.36 + 0.47X1 and the correlation coefficient ry1 = 0.642. Second, there is a significant positive relationship between teacher professionalism and environmentally sound behavior teachers with a regression equation Y = 45.43 + 0.334X2 and the correlation coefficient ry2 = 0.604. Third, there is a significant positive relationship between emotional intelligence and teacher professionalism with environmentally sound behavior of teachers with a regression equation Y = 37.60 + 0.469X1 + 0.529X2 and the correlation coefficient r.1212 = 0.653.Based on the results of these studies, it can be concluded that the insightful behavior of the teacher's environment can be improved through emotional intelligence and teacher professionalism."