Policy Implementation Model in the Development of 12-Year Basic Education in Priority Areas in Indonesia

Noverman Duadji, Novita Tresiana, Pairulsyah Pairulsyah, Suwarno Suwarno

Abstract


Efforts to increase education development are an important strategy, especially in priority areas with a low education index. The choice of implementation model is directed at the results of an analysis of improvement, expansion, deepening, and adjustment of the quality of educational activities. This study aims to (1) analyze the strategy for the development of the 12-year compulsory education implementation model, and (2) the trend of the 12-year compulsory education implementation development model used in priority areas. The method used is a survey method using SWOT (Strengths Weaknesses-Opportunities-Treath) analysis and top down implementation analysis. Pesisir Barat Regency, Lampung Province, is a priority area chosen with the consideration that the education index is the lowest in Lampung Province. The results of the study show that (1) the strategies used to analyze educational development in Pesisir Barat district include: Strengths-Opportunities/SO; Strengths-Treath/ST; Weaknesses-Opportunities/WO, and Weaknesses-Treath/WT and (2) the development model leads to a top down model in the form of: a) the availability of Learning Package A, Learning Package B and Learning Package C programs; b) allocation of funds to carry out teacher competence strengthening training and training in cooperation with LPMP/Higher Education; d) development of school facilities and infrastructure. An implementation model based on analysis and a top down approach is the choice for the successful development of 12 year education in priority areas.


Keywords


Policy Implementation, SWOT Analysis, Top Down Implementation Model

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DOI: http://dx.doi.org/10.52155/ijpsat.v35.2.4764

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