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Pengembangan Model Perencanaan Anggaran Sekolah Menengah Kejuruan Negeri (Rencang Esemka)
This study aims to: (1) find out the budget planning model for Vocational High School that has been running so far, (2) find the weaknesses of the budget planning for Vocational High School that has been running so far in Vocational High School of Yogyakarta, (3) find the Model budget planning for Vocational High School (4) knowing the feasibility of the budget planning model for Vocational High School in DIY, (5) knowing the practicality of the budget planning model for Vocational High School in DIY. This study used the Borg & Gall development model consisting of 10 stages of research. Expert validation involved were 4 experts at validation stage 1 and 6 experts at validation stage 2. Trial and opinion were carried out 3 times in stage 1 were carried out at Vocational High School 1 Yogyakarta, stage 2 was carried out in 2 Vocational High Schools namely Vocational High School 2 Depok Sleman and Vocational High School 1 Wonosari, and stage 3 was carried out by 3 Vocational High Schools, namely Vocational High School 6 Yogyakarta, Vocational High School 1 Sewon, Vocational High School 1 Kokap Kulon Progo. Data collection techniques used expert validation techniques, FGDs, questionnaires, interviews, observations, and documentation techniques. The validity and reliability of the questionnaire instrument were analyzed by using SPSS for Windows version 23.00. Analysis of quantitative data with descriptive analysis techniques and qualitative data with interactive models. The results of the study show that: (1) the model for preparing school budget planning at State Vocational Schools that has been running so far is that school budgeting must prepare its own budget in accordance with a predetermined format known as the Activity and Budget Plan (RKA/DPA), (2) the weakness of the Activity Plan and Budget (RKA/DPA) model is that it is too rigid in school-based budgeting and does not involve the Education office and elements of budget planning and departmental finance, (3) the components and indicators of the RENCANG ESEMKA are carried out methodologically through Research and Development. To determine the components and indicators of the budget planning model for Vocational High School (RENCANG ESEMKA) in DIY as the core of the RENCANG ESEMKA model, it is carried out through conceptual, theoretical, and empirical studies in the field through surveys, three-stage opinion assessments, and FGDs, (4) feasibility The budget planning model for the State Vocational High School in the Special Region of Yogyakarta (RENCANG ESEMKA) is indicated by the results of the assessment which show that the RENCANG ESEMKA model is feasible based on an assessment of 3 consecutive stages, the first stage of 3.99. the second stage is 4.21, and the third stage is 4.33, and (5) practicality The budget planning model of the State Vocational High School in the Special Region of Yogyakarta (RENCANG ESEMKA) shows that RENCANG ESEMKA is very practical. The results of the assessment show that the first stage is 3.97, the second stage is 4.17, and the third stage is 4.40, namely, the classification is very good.
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Pengembangan Model Perencanaan Anggaran Sekolah Menengah Kejuruan Negeri (Rencang Esemka) (Text)
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