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"Educational subsidies are increasing school attendance, but the impact on the child’s working participation is vague. After running for five years, the government of Indonesia changed the regulation of Bantuan Operasional Sekolah (the BOS program or school operational assistance) to eliminate school fees for all elementary and junior secondary schools in 2009. This study intends to estimate the impact of hours of school attendance on children working using the 2009 regulation BOS program as an instrument. The estimation uses data from the fourth and fifth Indonesia Family Life Survey (IFLS) with Fuzzy Regression Discontinuity Design (FRDD) as methodology. The result presents that the children who benefited from the 2009 regulation BOS program spent more hours attending school than non-beneficiaries. However, the increase in school attendance is increasing the time allocation for income-generating and household work, supporting the idea that working and schooling are not perfectly substitutable."

"ABSTRAKPenelitian ini mengambil fokus tentang pengaruh Dana Alokasi Khusus bidang pendidikan dan belanja pemerintah serta Bantuan Operasional Sekolah terhadap nilai Ujian Nasional Murni siswa Sekolah Dasar SD dan Sekolah Menengah Pertama SMP , di 33 provinsi pada kurun waktu 2008 sampai 2011. Penelitian ini merupakan penelitian kuantitatif dengan metode estimasi data panel. Peneliti melakukan estimasi pooled least square, fixed effect method, dan random effect method sebagai metode estimasi regresi data panel.Persamaan regresi terdiri dari nilai UN SD dan SMP sebagai variabel terikat dan alokasi DAK Pendidikan lagt-2 serta BOS sebagai variabel bebas dan menambahkan variabel kontrol berupa PDRB per kapita dan Belanja Pendidikan untuk masing-masing provinsi. Temuan utama penelitian adalah variabel BOS berpengaruh positif terhadap nilai UN SD walaupun tidak signifikan dan berpengaruh positif signifikan terhadap nilai UN SMP. Sedangkan variabel DAK pendidikan berpengaruh positif signifikan terhadap kedua nilai UN, baik SD maupun SMP. Adapun variabel kontrol yaitu PDRB per kapita berpengaruh positif signifikan terhadap hasil UN SD maupun UN SMP. Variabel kontrol kedua Belanja pendidikan berpengaruh positif terhadap hasil UN SD dan SMP, walaupun tidak signifikan secara statistika.Dari hasil penelitian, peneliti menyarankan Pemerintah baik pusat dan daerah perlu meningkatkan kualitas persiapan hingga penyaluran BOS dan DAK Pendidikan yang tepat sasaran sebagai instrumen membantu peningkatan kualitas pendidikan. Selain itu, Pemerintah baik pusat dan daerah dapat lebih memberdayakan belanja daerah bagi peningkatan kualitas pembelajaran siswa melalui proksi Ujian Nasional tingkat SD dan SMP.

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ABSTRACTThis research aim is to understanding the effect of educational specific grant DAK Pendidikan and government funding scheme school operational assistance grant BOS , toward national examination score on elementary SD and junior high school SMP across 33 provinces in Indonesian during 2008 2011. Our research uses quantitative method by utilizing estimation of panel data. The researcher runs three estimations pooled least square, fixed effect methods and random effect methodsas a method of panel fata regression.Regression equation consists of two dependent variables such as national examination score UN SD and UN SMP and also two independent variable such as DAK Pendidikan lagt 2 , BOS and added Regional GDP per capita and education spending each provinces as a control variable.The main findings are educational specific grant DAK Pendidikan has a positive significant effect toward national examination score for elementary and junior high school. However, government funding scheme school operational assistance grant BOS has a positive signifcant effect on junior high schiil national examination score, but not significant for elementary school examination score. In addition, the first control variable Regional GDP per capita has positive significantly affected on elementary national examination score and junior high school examination score. For another control variable education spending has positive significantly affected on junior high school examination score, but not positive significant for elementary school.From the findings, recommendations are as follow both central and local governments are needed to maximize BOS and DAK Pendidikan as an instrument to enhance education quality. Moreover, researcher urges the government should revitalize education spending for each provinces in order to improve the quality of education using proxies of elementary and junior high school examination score."

"Skripsi ini membahas efektivitas implementasi Ujian Nasional Berbasis Komputer SMA tahun 2016-2019. Peneliti menggunakan konsep efektivitas dan implementasi untuk menggambarkan faktor komunikasi, sumber daya, komitmen, koordinasi serta struktur birokrasi dari pelaksanaan UN SMA tahun 2016-2019. Peneliti menggunakan pendekatan post positivist, serta metode pencarian data campuran kualitatif dan kuantitatif; yaitu wawancara mendalam, studi literatur, dan survei. Analisis dipaparkan dalam bentuk deskriptif. Faktor-faktor yang mempengaruhi efektivitas implementasi Ujian Nasional Berbasis Komputer SMA tahun 2016-2019 adalah sebagai berikut, komunikasi berperan penting, di mana para penyelenggara memiliki pemahaman yang sama dan menyampaikan tujuan dari Ujian Nasional kepada target kebijakan dengan cukup baik, kemudian strategi pencapaian tujuan telah disusun dengan cukup baik. Lalu faktor sumber daya, ditemukan terdapat sejumlah kendala dan keterbatasan sarana prasarana komputer dan sinyal internet, sedangkan sumber daya manusia di BSNP dianggap memadai secara kuantitas dan kualitas dan Pusmenjar Kemendikbud memiliki skema pegembangan potensi pegawai yang baik. Kemudian faktor komitmen pemerintah berpengaruh dengan meningkatnya jumlah SMA yang berhasil menyelenggarakan ujian berbasis komputer, serta inovasi pengembangan ujian bagi peserta bagi peserta difabel. Lalu faktor koordinasi telah berjalan dengan cukup baik dengan adanya lokakarya, wadah pemerintah pusat mensosialisasikan tata cara pelaksanaan kepada dinas pendidikan di daerah, akan tetapi faktor ini masih perlu ditingkatkan, terlebih koordinasi dengan stakeholder spesifik seperti PLN dan Telkom selaku penyedia jaringan listrik dan juga internet. Faktor terakhir yaitu struktur birokrasi, mempengaruhi implementasi ujian dengan adanya pembagian tugas yang telah disusun dengan cukup mendetil di dalam Prosedur Operasional Standar Ujian Nasional.

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This thesis discusses the effectiveness of the implementation of the 2016-2019 High School Computer-Based National Examination. Researchers used the concept of effectiveness and implementation to describe the factors of communication, resources, commitment, coordination and the bureaucratic structure of the implementation of the 2016-2019 High School National Examination. Researchers used a post positivist approach, as well as a mixed method of searching for qualitative and quantitative data; namely in-depth interviews, literature studies, and surveys. The analysis is presented in descriptive form. The factors that influence the effectiveness of the implementation of the 2016-2019 High School Computer-Based National Examination are as follows, communication plays an important role, where the organizers have the same understanding and convey the objectives of the National Examination to policy targets quite well, then the strategy for achieving the goals has been pretty well laid out. Then the resource factor, it was found that there were a number of constraints and limitations of computer infrastructure and internet signals, while the human resources in BSNP were deemed adequate in quantity and quality and Pusmenjar Kemendikbud had a good potential development scheme for employees. Then the government commitment factor has an effect on the increasing number of SMA that have successfully held computer-based exams, as well as test development innovations for participants for participants with disabilities. Then the coordination factor has run quite well with the existence of workshops, the central government forum to socialize implementation procedures to the education offices in the regions, but this factor still needs to be improved, especially coordination with specific stakeholders such as PLN and Telkom as providers of electricity networks and also the internet. The last factor, namely the bureaucratic structure, affects the implementation of the exam by the division of tasks that have been arranged in sufficient detail in the National Examination Standard Operational Procedure."