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Abstrak :
[ABSTRAK
Penelitian ini ingin melihat implementasi Manajemen Berbasis Sekolah/Madrasah (MBS/M) di dua madrasah swasta di Lampung dan mendeskripsikan proses partisipasi masyarakat dalam kegiatan madrasah. Dengan menggunakan metode studi kasus, penelitian ini menemukan bahwa implementasi MBS/M di dua madrasah swasta ini berbeda berdasar latar belakang, iklim, otonomisasi, tenaga pengajar, dan gaya kepemimpinan. Partisipasi masyarakat masih terbatas hanya pada keikutsertaan masyarakat dalam implementasi atau penerapan berbagai program pendidikan yang diselenggarakan oleh madrasah. Meski demikian, ada peluang untuk peningkatan partisipasi ketika muncul kapital sosial yang mempunyai fungsi bonding dan bridging diketengahkan sebagai strategi implementasi kebijakan MBS/M di madrasah. Oleh karena itu, madrasah masih memerlukan pembinaan yang berkesinambungan terkait aspek pelibatan masyarakat sehingga dapat meningkatkan mutu madrasah yang berkelanjutan.

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ABSTRACT
This study wants to examine the implementation of School/Madrasah Based Management? (MBS/M) in two private islamic school (madrasah) in Lampung and the process of public participation in these two madrasah. Using the method of case study, this study found that the implementation of MBS/M in two private madrasah is different based on their background, climate, autonomy, teachers, and leadership style. Community participation in these two madrasah is limited to the implementation or application of a variety of educational programs organized by the madrasah. However, there are opportunities for increased public participation when the social capital appears at the process of participation. It has the function of bonding and bridging among community. Therefore, a madrasah still require continuous guidance related to the involvement of the community in order to improve the quality of madrasah sustainable.;This study wants to examine the implementation of ?School/Madrasah Based Management? (MBS/M) in two private islamic school (madrasah) in Lampung and the process of public participation in these two madrasah. Using the method of case study, this study found that the implementation of MBS/M in two private madrasah is different based on their background, climate, autonomy, teachers, and leadership style. Community participation in these two madrasah is limited to the implementation or application of a variety of educational programs organized by the madrasah. However, there are opportunities for increased public participation when the social capital appears at the process of participation. It has the function of bonding and bridging among community. Therefore, a madrasah still require continuous guidance related to the involvement of the community in order to improve the quality of madrasah sustainable.;This study wants to examine the implementation of ?School/Madrasah Based Management? (MBS/M) in two private islamic school (madrasah) in Lampung and the process of public participation in these two madrasah. Using the method of case study, this study found that the implementation of MBS/M in two private madrasah is different based on their background, climate, autonomy, teachers, and leadership style. Community participation in these two madrasah is limited to the implementation or application of a variety of educational programs organized by the madrasah. However, there are opportunities for increased public participation when the social capital appears at the process of participation. It has the function of bonding and bridging among community. Therefore, a madrasah still require continuous guidance related to the involvement of the community in order to improve the quality of madrasah sustainable., This study wants to examine the implementation of ‘School/Madrasah Based Management’ (MBS/M) in two private islamic school (madrasah) in Lampung and the process of public participation in these two madrasah. Using the method of case study, this study found that the implementation of MBS/M in two private madrasah is different based on their background, climate, autonomy, teachers, and leadership style. Community participation in these two madrasah is limited to the implementation or application of a variety of educational programs organized by the madrasah. However, there are opportunities for increased public participation when the social capital appears at the process of participation. It has the function of bonding and bridging among community. Therefore, a madrasah still require continuous guidance related to the involvement of the community in order to improve the quality of madrasah sustainable.]