IMPELEMENTATION OF EDUCATIONAL FACILITIES AND INFRASTRUCTURE TO SUPPORT TEACHER PROFESSIONALISM AND STUDENT LEARNING ACHIEVEMENT AT MTS BINA MADANI, BOGOR CITY

Abstract

This study analyzes the implementation of educational facilities and infrastructure in supporting teacher professionalism and student learning achievement at MTs Bina Madani, Bogor City, based on six variables of the Van Meter and Van Horn policy implementation model: policy standards and objectives, resources, inter-organizational communication, characteristics of implementing agencies, implementer disposition, and social, economic, and political conditions. This study employed a descriptive qualitative approach using observation, interviews, and documentation. The informants included the principal, teachers, facilities coordinator, and school supervisor. The findings indicate that the implementation of educational facilities and infrastructure is generally quite good. Standards and objectives have been implemented through procurement, utilization, maintenance, and evaluation activities. Human resources are generally capable of utilizing available facilities, although some teachers still require additional support in using educational technology. Limited financial resources require procurement and maintenance to be prioritized according to urgency. Communication and coordination are conducted through meetings, briefings, written guidelines, and digital communication media. Implementers demonstrate positive attitudes, discipline, commitment, and responsibility. A supportive social environment also contributes to implementation, although limited funding, land, facilities, and dependence on government assistance remain challenges. Overall, the implementation of educational facilities and infrastructure is sufficiently effective in supporting teacher professionalism and the learning process.