IMPLEMENTATION OF EDUCATIONAL POLICY DECENTRALIZATION IN ACEH GOVERNMENT

Many problems occurred in the implementation of educational decentralization in Aceh Province, both the results of the performance achievement of students and teachers, also the headmaster, as well as a form of Islamic education that merely symbols of Islam. The purpose of this study was to analyze the factors that cause the ineffectiveness of educational decentralization in Aceh from the aspects of content of policy and context of policy. This study was use a post-positivism method and qualitative method. The process of data collection was conducted by depth interview, the data documentation and field observations were then analyzed by using interactive data analysis. The results showed that from the aspect of policy content, there is lack of positive implications for improvement of education in Aceh, in terms of student and teachers achievements nationwide in Islamic education. In addition, the perceived benefits of this policy are still not equitable, minimum service standards of education for isolated areas is not adequate, as well as expansion and equity of education hasn't been touched the expected changes to the Islamic education was limited to symbols of Islam only. The sstakeholders which have power to improve education in the province has not been a role and functioning properly. Education financing district / city is still dependent on the central and provincial. From the aspect of policy context, There are interests between the provincial education departments and district education offices in formulating operationally on Islamic education. Moreover, there is existence of certain parties that have affected the implementation of the Aceh education, that impacting on low of responsiveness and compliance of the executive education in implementing Islamic education. In connection with the above research findings it is necessary to do some action. First, should the existence of a strong desire (political will) of the determinant, formulators and decision makers, in order to formulate operationally on the implementation of Islamic education. Second, there must be a quality improvement program through training for executive education, such as school principals, teachers, and school superintendent. Empowering Regional Education Council (MPD) ranging from provincial to district / city, as the institution monitoring the course of education in Aceh, as well as providing education to fix the insert in Aceh.