INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 7, ISSUE 9, SEPTEMBER 2018 ISSN 2277-8616

Effect Of Role School Committee And Operational

School Assistance Fee (BOS) On The Quality Of
Education In Senior High School
Rukanto, Yasir Arafat, Edi Harapan.

Abstract: This study aimed at determining whether there is influence and how much influence the role of the school committee and BOS program on the
quality of education. This research was carried out at SMA Negeri 1 Banyuasin III.. The method in this research was partial correlation method. The
sample in this study were educators and teaching staff totaling 45 people. Data collection technique in this study used questionnaire. The results
showed that 1) there is significant relationship between the variables of the role of the school committee and the BOS program; 2) there is significant
influence between the role of the school committee on the quality of education; 3) there is significant influence between the school operational
assistance program (BOS) on the implementation of education quality; and 4) there is significant influence jointly between the role of the school
committee and Operational School Assistance Fee (BOS) on the quality of education. Based on the ANOVA test obtained F count of 3239.781> F table
(3239.781> 4.07) so that the Ho4 is rejected. As for the influence of role school committee and BOS program on the quality of education in SMA Negeri
1 Banyuasin III together by 99.4% and the remaining 0.6% is influenced by other factors not examined in this research.

Index Terms: The Role of School Committee, BOS Program, Quality of Education
————————————————————

1 Introduction that a harmonious relationship between schools and the

This research is motivated by the birth of the authority to
implement education and the allocation of educational
resources through School Based Management as a demand
for the implementation of decentralization and regional
autonomy policies as stipulated in Law Number 32 of 2004
concerning Regional Government and Number 33 of 2004
concerning Considerations Central and Regional Finance
(Machali and Hidayat, 2016: 58). It was from this policy that it
led to the emergence of the concept of Management of
Improving the Quality of School-Based Education (MPMBS) as
a new approach in Indonesia, which was part of the
decentralization of education being developed. Management
of Improving the Quality of School-Based Education (MPMBS)
is a new alternative in the management of education that
emphasizes school independence and creativity (Hamzah,
2013). The characteristics of Management of Improving the
Quality of School-Based Education (MPMBS) are the
existence of strong autonomy at the school level, the active
role of the community and upholding accountability and
transparency in every educational activity (Hasri, 2008: 19).
Together with parents and related communities, schools must
make decisions, set priority scales in addition to providing a
more professional work environment (Hamzah, 2013). This is
in line with the education development policy in the period
2010-2014 as outlined in the 2014 Ministry of National
Education's Vision, namely the implementation of excellent
national education services to form human beings.
Comprehensive smart Indonesia. What is meant by the prime
service of national education is education services; 1) evenly
available in all corners of the archipelago; 2) affordable by all
levels of society; 3) quality / quality and relevant to the needs
of community, business, and industrial world life; 4) equal for
Indonesian citizens in obtaining quality education by paying
attention to the diversity of socio-cultural, economic,
geographic, gender, and so on backgrounds; and 5)
guaranteeing certainty for Indonesian citizens to receive
education and adjust to the demands of society, the business
world and the industrial world (Dewi, et al, 2015). In line with
the opinion of Sagala (2011: 234) which argues that the
community will be the foundation of the improvement and
service of the quality of education organized by schools, so
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community will have a significant impact on improving the
quality of education. Then Hariwibowo (2015) stated that
efforts to increase parental and community participation in the
management and improvement of school quality were
confirmed by including the Education Board and School /
Madrasah Committee in the third part of article 56 of the Law
of the Republic of Indonesia No. 20 of 2003 concerning the
National Education System. According to Ansori (2008)
suggested the School Committee is an independent body that
does not have a hierarchical relationship with schools and
other government institutions also plays a role in improving the
quality of services both in giving consideration, direction,
infrastructure support, and education supervision at the
education unit level. The role of the school committee can
have implications for ensuring the existence and continuity of
school institutions. The existence of school committees makes
the community more able to assess and control the programs
carried out by schools. Then the community will also be more
concerned and will be more supportive of school programs to
be more beneficial to the community, including supporting
funding sources and physical development of schools. this is
reinforced by several results of research conducted, such as
by Larasati (2009) that the role of the school committee as a
giver of consideration is realized in the form of giving
consideration to the provision and use of facilities and
infrastructure needed by the school. Then the results of Cucu's
research (2014) say that the role of school / madrasah
committees is highly expected to improve the quality of
education in schools, especially in the implementation of
School Based Management (SBM). In addition to the role of
the school committee, one of the efforts to improve public
access to quality education is the Operational School
Assistance fee (BOS). The main objective of the BOS program
is to provide affordable and quality education services
especially for poor students (Ministry of Culture and Strategy
2010-2014, 2013: 3). In order to improve the quality of
education, the BOS program began in July 2005 which
focused on equitable distribution and expansion of access,
quality improvement programs, relevance and
competitiveness, as well as governance, accountability and
public image programs. According to Hadiyanto (2015) the
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policy of granting BOS gave a positive influence of 27, 81% on
parental participation and was significant on improving student
learning achievement by 71.19%. From the results of the
discussion above, it can be argued that school committees
have a very large role to play in improving the quality of
education if it is functioned and empowered properly by
educational institutions. Then the BOS program also
contributed greatly on improving the quality of education if
properly managed and allocated according to the objectives
and utilization of the BOS funds. One of the schools that
utilizes the school and fund committee is SMA Negeri 1
Banyuasin III. From the results of preliminary observations
made by researchers on June 10, 2017 at SMA Negeri 1
Banyuasin III, the researchers put forward several indicators
stating the direct involvement of the school committee in the
implementation of education. As school committees pay
attention and build commitment with the community to support
school programs aimed at improving the quality of schools,
school committee also act as liaison partnerships between
companies and government agencies with schools through
field work practices and also building facilities and
infrastructure to improve quality of education confirmed
through a memorandum of understanding (MOU). Then the
school committee also played a role in accommodating the
ideas and aspirations of the community, especially concerning
the improvement of the quality of education. However, there
were some problems encountered by the researchers, related
to the role of the school committee, as only a part of the
school committee actively participated in monitoring PBM
activities in schools, as well as in the school committee
plenary meetings held in schools, this indicates a lack of
support from some school committees on the quality of
education. This can be seen from several committee meetings
held by the school, the participants who attended only 198 of
510 school committee members or only 38.8% of the total
school committees in Banyuasin III State High School 1. Then
some of the school committee officials are hoping to benefit or
be paid (salary) in carrying out their roles as school committee
and often there is a perception inequality between the principal
and some school committee in terms of implementing school
activities. This indicates that some school committee do not
understand their role. as a school committee. Then the
problems related to BOS management that the researchers
encountered, such as BOS management still could not be
maximized, because BOS was still inadequate to cover all
operational needs of the school, it was not transparent, and
still processing the processing / recording of BOS financial
reports manually, so that the opportunity occurred human
errors such as errors in inputting data are very possible, and
there is still a delay in disbursing BOS to school. Whereas if
we look at the strict accountability of the use of BOS, it is
certainly very dependent on the results of the reporting
appropriately in accordance with the technical guidelines for
the use of BOS and supervision needs to be carried out.
According to the results of Amborowati's research, Marco
(2016) that BOS is provided and managed by schools
supervised by various parties, both official and community
institutions (school committees). Based on the results of
preliminary observations made by researchers, it can be seen
that the role of the school committee and the management of
BOS in SMA Negeri 1 Banyuasin III have not gone well so that
it can affect the improvement of the quality of education.
Therefore, further research is needed, whether the role of
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school committee and the management of the BOS program
has an influence on improving the quality of education, and
how much influence it has on improving the quality of
education in the school. Therefore, the researchers
considered that it was important to examine whether of role
school committee and BOS that had gone well had an effect
on the quality of education.
2. THE ROLE OF SCHOOL COMMITTEE IN
IMPROVING THE QUALITY OF EDUCATION.
The school committee is a manifestation of community
participation in education that is directly or indirectly related to
education (Rini, 2011: 69). Law on National Education System
No. 20 of 2003 in chapter XV on Community Participation in
Education article 54 is mandated that 1) the participation of the
community in education includes the participation of
individuals, groups, families, professional organizations,
entrepreneurs, and community organizations in the
implementation and quality control of educational services; 2)
the community can participate as sources, implementers and
users of educational outcomes. Article 56 paragraph 1 outlines
the community's role in improving the quality of education
services which include planning, supervision, and evaluation
of education programs through education boards and school /
madrasah committee. Naziardi and Nilawati, (2016) there are
5 (five) main things that are the responsibility of the school
committee in realizing quality schools within the framework of
school-based education, namely 1) school committees have
an obligation in establishing cooperation and partnerships; 2)
all components in it must be sensitive to accommodate the
aspirations, ideas and demands conveyed by the community;
3) together with parents, the community is the front guard to
support education quality improvement programs carried out
by principals and their staff; 4) as a fundraiser it is very
important for the learning process; and 5) school committees
as equal partners with the school ranks are obliged to provide
evaluation or supervision of the course of the learning process
and school development program. According to
Kepmendiknas No. 044 / U / 2002 the role of the committee is
as 1) the giver of consideration (advisory agency); 2)
Supporting agencies both financially, thought and energy in
the implementation of education in education units; 3)
controlling agency in the framework of transparency and
accountability in the administration and output of education in
education units. So, it can be concluded that school
committees have an important role in efforts to improve the
quality of education that needs to be supported by all
components of education, both teachers, principals, students,
parents / guardians, communities, educational institutions.
Therefore, it is necessary to have close cooperation and
coordination between the components of education so that
efforts to improve the quality of education carried out can be
effective and efficient.
3. OPERATIONAL SCHOOL ASSISTANCE FEE
(BOS) PROGRAM.
In the technical manual, the use of BOS funds and the
financial statements of school operational assistance for 2012
fiscal year are issued by The Directorate General of Basic
Education of the Ministry of Education and Culture explained
that the objectives of the BOS program include 1) in general,
the BOS program aims to alleviate the burden on the
community on the financing of education in the context of
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quality 9-year compulsory education; 2) specifically, the BOS
program is aimed at students at the primary and secondary
level, who come from less / unable families to finance their
school needs. The principle of managing high school BOS
funds according to the Directorate of High School
Development (2015) refers to the concept of school-based
management, namely 1) self-management and participatory;
2) transparent; 3) accountable; 4) democratic; 5) effective and
efficient; 6) orderly administration and reporting; and 7) mutual
trust. To realize the accountability and transparency of the
implementation of the BOS SMA program, it is necessary to
carry out monitoring and supervision (Directorate of High
School Development, 2015). The components of the use of
BOS funds include 8 National Education Curriculum
standards. From the explanation above, it can be concluded
that BOS is a program that provides assistance to schools with
the aim of freeing education costs for students who are unable
and easing the burden on other students in order to support
the achievement of 9 years compulsory basic education.
Through this program, the central government provides funds
to schools to help Activity Costing an Activity System Budget
Costs Indirect Costs Direct Costs reduce the cost of education
that must be borne by parents. BOS is given to schools to be
managed in accordance with the provisions set by the central
government, the amount of funds for each school is
determined based on the number of students.
4. RESEARCH HYPOTHESIS
In this study, researchers wanted to prove the theory of the
influence of the role of the school committee and BOS
program on the quality of education.
The hypothesis in the study includes
Hypothesis 1
Ha1: There is significant influence between the role of the
school committee and the BOS program on the quality
Ho1: There is no significant influence between the role of the
school committee and the BOS program on the quality
Hypothesis 2
Ha2: There is significant influence between BOS Program on
the quality of education
Ho2: There is no significant influence between BOS Program
on the quality of education.
Hypothesis 3
Ha3: There is a significant influence between the role of the
school committee and the BOS program together with
the quality of education.
Ho3: There is no significant effect between the role of the
School Committee and the BOS program together with
the quality.
5. RESEARCH METHODS
In this study, researchers used a partial correlation method,
which is used to analyze or test hypotheses if the researcher
intends to know the influence or relationship between
independent and dependent variables, where one of the
independent variables is controlled or fixed (Sugiyono, (2007:
224). is a population of educators and education personnel
consists of 45 people with certain qualities and characteristics
to learn (Sugiyono, 2008) and meet certain requirements
related to research problems (Riduwan, 2012: 10) For the
research sample are all subjects in the population according to
Arikunto (2010: 112) that subjects less than 100 people should
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be taken all. Techniques of data collection using
questionnaires or questionnaires with a Likert scale which is
done by giving a set of statements or written statements to
respondents to be given response according to user demand
(widoyoko (2012: 33). Likert scale is used to measure
attitudes, opinions, and perceptions of a person or group of
people about social phenomena (Sugiyono, 2009: 93). For
testing the internal validity of the instrument, the research was
conducted on 23 respondents randomly from a sample
consisting of educators and education using SPSS 22.00
software through analyze, correlate, bivariate. From the results
of the validity test there are 20 valid questions. Reliability
testing in this study uses internal reliability tests obtained by
analyzing data from a test result with the Alpha Cronbach
formula. The calculation of reliability testing in this study using
SPSS 22.00 with the steps of analysis is analyze, scale,
reliability analysis. Testing criteria if the Cronbach alpha
value> r table value (0.468) then the measuring instrument is
reliable. Vice versa, if <then the measuring instrument is not
reliable. For the requirements of the data analysis test,
researchers used normality and homogeneity tests and
linearity tests. Data analysis uses multiple linear regression.
6. RESEARCH RESULTS AND DISCUSSION
a. Description of Data Variable Role of School Committees
In this variable, there are four indicators to determine the
implementation of the role of the school committee, namely
the advisory agency, supporting agency, controlling agency,
mediator. However, data on this variable will be described in
whole or not. All indicators are contained in 21 questions. The
results of the descriptive analysis of the role variables of the
school are as follows.
Table 1. Descriptive Statistics The role of school committees
in SMA 1 Banyuasin III
Valid 45
N
Missing 0
Mean 74.8667
Median 74.0000
Std. Deviation 6.48635
Variance 42.073
Minimum 64.00
Maximum 86.00
Source: Data Management Using SPSS 22.00
From the table above, it can be explained that the mean value
is 74, 8, the median value is 74, the standard deviation value
is 6.4, the minimum value is 51 and the maximum value is 86.
By doing category measurements based on data frequency
distribution of the role variable of the school committee , it can
be seen that the role of school committees that have very
good categories is 4 or 11.1%, good categories are 12 or
26.6%, good enough categories are 13 or 28.9 %, and less
categories by 15 or 33.4%.
b. Description of BOS in Senior High School
In this variable, there are some indicators to find out the BOS,
namely the management of BOS funds, monitoring program
implementation, accountability for use (reporting). All indicators
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are loaded into 20 questions. The results of the descriptive minimum value of 66 and the maximum value is 88. From the
analysis of BOS program variables are as follows. results of categorization based on the Distribution of Education
Quality, it can be stated that the quality of education which has
Table 2. Descriptive Statistics of Variables of BOS a very good category is 2 or 4.7%, good categories number 14
BOS or 31.8%, good enough categories of 17 or 38.6%, and
Valid 45 categories less than 7 or 15.9%, and the category is very less
N by 3 or 7%. The results of the analysis indicate from variable
Missing 0
Mean 75.2444 data frequency distribution of education quality has gone well.
Median 75.0000
Table 3. Descriptive Statistics on the quality of education
Std. Deviation 6.23464 Quality Education
Variance 38.871 N Valid 45
Missing 0
Minimum 64.00 Mean 77.4444
Maximum 86.00 Median 77.0000
Std. Deviation 6.52811
(Source: Data Processing Using SPSS 22.00) Variance 42.616
Minimum 66.00
From the table above, it can be stated that the mean value is Maximum 88.00
75.2 the median value is 75, the standard deviation value is (Source: Data Processing Using SPSS 22.00)
6.2 minimum value of 64 and the maximum value is 86. From
the results of categorization based on the . Distribution of BOS d. The Relationship Between the Role of the School
Program Variable Frequency, which has a very good category Committee and the BOS Program.
is 2 or 4.4%, good categories number 16 or 35.6%, good
enough categories of 15 or 33.4%, and less categories 12 or The hypothesis is as follows:
26.8%, and very less categories by 3 or 6.8%. The results of Ha1: There is a relationship between the role of the school
the analysis showed that SMA Negeri 1 Banyuasin III had a committee and the BOS
good BOS. H01: There is no relationship between the role of the School
Committee and the BOS program
c. Description of education quality data
From the table below, it can be stated that the mean value is The test results are as follows.
77.4 median value of 77, the standard deviation value is 6.5

Table 4. Correlations
(Source: Data Processing Using SPSS 22.00)
Quality of
School Committee BOS
Education
Quality of Education 1.000 .996 .974
Pearson
School Committee .996 1.000 .969
Correlation
BOSS .974 .969 1.000
Quality of Education . .000 .000
Sig. (1-tailed) School Committee .000 . .000
BOSS .000 .000 .
Quality of Education 45 45 45
N School Committee 45 45 45
BOSS 45 45 45

From the results of the analysis above, it can be seen that the significance test of the regression equation can be presented
significant value between the variables of the role of the in the following table.
school committee and the BOS program variable is 0.00 <from
0.05. Then it can be stated that there is a relationship between Table 5. Significance of the Effect of the Role School
the variables of the role of the school committee and the BOS Committee on Quality Education
program. (Source: Data Processing Using SPSS 22.00)
Unstandardized Standardized
e. Effect of the role of school committees on the quality of Coefficients Coefficients
Model T Sig.
education. Std.
B Beta
Error
The hypothesis is as follows. (Constant) 1.481 .980 1.511 .138
Ha2: There is a significant influence between the role of the
1 The Role of the 16.93
school committee on the quality. School .848 .050 .843
0
.000
Ho2: There is no significant effect between the role of the Committee
school committee on the implementation of the quality of
education. Based on the test of the significance of the variable role of the
The model of the relationship of the role of the school school committee on the quality of education obtained t count
committee to the quality of education is expressed in the form value of 16,930> of the price of t table of 0.679 where the price
of the regression equation Y = 1.481 + 0.848 X1. The of t count is greater than t table then Ho1 is rejected, so there

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is a significant effect between the role of the school committee
on the quality of education.
f. The Effect of BOS on the Quality of Education.
The hypothesis is as follows.
Ha3: There is a significant influence between the BOS
program on the quality of education
Ho3: There is no significant effect between BOS on the quality
of education
The model of the school BOS program relationship to
education quality is expressed in the form of the regression
equation Y = 1.481 + 0.165. X2 The significance test of the
regression equation can be presented in the following table.
That is, the quality of education has increased positively
through the role of the school committee and school culture.
To find out the truth of hypothesis testing, a simulant test was
conducted using the F test to determine the effect of the role
variables of the school committee and the school operational
assistance program (BOS) on the variable quality of
education. The testing criteria are as follows. Based on the
significance test of BOS program variables on the quality of
education obtained t count value of 3.171 t t table price of
0.679 where the price of t count is greater than t table then
Ho2 is rejected, so there is a significant influence between
BOS programs towards the implementation of the quality of
education

Table 6. Significance of the Influence of the BOS Program on the Quality of Education
(Source: Data Processing Using SPSS 22.00)

Standardized
Unstandardized Coefficients
Model Coefficients T Sig.
B Std. Error Beta
(Constant) 1.481 .980 1.511 .138
1 School
.165 .052 .158 3.171 .003
Culture
a. Dependent Variable: Quality of Education

g. Joint Influence Between the Role of School Committees Then for the F test, the test criteria are as follows.
and School Operational Assistance Programs (BOS) on Ha4 is accepted if Fcount> Ftable
the Quality of Education H04 is accepted if F counts abel Ftable.
Based on the results of multiple regression tests, the The research hypothesis is as follows.
regression equation constant value (a) is 10.038 and the Ha3: There is a significant influence jointly between the role of
independent variable coefficient value (b1) is 0.001 and the the school committee and the BOS program on the quality of
value (b2) is 0.871, the regression equation is obtained as education.
follows. Ho3: There is no jointly significant influence between the role
of the school committee and the BOS program on the quality
Y = a + b1X1 + b2X2 of education.
Y = 1.481 + 0.848. X1 + 0.165. X2
a. If the probability value (significant) is <0.005, then Ho3 is For the results of multiple regression analysis can be seen in
rejected the following table.
b. If the probability value (significant)> 0.005, then Ho3 is
accepted
Table 7. Results of Multiple Regression Analysis X1 and X2 against Y
(Source: Data Management Using SPSS 22.00)

Sum of Mean
Model Df F Sig.
Squares Square

1 Regressio 3239.78 .000

1863.035 2 931.518 b
n 1

Residual 12.076 42 .288

Total 1875.111 44
a. Predictors: (Constant), X1, X2

b. Dependent Variable: Y

From the Anova test above, obtained F count of 3239,781 with
a significance level of 0,000 <probability value α 0,05 while F
table corresponds to the significance level 0,05 (2,42) of 3,22
so F count> F table ( 3239,781> 4.07) so that Ho4 is rejected,
meaning that there is a significant influence jointly between the
role of the school committee and the BOS program on the
quality. To find out how much influence the independent
variable on the dependent variable can be seen in the
following summary model table.

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Table 8. Terminated Coefficients

(Source: Data Processing Using SPSS 22.00)
Model Summary
R Adjusted Std. Error of
Model R
Square R Square the Estimate
1 .997a .994 .993 .53621
a. Predictors: (Constant), Variabel X2, X1

Based on the table, it can be obtained the R square value of
0.994 thus the coefficient of determination is 99.4% so that it
can be concluded that the influence of the role of the school
committee and BOS program on the quality of education
together is 99, 4% and the remaining 0.6% is influenced by
other factors not examined in this study. Based on the results
of the above analysis, it can be stated that there is a
significant relationship between the variables of the role of the
school committee and the BOS, based on the significant value
between the variables of the school committee and the BOS
program variable of 0.00> from 0.05. Then there is a
significant influence between the role of the school committee
on the quality of education in Senior High School. Based on
the test of the significance of the variable role of the school
committee on the quality of education in Senior High School
obtained t count value of 16,930> of the t table price of 0.679
where the price of t count is greater than t table, then Ho1 is
accepted. Then there is significant influence between the
operational school assistance fee program (BOS) on the
implementation of the quality. The price of t table is 0.679
where the price of t count is greater than t table then Ho2 is
accepted. In testing the final hypothesis, it can be stated that
there is a significant influence jointly between the role of
school committees and BOS on the quality of education in
Senior High School. Based on the ANOVA test obtained F
count of 3239.781 with a significance level of 0.000
<probability value α 0.05 while F table corresponds to the
significance level of 0.05 (1.42) of 4.08 so that F count> F
table (3239.7781 > 3.22) so Ho4 is rejected. As for the
influence of the role of the school committee and BOS
program on the quality of education together by 99.4% and the
remaining 0.6% is influenced by other factors not examined in
this study. This is based on the R square value of 0.994 thus
the coefficient is reflected by 99.4%. The results of this study
are supported by the results of previous research including
research conducted by Hadiyanto (2015) with the results of
testing the main hypothesis shows that the Implementation of
School Operational Assistance Policy gives a positive and
significant influence on improving teacher performance and
parent participation in improvement of student learning
achievement that is equal to 27.81%, while the influence
outside of the Implementation of School Operational
Assistance Policy (BOS) is 72.19%. The results of testing the
sub-hypotheses indicate that among each variable has a
positive and significant influence. Makmun, Sumadi and
Ambarita (2013) with the results of the study show that the
formation of committees has referred to the provisions of the
legislation and involves elements of the board of teachers, the
community, the government and the business world and
industry. The prominent role of the school committee is related
to giving consideration and support, while the role of the
committee as controller is still limited in the use of school
budgets and less touching on academic problems and
evaluating school performance. Likewise, the role of mediation
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is supported by stakeholders, considering that vocational
schools require collaboration with many elements. The school
committee as an independent organization is very helpful in
realizing quality education at SMK Negeri 2 Metro. Larasati
(2009) with the results of the study it can be seen that not all
school committee roles are carried out. In carrying out their
duties and roles there are still shortcomings. The role of the
school committee as the giver of consideration is realized in
the form of giving consideration to the provision and use of
facilities and infrastructure needed by the school. The school
committee also gives consideration to the use and utilization of
the budget or funds obtained by the school, provide input on
the design of the school's income and expenditure budget
(RAPBS). The role of the school committee is to support
material and moral support. Bhawa, Haris, and Artana (2014)
with the results of the study showing that 1) the management
of BOS funds in all primary schools is in accordance with
Minister of Education Regulation No. 76 concerning the
Technical Guidelines for the Use and Financial Accountability
of BOS funds in 2013; 2) the level of effectiveness of the
management of BOS funds in all primary schools reaches
87%, is in very effective criteria; 3) the problem faced by all
primary schools, namely BOS funds came not on time, and the
committee did not understand the management of BOS funds;
4) efforts made by all primary schools, namely borrowing
funds and shopping on credit, and strengthening the
committee related to BOS fund.
7. CONCLUSION
Based on data analysis and hypothesis testing, the following
conclusions can be drawn:
1. There is a significant relationship between the variables
of the role of the school committee and the BOS
program, based on the significant value between the
variables of the school committee and the BOS program
variable of 0.00 <from 0.05.
2. There is a significant influence between the role of the
school committee on the quality of education. Based on
the significance test of the role of the school committee
on the quality of education, the value of t arithmetic is
16,930> from the price of t table of 0.679 where the price
of t count is greater than t table, then Ho1 is accepted.
3. There is a significant influence between BOS programs
on the implementation of education quality. Based on the
significance test of BOS (X2) program variables on the
quality of education (Y) obtained t value of 3.171 ≥ the
price of t table is 0.679 where the price of t count is
greater than t table then Ho2 is accepted.
4. There is a jointly significant influence between the role of
the school committee and the BOS program on the
quality of education. Based on the ANOVA test obtained
F count of 3239.781 with a significance level of 0.000
<probability value α 0.05 while F table corresponds to the
significance level of 0.05 (1.42) of 4.08 so that F count> F
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INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 7, ISSUE 9, SEPTEMBER 2018 ISSN 2277-8616

table (3239.7781 > 3.22) so the Ho4 is rejected. As for [11] Larasati, Siska Yuni. (2009). Peran Komite Sekolah
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99.4% and the remaining 0.6% is influenced by other kewarganegaraan. Fakultas Ilmu Sosial. Universitas
factors not examined in this study. This is based on the R Negeri Semarang.
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