CHAPTER I

PRELIMINARY

Change is a necessity that cannot be avoided and inevitably happens even if nothing remains

static in this world, everything changes. Likewise, educational institutions including schools

must also have the ability to change, because schools as educational institutions have

functions as instruments of value transformation, so that they must be able to continuously

adapt to the needs, demands, and changes that occur in their environment as the implications

of change.

In this current era, it is not easy for schools to be able to exist well if they do not have the

ability to change themselves quickly and are able to develop in line with various stakeholder

demands. These changes can occur within the school's own environment and outside the

school which has implications for the occurrence of changes within the school. Embodiments

of changes that occur in schools such as the change in the paradigm of education

management from centralized to decentralized, which is manifested in the implementation of

school-based management. In addition, the curriculum changes from the KTSP curriculum to

the 2013 Curriculum.

Thus also the paradigm shift in teaching from teacher centered learning to student centered

learning, and many other changes that occur in schools. While changes that occur outside of

school but have implications for the occurrence of changes in schools such as changes in

people's tastes towards education.

For example in schools, if previously schools were only required to produce graduates who

were more proficient in religious knowledge compared to general science, now parents want

madrasa to be able to produce graduates who master both religion (faith and piety) and

general science (science and technology) . Many parents even want their children to become
doctors who are scholars or scholars who are doctors, technocrats who are scholars or

scholars who are technocrats, researchers who are scholars or scholars who are researchers,

teachers who are scholars or scholars who are teachers and other professions, but also masters

their religion with very good.

CHAPTER II
DISCUSSION

A. Change Management
The term change management partially consists of two words, namely: a) management and b)
change. In terminology the meaning of management is interpreted by several experts
including Rue & Byars said "management is a form of work activities involving coordinating
an organization and capial-toward accounting organizational objectives". Management is a
form of cooperation in carrying out an activity through the coordination and organization of
various sources such as land, labor and capital in an effort to achieve organizational goals.
The definition proposed by Rue & Byars can be concluded that, management is a process of
coordinating and organizing managed resources, namely land, labor and capital to achieve
goals. According to the Daft "Management is the attainment of organizational goals in an
effective and efficient manner through planning, organizing, leading, and controlling
organizational resources." 3 The terminology of Management is defined as the achievement
of organizational goals effectively and efficiently through planning, organizing, leadership,
and supervision, and organizational resources).
Management terminology according to Daft above sees the meaning of management from its
function. As R. Terry also defines in termonology based on management functions, namely
"management is a distinct process consisting of planning, organizing, actuating, and
controlling performed to determine and accomplish stated objectives by using human beings
and other resources." 4 This terminology implies that management is a typical process
consisting of planning, organizing, mobilizing and controlling actions taken to determine and
achieve the targets set through the use of human resources and other resources)
Based on the management terminology, it can be concluded that management is a typical
process consisting of planning, organizing, mobilizing and controlling that is carried out by
the organization's management by empowering human resources and other resources in order
to achieve common goals that have been set effectively and efficiently.
Based on the understanding of management and changes above, then the definition of change
management is formulated. According to Wibowo change management is a systematic
process in empowering all knowledge, tools and resources needed to influence change in
people who will be affected by the change process. The word 'change' which has the root
word 'change' which means to be different or change. The word 'change' undergoes a process
of affixation or the addition of affixes (affixes) to 'change' means that 'things (conditions)
change, transition, exchange5. The meaning of this change means that the shifting or
changing of one condition to another or the difference in something from the previous
condition as evidenced by the presence of new efforts towards a better condition. Change
refers to the occurrence of something different from before.
. The same thing was also stated by the Ministry of Manpower and Transmigration that
change management is a systematic process by applying the knowledge, tools and resources
needed by the organization to move from the present conditions to the desired conditions,
namely towards better performance and to manage individuals who will be affected by the
change process.

B. School Culture
The concept or understanding of school culture has been defined by several experts including
Stolp and Smith stating that school culture can be defined as historically transmitted from
meaning that includes the norms, values, beliefs, tradition and myths understood, may be in
varying degrees, by members of the school community. Stolp and Smith interpret that school
culture is a historical pattern that is transmitted in meaning which includes norms, values,
beliefs, traditions and myths understood at various levels by school members. This
understanding shows that school culture is a process of transferring norms, values, beliefs,
traditions, and myths from one generation to the next, so that school culture changes
intentionally or unintentionally by school residents.
Another definition stated by Zamroni is that school culture is a pattern of basic assumptions,
values, beliefs, and habits that are shared by all school members, which are believed and
proven to be used to deal with various problems in adapting to new environment and carry
out internal integration, so that the pattern of values and assumptions are taught to members
and new generations so that they have the right view of how they should understand, think,
feel and act

a variety of situations and environments. Sugeng Sulityo Prabowo explained that these values
were built by human thoughts in the school. The meeting of human thoughts in the school
then produces what is called an "organizational mind". The thoughts of the organization then
emerge in the form of shared values, and then those values will become the main ingredients
in forming the school culture. The culture then appears in a variety of visible symbols and
actions in everyday school life.
Based on the understanding of school culture above, it can be concluded that school culture is
a pattern of basic assumptions, values, beliefs, norms, symbols and habits that have been
formed and mutually agreed upon by school stakeholders both internal and external
stakeholders that serve as guidelines for acting and becoming school identity that
distinguishes one school with other schools in the form of symbols and actions that are
invisible to the senses or invisible in the daily school life.
Therefore change management is needed so that changes that occur in schools are really built
together from the values of togetherness of school residents so that the impact of these
changes can be directed to the point of positive change. The ability of schools to change is
determined by how empowered the school community is in making changes and managing
change.
The process of changing the school culture from the present conditions to the desired
conditions is not as easy as turning the palm of the hand. This process sometimes takes a long
time and friction often occurs among the school community, so to achieve a successful
change it should be implemented through stages.
E Mulyasa discovered that the stages needed to manage change are: First, finding. At this
stage, the principal can find what components need to be changed and to what elements the
change is made. For example the headmaster found that there were teachers and employees
who lacked discipline in carrying out their duties. Likewise, for example the headmaster
knows that there are teachers or employees who are performing well, both through activities
inside and outside the school. In addition, for example the headmaster found a conflict
between teachers and employees, or conflicts between teachers.

Second, communicating. These findings are communicated with related parties to get

confirmation whether this actually happened. For example the headmaster calls a teacher or

employee who is lacking in discipline to get confirmation whether the person in question

actually committed an indiscipline act; third, review and analyze. The problem is examined to

find the causes through various relevant data, then carefully analyzed; fourth, seeking

support. To ensure that problems do occur, principals look for sources, both people and

means that strengthen the problems and find ways to make changes.

Fifth, try. In this stage the steps of change to be taken are determined, including the

implementers. At this stage the pros and cons of change are possible, so in this process it is

necessary to consider supporting factors so that changes can occur properly; and sixth, accept

change. At this stage the change begins, as a problem solving to solve. In this stage, school

members need to build togetherness and effective communication, because with good

communication, a harmonious atmosphere will be created which gives birth to a compact

work team in order to achieve the goals of change.

The stages of change above need to be understood by principals in fighting for management

change as one of the crucial challenges of school management today. Whatever type of goals

to be achieved from a change, each change must be prepared properly following certain steps.

CHAPTER III CONCLUSION

  In the context of changing school culture, the key to success lies in each individual school

citizen so that each individual must understand the meaning of change and ultimately support

change. Values and beliefs and habits that have been formed and agreed upon by all

components of the school community both internally and externally serve as guidelines in

behaving and becoming the school's identity, so that changes in school culture can have a

positive impact on school progress. The problem is not the frequency of changes, but the

ability of all school components to change the culture of the school so that any form of

change is the result of mutual agreement and understanding and can be supported and carried

out together for school progress