Abstract
The purpose of this study was to analyze how school autonomy was implemented in
Jakarta's Special Capital Region, which administratively serves as a barometer for
the successful implementation of policies in Indonesia and emerging economies. The
research examined how school autonomy has been applied at the school level in
terms of program and budget management, curriculum creation, teacher
development, and community development. The topics were administrators,
teachers, school leaders, and school committee members from 313 Jakarta public
primary schools. Data were gathered utilizing a combination of qualitative and
quantitative methods, including surveys, interviews, focus groups, and documentary
studies. The research indicated that the implementation of school autonomy in
Jakarta varies in terms of success, and is contingent on the school's competence and
innovation in utilizing its authority and responsibility to grow the institution.
Additionally, it is discovered that the weaknesses that must be addressed in order for
autonomy to be effective are related to the low quality of leadership demonstrated by
school principals, teachers, and school committee participation in management, all of
which contribute to the ineffective implementation of school autonomy
Keywords
School Autonomy, Policy Effectiveness, School Principals and Teachers’ Competencies, Community Participation.