P-ISSN: 2808-0467
E-ISSN: 2808-5051
Homepage: https://iss.internationaljournallabs.com/index.php/iss
334 This work is licensed under CC BY-SA 4.0
THE DEVELOPMENT OF EDUCATIONAL HUMAN RESOURCES
THROUGH INDONESIA’S EDUCATION SYSTEM
Ayu Rahma Ningsih
1
, Sri Mentari
2
, Rio Julyanto
3
, Safrudin
4
, Santi, Oktia Sri Dewi
Rokania College of Teacher Training and Education, Indonesia
1
ayurahma0009@gmail.com
2
srimentari2708@gmail.com
3
riojulyanto0799@gmail.com
4
safrudinsaf2@gmail.com
PAPER INFO ABSTRACT
Received:
December 2021
Revised: January
2022
Approved:
January 2022
Background: Human resources (HR) is one of the important factors in
development. Macro-terms, development input factors, such as natural,
material and financial resources will not provide optimal benefits for the
improvement of people's welfare if not supported by adequate availability of
HR factors, both in quality and quantity.
Aim: This research aims to develop human resources, in essence directed in
order to improve quality which in turn will be able to increase productivity.
Method: This study was carried out through the method of collecting
secondary literature data, and the results of relevan previous studies, data and
information sourced from secondary data and studies which are then analyzed
using a conceptual approach, human resource management.
Findings: Human resource development can be done through training,
education, performance assessment, and career development. The model of
the development of educational human resources in the context of the
national education system should refer to the achievement of standards of
educators and education personnel.
KEYWORDS
Human Resources, Educators, Education Personnel
INTRODUCTION
Human Resources (HR) is one of the important factors in development. Macro-terms,
development input factors, such as natural, material and financial resources will not provide
optimal benefits for the improvement of people's welfare if not supported by adequate
availability of HR factors, both in quality and quantity (Simanjuntak, 1985). The lesson that
can be learned from various developed countries is that the progress achieved by the nations in
those countries is supported by quality human resources (Dertouzas, Lester, & Solow, 1989).
Japan, for example, as a late comer in industrial and economic progress began its pursuit of
countries that had already achieved economic and industrial progress (Fore runners) such as
Germany, France and America by spurring the development of human resources.
The development of human resources is essentially directed in order to improve its quality,
which in turn will be able to increase productivity (Gilley & Eggland, 1989). The results of
various studies show that the quality of human resources is a determining factor in productivity,
both macro and micro. Human Resources (HR) macro is a citizen of a nation, especially those
who have entered the age of the labor force that has the potential to behave productively (With
or without formal education) that is able to meet the needs of their own lives and their families
that affect the level of welfare of the people in the nation or country (Megginson, Joy-Mattews,
& Banfield, 1993).
Macro HR quality is strongly influenced by the quality of health (Physical and psychic),
the quality of informal and formal education (Related to skills/work skills), personality
The Development of Educational Human Resources through Indonesia’s Education System
335 Interdisciplinary Social Studies, 1(4), Jan 2022
especially moral/religion, the level of welfare of life and the availability of relevant
employment (Jones & Walter, 2008).
Microcontextually, human resources are people who work in the environment of an
organization called employees, employees, personnel, leaders/managers, workers, labor, labor
employers etc. In the organizational environment of education are all administrative
employees, educators/teachers, lecturers and other education personnel.
The school as an organization in which groups of people are gathered, each of which is
both individually and in groups to cooperate with each other to achieve the goal. The human
groups in question are human resources consisting of principals, teachers, administrative
personnel/staff, learners, and groups of parents of students.
Schools have resources that can be utilized to achieve educational goals. Educational
resources in schools can be grouped into: a) Non-human resources, which include school
programs, curriculum, b) Human resources (HR) which includes principals, teachers, staff,
other education personnel, students, parents of students, and communities that have concern
for the school, c) Physical resources (SDF) that include buildings, rooms, equipment,
educational props, study time, and physical appearance of the school, and d) Financial
resources (SDK) which includes the entire school management fund received from both the
government and the community (Suryadi, 1995).
The school is the determining institution in the work of educational development, because
of the bureaucratic rows associated with the development of education, the school as the
implementer of all planned educational programs from the central level to the operational level
in the school (Suryadi, 1995). The back and forth of education is largely determined by the
implementation that is in the hands of educators in schools. Therefore, without ruling out the
importance of other factors that also affect the quality of education, educators and education
personnel in schools must get optimal management and development. This is in line with the
efforts that have been made by the government in order to improve the quality of education
with the creation of various policies related to the element of security in schools.
Policies in order to improve the quality of education that have been made by the
government include the 1945 Constitution, Law No. 20 of 2003 on The National Education
System, Law No. 14 of 2005 on Teachers and Lecturers, Government Regulation No. 19 of
2005 on National Standards of Education, Permendiknas No. 12 of 2007 on Competence of
School Supervisors, Permendiknas No. 13 of 2007 on Competence of Principals,
Permendiknas No. 16 of 2007 on Teacher Competence, Permendiknas No. 19 of 2007 on
Educator Management Standards and many more government policies aimed at the
development of education.
These policies are very important as a basis for carrying out various educational activities
in schools. However, it needs to be realized to bring success in achieving educational goals,
the key remains in school. Whatever the government's provisions for developing education, but
without the implementation of educational programs at the school level, these policies will
become less meaningful for the development of education. Therefore, as a continuation and is
a very important operational policy is the existence of good implementation at the school level.
This is also certainly related to the School policy which is the result of mutual agreement of all
educational stakeholders in the school environment with regard to the rules in carrying out the
The Development of Educational Human Resources through Indonesia’s Education System
336 Interdisciplinary Social Studies, 1(4), Jan 2022
learning process and everything needed to support the success of the school in carrying out its
functions.
The main key so that the planning and educational development programs in schools run
optimally are in the hands of educators and education personnel in schools (Suryadi, 1995).
Thus, it is clear that the problem of improving the professionalism of the military is very
important to note. This professionalism is reflected in the competence possessed by education
personnel.
Competencies that must be met include 4 competencies, namely pedagogical competence,
personality competence, professional competence, and social competence. More detailed
provisions are outlined in Permendiknas No. 16 of 2007, namely on Academic Qualifications
and Teacher Competence. Regarding the duties of teachers described in Law No. 14 of 2005
article 1 as follows: "Teachers are professional educators with the main task of educating,
teaching, guiding, directing, training, assessing, and evaluating learners."
This provision should be able to encourage and spur teachers to be able to hold the title
and worthy with a solid as a professional. Therefore, human resources are needed by every
community institution and organization. Various community institutions, such as family
institutions, economic institutions, and religious institutions, human resources are an important
element in their construction and development. Similarly, in organizations, human resources
play a very important role in their development, especially when they are desired to achieve
optimal goals. If the ultimate goal of every development activity, both in macro and micro
contexts, is to improve the standard of living, then the optimization of the achievement of that
goal is the fulfillment of optimal needs. Based on the above concept, quality HR support
determines the optimal success of achieving that goal.
The importance of improving the quality of education through the capacity development
of educators and education makes the study of the development of educational human resources
a necessary thing to do. Then this study discussed the concept of human resource management
development in the context of the national education system.
METHOD
This study is conducted through the collection of secondary data, literature, and the results
of relevant previous studies. In this study, data and information are sourced from data and
skunder studies which are further analyzed using the approach of human resource management
concepts. The main focus is the concept of developing human resource management education
based on the national education system.
RESULTS AND DISCUSSION
Educational Human Resource Management
Human resources are the unified ability of the thinking and physical power that an
individual possesses, his behavior and nature are determined by his or her ancestry and
environment, whereas his work performance is motivated by a desire to fulfill his satisfaction.
Human resources are assets in all aspects of management, especially those concerning the
existence of organiation.
Human resources or commonly shortened to HR is the potential contained in humans to
realize their role as adaptive and transformative social creatures that are able to manage human
The Development of Educational Human Resources through Indonesia’s Education System
337 Interdisciplinary Social Studies, 1(4), Jan 2022
beings and all the potential contained in nature towards the achievement of the welfare of life
in a balanced and sustainable order. In a practical everyday sense, HR is better understood as
an integral part of the systems that make up an organization. Therefore, in the field of
psychological studies, HR practitioners must take the direction of industry and organization.
Based on human resources education, it can be interpreted that the organization in question
is an organization that focuses on educational activities starting, both formal education and
informal education. Then educational human resources can be interpreted as the potential of
human beings who carry out functions in an educational organization.
Today, the latest developments view HR not as a mere resource, but rather in the form of
capital or assets for institutions or organizations. Therefore, a new term emerged outside HR,
namely HC or Human Capital. Here HR is seen not only as a major asset, but an asset that is
valuable and can be doubled, developed (Compared to an investment portfolio) and also not
the other way around as liability (Load, cost). In this case, the HR perspective as an investment
for institutions or organizations is more presented.
Based on the statements above, HR holds a very important value in organizational
management. Although technology is widely involved in the wheels of the organization, but
still the organization needs human resources as a driving force from other resources owned by
the organization. More clearly, the elements of management of educational personnel are
mentioned above by E. Mulyasa (2006) is described as follows.
Planning
Education personnel planning is carried out to determine the needs of education personnel,
both in terms of number and quality in accordance with the existing field of work.
Procurement
Procurement of education personnel is an activity carried out in order to meet the needs of
energy. Its activities are through recruitment and selection. Recruitment is intended to look for
as many candidates who meet the requirements, and then the selection is carried out through
selection.
Construction and development
The construction and development of educational personnel is carried out to improve,
maintain, and improve the performance of educational personnel. This activity can be done by
way of on the job training and in service training.
Promotion and mutation
Promotion is carried out in order to determine the candidate of education personnel to be a
member of a legitimate organization, namely through appointment. With this promotion the
personnel will become a legitimate member accompanied by their rights and obligations as
educational personnel. While mutations are carried out with the aim that the personnel
concerned obtain job satisfaction, provide work performance, eliminate saturation through the
transfer of functions, and responsibility in new situations.
The Development of Educational Human Resources through Indonesia’s Education System
338 Interdisciplinary Social Studies, 1(4), Jan 2022
Discharging
Personnel discharges may occur at their own request, dismissal by service, and dismissal
for other reasons.
Compensation
Compensation is the return of services provided to personnel. Compensation provided must
be balanced with the burden and work performance of the personnel concerned. This form of
compensation can be in the form of salaries, tujangan, housing facilities, vehicles, and so on.
With fair and decent compensation this will be able to encourage the spirit of work and
dedication of school personnel.
Valuation
Assessment is usually focused on an individual's achievement and his or her participation
in school activities. Important personnel assessors are carried out in the framework of decision-
making of various things such as identification of school program needs, admissions, selection,
introduction, placement, promotion, reward system, and other aspects of the overall human
resource development process. The results of the assessment are utilized as a data source for
the planning of educational personnel, advice that needs to be conveyed to personnel, tools for
feedback, one way to establish expected performance, and information materials in decision
making related to education personnel.
Human Resource Development
One of the important areas in education management is related to the human resources
involved in the educational process. The intensity of the world of education related to humans
can be viewed as an important difference between educational institutions and other
organizations. The fact is in line with the statement of Sergiovanni, et.al, who stated that:
"Perhaps the most critical difference between the school and most other organization is the
human intensity that characterize its work. School are human organization in the sense that
their products are human and their processes require the socializing of humans" (Sergiovanni,
1984). This shows that the problem of human resources becomes a very dominant thing in the
education process, it also means that managing human resources is a very important field in
carrying out the education process in higher education institutions.
The educational human resources referred to herein are those that include: (1) Educators,
consisting of supervisors, examiners, teachers/lecturers, and coaches; (2) Educational
functional personnel, consisting of inspectors, supervisors, researchers and developers in the
field of education, and librarians; (3) Educational technical personnel, consisting of workers
and technicians of learning resources; (4) The management personnel of the education unit,
consisting of the principal, director, chairman, rector, and head of the out-of-school education
unit; and (5) Other personnel who deal with managerial or administrative matters of education.
Mulyati (2012), who cited the opinions of Mondy, Noe, and Premeaux, stated that hr
development includes: (1) Training, (2) Development, (3) Career Development, and (4)
Performance assessment.
First, training is an activity designed to provide learning opportunities to increase the
knowledge and expertise needed on the work that is being undertaken or related to the work.
The Development of Educational Human Resources through Indonesia’s Education System
339 Interdisciplinary Social Studies, 1(4), Jan 2022
Development includes learning opportunities that aim to further improve the knowledge and
expertise needed in the work that is being undertaken. Development is more focused on the
long term. Career development is a formal approach that organizations use to ensure that people
with appropriate and experienced qualifications are available in times of need. Performance
assessment is a formal system and periodic review and evaluation of individual or team
performance (Mulyati, 2012).
Training usually begins with orientation, a process in which employees are informed and
informed about the wisdom of personnel, organizations and expectations for a particular
performance. In training, an environment is created where employees can acquire or learn
skills, specific behaviors related to labor in order to improve employee performance in the
position they occupy now (Handoko, 2000).
The improvement of human resources of educational institutions must be done with various
constructive steps in accordance with their needs, but to simplify the construction, it can at
least be underlined as follows, namely with the steps of Education and Training to improve
management and human resource competence.
Second, human resource development is related to the availability of opportunities and
learning development, creating training programs that include planning, organizing, and
evaluating these programs (Armstrong, 1994).
Another definition of development is that it represents a future-oriented investment in an
employee. Development is based on the fact that an employee needs a growing set of
knowledge, expertise, and abilities in order to work well and successfully the position
encountered during his or her career.
According to Murti Sumarni and John Soeprihanto (2000), there are two methods of
exercise and development, namely:
1) Training. Exercise is an activity to improve the ability of an employee by improving
the ability and skills of employees in carrying out a job.
2) Education. Education is an exercise to improve an employee's training in general
knowledge and economic knowledge in general, including increasing mastery of theory
and decision-making skills in dealing with organizational problems.
Leaders have responsibility for the general policies and procedures needed to implement
the training and development program. Therefore, the commitment of the leadership is very
important so that the training and development of employees takes place effectively, both from
planning, processes and goals of training and development can be achieved. The objectives of
training and development are as follows (Sulistiyani & Rosidah, 2003):
1) Improve performance.
2) Upgrade the expertise of employees in line with technological advances.
3) Reduce the learning time of new employees in order to become competent in
employees.
4) Help solve operational problems.
5) Prepare new employees for promotion.
6) Orient employees to the organization.
7) Meet personal growth needs.
8) To increase the efficiency and effectiveness of employee work in achieving the goals
that have been set.
The Development of Educational Human Resources through Indonesia’s Education System
340 Interdisciplinary Social Studies, 1(4), Jan 2022
While the benefits of exercise and development are as follows (Sulistiyani & Rosidah, 2003):
1) Improve quality and productivity.
2) Create more profitable attitudes, loyalty and cooperation.
3) Meet the needs of human resource planning.
From the above exposure, it can be said that hr development is all activities carried out by
the organization in facilitating employees to have the knowledge, expertise, and / or attitude
needed in handling current or future work. The activity in question, not only in the aspect of
education and training, but concerning aspects of career and organizational development. In
other words, human resource development is closely related to efforts to improve the
knowledge, abilities, and / or attitudes of organizational members and the provision of career
paths supported by organizational flexibility in achieving organizational goals.
Third, career development, According to Prof. Dr. Veithzal Rivai, In his book HR
Management for companies, a career is the entire position that someone occupies in his or her
working life. While luck only occurs when there is a common ground between opportunity and
preparation. In order for a career to develop, career planning is needed, which is the process so
that one can choose career goals and paths to achieve those goals. Career development consists
of personal improvements that a person undergoes to achieve his career plan and this becomes
the responsibility of the employee. Career development is very helpful for employees to
analyze their abilities and interests to be more tailored to hr needs in line with the growth and
development of the institution.
Fourth, performance assessment as one of the HR management activities has a very broad
purpose because of its relatedness to many other HR management activities. Nawawi groups
performance assessment goals into general goals and specific goals (Nawawi, 2011).
The general objective of performance assessment is: (1) To improve the implementation
of the work of workers, by providing assistance so that each worker realizes and uses his or her
maximum potential in carrying out the mission of the organization/company; (2) To gather and
prepare information for workers and managers in making decisions; (3) To compile an
inventory of human resources in the organizational/company environment; and (4) To increase
work motivation.
The specific objectives of performance assessment are: (1) To promote, stop wrong work,
enforce discipline, determine awards; (2) As a criterion in making tests of high validity; (3) As
feedback for workers to improve work efficiency and correct errors; (4) To identify the needs
of workers in improving their work performance; (5) Provide job specifications; (6) To improve
communication in an effort to realize human and harmonious relations.
The development of performance-based educational human resources is an activity to
increase the competence of education personnel based on their performance or performance to
improve the effectiveness of institutions in realizing established goals. Thus, educational
human resources that have performance in accordance with standards or above the standards
determined by the institution have the opportunity and opportunity to obtain a response from
the institution in accordance with the provisions applied.
The development of performance-based education personnel can improve the conducive
atmosphere in work, so that hr development goals can be achieved, namely: (1) Increase work
productivity; (2) Achieving efficiency; (3) Minimize deficiencies/weaknesses; (4) Improving
service; (5) Maintaining the morale of the officer; (6) Increased career opportunities; (7)
The Development of Educational Human Resources through Indonesia’s Education System
341 Interdisciplinary Social Studies, 1(4), Jan 2022
Improve conceptual capabilities; (8) Improve leadership; and (9) Increased reciprocity
(Yustiono, 2007).
The achievement of the HR development objective has an impact on achieving the superior
quality of the institution, in this case the school. This advantage is apparent in all aspects and
thoroughly covers all components because the advantage is multidimensional and holistic
(Sergiovanni, 1984).
The success of educational institutions in carrying out their mission is largely determined
by the quality of the internality of systemic elements that contribute to improving the quality
of the transformation process and the quality of the work of educational institutions, such as
education personnel, facilities and infrastructure, costs, students, communities, and supporting
environments (Boediono, 1994). Of the many subsystems that contribute to the quality of
educational processes and outputs, in the sense of educational outcomes, educational energy
subsystems have played the most essential role (Danim, 2002).
Quality HR Characteristics
Man is god's most perfect created creature with the best physical and spiritual structure
among other beings. Muzayyin Arifin said that in the physical and spiritual structure, God
provides a set of basic abilities that have a tendency to develop which according to the
psychological school of behaviorism is called pre potence reflex (Basic ability that
automatically develops).
These basic abilities are then known as human resources or abbreviated as HR. Human
Resources (HR) conceptually views humans as a physical and spiritual unity. Therefore, the
quality of human resources owned by a nation can be seen as synergistic between the spiritual
and physical qualities possessed by individuals of the citizens of the nation concerned. These
physical and spiritual qualities by Emil Salim, as quoted by Anggan Suhandana, are referred
to as physical and non-physical qualities. Furthermore, the form of physical quality is displayed
by posture, strength, endurance, health, and physical freshness. From the point of view of
educational science, non-physical human qualities cover the cognitive, affective, and
psychomotor domains. The quality of the cognitive realm is described by the level of individual
intelligence, while the quality of the affective realm is described by the level of faith, ethics,
personality integrity, and other characteristics of independence. Meanwhile, the quality of the
psychomotor realm is reflected by the level of skill, productivity, and proficiency to use the
opportunity to innovate.
The era of globalization, characterized by transparency in all areas of life, has demanded
quality human resources that have an adequate set of knowledge and skills balanced with
certain values in accordance with the character of the new world. It is a borderless world that
means communication between people becomes so easy, so fast, and so intensive that the
boundaries of space disappear. These values include professionalism, competitiveness,
effective and efficient in the working system, so that the function of education is not only as
an "agent of knowledge" but must be able to accommodate the experience, skills and values of
globalization in one package of education. Thus the orientation of education must be related
and commensurate 'link and match' with the needs of a society that continues to grow with
various sectors of needs, especially the industrial world and the business world. So there needs
to be a new view of quality human beings in education in this century of globalization.
The Development of Educational Human Resources through Indonesia’s Education System
342 Interdisciplinary Social Studies, 1(4), Jan 2022
The picture as stated above is a characteristic of mental values that must be seen in the
profile and performance of human resources (HR). The characteristics of modern man as
formulated by Alex Inkeles as quoted by Syahrin Harahap, namely: the tendency to accept new
ideas, willingness to express opinions, sensitivity at times and more concerned with present
and future times than in the past, a sense of timeliness is better, greater concern for planning
organization and efficiency, respecting the power of science and technology and the belief that
justice can be served.
Nanang Fattah mentioned that HR consists of two dimensions, namely qualitative
dimensions and quantitative dimensions. Qualitative dimensions include various potentials
contained in every human being, including thoughts (Ideas), knowledge, attitudes, and skills
that affect the capacity of human ability to carry out productive work while the quantitative
dimension consists of the achievement of the world of work that enters the world of work in
the amount of study time. If the expenditure to improve the quality of human resources is
increased, the productivity value of the HR will result in a positive rate of return.
The high quality of human resources, among others, is characterized by the existence of
elements of creativity and productivity realized with good work or performance individually
or group. This problem will be overcome if human resources are able to display productive
work rationally and have knowledge, skills, and abilities that can generally be obtained through
education. Thus, education is one solution to improve the quality of human resources.
Development of Educational Human Resources in the Context of the National Education
System
The national education system aims at the creation of good quality education. Of course,
this quality is measured by existing standards in order to be a reference to the expected quality
of education. So in this case the national education system will be discussed through the eight
pillars of national standards of education.
National standards of education are regulated in Government Regulation of the Republic
of Indonesia Number 19 of 2005. The scope of this national standard of education includes
content standards, process standards, graduate competency standards, standards of educators
and education personnel, standards of facilities and infrastructure, management standards,
financing standards, and educational assessment standards.
The development of educational human resources should refer to the standards of
educators and education personnel. This standard must be used as a reference because the
standards can maximize the performance of educational human resources in achieving other
standards. Any type or form of development given to educational human resources should pay
attention and rely on these standards. The achievement of educational standards in this hr
element should be able to be a consecutive effect on the achievement of other standards so as
to create quality national education. The pattern is presented in figure 1.
The Development of Educational Human Resources through Indonesia’s Education System
343 Interdisciplinary Social Studies, 1(4), Jan 2022
Figure 1. HR Development Pattern in the Context of the National Education System
Based on figure 1, it can be seen that in order to create quality education it is necessary to
develop hr education first. The development model must be driven by the achievement of
standards of educators and education personnel. Quality human resources allow the
management of school functions in carrying out educational functions.
These quality resources will ensure the achievement of other standards. In achieving these
standards, human resources who have been trained and developed their ability will hold and
utilize existing infrastructure facilities to achieve other standards. If all existing standards have
been met, then there will be an effect on the ability of graduate competence. Graduates who
are standardized competence is what then becomes a symbol of the quality of an education.
The standards that must be achieved in the development of primary and secondary
education human resources by each element of educators and education personnel are described
in the Regulation of the Minister of National Education. The details are shown in figure 1.
The Development of Educational Human Resources through Indonesia’s Education System
344 Interdisciplinary Social Studies, 1(4), Jan 2022
Figure 2. Basic and Secondary Education HR Development Standards
CONCLUSION
This study has shown how important quality educational human resources are in flying the
ideals of quality education. Human resource development can be done through training,
education, performance assessment, and career development. The model of the development
of educational human resources in the context of the national education system should refer to
the achievement of standards of educators and education personnel.
REFERENCES
Armstrong, Michael. (1994). Seri pedoman manajemen, manajemen sumber daya alam.
Jakarta: Gramedia.
Boediono. (1994). Pendidikan dan latihan dalam periode tinggal landas. Mimbar Pendidikan,
13(1).
Danim, Sudarwan. (2002). Inovasi pendidikan dalam upaya peningkatan profesionalisme
tenaga kependidikan. Bandung: Pustaka Setia.
Dertouzas, M. L., Lester, R. K., & Solow, R. M. (1989). Made in America: Regaining the
productive edge. Massachusetts: Harper Perennial.
Gilley, J. W., & Eggland, S. E. (1989). Principles of human resource development.
Massachusetts: Addison-Wisley Publishing, Inc.
Handoko, T. H. (2000). Manajemen personalia dan sumber daya manusia (2nd ed.).
Yogyakarta: BPFE UGM.
Jones, J., & Walter, L. Donald. (2008). Human resource management in education
(Manajemen sumber daya manusia dalam pendidikan). Yogyakarta: Q-Media.
Megginson, D., Joy-Mattews, J., & Banfield, P. (1993). Human resource development.
London: Kogan-Page Limited.
Mulyasa, E. (2006). Menjadi kepala sekolah profesional. Bandung: Remaja Rosdakarya.
The Development of Educational Human Resources through Indonesia’s Education System
345 Interdisciplinary Social Studies, 1(4), Jan 2022
Mulyati, Deti. (2012). Manajemen pengembangan Sumber Daya Aparatur Eselon III dalam
rangka peningkatan kinerja individu. Bandung.
Nawawi, H. Hadari. (2011). Manajemen sumber daya manusia untuk bisnis yang kompetitif.
Yogyakarta: Gadjah Mada University Press.
Sergiovanni, Thomas J. (1984). Leadership and excellent schooling. Educational Leadership,
41(5).
Simanjuntak, P. (1985). Pengantar ekonomi sumber daya manusia. Jakarta: Faculty of
Economy’s Publishing, University of Indonesia.
Sulistiyani, A. T., & Rosidah. (2003). Manajemen sumber daya manusia. Yogyakarta: Graha
Ilmu.
Sumarni, Murti, & Soeprihanto, John. (2000). Pengantar bisnis: Dasar-dasar ekonomi
perusahaan. Yogyakarta: Liberty Yogyakarta.
Suryadi, A. (1995). Kebijakasanaan pendidikan dan pengembangan sumber daya manusia:
Transisi menuju era Indonesia modern. Jakarta: Pusat Informatika, Balitbang Dikbud.
Yustiono, Eris. (2007). Manajemen SDM organisasi sektor publik: Problematika dan alternatif
solusi. Jurnal Ilmu Administrasi, 4(3).
