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KOMPETENSI KEPALA SEKOLAH ABAD 21: SEBUAH TINJAUAN TEORETIS
... Kepemimpinan seorang kepala sekolah memainkan peran penting dalam meningkatkan mutu pendidikan di sebuah lembaga pendidikan. Kepemimpinan kepala sekolah dalam membangun mutu pendidikan juga melibatkan kemampuan untuk membangun hubungan yang positif dengan seluruh stakeholder pendidikan, termasuk guru, siswa, orang tua, dan komunitas lokal (Hidayat et al., 2019). Seorang kepala sekolah yang efektif mampu menciptakan lingkungan sekolah yang inklusif, mendukung, dan inspiratif. ...
... Dengan mengembangkan budaya sekolah yang positif dan mendorong kolaborasi antar stakeholder, seorang kepala sekolah dapat meningkatkan partisipasi dan komitmen semua pihak terhadap perbaikan mutu Pendidikan Kepemimpinan kepala sekolah memainkan peran penting dalam meningkatkan kualitas pembelajaran , di taman kanak-kanak (TK), yang merupakan tahap awal dan kritis dalam pendidikan anak usia dini. Seorang kepala sekolah yang efektif harus memiliki visi yang jelas dan terdefinisi untuk pendidikan anak usia dini, yang membantu mengarahkan pengambilan keputusan strategis dan pengembangan kurikulum yang relevan (Hidayat et al., 2019). Dengan visi yang kuat, seorang kepala sekolah mampu menginspirasi dan menggerakkan seluruh komunitas sekolah, termasuk guru, staf, dan orang tua, menuju tujuan bersama untuk meningkatkan capaian pembelajaran. ...
... Mereka mempromosikan kesetaraan, inklusi, dan keadilan dalam pendidikan dengan memastikan bahwa setiap anak mendapatkan akses yang adil dan dukungan yang dibutuhkan. Kepala sekolah juga berperan dalam menghadapi perubahan zaman dan tuntutan pendidikan yang berkembang dengan mengadopsi praktik terbaik dan teknologi terbaru dalam proses pembelajaran di TK (Hidayat et al., 2019). ...
Penelitian ini bertujuan untuk mengetahui apakah terdapat pengaruh kepemimpinan Kepala Sekolah dan kinerja guru terhadap capaian pembelajaran di Taman Kanak-Kanak Islam Kota Bontang. Penelitian ini menggunakan pendekatan kuantitatif. Pengumpulan data menggunakan kuesioner. Populasi dalam penelitian ini berjumlah 206 responden yang berasal dari 28 Taman Kanak-Kanak Islam di Kota Bontang. Teknik pengambilan sampel menggunakan Proportionate Stratified Random Sampling dengan rumus Slovin didapatkan sampel sebanyak 136 responden. Uji prasyarat analisis menggunakan uji validitas dan reliabilitas, uji normalitas, uji multikolinearitas, uji heteroskedastisitas. Kemudian uji hipotesis penelitian ini menggunakan uji regresi linier berganda melalui aplikasi SPSS 24.00 untuk memastikan analisa hubungan antar variabel-variabel yang diteliti secara statistik. Hasil Penelitian menunjukkan terdapat pengaruh yang kuat sebesar 55 % pada kepemimpinan kepala sekolah terhadap capaian pembelajaran. Untuk kinerja guru terhadap capaian pembelajaran berpengaruh sedang sebesar 43,4 %. Kemudian Kepemimpinan Kepala Sekolah dan kinerja guru secara bersama-sama berpengaruh kuat sebesar 61,5 % terhadap capaian pembelajaran dengan nilai F hitung 106.210 lebih besar dari F tabel 3.06 dan signifikansi 0.000. Dengan demikian dapat disimpulkan sangat diperlukan sinergi, dorongan dan kekuatan antara kepemimpinan kepala sekolah dan kinerja guru terhadap capaian pembelajaran. Implikasi dari penelitian ini adalah pentingnya pengembangan kepemimpinan kepala sekolah yang efektif dan kinerja guru yang berkualitas jika secara bersama-sama lebih tinggi pengaruhnya dalam meningkatkan capaian pembelajaran di Taman Kanak-Kanak Islam Kota Bontang.
... It is advisable that the job characteristics be nurtured as early as school level by emphasizing the soft skills elements. Hidayat et al. (2019) stated that it is important to instill the soft skills values which includes communication, honesty, discipline, self-awareness, motivation, teamwork, leadership, adaptation, and problem-solving. On the other hand, soft skills or employability skills should be emphasized at different educational levels, especially at the training institutions to accelerate graduates and school leavers employed by the industrial players (Omar et al., 2012). ...
... In addition, the BS/IS also suggested that VHS graduates should improve their language ability and negotiation skills. This is consistent with research by Hidayat et al. (2019), which states that VHS graduates need to have certified supporting competencies that include computer skills, language skills (English and Mandarin), and other aspects of soft skills. The aforementioned skills can be practiced via informal and formal learning environments as those skills are related to day-to-day matters, for instance, having a conversation with different people and dealing with assignments (Omar et al., 2012). ...
The success in implementing the demand-driven approach in Vocational High Schools (VHS) can be realized by understanding the misalignment that occurs between graduate skill competency and workforce demand by the industry. This study aims at describing the precedence between the VHS graduates and the businesses/industrial sector (BS/IS) portraying from the regional potential perspectives. The research data was collected from documents and survey forms distributed to (BS/IS) within the research population. The document analysis was employed to collect information on programs offered at VHS, existing VHS students enrollment, and the value of Gross Regional Domestic Product (GRDP) in studied provinces. An online survey was distributed to all VHS graduates and BS/IS employers. The content validity was carried out prior actual study to ensure the validity of the instrument. A descriptive analysis was performed to gather information pertaining to developed research objectives. The precedence of the academic programs with the GRDP was determined based on 5% of criteria differences. The results found that there is a misalignment between the academic programs and the VHS students enrollment towards the region job potentials in each province in Indonesia. In addition, the research also found that the competency of VHS graduates related to the theoretical knowledge, the job characteristics, and the workforce skills were at moderate level. The implication of the study offers salient notion on minimizing the precedence that occurs between the supply and demand in the form of graduates supply to workforce and at the same time, fulfilling the workforce requirements demand by the industries. It is suggested on the capabilities of educational institutions in tweaking into demand-driven approach in making sure the academic program is relevant and sustainable.
... Supervision in this case is tasked with creating a structured environment, namely through planned supervision activities so that teachers can gradually master the competencies needed in their teaching duties. (Hidayat et al., 2019), (Fatmi & Fauzan, 2022). ...
This study aims to develop a principal supervision book to improve the quality of school-based management through educational literacy in Aceh Besar. This study is a research and development (Research & Development) Borg & Gall. Research & Development (R&D) is a research method carried out to produce a particular product, and test the effectiveness of the product. This development research uses the EDDIE method (Explore, Design, Development, Implementation, Evaluation), the phase of this study is seen from the development of the implementation process of the principal's role to the development of the learning process carried out by teachers. The results of the study prove that the results of the teacher's response were 82% with a very practical category, and the results of the principal's response were 88% with a very practical category, media validation was 96%, material/content validation was 98% and language validation was 94% so that the principal's supervision book was declared valid. Based on the evaluation results, it is proven that the use of the principal's supervision book is able to improve the quality of school-based management through educational literacy.
... Principals also enable ideal and pertinent learning experiences and forge enduring relationships with stakeholders to fulfill the school's vision and mission (Wibowo et al., 2021). In summary, the principal is a pivotal figure in attaining school success by realizing the institution's vision, mission, and goals, including enhancing teachers' performance in executing their core responsibilities (Suyanto et al., 2003;Fauzi & Rokhmat, 2018;Hidayat et al., 2019;Saggaf et al., 2020;Hastuti et al., 2020;Lantip & Yuliana, 2021). ...
The level of teachers’ performance in executing their primary duties at school is significantly influenced by the competence of the school principal and the completeness of school facilities. These two factors can encourage the effectiveness and efficiency of improving teacher performance, especially for teachers who teach at the vocational school level. This research aims to statistically measure the impact of school principals' competence and school facility completeness on the performance of vocational school teachers in the Anabas Islands Regency. To achieve this objective, a quantitative research design with a correlative approach was employed. The study population comprised 55 teachers serving in three vocational schools in the Anabas Islands Regency. The research instrument was validated using the Pearson Product Moment, and data reliability was verified through the Cronbach Alpha test. The results of the study revealed that (1) principal competence is linked to teacher performance, and that principal competence has a minimal impact on the performance of vocational school teachers. (2) Facilities and infrastructure were found to be associated with the performance of vocational teachers. The facilities and infrastructure significantly influenced the performance of vocational teachers. (3) The competence of the school principal, facilities, and infrastructure exert a significant influence on the performance of vocational schoolteachers. The competence of the school principal, facilities, and infrastructure also had a minimal impact on the performance of vocational school teachers.
... Pada saat ini kurikulum merdeka yang dijadikan sebagai acuan kurikulum di setiap sekolah membuat guru-guru penggerak agar mendalami pola pendidikan yang sesuai untuk setiap peserta didik(Raja Ritonga, Amhar Maulana Harahap, Junda Harahap, Robiyatul Adaiyah Lubis 2023; Ritonga, Harahap, and Lubis 2022). Kesuksesan dalam melakukan pembelajaran tentu dapat dilakukan apabila seorang pendidik memahami karakter masingmasing peserta didik (Hidayat, Dyah M, and Ulya 2019;Maharani n.d.;Ritonga, Hamid, et al. 2022). Tentu hal tersebut bukan hal yang mudah untuk dilakukan oleh setiap guru. ...
Children's education patterns are often related to the methods and processes carried out. The continuous mentoring model is a very good method. Along with this method, the process of approaching children will run smoothly. Children in Parupuk Julu village in North Padang Lawas Regency have very little assistance in the form of learning outside of school. The Service Team from the STAIN Mandailing Natal Campus carried out service activities by assigning a group of Real Work Study students to the village. This is done to provide assistance to school age children in enhancing their learning experience. The method used is intense mentoring carried out by students with the concept of group learning in the Pesantren Kilat event. The results of the service show that intensive mentoring increases children's motivation in learning. They have been able to instill every practical task of worship taught at Pesantren Kilat activities, such as writing hijaiyah letters, reading iqra, reading the Koran, performing prayer movements and reading. So, the intense mentoring method carried out by STAIN Mandailing Natal KKN students resulted in increasing the motivation and religious practice of children in Parupuk Julu village.
... In dissimilarity to previous studies ((I Gusti Ngurah Santika, 2017), (Jamrizal, 2022), & (Hidayat et al., 2019)), this systematic literature review adopts the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) model and uses the Google Scholar and Pubmed databases to retrieve data. This study tries to answer the question of who are the participants from the previous studies? ...
Leadership has always been a topic that has attracted the attention of researchers. The purpose of this literature review research is to know the participants' characteristics in the articles, the type of measurement, the type of school leadership and their relevance to the management. A total of 11 articles in the period 2017-2022 were used to carry out this literature review taken from the Google scholar database with the help of Harzing's Publish or Perish 8 software for data mining. The article search was done online using the keywords "school leadership management". The literature review results show that the participants in this research were principals, teachers, students, and family members. The setting of the studies is widely carried out in some countries, including Indonesia. The measurements used in the quantitative studies are questionnaires. However, interviews and focus group discussions were used in the qualitative approach. Most school leadership types in this literature review are instructional, transformational, and transactional. Instructional leaders were mainly focused on pedagogical issues. Meanwhile, transformational implies mobilization and teacher participation. Moreover, transformational and transactional leadership were proven effective in conflict resolution. The results of this study also reveal a significant influence on the effective leadership style of the principal on conflict management.
... Evaluasi dengan menilai hasil pelaksanaan dan program yang dilaksanakan sehingga diketahui kekurangaanya, faktor penghambat dan hal-hal yang harus perbaiki. Tidak hanya itu kepala madrasah selalu menindaklanjuti hasil evaluasi yang telah dilaksanakan(Hidayat et al., 2019).Strategi kepala madrasah mampu berimplikasi pada mutu ¸Implikasi strategi kepala madrasah sangat penting, karena kepala madrasah memiliki peran utama dalam membentuk arah dan budaya pendidikan dalam lingkungan madrasah. kepala madrasah memiliki tanggung jawab dalam menetapkan visi dan arah madrasah. ...
This research aims to analyze the literature review of madrasa head strategies in improving the quality of madrasa education. This research method uses Systematic Literature Review (SLR) with stages of determining themes, searching, selecting literature, analysis, and interpretation, drafting, and disseminating results. The research was conducted using 20 articles resulting from a selection of 38 articles obtained from various sources with publication years from 2016-2022. The focus of the study is on 3 things, namely programs, strategies, and implications of the madrasa head's strategy in improving the quality of education. The results of the research show that: 1) the programs implemented by madrasah heads are diverse and varied, most madrasah heads produce quality madrasahs by first improving the quality and competence of their teachers. 2) the madrasa head's strategy for achieving madrasa quality has its own characteristics depending on the type, leadership style and environment of the madrasa. 3) the implications of the madrasa head have a direct impact on the quality of education in the madrasa, both human resources, academic and non-academic
... Berdasarkan data pra penelitian di UPT SPF SD Negeri Kompleks IKIP I Makassar terungkap bahwa kepala sekolah sangat berhasil dalam peningkatan kualitas pendidikan di sekolahnya. Hidayat, Dyah, & Ulya (2019) berkomentar bahwa Kepemimpinan kepala sekolah mempengaruhi kualitas dari sekolah. Kepala sekolah memegang peranan penting dalam roda kependidikan di sekolah sehingga bisa dikatakan bahwa kepala sekolah merupakan ujung tombak dari keberhasilan pencapaian tujuan sekolah. ...
Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan gambaran kompetensi kepala sekolah, implementasi kompetensi kewirausahaan kepala sekolah, dan faktor pendukung dan penghambat implementasi kompetensi kewirausahaan kepala sekolah dalam meningkatkan kualitas pendidikan di UPT SPF SD Negeri Kompleks IKIP I Makassar. Metode dalam penelitian ini adalah penelitian kualitatif dengan jenis fenomenologi. Subjek atau informan dalam penelitian ini adalah kepala sekolah sebagai informan kunci dan selanjutnya yang bertindak sebagai informan pendukung adalah guru, komite sekolah, dan petugas kantin di UPT SPF SD Negeri Kompleks IKIP I Makassar. Teknik pengumpulan data penelitian menggunakan pengamatan, wawancara, dan studi dokumen. Teknik analisis data meliputi Reduksi Data (data reduction), Penyajian Data (data display), dan penarikan kesimpulan/verifikasi (conclusion drawing/verification). Hasil penelitian menunjukkan bahwa kepala sekolah UPT SPF SD Negeri Kompleks IKIP I Kota Makassar merupakan pribadi yang senantiasa aktif dalam pengembangan diri dan profesionalisme yang mendukung peran kepemimpinannya sehingga mampu mengantarkan sekolah meraih berbagai prestasi yang semakin mengangkat citra sekolah dengan memaksimalkan kompetensi kewirausahaan yang meliputi inovasi dan kreativitas bagi pengembangan sekolah, bekerja keras untuk mencapai keberhasilan sekolah sebagai organisasi pembelajaran yang efektif, memiliki motivasi yang kuat untuk sukses dalam melaksanakan tugas pokok dan fungsinya sebagai pemimpin, pantang menyerah, dan memiliki Naluri Kewirausahaan serta kemampuan kepala sekolah dalam membuat strategi menambah pundi pembiayaan sekolah dan juga meningkatkan kesejahteraan guru diantaranya, pengelolaan Bank Sampah Sekolah, pengelolaan Kantin Sekolah, program Sedekah Jum’at, pengelolaan Koperasi Sekolah, dan program Kemitraan dengan Sponsor.
... Kepala Sekolah adalah guru yang mendapat tugas tambahan sebagai kepala sekolah (Kurnianingsih, 2018). Kepala sekolah harus memiliki kompetensi atau kemampuan yang meliputi dimensi kompetensi kepribadian, manajerial, kewirausahaan, supervisi dan sosial (Hidayat et al., 2019). Lebih rincinya diatur dalam Permendiknas Nomor 13 tahun 2007 tentang standar Kepala Sekolah. ...
The objective of this research is how the leadership of the principal can improve the work ethic of teachers in schools. The research method used a case study with a qualitative research approach. The results showed that the increase in the work ethicof teachers was evident from the leadership style adopted by the headmaster, so that a significant increase was obtained according to the vision and mission of the school. Work ethic is a mental attitude that contains values related to the morale of a teacher. The work of a teacher is currently understood as a professional, for that a teacher is required to have a work ethic that has positive work behavior at the level of awareness, confidence and high commitment in order to achieve the goals, vision and mission of the organization.
... The leader is an individual expert principal and functions as an extension of the government. They are charged with developing the strategic plans of the educational organisation, setting its vision, and increasing teachers' productivity [13][14][15][16]. This type of leadership limits the opportunities for practitioners to develop their leadership skills in order to enhance the organisation. ...
In Indonesia, the definition of inclusive education tends to be a narrow one. Even though the goal of the national policy on inclusive education underlines non-discrimination for all learners, early childhood education (ECE) practices still do not accommodate every child’s needs. This study focuses on inclusive practices in ECE by exploring the provision of inclusive ECE in Yogyakarta, one of the big cities in Indonesia, where ECE inclusive pedagogy has been implemented for more than five years. By exploring ECE practitioners’ experiences, this study aims to discuss the (mis)alignments between inclusive education policy and practices. The data sources are two-fold. First, we conducted online interviews with ECE manager and teachers (N = 5). The second form of data comprised ECE teachers’ online discussions on the topic of inclusion. The data collected were analysed using a thematic analysis method. The results indicate that distributed leadership, an organisational culture that respects diversity, and inclusive ECE pedagogy are the main aspects that need to be developed to enable inclusive ECE.
... Kemajuan ilmu saat ini menjadi dasar lahirnya sains dan teknologi komputer. Menurut Badan Standar Nasional Pendidikan (dalam Hidayat et al., 2019), karakter yang dominan pada abad 21 adalah bertambahnya kompleks dunia ilmu pengetahuan, menjadikan sinergi di antaranya akan menjadi lebih cepat. Dalam kondisi pemanfaatan teknologi informasi dan komunikasi dalam lingkup pendidikan, telah menjadi fakta baru bahwa kondisi penyempitan dan peleburan yang terjadi pada aspek ruang dan waktu yang telah lama menjadi aspek penentu keberhasilan akan menjadikan kecakapan dan kemampuan lebih pada ilmu pengetahuan bagi manusia. ...
Penlitian ini bertujuan untuk mengetahui pembelajaran e-learning di sekolah dasar, mengetahui peran guru dalam pembelajaran e-learning, mengetahui pelaksanaan pembelajaran e-lerning sebagai merdeka belajar, mengetahui kelebihan dan kekurangan pembelajaran e-learning. Penelitian ini merupakan penelitian studi literatur dan menggunakan teknik analisis isi. Proses pembelajaran e-learning di SD dilakukan dengan tatap muka antara guru dan siswa, dan dengan didampingi oleh orang tua siswa. Pembelajaran dapat dilakukan di manasaja dan kapan saja melalui jarak jauh. Selain itu, peran guru dalam pembelajaran e-learning sangat penting, sebagai ujung tombak yang mengatur jalannya pembelajaran, menjadi fasilitator dan guru perlu menguasai penggunaan ICT. Pelaksanaan e-learning meliputi perencanaan, implementasi, evaluasi. Penggunaan e-learning ini menekankan learner-centered learning sehingga dapat membentuk kemandirian siswa menjadi lebih baik serta terjadi komunikasi antar teman yang semakin baik yang sesuai dengan merdeka belajar. Oleh karena itu, pembelajaran e-learning memiliki kelebihan dan kekurangan yang berbeda-beda bergantung pada sudut pandang pemakaian.
... Kecakapan kepala sekolah berdasarkan Peraturan Menteri Pendidika Nasional Nomor 13 Tahun 2007 tentang Standar Kepala Sekolah/ Madrasah adalah kompetensi kepribadian, kompetensi manajerial, kompetensi kewirausahaan, kompetensi supervisi, dan kompetensi social. (Hidayat et al., 2019) Kompetensi kepala madrasah ditinjau dari aspek kompetensi kepribadian melalui sub aspek berakhlak mulia, memiliki integritas kepribadian, memiliki keinginan yang kuat, bersikap terbuka, mengendalikan diri, dan memiliki bakat serta minat sebagai pemimpin telah diimplementasikan dengan baik sehingga dapat meningkatkan kompetensi guru. Namun demikian ada sub aspek yang perlu ditingkatkan yaitu sub aspek bersifat terbuka dalam melaksanakan tugas pokok dan fungsinya. ...
The low quality of education in Indonesia is actually a discussion that has existed for a long time, but until now the problem of education quality has not been resolved. Quality education is the hope and demand of all education stakeholders. Everyone will certainly prefer to study at institutions that have good quality. On this basis, madrasas/educational institutions must be able to provide good service and quality so that they are not left behind and are able to compete with other institutions. This study used a qualitative approach, data were collected by interviews and observations with documentation. Data were analyzed using data reduction, data condensation, data presentation and data verification. This research resulted in (1) Quality improvement management planning at the Nurmadani NW Montong Lisung Islamic Boarding School based on national education standards, but in this study it only examined one of these national education standards, namely education staff standards. (2) The organization of quality improvement management at the Nurmadani NW Montong Lisung Islamic Boarding School is in accordance with the organizational structure because each administrator works according to their respective duties and functions. (3) Motivation in carrying out quality improvement management at the Nurmadani NW Montong Lisung Islamic Boarding School by fostering mastery of the material, mastering the media, improving teacher quality, and providing media is a form of motivational encouragement carried out by the head of the madrasa to his teachers and giving rewards or awards to principals and teachers who carry out their duties properly. (4) the valuation at the Nurmadani NW Montong Lisung Islamic Boarding School is carried out through work meetings or deliberations which are held every 6 months and at the end of the school year involving all concerned at the Islamic boarding school.
... Kepala sekolah sebagai penengah dan mediator harus memiliki ketegasan dalam mengambil keputusan (Mutohar et al., 2021). Artinya kepala sekolah harus mampu menjaga suasana positif di sekolah dan mendorong guru berkembang menjadi otoritas formal sebagai pemimpin sekolahnya (Hidayat et al., 2019). Begitu juga dengan kepemimpinan transformasional kepala sekolah harus mampu mengintegrasikan teknologi secara efektif dalam pembelajaran, menginsfirasi guru dan siswa untuk mengadopsi teknologi baru, dan menciptakan lingkungan yang mendukung inovasi teknologi dalam proses pembelajaran yang dilakukan di kelas. ...
How important is the transformational leadership of school principals in elementary schools who must be able to play a role in changing educational paradigms, changing technology, curricula in dealing with today’s 21st century learning. So that school principals can identify the main areas that need to be addressed in implementing transformational leadership to deal with 21st century learning in elementary schools. The purpose of this study was to gain a better understanding of the role and influence of transformational leadership of school principals in elementary schools in facing the challenges and demands of 21st century learning. This study used the literature review method. The resultsis that the role and influence of the principal’s transformational leadership in elementary schools in facing the challenges and demands of the 21st century are very significant, including inspiring and motivating, encouraging innovation, building collaboration, building leadership skills, and strengthening the quality of education. Likewise, in the century learning can be implemented in elementary schoolswith the principle of: utilizing technology, communicating, being creative, instilling literacy, thinking critically, being innovative, and creating human learner. As well as being able to make an important contribution to the learning to create a relevant educational environment in the 21st.
... Wibowo and Saptono (2017) discovered that intrapreneurial leadership can have an effect on educators' propensity for innovative thinking in East Jakarta's classrooms. A study by Hidayat and Ulya (2019) asserted that intrapreneur leadership is an essential skill for school principals in the modern era. (Farrukh et al, 2019) exposed the positive impact of transformational leadership (TL) and authentic leadership on the intrapreneurial behavior of the academic staff of Universities in Pakistan. ...
There is a growing expectation for universities to contribute to the country's innovation system, especially bringing students to become entrepreneurs and job creators. This research is aimed at developing a model of Islamic scholar thought on intrapreneurial leadership characteristic framework for Islamic Education Institutions. This study employs the Analytic Network Process (ANP) method in three steps, first problem decomposition via in-depth interviews with expert respondents, second, quantifying the model via a pair-wise comparison questionnaire, and third, synthesis and analysis to derive the most priority criteria and strategies. The model was developed with valuable input from three Indonesian religious leaders with experience in Islamic education. The findings indicate that the most important criterion for having the character of an intrapreneurial leader in an Islamic Education Institution along with its sub-criteria is leadership (trustworthy and responsible), followed by behavior (self-confidence and self-motivation), religiosity (worship and tawakkal), good governance (entrepreneurial culture and learning and teaching), and the last priority is skills (leadership skills and networking). This paper also discovered that, within Islamic educational institutions, a focus on constant innovation and a clear human resource vision and mission is a top priority for shaping the personalities of future leaders. This strategy emphasizes the significance of fostering an innovative culture within the institution and providing a clear vision and mission to guide the development of human resources. At the end of the paper's structure, this study offers policy implications and recommendations for how Islamic schools can incorporate intrapreneurial leadership practices into their educational system.
... 21st Century Education is education that emphasizes deep skills (Zubaidah, 2016;, cannot be separated from the involvement of technology (Hidayat et al., 2019), as well as direct interaction with the culture and culture of the surrounding community (Widodo, 2020). Therefore, ready or not, the realms of science, technology, and culture have become part of our lives. ...
Critical thinking in science learning emphasizes students' knowledge and understanding of scientific concepts and processes needed to make decisions in real conditions. Students who have the ability to think critically are expected to be able to face problems and make decisions intelligently and based on information to live a better life. This study aims to improve students' critical thinking skills by developing teaching materials based on local wisdom. The results showed that the learning carried out significantly affected the level of critical thinking of students, both viewed as a whole (z=-4.731; p-value=0.000
... Until the 21st century, the principal is the primary agent in the process of reform in the world of education. Especially in the face of the 21st century, principals must maximize their competencies in leading and empowering all resources in an educational institution (Hidayat et al., 2019 The planning process refers to the school's vision, described later through its missions. In compiling or formulating school plans, the SMA Banua Kalsel Bilingual Boarding School principal is to refer to the section work plan and the previous year's work program as guidelines. ...
To improve the quality of human resources, the principal must manage human resources in schools. Well-organized resource management will achieve educational goals. Managerial competence is part of the principal's requirements that must be met. It is the principal capital in achieving the goals of education as a whole. This research is field research with a qualitative approach. The focus of this research is the managerial competence of the principal at the SPK (School of Cooperation Education) SMA Banua Kalsel Bilingual Boarding School in South Kalimantan. The results showed that the principal had managed human resources well. Schools can realize their vision and mission according to the objectives of the school initiated by the South Kalimantan government, namely the availability of excellent schools that can deliver outstanding students at national and international levels, and graduates can continue to the next level both at home and abroad.
... Peranan kepala sekolah adalah kepemimpinan melaksanakan tanggung jawab tugas-tugas dengan tujuan yang hasilnya sesuai diharapkan serta memiliki memiliki jabatan tertinggi di dalam sekolah mempunyai kekuasaan dan wewenang untuk mempengaruhi bawahan (Sukiyanto & Maulidah, 2020). Tugas kepala sekolah pada hakikatnya jabatan formal yang diangkat melalui atas dasar peraturan yang berlaku melalui proses dan prosedur yang berlaku (Hidayat, 2019). ...
Penelitian ini didasarkan dalam peranan kepala sekolah untuk meningkatkan profesionl guru. Peneliti menggunakan metode kualitatif deskriptif dengan pengambaran beberapa temuan di lapangan, menggunakan pendekatan studi kasus. Subjek dalam penelitian ini sebanyak 7 (orang) terdiri dari kepala sekolah, perwakilan empat guru, dan dua karyawan dengan objek penelitian meliputi Analisis Peranan Kepala Sekolah Dalam Meningkatkan Profesional Guru di SDN Kali Baru 3 Bekasi. Pengumpulan data dilakukan dengan teknik dokementasi, observasi dan wawancara. Hasil penelitian menunjukkan bahwa: (1) Kepala sekolah telah melaksanakan peranan berupa arahan dan instruksi kepada guru, pegawai tentang apa yang harus dilakukan. Sehingga arahan dan instruksi dapat dicermati dan diikuti dengan baik dan maksimal, (2) Faktor pendukung peranan kepala sekolah selama ini terbuka untuk saling kerjasama dan memberikan kenyamanan kepada guru. Sedangkan faktor penghambatnya terdapat salah satu guru yang masih kurang paham menggunakan teknologi.
... Tidak mungkin sebuah organisasi dapat berjalan tanpa seorang pemimpin. (Hidayat, Dyah M, & Ulya, 2019) Kepemimpinan memiliki peran yang sangat vital dalam organisasi agar bisa memengaruhi sumber daya organisasi untuk bergerak dan mampu mengikuti perintah sesuai dengan keinginan pemimpin untuk mencapai tujuan organisasi. Kepemimpinan merupakan seni dalam menggerakkan. ...
Pendidikan menjadi sorotan karena merupakan tempat pengembangan sumber daya manusia. Tujuan penelitian ini adalah mengkaji kepemimpinan kepala sekolah dalam menerapkan konsep merdeka belajar di sekolah dasar. Metode yang digunakan dalam penelitian ini adalah kajian literatur. Hasil kajian menunjukkan bahwa 1) kepemimpinan kepala sekolah memiliki peran sentral dalam kemajuan sekolah 2) penerapan merdeka belajar di sekolah dasar melalui langkah-langkah a) kepala sekolah menerapkan kebijakan yang mendukung merdeka belajar; b) mendorong guru agar dapat melaksanakan pembelajaran yang menyenangkan; c) memotivasi siswa agar memiliki kesiapan dan suasana hati untuk belajar; d) melibatkan orang tua dan lingkungan masyarakat secara aktif; d) berkolaborasi dengan dinas pendidikan mengadakan pelatihan untuk meningkatkan kompentensi guru. Indikator keberhasilan kepemimpinan kepala sekolah dalam menerapkan merdeka belajar di sekolah dasar adalah 1) partisipasi siswa dalam pendidikan yang merata; 2) pembelajaran yang efektif; dan 3) tidak ada siswa yang tertinggal dalam proses pembelajaran.
... Sebagai pimpinan, kepala madrasah harus memiliki program kerja sebelum menjalankan tugasnya. Program kerja (progja) yang dimiliki seorang kepala madrasah terbagi menurut durasi pelaksanaannya, yaitu progja jangka panjang dan juga progja jangka pendek (Hidayat, Dyah M, & Ulya, 2019). ...
Abstrak: Sejak pandemi covid-19, kegiatan pembelajaran di madrasah beralih dari pembelajaran tatap muka ke pembelajaran daring, sehingga kepala madrasah tetap harus mengedepankan aturan kedisiplinan bagi para guru agar proses pembelajaran berjalan optimal meskipun melalui proses pembelajaran dalam jaringan. Tujuan penelitian ini mengetahui tentang manajemen kepala madrasah MIN 3 Aceh Tengah dalam meningkatkan kedisiplinan guru pada pembelajaran daring selama pandemi covid-19. Penelitian kualitatif deskriptif ini menggunakan teknik pengumpulan data berupa wawancara, observasi dan dokumentasi. Adapun hasil temuan penelitian adalah: 1) menyatukan persepsi bersama guru, 2) melakukan bimbingan kegiatan pembelajaran bagi para guru dalam menggunakan media digital, 3) memfasilitasi wifi , 4) memonitoring kinerja guru setiap minggu, 5) mengevaluasi kinerja guru di akhir bulan, 6) menegakkan disiplin protokol kesehatan, 7) menetapkan aturan fingerprint , 8) menegakkan disiplin dalam berpakaian rapi dan sopan dan 9) memberikan hadiah bagi guru teladan. Kendalanya adalah guru tidak dapat melaksanakan proses pembelajaran tepat waktu meskipun telah tersedia wifi di sekolah, hal ini karena mayoritas siswa tidak memiliki handphone android sehingga pembelajaran daring kurang efektif. Solusinya adalah dengan menginstruksi guru untuk mengajari siswa yang tidak memiliki handphone android agar datang ke sekolah kemudian membawa soal latihan untuk dikerjakan di rumah. Abstract: Since the Covid-19 pandemic, the learning activities in madrasah (Islamic school) have shifted from face-to-face learning to online learning, so the school principal still has to prioritize disciplinary rules for teachers to make the learning process run optimally even though the learning process is online. The purpose of this study is to find out the management of the madrasah principal of MIN 3 Central Aceh in improving teacher’s discipline in online learning during the Covid-19 pandemic. This descriptive qualitative research employed interviews, observations and documentation as the data collection techniques. The results of the present research were: 1) unifying perceptions with teachers; 2) conducting guidance on the learning activities for teachers using digital media; 3) facilitating Wi-Fi; 4) monitoring teacher’s performance every week; 5) evaluating teacher performance at the end of the month; 6) enforcing the health protocols; 7) setting fingerprint rules; 8) enforcing people to dress neatly and politely; and 9) giving prizes for exemplary teachers. However, the problem was that the teachers mostly could not carry out the learning process on time even though there was Wi-Fi available at the school. This was because the majority of the students did not have an Android cellphone so online learning was less effective. The solution is to instruct the teacher to allow the students who do not have an android phone to come to school and to give them questions to do at home.
... Kepemimpinan adalah sifat, kebiasaan, perangai, sifat dan watak yang membedakannya dengan orang lain yang dipimpinnya (Kartono, 2008: 34). Gaya kepemimpinan yang mengarah pada tujuan kewirausahaan atau otokratis melibatkan pemimpin dan pengikut, yaitu pemimpin (leader) dan pengikut tidak dapat dipisahkan (Setyawan & F, 2017) 5 . ...
Mariyana 0102521024 Magister Administrasi Pendidikan Universitas Negeri Semarang nanabelinyu@students.unnes.ac.id Tugas ini dibuat untuk memenuhi tugas mata kuliah Evaluasi dan Penjaminan Mutu yang diampu oleh Dr. Cahyo Budi Utomo, M.Pd. Abstract Leadership is the part that considered important in the management of the organization, which is attached to a person Leaders in the form of abilities and/or processes to influence others. Competence is the ability to carry out or perform a job or task based on skills and knowledge and supported by the work. Competence contains a deep and deep part of personality. attached to a person with predictable behavior on various the state and duties of the work. Competencies are structured mostly for career development, but determination of the level of competence is needed to know the effectiveness of the expected level of performance. Leadership competence is an ability possessed by a leaders in carrying out their duties. This paper discusses leadership competencies, especially those in educational organizations as a form of achieving organizational goals effectively and efficiently. A. PENDAHULUAN Kepemimpinan merupakan kemampuan seseorang untuk memberi inspirasi kepada orang lain sehingga mampu bekerja sama sebagai suatu kelompok, agar dapat mencapai suatu tujuan. Seorang pemimpin perlu memiliki seni dalam melakukan tugasnya agar dapat mempengaruhi dan menggerakkan orang-orang untuk memperoleh kepatuhan, kepercayaan, respek dan kerjasama secara royal dalam menyelesaikan tugasnya. Diperlukan keselarasan kerja dalam berjalannya
... Kepemimpinan dapat kita temukan dalam berbagai macam lembaga, salah satunya adalah lembaga pendidikan yang merupakan kepala sekolah. Sebagaimana yang dikatakan oleh(Rais Hidayat:2019) kepala sekolah ialah seseong yang memiliki wewenang untuk mengatur, menggerakkan, mengarahkan, memotivasi dan mensupervisi warga sekolah sehingga mencapai tujuan yang telah ditetapkan.Selanjutnya faktor yang di pengaruhi dalam meningkatkan mutu pendidikan kurangnya kehadiran wali murid pada saat rapat yang diadakan oleh pihak sekolah, hal tersebut mengakibatkan kurangnya dukungan dan kerjasama wali murid dengan sekolah.Kepala sekolah harus mampu menghimbaukan kembali kepada wali murid ataupun disampaikan kepada siswa nya agar semua hasil keputusan rapat dapat di ketahui oleh wali murid. Sebagaimana yang dikatakan oleh Wahjosumidjo (Banun dkk, 2016:9) mengemukakan tugas kepala sekolah adalah "bertanggung jawab dan mempertanggung jawabkan. ...
Principal leadership plays an important role in planning, developing, encouraging, supervising and evaluating schools so that a goal is achieved effectively, efficiently in improving the quality of schools. The purpose of the study was to determine the principal's leadership in the preparation, 1) quality improvement school principal's rules and regulations, 2) quality improvement principal program, 3) the principal's strategy for improving school quality and, 4) barriers to school principals in improving school quality at SD Negeri Alue Bata and SD Negeri Ujong Patihah, Nagan Raya Regency. This study uses a qualitative approach with a descriptive method. Data collection was obtained through interviews, observation and documentation. The subjects of the study were the principal, deputy principal, teacher, superintendent and head of school accreditation. The results of the study found that 1) the rules of discipline of the principal were prepared by the principal with the approval of educators and educational personnel who delivered during the meeting, 2) the principal's program in the form of an annual work program, a semester work program whose preparation is assisted by a teacher, an end-of-semester extracurricular program, 2) The principal's strategy is to hold teacher meetings and student guardian meetings, complete learning books, procurement of new buildings, selection of new students and transfer students. Cooperation with stakeholders in preparation for accreditation, discipline in school regulations, holding technology training for teachers, involving teachers in the KKG, providing equipment and materials in overcoming the corona disease outbreak. Strategic planning in the form of significant and time, 3) barriers to school principals applied, lack of teacher discipline in collecting learning tools, lack of interest in reading students in the library, some teachers did not join in preparing for accreditation due to lack of concern and sense of responsibility for school progress. Abstrak Kepemimpinan kepala sekolah berperan penting dalam menyusun perencanaan, mengembangkan, mendorong, mengawasi dan mengevaluasi sekolah sehingga tercapai suatu tujuan secara efektif, efisien dalam meningkatkan mutu sekolah. Tujuan penelitian adalah untuk mengetahui kepemimpinan kepala sekolah dalam penyusunan, 1) peraturan tata tertib kepala sekolah peningkatan mutu, 2) program kepala sekolah peningkatan mutu, 3) strategi kepala sekolah peningkatan mutu sekolah, dan 4) hambatan kepala sekolah peningkatan mutu sekolah di SD Negeri Alue Bata dan SD Negeri Ujong Patihah Kabupaten Nagan Raya. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Pengumpulan data di peroleh melalui wawancara, observasi dan dokumentasi. Subjek penelitian adalah kepala sekolah,wakil kepala sekolah,guru, pengawas dan kepala bidang pengakreditasian sekolah. Hasil penelitian di temukan, yaitu 1) peraturan tata tertib kepala sekolah disusun oleh kepala sekolah atas persetujuan pendidik dan tenaga kependidikan yang sampaikan saat rapat, 2) program kepala berupan program kerja tahunan, program kerja semester yang penyusunannya dibantu oleh guru, program ekstrakurikuler akhir semester, 3) Strategi kepala sekolah yang di terapkan mengadakan rapat guru dan rapat wali murid, melengkapi buku pembelajaran, pengadaan gedung baru, penyeleksian murid baru dan murid pindahan. Kerja sama dengan stakeholder dalam persiapan akreditasi, kedisplinan terhadap peraturan sekolah, mengadakan pelatihan tekhnologi untuk guru, mengikut sertakan guru mengikuti KKG, menyediakan peralatan dan bahan dalam mengatasi wabah penyakit corona. Perencanaan strategi berupa signifikan dan time, 4) hambatan kepala sekolah yang di terapkan kurangnya kedisipinan guru dalam mengumpulkan perangkat pebelajaran, kurang minat membaca siswa di perpustakaan, beberapa guru tidak ikut bergabung dalam mempersiapkan akreditasi karena kurangnya kepedulian dan rasa tanggung jawab terhadap kemajuan sekolah. Kata Kunci: Kepemimpinan, Kepala Sekolah, Mutu Sekolah
... Based on the explanation above, it can be concluded that the principal is a professional teacher who is trusted to lead the school and its elements to achieve the quality and objectives of education. " Hidayat and Ulya stated that the competencies that school principals must have to face the 21st century are the dimensions of personal, managerial, entrepreneurial, supervised, and social competencies [2]. From these dimensions, one of the roles in school management is managerial competence. ...
... The principal's competencies are formed based on five indicators that are comprehensive and synergistic, namely 1): managerial competency, 2) supervision competency, 3) entrepreneurial competency, 4) social competency and 5) personality competency. The principals must possess the competency to carry out their role and function professionally and work effectively and efficiently to realise a quality school (Alfian et al., 2019;Hidayat & Ulya, 2019;Wiyono et al., 2020). ...
A principal’s supervision competency affects the improvement in the teaching and learning process; therefore, it needs to be improved. This study aimed to describe the principal working group (PWG) activities and the principal’s supervision competencies after being assisted by school supervisor in the PWG at Sangkuang Island, East Kutai Regency. This research used a qualitative method and was conducted at state elementary schools. Data collection used interview, observation and documentation techniques. The data were analysed using Miles and Huberman’s model. The results showed that the PWG activities were effective and the principals could exchange ideas and solutions to solve school problems. The school supervisor’s assistance in the PWG activities increased the principal’s supervision competencies. The principals were able to plan supervision programmes properly, conduct standard supervision and implement follow-up supervision according to the needs. This study implies that a school supervisor’s assistance is important to improve the principal’s supervision competence and this can be adopted at other area. Keywords: Elementary school, principal, supervision competence.
... Paradigma pendidikan dimana kepala sekolah mempunyai kewenangan yang luas untuk mengembangkan segala potensi, harus didukung dengan peningkatan kemampuan kepala sekolah dalam berbagai aspek manajerialnya (Damayanti, 2017). Hal ini akan mendukung ketercapaian tujuan sebagaimana telah ditetapkan dalam visi dan misi sekolah (Hidayat et al., 2019). ...
Artikel ini ditulis dengan tujuan untuk mengetahui pengimplementasian kebijakan kepala sekolah dalam meningkatkan kinerja guru di SMK DTBS Bandung. Permasalahan utama dalam artikel ini adalah apa kebijakan kepala sekolah dan bagaimana kepala sekolah mengimplementasikan kebijakan tersebut. Pendekatan yang digunakan adalah kualitatif. Hasil penelitian menujukan ada 3 (tiga) kebijakan kepala sekolah dalam meningkatkan kinerja guru, yakni (1) Guru wajib mengumpulkan dokumen pembelajaran; (2) Meningkatkan kualitas proses pembelajaran, dan (3) sertifikasi keahlian untuk guru produktif. Ketiga kebijakan tersebut diimplementasikan melalui (1) pemberian reward and punishment, (2) pengawasan kinerja guru secara ketat, (3) komunikasi terbuka dengan guru, (4) pemberdayaan MGMP, (5) kunjungan rutin ke kelas, (6) melengkapi sarana prasarana, (7) penyusunan kurikulum khas SMK DTBS, (8) penyelenggaraan pelatihan, (9) membangun kerjasama dengan pihak luar, (10) menghilangkan remedial test, (11) melakukan koordinasi berjenjang, (12) pembiayaan secara penuh oleh sekolah, serta (13) pembuatan surat perjanjian.
This article aims to see the implementation of the headmaster policy to improve the teacher performance in SMK DTBS Bandung. The main focus in the article are what the headmaster policy and how the headmaster implements the policy. The research method used is qualitative. The result showed the headmaster issued 3 (three) policies in improving teacher performance, which is (1) Teachers are obliged to collect learning documents; (2) Improve the quality of the learning process, and (3) Certification for teachers. The three policies are implemented by (1) reward and punishment, (2) teacher performance supervision, (3) communication, (4) empowerment of MGMP, (5) class visits, (6) completing the infrastructure, (7) preparation of a typical school curriculum, (8) training arrangements, (9) cooperation with other parties, (10) omitting the remedial test, (11) coordination patterns, (12) full financing by schools, and (13) agreement letter
... This is because all the things that are found will become knowledge that will determine the condition in the next period. The events that occurred before written records were called prehistory, with the very rapid development of the era, until now we enter the millennium era, the needs shifted to material needs and then afterward shifted to the transformation of modern human culture (9). Thus the subject of history is becoming increasingly unpopular among the people, especially among the younger generation. ...
History is part of the social sciences or humanities. In history, it studies events in the past which also determine what happens in the present and the future. With history, we can find out events and incidents in the past by reading books or by watching movies. Historical science provides many benefits for all circles. However, in this 21st century, which is a modern era, history is less desirable among millennials for various reasons. The purpose of writing this paper, the first is to find out what are the benefits of historical science in this millennial era, the second is to find out whether history is in demand or not among millennials, then what is the benefit of history in this millennial era. The third is to find a solution related to historical science learning so as not to be boring while maintaining its benefits. This research is to solve a common problem among millennials, namely whether millennials are interested in studying history and what can increase millennial interest in studying history. Researchers collect data to compile this paper with a qualitative method, which is to collect the latest journals for reference between 2019 and 2021 which are related to the urgency of 21st-century history for millennials. In addition, the researchers also looks for the latest data related to interest in studying historical science which is used to find out whether history is in demand or not among millennials. Thus, this research can find out what causes millennials to be less interested in history and find a solution, namely by using film media to increase millennial interest. This article is very useful in providing information about the urgency of learning history in the 21st century so that readers can use this article as material to conduct further research on this matter. As for this research, it has limitations, namely this research is only limited to millennials in relation to the urgency of historical science.
... Wibowo dan Saptono yang dikutip dalam Hidayat et al. (2019) pemimpin harus dapat mempengaruhi sumber daya organisasi, untuk bergerak atau mengikuti perintah sesuai dengan keinginan pemimpin. Pemimpin yang memiliki karakter enterpreneur tidak saja memberikan ruang untuk mengoptimalkan potensi yang dimiliki, tetapi juga memotivasi bawahannya sehingga mereka terdorong untuk kreatif dan inovatif. ...
... All of this is inseparable from the role of the principal as a formal authority holder as a leader for his school [7]. But to face the era of the industrial revolution 4.0, global leadership is needed that has the ability to be adaptive to future uncertainties, the ability to work across countries and across cultures and the ability to create innovative environments, and have the ability to influence, mobilize, foster a sense of participation and responsibilities, providing facilities, good role models and work enthusiasm towards others / subordinates [8][9][10][11][12][13][14]. ...
The purpose of this study is to describe efforts to increase the commitment of the teaching profession through the role of global leadership and capacity building in State Senior High Schools (SMA) in Bogor Regency. This study employs a descriptive qualitative approach and collected data via: interviews; observation; and documentation study. Data analysis in this study uses data reduction, data presentation and verification or conclusions. The results showed that increasing the professional commitment of teachers can be done through teacher training (capacity building) and the role of global leadership as the development of people and motivation of people. Keywords: teacher’s professional commitment, global leadership, capacity building
... This shows that global leadership can trigger innovation in teachers. Motivation of People; f) Teamwork; g) Feedback; and h) Respect for others [6][7][8][9][10][11][12]. ...
The purpose of this study is to identify improvements in teacher innovation through the role of global leadership and efficacy. A qualitative approach is used, and the study focuses on research teachers and principals. Data collection in this study was performed via observation interviews and documentation studies. Data analysis was carried out through 3 activity lines: data reduction; data presentation; and conclusion drawing. The results of the study suggest that the role of global leadership is very important to improve teacher innovation in classroom learning. Global leadership encourages teachers to improve the efficacy of their teaching methods and has implications for improving teacher innovation. Keywords: teacher innovation, global leadership, self-efficacy
This study aims to explore and analyze the contribution of principals' managerial competencies in the development of teacher performance, focusing on five core competencies: personality, managerial, entrepreneurship, supervision, and social, as stipulated by Ministerial Regulation No. 13 of 2007. Using a descriptive method with a qualitative approach, the research was conducted at SMKS Yusuf Abdussatar, Kediri District, West Lombok, by collecting primary data through in-depth interviews, observations, and documentation. The results show that the principal plays a crucial role in planning, organizational development, leadership of teachers and staff, management of facilities and infrastructure, and creating a conducive work culture, all of which significantly contribute to the improvement of teacher performance. This study provides a deep understanding of the importance of managerial competencies in achieving educational goals and offers practical strategies for principals and policymakers to enhance the quality of education through the development of managerial competencies.
Buku ini terdiri dari tiga bab dengan yang pertama
membahas arah baru manajemen pada era digital. Materi
tersebut memberikan pengetahuan mengenai terobosan baru
manajemen di era digital. Kedua, peningkatan mutu
manajemen dan sumber daya manusia. Dengan memuat materi
tersebut pelaksana manajemen dapat mengetahui bagaimana
peningkatan mutu manajemen dan sumber daya manusia.
Ketiga, Tantangan dan strategi manajemen, yang memberikan
pengetahuan mengenai berbagai tantangan dan berbagai
strategi manajemen. Kehadiran buku ini sangatlah tepat dalam dunia
Manajemen saat ini.
Kehadiran buku dengan judul “Orientasi Baru dalam Manajemen dan Pengembangan Sumber Daya Manusia” dapat memberi wawasan mengenai arah baru manajemen pada era digital, peningkatan mutu manajemen dan sumber daya manusia, serta tantangan dan strategi manajemen.
Buku ini terdiri dari tiga bab dengan yang pertama membahas arah baru manajemen pada era digital. Materi tersebut memberikan pengetahuan mengenai terobosan baru manajemen di era digital. Kedua, peningkatan mutu manajemen dan sumber daya manusia. Dengan memuat materi tersebut pelaksana manajemen dapat mengetahui bagaimana peningkatan mutu manajemen dan sumber daya manusia. Ketiga, Tantangan dan strategi manajemen, yang memberikan pengetahuan mengenai berbagai tantangan dan berbagai strategi manajemen.
Editor:
Dr. Adi Wijayanto, S.Or., S.Kom., M.Pd., AIFO. | Prof. Dr. Apridar, S.E., M.Si. | Dr. Ika Novitaria Marani, S.Pd, SE, M.Si | Muhammad Ardli Mubarok, M.Pd | Dyah Pravitasari, S.E., M.S.A
Penulis:
| Rr Sri Kartikowati | Yani Dahliani | Sunardi | Retni Rita | | Hesti Sabrina | Shorihatul Inayah | Muhammad Rizqi Zati |
| Wisnu Rayhan Adhitya | Damiasih | Deden Rahmanudin | Badruzzaman | Bradley Setiyadi | Hendra Saputra | Sukataman | Enni Hartati | Yohana Maria Dolorosa Mahin | Rosalia Heldy Nono | Sri Yulia Sari | Husni Awali | Dina Sarah Syahreza | Umi Salamah | Erwin Komara M. | Nana Kristiawan | Linardo Pratama | Ambar Maolana | Leonardus Winokus Dino Setiawan| Bonefasius Berdi | Kirenius Conny Chapry Watang | Imamul Khaira | Purwati |
Quality learning is part of the performance of teachers who have high competence, both pedagogic, professional, personality, and social competencies. In order for the teacher's performance to be good, in learning there needs to be supervision from the principal. Teaching quality Buddhist education cannot be separated from the role of the principal in monitoring both the implementation of the learning process and administration. This research was conducted to find out how good the principal's leadership is in improving the quality of teaching Buddhist education and how the principal's leadership style can improve the quality of teaching Buddhist education at the elementary school level in Jambi City. This study uses a qualitative method with a phenomenological approach, namely looking closely and in depth by visiting schools with Buddhist education teachers descriptively and through interviews with school principals and Buddhist education teachers. The results showed that the principal's leadership through the supervision of learning and administration greatly influenced the quality of teaching Buddhist education in elementary schools in Jambi City.
Due to the era of globalization and the ever-increasing level of competition in the education sector, the leadership of the principal plays a crucial role in maintaining effective teacher work discipline. The principal ought to pay more attention to the teacher's labor discipline because this is an ongoing issue. The principal must possess a strong spirit of leadership in order to effectively discipline teachers who fail to perform their duties. The goals of the study that was done are as follows: 1) comprehending the principal's leadership role in enhancing teacher and employee work discipline; 2) being aware of the challenges the principal faces in enhancing teacher and employee work discipline. This study employs a subjective engagement methodology and a writing survey technique to select information from books, journals, and articles related to the subject under investigation. The review reveals that the principal's responsibility for further developing the work discipline of educators and education personnel consistently fosters a sense of responsibility, particularly as a pioneer, superintendent, and inspiration in the school climate. The principal's role in enhancing teacher discipline is determined by the leadership style and strategy they employ. The inability to communicate effectively with teachers and other staff members presents a challenge that principals frequently encounter when attempting to enhance teacher and staff work discipline
The research is aimed at describing and analyzing the social competence of madrasa heads in empowering school committees to improve madrasa facilities and infrastructure. This research uses a qualitative research approach with a case study type of research. The data in this research was collected using interview, observation and documentation techniques, while the data analysis technique used was data triangulation techniques. The results of the research show that the social competence that must be possessed by madrasah heads concerns several things, including: a) collaborating with other parties for the benefit of the Madrasah; b) participate in social activities; c) have social sensitivity towards other individuals or groups. By empowering committees to improve madrasa facilities and infrastructure, madrasas can utilize additional resources, gain community support, manage projects more efficiently, and build sustainable capacity.
Konsep merdeka belajar diyakini mampu menjadi akternatif dalam meningkatkan kualitas pendidikan di Indonesia. Dengan konsep tersebut dapat menciptakan siswa mampu berfikir secara kritis, bebas, mandiri, dan memiliki rasa ingin tahu. Maka diperlukan kepemimpinan kepala sekolah dalam menerapkan konsep tersebut di sekolah. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana kepemimpinan kepala sekolah dalam menerapkan konsep merdeka belajar di sekolah dasar. Penelitian ini menggunakan metode penelitian kualitatif dengan pendekatan deskriptif dan kajian literatur dengan menyiapkan dan mengumpulkan bahan penelitian berupa hasil pustaka dari artikel ilmiah jurnal nasional dan internasional dan berbagai buku yang berkaitan dengan topik penelitian. Hasil penelitian menunjukkan bahwa: 1) kepala sekolah mengimplementasikan program yang mendorong terlaksananya merdeka belajar di sekolah; 2) mendukung pendidik bersikap terbuka sehingga senang belajar; 3) mendorong siswa untuk siap dan mood dalam pembelajaran, sehingga dapat berpikir kritis, memiliki rasa ingin tahu, dan berperan secara aktif dalam proses belajar mengajar; 4) mengikutsertakan secara aktif wali siswa dan masyarakat setempat untuk berperan dalam mengawasi prestasi belajar peserta didik serta mendorong kerja sama antara sekolah, lingkungan masyarakat, dan tempat tinggal; 5) kerja sama dengan Dinas Pendidikan untuk menyelenggarakan kursus seminar dan workshop untuk guna peningkatan kualifikasi pendidik dan menyiapkan pembimbing untuk pelaksanaan merdeka belajar
Mengingat betapa pentingnya kompetensi yang harus dimiliki oleh seorang kepala sekolah, maka penelitian akan memaparkan tentang kompetensi kepala sekolah yang harus dimiliki dan dikuasai dalam rangka meningkatkan mutu pendidikan di sekolah. Pendekatan studi kepustakaan digunakan pada penelitian ini. Dalam studi kepustakaan ini dilakukan dengan teknik analisis data secara kualitatif deskriptif dari beberapa sumber yang relevan dengan penelitian yang dilakukan. Salah satu usaha yang dapat dilakukan dalam rangka meningkatkan mutu pendidikan di sekolah yaitu dengan kepemimpinan kepala sekolah yang memiliki kompetensi sebagai pimpinan. Kompetensi yang harus dimiliki oleh kepala sekolah yaitu kompetensi kepribadian, kompetensi manajerial, kompetensi kewirausahaan, kompetensi supervisi, dan kompetensi sosial. Kompetensi ini memainkan peran kunci dalam mempengaruhi keberhasilan kerja, terutama dalam pekerjaan-pekerjaan yang menuntut sungguh-sungguh inisiatif dan inovasi. Dengan memiliki kompetensi tersebut, kepala sekolah dapat membantu meningkatkan mutu pendidikan. Karena dengan hal tersebut, lingkungan sekolah yang positif akan terbentuk, dan menciptakan iklim kerja yang lebih baik. Pendidikan yang bermutu adalah pendidikan yang dibutuhkan oleh masyarakat pada masa sekarang ini.
Tujuan penelitian ini adalah untuk mengetahui kelayakan, kepraktisan dan keefektifan bahan ajar flipbook interaktif berbasis problem based learning. Jenis penelitian ini adalah penelitian pengembangan (Reseach and Development) yang menggunakan model pengembangan ADDIE dengan 5 langkah penelitian yaitu Analysis, Design, Development, Implementation, and Evaluation. Subjek penelitian ini adalah siswa kelas V SDN 053996 Pelawi. Instrumen yang digunakan dalam pengumpulan data yaitu observasi, wawancara guru, angket validasi materi dan validasi desain, angket praktisi pendidikan (guru), dan soal tes. Berdasarkan uji keefektifan bahan ajar flipbook interaktif berbasis problem based learning yang dikembangkan, nilai siswa meningkat dari awal sebelum menggunakan bahan ajar flipbook interaktif berbasis problem based learning siswa mendapat nilai rata-rata 55,20 meningkat menjadi 84. Dari penelitian dan data yang ditemukan menunjukkan bahwa pengembangan bahan ajar flipbook interaktif berbasis problem based learning ini sudah sangat layak digunakan dalam proses pembelajaran di sekolah.
This study aims to describe the patterns of leadership of principals in Islamic-based schools, how principals manage time in carrying out their roles and efforts to unravel stereotypes. This research uses descriptive research method with a qualitative approach. The sample of this study is the principal, teachers, students and employees at the school. The results of the study illustrate, the leadership pattern applied by the Principal of MTs Al Hidayah Karangsuci Purwokerto is: 1) a transformational leadership pattern, a charisma shown through various approaches that embrace all parties with the aim of conditioning a better work situation; 2) Instructional and participatory leadership patterns, characterized by the principal's efforts to interact more with teachers, students, parents, colleagues, communities, more than men, support consensus decision-making, emphasize processes, encourage feelings of self-esteem, active participation, and share forces and information that help transform people's self-interest into organizational goals, influence teachers to use more desirable teaching methods in everyday life. In dismissing stereotypes, the principal has succeeded in creating a conducive climate in his institution so that all elements that are included in the academic climate of MTs can run well.
The purpose of this school action research (PTS) is to find out the extent to which the supervision carried out by the principal followed by the provision of guidance/treatment to the target teachers can improve the teacher's ability to apply learning models in the classroom. In this school action research (PTS) it was conducted in 2 cycles, from the results of the actions taken it was proven to be able to improve the ability of teachers by achieving ideal standards. In the first cycle the teacher's ability to increase after classroom supervision was carried out after coaching on the use of new learning media reached about 33.33% in the second cycle it could increase to 100%. The average score obtained after class supervision in the first cycle was 69.67 and increased in the second cycle to 83.33, meaning that there was an increase of 13.66 and the group/classical level of completeness in the first cycle reached 33.33% and in the second cycle increased to 100%. The results of this school action research show that the coaching of the principal can improve the ability of teachers to use learning media in the learning process ABSTRAKTujuan dari penelitian tindakan sekolah (PTS) ini adalah untuk mengetahui sejauh mana supervisi yang dilakukan oleh kepala sekolah yang diikuti dengan pemberian pembinaan/perlakuan terhadap guru-guru sasaran dapat meningkatkan kemampuan guru tersebut dalam menerapkan model-model pembelajaran di kelas. Dalam penelitian tindakan sekolah (PTS) ini dilakukan dalam 2 siklus, dari hasil tindakan yang dilakukan terbukti dapat meningkatkan kemampuan guru dengan mencapai standar ideal. Pada siklus I peningkatan kemampuan guru setelah dilakukan supervisi kelas setelah dilakukan pembinaan tentang pemanfaatan media pembelajaran baru mencapai sekitar 33,33 % pada siklus II dapat meningkat menjadi 100 %. Skor rata-rata yang diperoleh setelah dilakukan supervisi kelas pada siklus I sebesar 69,67 dan meningkat pada siklus II menjadi 83,33, berarti ada peningkatan sebesar 13,66 dan tingkat ketuntasan secara kelompok/klasikal pada siklus I mencapai 33,33% dan pada siklus II meningkat menjadi 100 %. Hasil penelitian tindakan sekolah ini menunjukkan bahwa pembinaan kepala sekolah dapat meningkatkan kemampuan guru dalam menggunakan media pembelajaran pada proses pembelajarannya
Tujuan dari penelitian adalah untuk mendeskripsikan bagaimana pelaksanaan manajemen kepala madrasah dalam rangka mewujudkan visi misi, serta faktor yang mempengaruhi manajemen sekolah di MIM PK Blimbing. Penelitian ini termasuk jenis fenomenologi dengan subjek penelitian kepala sekolah MI. Teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian ini menunjukkan manajemen sekolah dilakukan melalui 3 tahap yaitu, perencanaan, pelaksanaan, dan evaluasi. Visi sekolah dapat terwujud apabila misi sekolah dapat dilaksanakan secara optimal. Upaya kepala sekolah dalam meningkatkan manajemen madrasah untuk mengoptimalkan misi sekolah dilakukan melalui program berjangka, pelaksanaan aturan kedisiplinan, dan pemberian reward kepada guru & murid yang berprestasi. Faktor pendukung manajemen kepala madrasah adalah adanya tenaga pendidik yang mumpuni di bidangnya, lingkungan madrasah dekat dengan masyarakat, hubungan madrasah dengan masyarakat terjalin dengan erat, dan potensi akademik siswa. Faktor penghambatnya adalah sarana prasarana yang terbatas.
This research is motivated by the use of learning media which is still limited, and only school textbooks that do not prioritize the development of students' problem solving abilities are used. This study aims to understand the steps of developing the modular characteristics of animals, plants and their habitats and to determine their quality. This development research uses the ADDIE model (analysis, design, development, implementation, and evaluation). The objects of this research are material expert teachers, media experts, linguists, learning experts and sixth grade teachers at SD Negeri Kalongan. Data collection techniques in the form of assessment. Quantitative and qualitative data analysis was used to evaluate teaching materials. This research develops modules on the characteristics of animals, plants and their habitats. The results showed that the quality of material experts was in the appropriate category, with an average score of 3.2. The quality assessment carried out by a linguist in the appropriate category had a mean score of 3.0. The quality assessment carried out by media experts using the very appropriate category has an average score of 3.4. The quality assessment carried out by learning experts has a very user-friendly category with an average score of 3.3. The teacher assesses the quality in the very appropriate category, with an average score of 3.8. These results indicate that the quality of the module is included in the very feasible category to be used as teaching materials.
Organisasi pemimpin mampu berperan penting dalam tercapainya sebuah keberhasilan. Bentuk organisiasi pemimpin dapat dilihat dari seorang kepala sekolah yang memiliki peranan sangat strategis dan penting dalam upaya mencapai tujuan pendidikan dan pembelajaran. Kepala sekolah yang profesional adalah kepala sekolah yang mengaktualisasikan fungsi-fungsi manajemen kedalam organisasi sekolahnya berupa proses perencanaan, pengoranisasian, penggerakkan dan pengawasan. Meningkatkannya mutu dan kwalitas sekolah adalah suatu hal yang hendak dicapai dan keberhasilan pencapai tersebut sejauh mana kepala sekolah mampu membina dan mengarahkan para guru untuk bekerja maksimal, profesional guna meningkatkan kualitas peserta didik. Penelitian ini bertujuan untuk mengetahui upaya, usaha dan strategi kepala sekolah dalam meningkatkan kualitas peserta didik di Raudhatul Athfal Darul Ilmi Kecamatan Lubuk Kilangan Kota Padang. Adapun pendekatan penelitian yang digunakan adalah penelitian kualitatif, berupa teknik pengumpulan data wawancara langsung dengan narasumber yang terkait yaitu kepala sekolah Raudhatul Athfal Darul Ilmi Kecamatan Lubuk Kilangan Kota Padang. Dari hasil penelitian dapat memberi petunjuk bahwa kepala sekolah memiliki peran yang sangat besar sebagai motivator, inovator, dan sebagai manajer dengan melakukan beberapa terobosan dalam upaya meningkatkan kualitas peserta didik. Hal ini sejalan dengan visi dan misi sekolah mewujudkan pembelajaran yang aktif, efektif dan efisien, membangkitkan motivasi dan minat belajar siswa serta berusaha semaksimal mungkin mewujudkan siswa yang berkarakter serta memiliki akhlak dan budipekerti mulia
Tujuan umum pengabdian ini untuk meningkatkan kemampuan kepala sekolah dalam menyusun rencana pengembangan sekolah Kabupaten utara. .Sedangkan tujuan secara khusus: 1) meningkatkan pengetahuan kepala sekolah tentang rencana kerja sekolah, 2) meningkatkan kemampuan kepala sekolah dalam melakukan evaluasi diri sekolah, 3) meningkatkan kemampuan kepala sekolah dalam menyusun rencana pengembangan sekolah. Khalayak sasaran kepala sekolah, wakil kepala sekolah, guru, komite sekolah, pengawas, Metode melalui worshop. Hasil pengabdian menunjukkan bahwa melalui Workshop dapat meningkatkan emampuan Kepala Sekolah dalam menyusun Rencana Pengembangan Sekolah yang sesuai dengan kriteria baik. Aspek yang dinilai antara lain : Kelengkapan elemen RPS, (2) Kejelasan tujuan RPS, (3) Kelengkapan/kesesuaian program dengan tujuan RPS, (4) Kemanfaatan program, (5) Strategi, (6) Kelayakan anggaran biaya, (7) Optimalisasi Sumber daya Sekolah, (8) Sustainbilitas.
The objectives of this study are to analyze and describe the implementation of instructional leadership to achieve the quality of SMK Darul Kamal NW Kembang Kerang. The method used is qualitative approach with a case study. The data and information are gained through observation, interview, and documentation. The result of the research in SMK Darul Kamal NW Kembang Kerang showed that instructional leadership was implemented well through maximum learning followed by extracurriculars (compulsory and specialization), so the school’s quality can be achieved.
Keywords: implementation; instructional leadership; school’s quality
Abstrak: Tujuan penelitian ini adalah untuk menganalisis dan mendeskripsikan implementasi kepemimpinan pembelajaran untuk mewujudkan mutu SMK Darul Kamal NW Kembang Kerang. Metode yang digunakan ialah pendekatan kualitatif dengan jenis studi kasus. Data dan informasi diperoleh dari hasil pengamatan, wawancara, dan dokumentasi. Hasil penelitian di SMK Darul Kamal NW Kembang Kerang ini menunjukkan bahwa kepemimpinan pembelajaran telah diimplementasikan dengan baik melalui pembelajaran yang maksimal yang didukung dengan kegiatan ekstrakurikuler (wajib dan peminatan) sehingga mutu sekolah dapat diwujudkan.
Kata kunci: implementasi; kepemimpinan pembelajaran; mutu sekolah
One of the government's policies in education in the 21st century is the enactment of educational autonomy. This policy needs to be accompanied by a change of leadership in the education unit. The leadership qualities of the head of the madrasah will determine whether the madrasah achieves its expected goals or not. The purpose of this research is to analyze outstanding leadership in the 21st century, which includes the characteristics, style, nature, requirements, quality, and competence that a madrasah head must possess. This research was conducted at SDN 5 Cileungsir, Ranch Subdistrict, Ciamis Regency, in March 2020. This research used a library study approach. The data used in this research is secondary data, as the techniques carried out are collecting various credible sources from books, written documents, and articles taken from quality national and international online journals and have been accredited. All references that the author provides in this article aim to inform the reader of the tips and requirements to be an ideal and competent leader in the 21st century, especially leaders in schools. All descriptions are equipped with explanations and examples of events that are often encountered in the field to be understood easily. Based on the research results, it can be concluded that a leader must display exemplary behavior in the madrasah he leads. The behavior of the head of the madrasah must reflect the high spirit of work and should be an example or role model for all people in madrasahs. The ideal educational leader of the 21st century is an innovative leader, a leader who can innovate, has managerial skills and technical skills, and is highly dedicated to what he leads. Managerial expertise is needed for leaders to handle the complexities of educational institutions, and educational leadership skills are needed to obtain innovative leaders in leading educational institutions to conform to a 21st-century education. He must have the vision, mission, willingness, and commitment to make changes, progress, understand processes, and create innovations and solutions. Besides, a leader must also have expertise and quality. Thus, if a leader can realize all these components, then the madrasah under its management can innovate better under the demands of education in the 21st century and per the objectives to be achieved.
Pandemi Covid 19, telah membawa dampak perubahan, salah satunya pada dunia pendidikan. Penyelenggaraan pendidikan di sekolah mengalami perubahan yang signifikan, perubahan tersebut menjadikan proses pendidikan dilakukan melalui dunia maya, yang menimbulkan berbagai keresahan, ketakutan dan kecemasan akan nasib pendidikan anak, khususnya di jenjang PAUD. Tujuan penelitian ini adalah mendeksripsikan bagaimana peranan kepala PAUD penyelenggaraan pendidikan PAUD sebelum dan pada masa pandemi Covid 19. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei. Penelitian ini melibatkan Kepala TK 112 Kepala TK di Kota Cimahi. Hasil penelitian menunjukan terjadi perbedaan orientasi peranan kepala PAUD dalam penyelenggaraan pendidikan sebelum dan saat terjadi pandemi Covid 19, peranan Kepala PAUD sebagai edukator sebelum pandemi (84,58%) menjadi 73,04% saat pandemi, manager dari (70,95) menjadi (75,95%), administrator menjadi (72,38%) menjadi (78,33%), supervisor dari (76,61%) menjadi (71,015), dimensi leader dari (71,19%) menjadi (68,01%), sementara peranan sebagai inovator (68,63) menjadi (74, 76%), dan peranan motivator (73,33%) menjadi (74,76%).
The aim of this study are: 1). To find an appropriate model of principal leadership conducting a pilot in public junior high schools in Konda sub-District; 2). To find out the description of the NEM paradigm of principal leadership concept; which include entrepreneurship skill, good role model, capable and democratic in implementing the leadership skill as a principal. The result of this study describes; 1). The model of principal leadership skill besed on the public junior high school in Konda, which include entrepreneur skill, good role model, capable and democratic, and 2) the description of the result of the head master leadership skill including; a) entrepreneur skill is moderate; b) good role model is moderate; c) capability is effective; d) democracy is very effective. ABSTRAK Penelitian ini bertujuan untuk: 1) untuk mendapatkan sebuah model kepemimpinan kepala sekolah yang efektif sesuai dengan kondisi SMP Negeri di Kecamatan Konda dan 2) untuk mendapatkan gambaran keefektifan pilar entrepreneur, teladan, cerdas dan demokratis dalam implementasi kepemimpinan kepala sekolah efektif di SMP Negeri Kecamatan Konda. Hasil penelitian dan pengembangan menunjukkan bahwa: 1) model kepemimpinan kepala sekolah yang efektif sesuai dengan kondisi di SMP Negeri se-Kecamatan Konda adalah kepemimpinan entrepreneur, teladan, cerdas dan demokratis (ENTELCERDS) dan 2) efektivitas implementasi kepemimpinan kepala sekolah efektif di SMP Negeri se-Kecamatan Konda terkait dengan: (a) Entrepreneur secara rerata berkualifikasi cukup efektif, (b) Keteladanan secara rerata berkualifikasi cukup efektif; (c) kecerdasan secara rerata berkualifikasi efektif, dan (d) demokratis secara rerata berkualifikasi sangat efektif.
The headmaster is one of the key factors in determining the establishment of quality education. Referring to their functions and roles, headmasters serve as the manager and the leader of the educational school institution. Effective management and leadership require headmasters who realize modelling and transformational leadership, indicated by such characteristics as idealized influence, inspiration motivation, intellectual stimulation and individualized consideration. They should empower the teaching staff, work based on a clear time frame, establish interpersonal relationship, develop fair and accountable principles, and be able to work in team.
It is well established that girls and boys perform differently in traditional examinations in most countries. This study looks at a sample of 754 school students in Kuwait (aged about 13) and explores how boys and girls differ in the performance in a range of tests related to learner characteristics. The fundamental question is how boys and girls differ in these learner characteristics and do any of the differences relate to examination performance. If the development of such learner characteristic is open to experiences in the formal learning situations, then this opens the door to possible ways to encourage the development of such characteristics, with possible concomitant enhancement of academic performance. It is found that girls outperform the boys in tests which measure extent of field dependency, extent of divergency and skills with the visual-spatial (all at p < 0.001). Confirming previous studies, the girls markedly outperform the boys in all school subject examinations but there are no differences in their measured working memory capacities. In looking at the relationships between various combinations of the measurements made, it is found that boys are much more dependent on working memory than girls in performing in examinations, and the boys are also much more dependent on employing skills related to divergent thought in achieving success in examinations. These observations are interpreted in terms of the way boys and girls learn, with girls being more conscientious and willing to memorise than the boys who, in turn, have to rely on working things out for success: girls tend to memorise; boys tend to try to work it out.
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