INOVASI KEPEMIMPINAN KEPALA SEKOLAH BERASASKAN TRILOGI KEPEMIMPINAN KI HAJAR DEWANTARA DALAM UPAYA MENINGKATKAN KOMPETENSI GURU DI GUGUS 2 NANGGULAN
Abstract
This study aims to describe leadership innovations for elementary school principals in Cluster 2 Nanggulan based on the Ki Hajar Dewantara leadership trilogy. This study uses a qualitative approach. Data collected by interview, observation, and documentation. Data analysis was carried out by collecting data, reducing data, presenting data, and drawing conclusions. The validity of the data was carried out by means of source triangulation and technique triangulation. The results of the study show that the leadership innovation of the elementary school principal in Cluster 2 Nanggulan based on the Ki Hajar Dewantara leadership trilogy in an effort to improve teacher competence is that the principal also conducts a self-development program to increase his competence in the hope that he will be emulated by other teachers whose teachers then take part in the improvement program. competence, school principals are involved in teacher competency improvement programs in the form of creating certain situational conditions so that teachers can easily participate in competency improvement programs, and school principals provide motivational encouragement so that teachers can be enthusiastically interested in participating in competency improvement programs for example by giving small rewards. The inhibiting factor in the implementation of elementary school principal leadership innovations in an effort to improve teacher competence based on the Ki Hajar Dewantara leadership trilogy in Cluster 2 Nanggulan is the teacher's mindset which is difficult to change teacher teaching habits to use more effective and efficient teaching methods. Supporting factors in the implementation of elementary school principal leadership innovations in an effort to improve teacher competence based on the Ki Hajar Dewantara leadership trilogy in Cluster 2 Nanggulan is the organizational structure of the principal who is the highest peak position in the school able to make teachers obey or consider policies and suggestions from the principal to improve the ability of the teacher itself. The achievement of school principals in getting teachers to make efforts to increase pedagogic competence, social competence, personal competence, and professional competence with the kihajar dewatara leadership principle, namely setting an example, providing motivation and moving teachers, and giving encouragement to teachers is 64.32%. Setting an example, motivating and moving teachers, and giving encouragement to teachers is not always successful in increasing the competence of teachers. Teachers may not follow the example of the principal, teachers may not listen to the motivation of the principal, teachers may not be successful in being encouraged so that they are less interested in improving their poaedagogic competence, professional competence, personal competence, and social competence.
Metrics
References
Asiah, N., & Isnaeni, A. (2018). Inklinasi Masyarakat Muslim Kelas Menengah Terhadap Sekolah Dasar Islam Terpadu Di Bandar Lampung. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 9(2), 291–309. Retrieved from http://www.ejournal.radenintan.ac.id/index.php/tadzkiyyah/article/viewFile/3452/2404
Azizhan, S. (2004). Sistem Pengambilan Keputusan Pendidikan. Jakarta: Grasindo.
Hastiningrum, I. (2016). Kompetensi Kepala Sekolah Dalam Membina Profesional Guru IPA. Manajer Pendidikan, 10(5), 483–448. Retrieved from https://ejournal.unib.ac.id/index.php/manajerpendidikan/article/download/1300/1095
Hidayat, H., Sukandar, A., & Setiawan, M. (2022). Managemen Supervisi Kepala Madrasah untuk Meningkatkan Profesionalisme Guru Pendidikan Agama Islam. Edukasi: Journal of Educational Research, 2(2), 194–213. Retrieved from http://journal.medpro.my.id/index.php/edukasi/article/download/135/50
Hikmah, H. N., Rahmawati, I., & Lestari, H. (2021). Hubungan Efikasi Diri dengan Kreatifitas Kerja Guru Pegawai Negeri Sipil (PNS) Sekolah Dasar Negeri Se-Kecamatan Cibungbulang. Jurnal Dirosah Islamiyah, 3(1), 10–17. Retrieved from https://journal.laaroiba.ac.id/index.php/jdi/article/download/289/238
Husaini, U. (2013). Teori Praktik dan Riset Pendidikan. Jakarta: Bumi Aksara.
Ikhsandi, M. R. H., & Ramadan, Z. H. (2021). Kepemimpinan Kepala Sekolah dalam Meningkatkan Kinerja Guru Sekolah Dasar. Jurnal Basicedu, 5(3), 1312–1320. Retrieved from https://jbasic.org/index.php/basicedu/article/download/901/558
Khalid, I., Rita, Maisah, Hakim, L., & Us, K. A. (2021). Superioritas Kepemimpinan Lembaga Pendidikan Islam Studi Kasus Sekolah Madrasah Aliyah Negeri Di Kota Jambi. Jurnal Ilmu Hukum, Humaniora Dan Politik, 1(2), 139–157. Retrieved from https://dinastirev.org/JIHHP/article/download/660/427
Khomaruznizar, Adib, A., & Sarbanun, A. (2022). Pengaruh Iklim Kerja Sekolah Terhadap Kinerja Guru. Unisan Jurnal: Jurnal Manajemen Dan Pendidikan, 1(3), 171–186. Retrieved from https://journal.an-nur.ac.id/index.php/unisanjournal/article/download/584/223
Prasetyo, S. (2007). Pengembangan Pembelajaran Dengan Menggunakan Multimedia Interaktif Untuk Pembelajaran Yang Berkualitas. Semarang: UNNES.
Siregar, N. N. (2019). Perbedaan Hasil Belajar Matematika dan Motivasi Belajar Siswa dengan Menggunakan Pendekatan Matematika Realistik dan Pendekatan Konvensional. ITTIHAD, 3(1), 19–30. Retrieved from http://ejournal-ittihad.alittihadiyahsumut.or.id/index.php/ittihad/article/viewFile/59/49
Susanto, A. (2016). Teori Belajar Dan Pembelajaran Di Sekolah Dasar. Jakarta: Prenadamedia Group.
Sutiawan, S., & Fauzan, A. (2021). Pengembangan Sumber Daya Manusia Di Sekolah Alam Lampung. Al-Idarah: Jurnal Kependidikan Islam, 11(1), 39–49. Retrieved from http://www.ejournal.radenintan.ac.id/index.php/idaroh/article/download/8806/4391