Gerakan literasi sekolah merupakan gerakan yang bertujuan untuk mengaktifkan budaya membaca dan menulis peserta didik di sekolah demi terlaksananya pembelajaran sepanjang hayat. Data yang diperoleh dari survei UNESCO bahwa 1 dari 1.000 masyarakat Indonesia yang melakukan kegiatan membaca secara serius. Melihat fakta itu, pemerintah di bawah Kementerian Pendidikan dan Kebudayan, menetapkan suatu program yakni Merdeka Belajar. Program ini dijadikan sebagai momentum dalam memperkuat literasi, baik literasi membaca, maupun literasi teknologi. SD Negeri 2 Jayapura belum secara penuh membudayakan kegiatan literasi membaca 15 menit di sekolah. Diharapkan melalui kegiatan edukasi gerakan literasi sekolah, sekolah lebih melek dan berdaya dalam menerapkan kegiatan ini sebagai program wajib baca 15 menit untuk mempersiapkan diri menghadapi program Merdeka Belajar. Alat dan bahan yang digunakan adalah laptop, infocus, recorder, pengeras suara, baliho, serta materi pemaparan dari para narasumber. Metode yang digunakan adalah metode ceramah oleh tiga narasumber. Hasil yang ditemukan kegiatan sosialisasi ini adalah kepala sekolah memperoleh informasi dalam menyukseskan budaya baca kepada anak. Selain itu, diharapkan kegiatan ini dilaksanakan dalam jangka panjang, dengan menggunakan tiga tahapan, yakni pembiasaan, pengembangan, dan pembelajaran. Pihak sekolah juga menginginkan adanya kerja sama dengan kegiatan yang berbeda untuk memberikan insight kepada sekolah demi meningkatkan mutu pendidikan di SD Negeri 2 Abepura, Jayapura. Disarankan adanya kerja sama lebih antar pihak sekolah dan pihak eksternal sekolah, seperti dinas pendidikan ataupun penerbit buku untuk menambah beberapa jenis buku sebagai salah satu fasilitas sekolah guna mendukung kegiatan membaca 15 menit. Dan juga, dilakukan sosialisasi kepada orangtua agar memantau kegiatan membaca anak selama 15 menit di rumah.
This qualitative descriptive research has two types of data resources, namely primary data and secondary data. The primary data were the result of the interview from the data resources which determined through the purposive sampling technique. The primary data were obtained from the headmaster, teachers, administrative staff, school committees, and students. While the secondary data includes textbooks, school documents, journals, theses, dissertations, internet sites, which related to the implementation of the principal's management functions in improving the quality of education. Data were collected through in-depth interview techniques with informants, observation, and documentation. In analyzing the data, the researcher applied the qualitative descriptive techniques based on Miles and Huberman theory namely data reduction, data exposure, and data verification. There are two objectives of the research, they are 1) to describe the implementation of planning function and 2) to describe the implementation of the actuating function of the principal in improving the quality of education at Hedam Inpres State Elementary School in Abepura, Jayapura. The study revealed that 1) the principal of Hedam Inpres State Elementary School in Abepura, Jayapura has implemented the planning function properly and 2) The actuating function of the school principal had not been implemented yet. Keywords: Principal Management Functions, Planning, Actuating, Quality of Education
This study aims to describe the managerial competence of principals in improving the professional competence of teachers. The object of research is the principal and teachers in one of the public junior high schools in Jayapura. The approach used is descriptive qualitative which describes explicitly the managerial competence of the principal in improving the professional competence of teachers. Data was collected through observation, interviews and documentation studies which were then analyzed and tested for validity using the triangulation method. The results of the study show that (1) the principal has carried out the planning function together with the teacher, namely preparing annual programs, semester programs, monthly programs, daily programs, and year-end programs. In addition, the principal and the teacher are directly involved in the preparation of the curriculum. (2) The principal carries out the organizing function by dividing tasks to each teacher according to their competences, the preparation of the school organizational structure always involves all competent school components. (3) The principal carries out the actuating function by motivating teachers for career development, ensuring the implementation of all planned school programs. (4) The principal carries out the control function by playing an active role in supervising and evaluating learning program. In addition, the principal supervises the teacher's performance and follows up on it.Keywords: Managerial competence; competences of teachers; Quantitative Research.
This study aims to describe the personality competencies of principal in improving teachers’ performance at SMA Korpri Jayapura and also to describe the supporting and inhibiting factors. The approach used in this research is qualitative descriptive. The subjects for this research are the principal and all teachers. The data was collected through observation, in-depth interviews and documentation study which were then analyzed and tested for their validity using the triangulation method. The results showed that the implementation of the principal's personality competence at SMA Korpri Jayapura had not been going well according to the six indicators of personality competence, the principal had not been maximal in showing an example of time discipline and the inconsistent development of school programs. The supporting factors include: (a) the awareness of teachers to carry out their duties and responsibilities, (b) the independence of teachers in administration, (c) the existence of good cooperation with related agencies. While the inhibiting factor is the existence of other external factors outside of school that affect educational activities in schools. Keywords: The personality competencies of principal, Teachers’ performances
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