KEPEMIMPINAN UNGGUL KEPALA SEKOLAH DASAR DAERAH TERPENCIL (Studi Multisitus pada Sekolah Dasar di Kabupaten Bondowoso)

Juharyanto, Juharyanto

doi:10.17977/um009v26i12017p089

Cited by 24 publications

(24 citation statements)

References 16 publications

(21 reference statements)

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“…The integrity of the personality becomes the headmaster's impulse to do many things, among others, to strive for continuous self-development, to be open to all forms of information to positive change, to strive for self-control in the face of every issue, and the principal has a leadership talent effective. The overall values of integrity that exist in the headmaster are directed to fight for the school to be a school achievement [32].…”

Section: "Kami Kan Punya Prinsip Bahwa Seperti Yang Dipegang Teguh Olmentioning

confidence: 99%

Implementation of Principal Personality Competency as a Change Agent on School Achievement in Remote Area One Roof School

Juharyanto¹

2017

Proceedings of the 2nd International Conference on Educational Management and Administration (CoEMA 2017)

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This study aims to describe the implementation of the competence of the principal's personality as an agent of change in the school achievement. This research was conducted by using the qualitative approach of the phenomenological type with multi case design. Data collection techniques are conducted through observation, documentation and in-depth interviews. Data were analyzed by: (1) data reduction, (2) data presentation, and (3), conclusion drawing. The resulting findings are among others: (a) expertly communicates vision, mission, and program indicators; (b) able to internalize the values of spiritual integrity and leadership; (c) have a strong desire to develop his knowledge; (d) be opened to all inputs of ideas and aspirations; (e) capable of effective coordination with related parties; and (f) skillfully delegate his leadership duties. Other findings identified were the principal as a risk taker plays a major role for school change and all the elements involved with school/madrasah by applying awareness-based leadership patterns, expectations, and concerns.

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Section: "Kami Kan Punya Prinsip Bahwa Seperti Yang Dipegang Teguh Olmentioning

confidence: 99%

Implementation of Principal Personality Competency as a Change Agent on School Achievement in Remote Area One Roof School

Juharyanto¹

2017

Proceedings of the 2nd International Conference on Educational Management and Administration (CoEMA 2017)

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“…The actual education unit has so far developed and implemented character building values through the operational program of each education unit. Schools should develop character values in order to improve the quality of students who will improve the quality of the school [8]. In order for character education to succeed, the management of character education should be carried out in accordance with the management process.…”

Section: Introductionmentioning

confidence: 99%

The Principal Leadership in Strengthening Elementary School Education Character

Juharyanto¹,

Sobri²,

Nurabadi³

2018

Proceedings of the 3rd International Conference on Educational Management and Administration (CoEMA 2018)

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This study aimed to describe the character values developed, the management of character education, and the principal leadership in empowering the elementary school character. The research used a qualitative with multisite design. Data was collected through snowball sampling through interviews, observation and documentation. The findings of this study are: (1) the value of the characters developed are religious, nationalist, independent, mutual cooperation and integrity' (2) the management of character education includes: planning, organizing, implementing and supervising and evaluating; and (3) in empowering the students character, the principal made themselves as being a motivator for his subordinates, creating a conducive school climate and culture, and being good models.

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“…Sekolah-sekolah yang berlokasi di daerah terpencil dengan karakter: medan yang tidak bersahabat, secara umum kondisi ekonomi sangat rendah, rendahnya kesadaran pendidikan masyarakat, sarana dan pra-sarana sekolah tidak memadai, kuantitas dan kualitas guru kurang memadai, dominasi status guru yang masih non-PNS, dan faktor kebijakan pemerintah yang cenderung berubah sewaktu-waktu, justru semakin menyulitkan kepala sekolah (Hyson, 2013;Juharyanto, 2017;Piter Joko Nugroho, 2014). Tugas kepala untuk mempertahankan sekolah dalam kondisi yang sangat terbatas, atau bahkan mengembangkan sekolah tersebut sesuai dengan standar mutu nasional bisa jadi merupakan mimpi buruk bagi mereka.…”

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“…Beragam persoalan yang dihadapi sekolah satu atap, antara lain: 1) tidak dimilikinya guru khusus oleh sebagian besar SD -SMP SATAP; 2) Sebagian besar guru SD -SMP SATAP merupakan guru pada Sekolah Dasar setempat, yang belum memiliki kelayakan kinerja setara SMP; 3) Kepala Sekolah harus memerankan dua aktivitas manajemen dan kepemimpinan berbeda karakteristik; 4) rendahnya dukungan moral dan finansial wali murid; 5) rendahnya kesadaran belajar; dan lain-lain (ISTININGSIH, 2013;Juharyanto, 2017;Wijayanti, 2011). Oleh karena itu, menjadi kepala SATAP di daerah terpencil tidak mudah.…”

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Kepemimpinan Kepala Sekolah dalam Penguatan Peran Multi-Stakeholders Forum (Masalah dan Strategi Solutif Peningkatan Mutu SD – SMP Satu Atap di Daerah Terpencil)

Juharyanto

Sultoni

Arifin

et al. 2019

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The study aims to describe the problem and find effective leadership strategies that can be done by principals in Elementary School -Junior High School One Roof (SATAP) in remote areas. Qualitative research with a multi-site approach. The data was obtained through the principal, the head of the LPIKIPI representative (Training Institute and Indonesian Educational Innovation Consultant), and tested the credibility and validity in triangulation through the Forum Group Discussion (FGD) and expert testing. The results obtained include: 1) the problems faced by one-roof principals in remote areas are closely related to aspects of cultural, social, economic, demographic, and geographic aspects, as well as historically; 2) effective school leadership solution strategies emphasizing spiritual, personal, and social aspects.Keywords: leadership of principals, multi-stakeholders forums, improvement of school quality, remote areas.Abstrak: Penelitian bertujuan untuk mendeskripsikan permasalahan dan menemukan strategi kepemimpinan efektif yang dapat dilakukan kepala sekolah pada SD -SMP Satu Atap (SATAP) di daerah terpencil. Penelitian kualitatif dengan pendekatan multi-situs. Data diperoleh melalui kepala sekolah, ketua perwakilan LPIKIPI (Lembaga Pelatihan dan Konsultan Inovasi Pendidikan Indonesia), dan diuji kredibilitas dan validitasnya secara triangulasi melalui Forum Grup Discussion (FGD) dan uji ahli. Hasil yang diperoleh antara lain: 1) permasalahan yang dihadapi kepala sekolah satu atap daerah terpencil sangat terkait dengan aspek-aspek aspek budaya, sosial, ekonomi, demografi, dan geografi, serta historis; 2) strategi solutif kepemimpinan efektif sekolah menekankan pada aspek spiritual, personal, dan sosial.Kata kunci: kepemimpinan kepala sekolah, multi-stakeholders forum, peningkatan mutu sekolah, daerah terpencil.

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KEPEMIMPINAN UNGGUL KEPALA SEKOLAH DASAR DAERAH TERPENCIL (Studi Multisitus pada Sekolah Dasar di Kabupaten Bondowoso)

Cited by 24 publications

References 16 publications

Implementation of Principal Personality Competency as a Change Agent on School Achievement in Remote Area One Roof School

Implementation of Principal Personality Competency as a Change Agent on School Achievement in Remote Area One Roof School

The Principal Leadership in Strengthening Elementary School Education Character

Kepemimpinan Kepala Sekolah dalam Penguatan Peran Multi-Stakeholders Forum (Masalah dan Strategi Solutif Peningkatan Mutu SD – SMP Satu Atap di Daerah Terpencil)

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