EFEKTIVITAS PENERAPAN KEPEMIMPINAN PEMBELAJARAN KEPALA SEKOLAH PADA SMK BIDANG MANAJEMEN BISNIS/PARIWISATA
Gambaran empiris berkenaan karakteristik kepemimpinan pembelajaran, disajikan dalam bentuk karya ilmiah dipandang penting sebagai referensi yang bermanfaat untuk pengembangan sekolah. Atas dasar asumsi tersebut penelitian ini diarahkan pada upaya penggalian karakteristik kepemimpinan pembelajaran di...
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| Format: | Academic Paper |
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2017-01-31.
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| Online Access: | http://repository.upi.edu/29296/ |
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| Summary: | Gambaran empiris berkenaan karakteristik kepemimpinan pembelajaran, disajikan dalam bentuk karya ilmiah dipandang penting sebagai referensi yang bermanfaat untuk pengembangan sekolah. Atas dasar asumsi tersebut penelitian ini diarahkan pada upaya penggalian karakteristik kepemimpinan pembelajaran di sekolah, sekaligus bagaimana kepemimpinan pembelajaran tersebut dapat membangun budaya akademik dan mewujudkan program pembelajaran yang sesuai dengan visi, misi dan tujuan sekolah. Penelitian dilaksanakan di tiga sekolah sebagai studi kasus, diharapkan dapat menggambarkan karakteristik kepemimpinan pembelajaran di sekolah best practice di daerahnya. Dengan menggunakan pendekatan kualitatif, penelitian ini menggali secara mendalam kepemimpinan pembelajaran melalui metode wawancara, observasi dan studi dokumentasi. Kepala sekolah sebagai pemimpin pembelajaran mengembangkan budaya akademik dimulai dari visi sekolah bernilai profesionlitas kerja. Visi disajikan membentuk akronim; mudah dihapal, seperti IDEAL (Inovatif, Edukatif dan Profesional). Kepala sekolah berkomitmen mengkomunikasikan visi-misi tujuan sekolah melalui : 1) visualisasi profesional, 2) berbagai program sosialisasi, 3) pendekatan komunikatif, 4) berperan model berkarakter (komitmen; dipercaya; tangguh; tegas dan berani; bekerja keras, ikhlas dan cerdas; misi sosial; visioner; pelobi yang handal dan agamis). Kepala sekolah mengembangkan iklim belajar melalui : 1) komitmen dan disiplin waktu; 2) membangun karakter-karakter unggul, 3) kebijakan pembentukan karakterkarakter; 4) iklim belajar potensi prestatif; 5) iklim kerja profesional; 6) hadir berkeliling berinteraksi dengan siswa; 7) salam tegur sapa dalam berbagai aktivitas. Kepala sekolah mengembangkan program pembelajaran dimulai dengan memberikan contoh menjadi profesional pendidik - mengajar layaknya seorang guru, berkomitmen melaksanakan supervisi, memfasilitasi berbagai kegiatan akademik dan pengembangan profesi guru berkelanjutan (IHT, MGMP, Workshop-Workshop). Kepala sekolah berkomitman memandang penting dirinya : hadir, terlibat dan berinteraksi dalam setiap kesempatan, sebagai wujud memberikan perhatian dan dukungannya.;---An empirical description of instructional leadership's characteristics, presented in a scientific work or writing, is an important thing as a useful reference for school development. Based on the assumption, this research is focused on an effort of recognizing characteristics of instructional leadership in schools, as well as being on developing academic culture and creating teaching programs relevant to vision, mission and goals of school. This reasearch was conducted in three vocational high schools as a case study, it is expected to be able to describe characteristics of instructional leadership in a best practice of schools in their region. By using qualitative design, this research reviewed instructional leadership in a very deep way through interviews, observation and documentation study. Principal as instructional leader develops academic culture by starting a work oriented vision. The vision is presented in a form of acronym - easy memorized, like IDEAL (Inovative, Educative and Professional). Principal is committed to communicate vision, mission and goals of schools by ways of : 1) professional visualizations, 2) any sosialization programs, 3) communicative approaches, 4) acting as a characterless model (committed, trusted, firm(strong) and emphatic, hard working, sincerely and smart working, social mission, visioner, reliable lobbier and religious). The principal develops a learning climate through : 1) commitment and dicipline of time, 2) developing exelent characters, 3) policy for developing charaters, 4) achievement base for learning climate, 5) working climate, 6) being present in walking around campus and interacting with learners and greeting in any activities. Principal develops learning programs by starting to be model as a teacher - he teaches students like other teachers, commits to do his task for academic supervising, facilitating any academic programs and any sustainable teachers developments (IHT, MGMP and Workshops). He is really committed that his presence, involvement and interaction are important actions of paying more attaention and supporting people in schools. |
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| Item Description: | http://repository.upi.edu/29296/1/D_ADPEND_1004861_Title.pdf http://repository.upi.edu/29296/2/D_ADPEND_1004861_Abstract.pdf http://repository.upi.edu/29296/3/D_ADPEND_1004861_Table_of_content.pdf http://repository.upi.edu/29296/4/D_ADPEND_1004861_Chapter1.pdf http://repository.upi.edu/29296/5/D_ADPEND_1004861_Chapter2.pdf http://repository.upi.edu/29296/6/D_ADPEND_1004861_Chapter3.pdf http://repository.upi.edu/29296/7/D_ADPEND_1004861_Chapter4.pdf http://repository.upi.edu/29296/8/D_ADPEND_1004861_Chapter5.pdf http://repository.upi.edu/29296/9/D_ADPEND_1004861_Blibliography.pdf http://repository.upi.edu/29296/10/D_ADPEND_1004861_Appendix1.pdf http://repository.upi.edu/29296/11/D_ADPEND_1004861_Appendix2.pdf |