EFEKTIVITAS PENERAPAN KEPEMIMPINAN PEMBELAJARAN KEPALA SEKOLAH PADA SMK BIDANG MANAJEMEN BISNIS/PARIWISATA

Samsori, _ (2017) EFEKTIVITAS PENERAPAN KEPEMIMPINAN PEMBELAJARAN KEPALA SEKOLAH PADA SMK BIDANG MANAJEMEN BISNIS/PARIWISATA. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.

Abstract

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 Type:	Thesis (eprint_fieldopt_thesis_type_phd)
Additional Information:	No. Panggil: D ADPEND SAM e-2017; Pembimbing: I. Udin Syaefudin, II. Danny Meirawan; NIM: 1004861.
Uncontrolled Keywords:	Kepemimpinan Pembelajaran, Karakteristik Pemimpin Pembelajaran, Budaya Akademik, Program Pembelajaran, Instructional Leadership, Characters of Instructional Leader, Academic Culture, Learning Program.
Subjects:	L Education > L Education (General) L Education > LC Special aspects of education
Divisions:	Sekolah Pasca Sarjana > Administrasi Pendidikan S-3
Depositing User:	Mr mhsinf 2017
Date Deposited:	22 Feb 2018 01:54
Last Modified:	22 Feb 2018 01:54
URI:	http://repository.upi.edu/id/eprint/29296

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