The Role of Private School Principle in Elementary Schools in Implementing Sekolah Penggerak

Minsih Minsih; Djalal Fuadi; Nanda Dwi Rohmah; Desti Rahayu; Maryam Nurlaila; Uslan Uslan; Ummi Tadzkiroh

doi:10.35445/alishlah.v16i2.4520

The Role of Private School Principle in Elementary Schools in Implementing Sekolah Penggerak

Minsih Minsih, Djalal Fuadi, Nanda Dwi Rohmah, Desti Rahayu, Maryam Nurlaila, Uslan Uslan, Ummi Tadzkiroh

Abstract

The Sekolah Penggerak program is designed to enhance educational outcomes through structured support for principals, school supervisors, and teachers. This study aims to delineate the role of elementary school principals in fostering independent learning via enhanced learning processes within the Sekolah Penggerak framework. This qualitative study employed a phenomenological design to explore the perspectives of various stakeholders. Participants included school principals, eight teachers, two supervisors, and ten students. Data were collected through Focus Group Discussions (FGD), interviews, observations, and document analysis. The credibility of the data was ensured through dual triangulation methods: source and method triangulation. Data analysis followed a three-step inductive process: data reduction, data display, and verification, concluding with the synthesis of findings. Findings highlight two principal aspects of the Sekolah Penggerak program: (1) the pivotal role of the principal in enhancing the school ecosystem and (2) the principal’s leadership in activating school human resources as learning leaders. The study emphasizes the importance of In-House Training (IHT) activities, which are pivotal in increasing teacher capacity and include differentiation learning, mapping of children’s learning needs, reflective practices, and follow-up actions based on reflective outcomes. The results underscore the effectiveness of principal-led initiatives in supporting flexible and targeted learning enhancements. Through the strategic use of IHT, principals play a crucial role in both improving teaching practices and ensuring the active involvement of the entire learning community in achieving comprehensive educational goals. The Sekolah Penggerak program significantly contributes to the professional development of educators and the operational optimization of schools, affirming the crucial role of leadership in achieving educational excellence.

Keywords

literacy; numeracy media; smart apps creator; elementary school

Full Text:

PDF

References

Agustin, A. B., Kunta, M., Sayuti, M., & Mahmudah, F. N. (2023). The The Role of Principal to Realizing Merdeka Curriculum in Vocational High Schools. Asian Journal of Vocational Education And Humanities, 4(1), 18-30.

Ainia, D. K. (2020). Merdeka Belajar Dalam Pandangan Ki Hadjar Dewantara dan Relevansinya Bagi Pengembangan Pendidikan Karakter. Jurnal Filsafat Indonesia, 3(3), 95–101. https://doi.org/http://dx.doi.org/10.23887/jfi.v3i3.24525

Amanda, S., Muharrami, L. K., Rosidi, I., & Ahied, M. (2018). Peningkatan kemampuan berpikir kritis siswa pada pembelajaran IPA menggunakan model pembelajaran berbasis masalah yang berbasis SETS. Natural Science Education Research, 1(1), 57-64.

Alsubaie, M. A. (2016). Curriculum development: Teacher involvement in curriculum development. Journal of Education and practice, 7(9), 106-107.

Cresswell, J. W. (2015). Riset Pendidikan edisi 5. Yoyakarta: Pustaka Pelajar.

Fraire, P. (2018). Pendidikan Kaum Tertindas. Yogyakarta: LP3ES.

Patilima, S. (2022, January). Sekolah Penggerak sebagai upaya peningkatan kualitas pendidikan. In Prosiding Seminar Nasional Pendidikan Dasar.

Kemendikbud. (2020). Pusat Penguatan Karakter Kemdikbud (PPKK). Kemdikbud.go.id. https://www.kemdikbud.go.id › main › blog › 2017/07.

Makarim, Nadiem.(2021). Sekolah Penggerak. https://gurudikdas.kemdikbud.go.id/news/Luncurkan-Program-Sekolah-Penggerak,-Mendikbud-Ungkap-Empat-Tahapan-Transformasi-Sekolah-

Makovec, D. (2018). The dimensions of teacher’s professional development. Journal of Contemporary Educational Studies/Sodobna pedagogika Let./Vol, 69, 135.

Mariana, D. (2021). Pengaruh kepemimpinan kepala sekolah terhadap efektivitas Sekolah Penggerak dalam meningkatkan kualitas pendidikan. Jurnal Pendidikan Tambusai, 5(3), 10228-10233.

Menteri Pendidikan dan Kebudayaan. (2020). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 22 Tahun 2020 tentang Rencana Strategis Kementerian Pendidikan. Jakarta: Kemendikbud.

Minsih, M., Fuadi, D., & Rohmah, N. D. (2023). Character Education Through an Independent Curriculum. AL-ISHLAH: Jurnal Pendidikan, 15(1), 597-602.

Miles, Matthew B. , A. -M. Huberman, Johnny Saldaña. SAGE, 2020 Qualitative Data Analysis: A Methods Sourcebook, Volume 14.

Muji, A. P., Gistituati, N., Bentri, A., & Falma, F. O. (2021). Evaluation of the implementation of the sekolah penggerak curriculum using the context, input, process and product evaluation model in high schools. Jurnal Penelitian Pendidikan Indonesia, 7(3), 377-384.

Mulyasa, H. E. (2021). Implementasi Kurikulum 2013 Revisi: Dalam Era Industri 4.0. Bumi Aksara.

Nisah, N., Widiyono, A., Milkhaturrohman, M., & Lailiyah, N. N. (2021). Keefektifan Model Project Based Learning Terhadap Peningkatan Hasil Belajar IPA di Sekolah Dasar. Pedagogi: Jurnal Penelitian Pendidikan, 8(2).

Osman, ahmed., and special akello. (2015). Education as a Practice of Freedom: Reflections on bell hooks. Journal of education and Practice, 6(17), 195-199.

Pendi, Y. O. (2020). Merdeka Belajar Yang Tercermin Dalam Kompetensi Profesional Guru Bahasa Inggris SMP Negeri 01 Sedayu. Seminar Nasional Pendidikan, 291–299.

Purwati, I., Markhamah, M., Desstya, A., & Minsih, M. (2023). Parenting Style in Developing the Character of Elementary School Student Responsibility. AL-ISHLAH: Jurnal Pendidikan, 15(3).

Setriawan. W, Santika. D. I, & Naim. A. (2021). Guru Penggerak Dan Transformasi Sekolah Dalam Kerangka Inkuiri Apresiatif. Jurnal Pendidikan Islam. Vol. 11. No. 1. http://103.88.229.8/index.php/idaroh/article/view/7633

Setyawan, F. A., & Masduki, L. R. (2021, August). Desain math e-learning berbasis moodle pada sekolah penggerak. In Prosiding Seminar Nasional Matematika dan Pendidikan Matematika (Vol. 6, pp. 346-353).

Simonson, M., Zvacek, S. M., & Smaldino, S. (2019). Teaching and Learning at a Distance: Foundations of Distance Education 7th Edition.

Sherly, Dharma, E., & Sihombing, H. B. (2020). Merdeka Belajar: Kajian Literatur. Urban Green Proceeding: Konferensi Nasional Pendidikan I, 1, 183–190.

Sibagariang, Sihotang, & Murniarti. (2021).

Suyanto. (2020). Implikasi Kebijakan Merdeka Belajar. KOMPAS, 08 Pebruasi, 6. https://suyanto.id/implikasi-kebijakan-merdeka-belajar

Rahayu. S, Rossari. V. D, Wangsanata. A. S. Saputri. E. N, & Saputri. D. N. 2021. Hambatan Guru Sekolah Dalam Melaksanakan Kurikulum Sekolah Penggerak Dari Sisi Manajemen Waktu dan Ruang Di Era Pandemi Covid-19. Jurnal Pendidikan Tambusai. Vol. 5. No. 3. Pp. 5759-5768. (https://www.jptam.org/index.php/jptam/article/view/1869)

Wijaya, E. Y., Sudjimat, D. A., Nyoto, A., & Malang, U. N. (2016). Transformasi pendidikan abad 21 sebagai tuntutan pengembangan sumber daya manusia di era global. In Prosiding Seminar Nasional Pendidikan Matematika (Vol. 1, No. 26, pp. 263-278).

Zamzami, M. A. (2021). Rekontruksi Konsep Character Building di Era Cyber (Internalisasi Nilai-Nilai Karakter Anak Melalui Keluarga dan Sekolah). Jurnal el-Tarbawi. 11 (1) https://doi.org/10.20885/tarbawi.vol11.iss1.art6).

DOI: https://doi.org/10.35445/alishlah.v16i2.4520