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All Journal Journal of Mathematics Instruction, Social Research and Opinion Arus Jurnal Psikologi dan Pendidikan
Lutviana
Universitas Negeri Surabaya
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Peran Whatsapp Group Orang Tua Sebagai Media Humas Sekolah dalam Penyebaran Informasi Pendidikan di SMPN 2 Karangrejo Tahun 2026 Lutviana
Arus Jurnal Psikologi dan Pendidikan Vol 5 No 2: Juni (2026)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajpp.v5i2.2608

Abstract

Perkembangan teknologi komunikasi digital telah mengubah cara manusia berinteraksi, termasuk di bidang pendidikan. WhatsApp sebagai platform pesan instan dengan lebih dari 100 juta pengguna aktif di Indonesia kini banyak digunakan dalam lingkungan sekolah melalui pembentukan WhatsApp Group (WAG) orang tua siswa di berbagai jenjang pendidikan. Penelitian ini bertujuan untuk mendeskripsikan peran WAG orang tua sebagai media humas sekolah dalam penyebaran informasi Pendidikan, menganalisis efektivitas penggunaan WAG orang tua dalam mendukung fungsi humas sekolah, dan mengidentifikasi kendala-kendala yang dihadapi di SMPN 2 Karangrejo Tahun 2026. Penelitian ini menggunakan pendekatan kualitatif melalui teknik pengumpulan data, yaitu observasi, wawancara mendalam, dan dokumentasi. Hasil penelitian ini menunjukkan bahwa WAG orang tua di SMPN 2 Karangrejo telah berperan penting sebagai media humas sekolah dalam menyebarkan informasi pendidikan secara cepat, efektif, dan efisien. Penggunaan WAG mampu meningkatkan akses informasi serta membangun hubungan dan kepercayaan orang tua terhadap sekolah melalui komunikasi yang lebih transparan. Selain itu, penggunaan WAG sudah efektif dalam mendukung fungsi humas sekolah, khususnya pada aspek ketepatan waktu (timeliness) dan jangkauan penerima (reach). Beberapa kendala ditemukan seperti information overload, keterbatasan akses internet, belum adanya SOP pengelolaan, serta perbedaan literasi digital orang tua.
Transformational Leadership of School Principals in Optimizing the Management of Teacher E-Performance Through Ruang GTK: A Multi-Site Study at SMP Negeri 2 Plaosan and SMP Negeri 1 Takeran Lutviana; Syunu Trihantoyo; Nunuk Hariyati
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.2127

Abstract

School principals hold a strategic role in directing teachers to use the Ruang GTK platform for managing teacher e-performance (e-Kinerja), as mandated by Regulation of the Director General of Teachers and Education Personnel No. 7327/B.B1/HK.03.01/2023 on the School Principal Competency Model. However, the success of this digitalization depends less on system availability than on the quality of principal leadership in managing change. This study describes in depth how principals enact transformational leadership, namely idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration in Bass and Riggio's framework [2], to optimize teacher e-performance management through Ruang GTK. A descriptive qualitative approach with a multi-site design was used at SMP Negeri 2 Plaosan and SMP Negeri 1 Takeran, Magetan Regency. Data were gathered through observation, in-depth interviews, and documentation with principals, vice principals, and teachers as key informants, then analyzed using Miles and Huberman's interactive model together with cross-site analysis. Trustworthiness was established through credibility, transferability, dependability, and confirmability. Findings show that principals at both sites consistently enacted all four dimensions: exemplary conduct built teachers' trust in digital change; inspirational motivation reframed e-Kinerja from an administrative burden into a professional responsibility; intellectual stimulation drove collaborative problem solving; and individualized consideration provided mentoring matched to each teacher's digital competence. These results affirm transformational leadership as the primary driver of school digital transformation, offering a reference for developing principal competencies in the era of digital performance management.
Co-Authors Nunuk Hariyati Syunu Trihantoyo