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All Journal Jurnal Manajemen Pendidikan Education Achievement: Journal of Science and Research
Budi Dharmawan
Universitas Negeri Padang, Indonesia
Education Other

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Gaya Kepemimpinan dan Pengaruhnya terhadap Produktivitas Kerja Budi Dharmawan; Wirda Yetti; Fahrurrozi Fahrurrozi; Imelda Imelda; Giatman Giatman; Sukardi Sukardi
Education Achievement: Journal of Science and Research Volume 6 Issue 3 November 2025
Publisher : Pusdikra-Publishing.com

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jsr.v6i3.3232

Abstract

Artikel ini menyajikan tinjauan kritis dan sistematis terhadap teori serta temuan empiris mengenai pengaruh berbagai gaya kepemimpinan meliputi kepemimpinan transformasional, transaksional, otokratis (autocratic), demokratis (participative), dan laissez-faire terhadap produktivitas kerja pada tingkat individu, tim, dan organisasi. Dengan mengintegrasikan hasil studi klasik dan kajian meta analitik mutakhir, artikel ini menunjukkan bahwa kepemimpinan transformasional secara konsisten memiliki hubungan positif yang signifikan dengan produktivitas kerja, kinerja tugas, serta perilaku kerja kontekstual. Kepemimpinan transaksional, khususnya melalui mekanisme contingent reward, terbukti efektif dalam meningkatkan produktivitas pada konteks kerja yang terstruktur dan berbasis target. Sebaliknya, gaya kepemimpinan laissez-faire dan kepemimpinan pasif berasosiasi negatif dengan produktivitas, kepuasan kerja, dan komitmen organisasi.
ETIKA PENDIDIKAN DAN TANGGUNG JAWAB MORAL PENDIDIK DI ERA MODERNITAS Budi Dharmawan; Fahrurrozi Fahrurrozi; Imelda Imelda; Nizwardi Jalinus; Muhammad Anwar
Jurnal Manajemen Pendidikan Vol. 10 No. 4 (2025): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i4.1552

Abstract

Modernity has brought about profound transformations in the understanding and practice of education. The dominance of instrumental rationality, technological advancement, and an increasing emphasis on efficiency and performance have driven education toward technocratic and pragmatic approaches, potentially diminishing its meaning as a process of holistic human formation. Within this context, the role of educators extends beyond fulfilling professional and administrative demands to confronting increasingly complex ethical tasks related to moral responsibility within pedagogical relationships. This article aims to critically examine the concept of educational ethics and to analyze the moral responsibility of educators in the modern era through the perspective of critical philosophy of education. The study employs a philosophical literature review using normative, hermeneutic, and reflective–critical approaches to both classical and contemporary educational thought. The findings indicate that educational ethics constitutes an ontological and axiological foundation that significantly shapes the direction and quality of pedagogical practice. Educators should not be viewed merely as technical implementers of curricula, but rather as reflective moral subjects responsible for safeguarding the dignity of learners as human beings. This article argues that strengthening educational ethics is an urgent necessity as a critical response to the crises of values, dehumanization, and alienation within modern educational practices, and it contributes to the development of a more humane and meaningful philosophical framework for education.
Co-Authors Fahrurrozi Fahrurrozi Giatman Giatman Imelda Imelda Muhammad Anwar Nizwardi Jalinus Sukardi Sukardi Wirda Yetti