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All Journal AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Tirai: Jurnal Program Studi Manajemen Pendidikan Islam Indonesian Journal of Education and Social Studies
Didi Kriswanto
Universitas Ahmad Dahlan
Religion Humanities Decision Sciences, Operations Research & Management Education Social Sciences Other

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THE PRINCIPAL'S ROLE IN IMPROVING TEACHER COMPETENCE Didi Kriswanto; Enung Hasanah
JURNAL AL-TANZIM Vol 5, No 3 (2021)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1777.535 KB) | DOI: 10.33650/al-tanzim.v5i3.2988

Abstract

This study aims to explore the role of principals in improving teacher competence and analyze the supporting and inhibiting factors of principals in improving teacher competence. This study uses a qualitative research approach in descriptive form. The subjects of this study were seven people consisting of the principal and six teachers with criteria based on years of service at elementary school Muhammadiyah Sagan. Data collection techniques include interviews, observation, and documentation. The validity of the data used triangulation of sources and methods. Data analysis activities include data reduction, data presentation, and conclusions. The results showed that the principal's role in improving teacher competence at elementary school Muhammadiyah Sagan was as an educator, manager, administrator, supervisor, leader, innovator, and motivator. Supporting factors are the willingness and enthusiasm of teachers, support from school coordinators, and adequate facilities and infrastructure. Meanwhile, the limiting factor is the limited budget of funds with many school needs, so the increase in teacher competence is minor. In addition, different teachers' different areas of expertise require other forms of training and cost a lot of money.
Kepemimpinan Transformasional dalam Lembaga Pendidikan Didi Kriswanto
TIRAI: Jurnal Program Studi Manajemen Pendidikan Islam Vol 2 No 1 (2023): Maret 2023
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Lingga

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Abstract

The purpose of this writing is to describe transformational leadership in educational institutions. This research uses the method of literature study or library research. Articles that meet the criteria were published from 2016-2022, while the criteria for books were printed in 2006-2022. The results of the study show several findings, namely the dimensions of transformational leadership include: Idealized Influence, Individualized consideration, Intellectual stimulation, and Inspirational motivation. Then, transformational leadership in education has several characteristics, namely 1) visionary and always appears as a pioneer agent of change; 2) dare to make decisions prioritizing the interests of the institution over personal interests; 3) increases the sense of trust and mutual awareness; 4) give a positive influence on the relationship between superiors and subordinates; and 5) mobilizing subordinates to be actively involved in the change process. Furthermore, transformational leadership in educational institutions has principles that are in line with the leadership of Indonesian educational figures, namely Ki Hajar Dewantoro, who is known by the motto "Ing ngarso sung tulodo, ing madyo mangun karso, tut wuri handayani" which means "be a role model in front, in the midst of building enthusiasm, behind giving encouragement.
Towards Inclusive Education: A Conceptual Model for Curriculum Management in Inclusive Schools Didi Kriswanto; Suyatno Suyatno; Sukirman Sukirman
Indonesian Journal of Education and Social Studies Vol 3, No 2 (2024)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v3i2.8993

Abstract

Providing access to learning in inclusive schools for children with special needs in Indonesia is still concerning. The implementation of the curriculum in inclusive schools has not been able to accommodate all Children with Special Needs. This study aimed to find a conceptual model of curriculum management as an alternative and practical approach to implementing inclusive schools. This study was conducted in one of the elementary schools in Yogyakarta using qualitative methods with case study. Data collection was carried out through observation, interviews, and documentation. Triangulation of sources, techniques, and time was used to test the validity of the data to test the validity of the data. Data analysis includes collection, reduction, presentation, and verification/conclusions. The study results indicate that inclusive curriculum management has been implemented and structured through planning, organizing, implementing, and evaluating/assessing, considering all aspects involved in the process. The results of this study can be used as a guideline for implementing curriculum management in inclusive schools. However, further research is needed on the effectiveness of implementing curriculum management in inclusive schools and a more in-depth study of the obstacles and challenges in implementing curriculum management in inclusive schools.
Co-Authors Enung Hasanah Sukirman Sukirman Suyatno Suyatno