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All Journal SocioEdu: Sociological Education PENSOS: Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi
Arifin
Universitas Pendidikan Ganesha
Humanities Education Social Sciences Other

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Adaptasi Guru Terhadap Kebijakan Kurikulum Merdeka Belajar di SMA Negeri 5 Kupang Marlon Nofyanto Naitboho; Arifin
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 2 No. 1 (2024): Penelitian dan Pengabdian Pendidikan Sosiologi
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/pensos.v2i1.1527

Abstract

This study aims to determine teacher adaptation to the independent learning curriculum policy and the obstacles to the independent learning curriculum policy for teachers at SMA Negeri 5 Kupang. This research used a descriptive-qualitative approach. The subjects of this study were school principals, curriculum representatives, and teachers. Data collection techniques in this study were carried out through observation, interviews, and documentation. Data analysis techniques use data reduction, data display, and verification. The results of the study found obstacles to the independent learning curriculum policy for teachers, namely: (1) the quality of the teacher's human resources, who do not fully have competence in minimal learning; (2) the facilities and learning resources are minimal, or the infrastructure is not yet adequate, and teachers are technology stuttering; and (3) the selection of subjects the students are not given the freedom to choose according to their interests, talents, and abilities.
Instructional Leadership Practices of School Principals in Remote Areas: A Multi-Site Study in South Central Timor Regency Arifin; I Nyoman Jampel; Dewa Bagus Sanjaya; I Wayan Widiana
SocioEdu: Sociological Education Vol. 7 No. 1 (2026): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v7i1.3155

Abstract

Principal learning leadership is an important factor in improving the quality of education, but its implementation in remote areas still faces various structural and resource limitations. This study aims to describe the learning leadership practices of school principals in schools in remote areas of South Central Timor Regency, analyze adaptive strategies applied in managing learning in the midst of limitations, and formulate its conceptual contribution to the development of educational leadership theory. This study uses a qualitative approach with a multi-case study design in three schools. Data were collected through in-depth interviews with principals and teachers, observations, and documentation, then analyzed thematically to identify patterns of practice and leadership strategies. The results of the study show that learning leadership practices run in diverse and contextual forms. School principals continue to carry out the functions of supervision and management of learning, but their intensity and quality are influenced by personal capacity, structural support such as infrastructure and access to training, and government policies. Adaptive strategies that emerge include strengthening internal solidarity, self-training, and orientation to the sustainability of educational services in the midst of limitations. This study concludes that learning leadership in remote areas is adaptive and contextual, so its development needs to consider geographical, social, and structural factors to be in harmony with the reality of the field.
Co-Authors Dewa Bagus Sanjaya I Nyoman Jampel I Wayan Widiana Marlon Nofyanto Naitboho