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All Journal Wahana : Tridarma Perguruan Tinggi
Dwi Sogi Sri Redjeki
Universitas Islam Kalimantan Muhammad Arsyad Al Banjari Banjarmasin
Agriculture, Biological Sciences & Forestry Humanities Education Engineering Languange, Linguistic, Communication & Media

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Model Kepemimpinan Kepala Sekolah Dalam Implementasi Kurikulum Merdeka Berbasis Proyek Agustina Rahmi; Saniyah Saniyah; Dwi Sogi Sri Redjeki; Sabariah Sabariah
Wahana Vol 76 No 1 (2024): Wahana Tridarma Perguruan Tinggi
Publisher : LPPM Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/wahana.v76i1.9408

Abstract

The principal is the spearhead of the implementation of education in schools. However, in the field it was found that there was still inadequate understanding in the implementation of the Merdeka curriculum and the monitoring and evaluation system was less effective. The aim of this research is to explore the principal's leadership model in implementing the project-based Merdeka curriculum at SDN Sungai Gampa 2, implementation, and identify inhibiting factors and the solutions offered. This research uses qualitative methods with data collection techniques including observation, interviews and documentation. The results of the research show that the leadership model used by the Principal of SDN Sungai Gampa 2, namely: a) implementing transformational leadership, b) opening good communication with parents ensuring the availability of learning resources and encouraging teachers to improve their competence, and d) establishing needs-based policies. Meanwhile, the implementation of the leadership model carried out by the school principal, namely: a) improving the quality of service, b) to teachers, providing support in professional development and providing learning resources, and c) to parents, encouraging teachers to provide information related to child development and efforts to support the Merdeka curriculum. Meanwhile, the solutions taken by the school principal if there are challenges and obstacles are: a) identifying obstacles, b) providing advice and direction, c) evaluating the procurement of needed resources
Strategi Kepemimpinan Kepala Sekolah Dalam Implementasi Pendidikan Karakter Berbasis Nilai Lokal Agustina Rahmi; Siti Hanifah Husnul Khotimah; Dwi Sogi Sri Redjeki; Sabariah Sabariah
Wahana Vol 76 No 1 (2024): Wahana Tridarma Perguruan Tinggi
Publisher : LPPM Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/wahana.v76i1.9409

Abstract

The skills of school principals in implementing character education in schools are very important. However, unfortunately it is still difficult to integrate character education into the curriculum, limited teacher abilities, and minimal parental involvement. The aim of this research is to explore the principal's leadership strategy in implementing local values-based character education at SMAN 3 Banjarbaru, how it is implemented, and identifying inhibiting factors and the solutions offered. This research uses qualitative methods with data collection techniques including observation, interviews and documentation. The research results show the leadership strategy of the principal of SMAN 3 Banjarbaru, namely: a) establishing a vision, mission, goals and incorporating local values ​​in learning, b) carrying out mentoring, evaluation and follow-up, c) establishing appropriate strategies, policies and programs, d) guiding and directing, and f) setting an example. Meanwhile, the implementation of the school principal's leadership strategy, by: a) incorporating local values ​​in learning, b) in schools carrying out habituation and acculturation of protecting the environment and cultivating a spiritual soul, c) carrying out mentoring, evaluation and carrying out follow-up, e) opening space for discussion and f) determine strategies and programs based on student needs. The solution taken by the school principal if there are challenges and obstacles is by: ensuring the implementation of character education in the classroom and outside the classroom, identifying problems, and carrying out follow-up actions.
Co-Authors Agustina Rahmi Sabariah Sabariah Saniyah Saniyah Siti Hanifah Husnul Khotimah