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All Journal Journal of Innovative and Creativity JIMAD : Jurnal Ilmiah Mutiara Pendidikan
Eno Astriyani
Universitas Bina Bangsa
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Strategi Kepala Sekolah Dalam Mengelola Konflik Antara Guru Di Sekolah Dasar Rosi Novelia Cahyani; Minarti Agustina; Eno Astriyani; Mutoharoh Mutoharoh
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.1158

Abstract

This study aims to examine the strategies of school principals in managing conflicts between teachers at SDN Sukajadi 2, Carita District, Pandeglang Regency. Using a qualitative approach with a case study design, this research focuses on gaining an in-depth understanding of the forms of conflict, the principal's role, and the effectiveness of the strategies implemented in creating a harmonious work environment. Data were collected through in-depth interviews, direct observation, and documentation studies, then analyzed using the Miles and Huberman model. The research findings indicate that conflicts between teachers are generally in the form of task, communication, and personal conflicts, most of which are mild but have the potential to cause tension if not resolved promptly. The principal plays an active role as a mediator, counselor, and visionary leader by implementing collaborative and persuasive strategies, establishing clear work rules, and task rotation. These strategies have proven effective in reducing the number of recurring conflicts, increasing teacher participation, satisfaction, and morale, and maintaining the quality of the learning process. This finding emphasizes the importance of school principal leadership in conflict management to support the creation of a conducive work environment and improve the quality of education in elementary schools.
Kepemimpinan Transformatif dalam Mewujudkan Sekolah Adaptif dan inovatif Vina Sudistiana; Siti Muzdalifah; Nono Suhada; Eno Astriyani; Erwin Nauval Abdurrahman; Ika Pratiwi
Journal of Innovative and Creativity Vol. 6 No. 1 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

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Abstract

Kepemimpinan transformatif menjadi salah satu faktor kunci dalam meningkatkan kapasitas sekolah untuk beradaptasi terhadap perubahan dan mendorong terciptanya inovasi berkelanjutan. Pemimpin yang transformatif tidak hanya berfokus pada pencapaian tujuan jangka pendek, tetapi juga pada pembentukan visi masa depan yang jelas, pemberdayaan guru, serta pembangunan budaya kolaboratif yang mampu merespons dinamika lingkungan pendidikan. Penelitian ini bertujuan untuk menganalisis bagaimana praktik kepemimpinan transformatif dapat memperkuat karakter adaptif dan inovatif pada satuan pendidikan. Melalui pendekatan kualitatif berbasis studi literatur, penelitian ini mengidentifikasi empat peran utama pemimpin transformatif: menginspirasi visi bersama, memotivasi tenaga pendidik melalui dukungan individual, membangun lingkungan belajar yang menghargai kreativitas, serta memfasilitasi perubahan organisasi secara terstruktur. Hasil kajian menunjukkan bahwa sekolah yang dipimpin oleh kepala sekolah dengan karakter transformatif cenderung lebih cepat beradaptasi dengan teknologi baru, lebih terbuka terhadap strategi pembelajaran inovatif, dan mampu menciptakan lingkungan yang mendukung eksperimen pedagogis. Selain itu, kepemimpinan transformatif terbukti dapat meningkatkan komitmen guru terhadap pengembangan profesional berkelanjutan. Secara keseluruhan, penelitian ini menegaskan bahwa kepemimpinan transformatif memiliki kontribusi signifikan dalam membangun sekolah yang responsif, adaptif, dan inovatif. Implikasi dari temuan ini mendorong perlunya penguatan kapasitas kepemimpinan di sekolah agar mampu menghadapi tantangan pendidikan abad ke-21  
Penguatan Kompetensi Profesional Guru Berbasis Refleksi dan Best Practice (Studi di Sekolah Dasar Negeri Kota Cilegon) Ifa Hafiroh; Harry Budiman; Inti Hujah; Eno Astriyani; Siti Laela
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 2 (2026): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i2.507

Abstract

This study was motivated by the low level of professional competence among elementary school teachers despite the fact that most teachers have obtained certification and adequate academic qualifications. Curriculum changes, advances in educational technology, and the demands of 21st-century learning require teachers to possess adaptive, reflective, and collaborative professional competencies. The research problem focused on the influence of reflective practice and best practice on the professional competence of teachers at A-accredited public elementary schools in Cilegon City. The study employed a quantitative approach with a causal-comparative design involving 105 teachers selected through proportionate stratified random sampling. Data were collected using Likert-scale questionnaires and analyzed through multiple linear regression using EViews 12. The results revealed that reflective practice had a positive and significant effect on teachers’ professional competence, with a t-value of 4.697 and a significance value of 0.000. Best practice also demonstrated a positive and significant effect, with a t-value of 5.065 and a significance value of 0.000. Simultaneous testing indicated that reflective practice and best practice jointly had a significant effect on teachers’ professional competence, with an F-value of 43.72 and a coefficient of determination of 52.2%. The findings confirm that reflective and collaborative cultures are capable of improving teachers’ professional quality continuously through learning evaluation, sharing teaching experiences, and developing innovative instructional strategies. The novelty of this study lies in the simultaneous examination of reflective practice and best practice through a quantitative approach within the context of A-accredited public elementary schools in Cilegon City. The findings also demonstrate that best practice exerts a greater influence than reflective practice on the professional competence of elementary school teachers.
Co-Authors Erwin Nauval Abdurrahman Harry Budiman Ifa Hafiroh Ika Pratiwi Inti Hujah Minarti Agustina Mutoharoh Mutoharoh Nono Suhada Rosi Novelia Cahyani Siti Laela Siti Muzdalifah Vina Sudistiana