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Sarana sarana
Universitas Gresik
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Peran Kepala Sekolah Visioner Dalam Membentuk Karakter Peserta Didik di Era Transformasi Teknologi Anis Faizatul Imamah Imamah; Sarana sarana; Mujiati; Sulistyo Wulandari
Journal Educatione Vol. 2 No. 2 (2025): Leadership
Publisher : Pascasarjana Manajemen Pendidikan Universitas Gresik

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Abstract

This study aims to analyze the role of visionary leadership of school principals in shaping students' character in the era of technological transformation. Using a qualitative approach and literature study methods, this study examines various relevant sources to identify strategies and challenges faced by school principals in integrating character values ​​with the demands of the digital era. The results show that visionary principals act as agents of change, innovators, and role models in building a character-based school culture. They not only formulate a clear, future-oriented vision but also communicate it effectively, improve teacher competency, encourage technological innovation, and build collaboration with all stakeholders. However, the implementation of visionary leadership still faces obstacles such as limited resources, low technological readiness, and resistance to change. This study concludes that visionary leadership is key to creating an adaptive, innovative, and character-based educational environment in the era of digital transformation.
Pengembangan Model Manajemen Literasi Sekolah untuk Peningkatan Capaian Rapor Pendidikan Sarana Sarana; Suyanto Suyanto; Furqon Wahyudi; Sarana Sarana; Suyanto Suyanto; Furqon Wahyudi
Jurnal Riset Madrasah Ibtidaiyah (JURMIA) Vol. 6 No. 1 (2026): Jurnal Riset Madrasah Ibtidaiyah
Publisher : Jurnal Riset Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/jurmia.v6i1.6364

Abstract

Reading literacy is one of the essential 21st-century competencies measured through the national assessment and presented in the education report card as a basis for evaluating education quality and implementing data-driven planning at the school level. this study aims to identify an effective school literacy management model to improve education report card outcomes. the research employed a descriptive qualitative approach in schools with top literacy achievement rankings at the district and national levels in 2025, namely smp negeri 1 kunjang and smp negeri 3 wates in kediri regency, involving principals, the school literacy team, teachers, librarians, students, parents, and the community as research subjects. data were collected through in-depth interviews, participatory observation, and documentation, and analyzed using the miles and huberman interactive model with validity ensured through source and technique triangulation. the findings indicate that improvements in reading literacy are supported by integrated literacy management, including education report card–based planning, collaborative organization across stakeholders, sustainable and contextual literacy activities centered on students, and reflective evaluation based on program outcomes. the novelty of this study is the development of a school literacy management model based on the cycle of data–collaboration–contextual action–reflection, integrating management functions systematically for decision-making and continuous program improvement. the study concludes that data-driven, collaborative, contextual, and reflective management significantly contributes to improving reading literacy and provides contributions to the advancement of data-based educational management science, evidence-based school leadership practices, and innovation in education quality improvement policies.
Co-Authors Anis Faizatul Imamah Imamah Furqon Wahyudi Mujiati Sarana Sarana; Suyanto Suyanto; Furqon Wahyudi Sulistyo Wulandari Suyanto Suyanto