Tantangan Kepemimpinan Sekolah dalam Era Revolusi Industri 4.0: Sebuah Tinjauan Pustaka - Lubis, Agus Fadly Taqwan; Gusti, Tika Sylviani; Jalinus, Nizwardi; Ernawati, Ernawati; Yustisia, Henny (Empiricism Journal, 2025)
Tinjauan pustaka ini menganalisis tantangan kepemimpinan sekolah pada era Revolusi Industri 4.0 serta implikasinya terhadap strategi transformasi digital di lingkungan pendidikan. Kajian dilakukan melalui penelusuran literatur pada berbagai basis data akademik dan snowballing, dengan batasan publikasi tahun 2015–2025. Dari proses seleksi, diperoleh 17 artikel utama yang dianalisis menggunakan sintesis tematik. Hasil kajian menunjukkan lima temuan kunci: (1) kesenjangan literasi dan kompetensi digital guru maupun kepala sekolah masih menjadi hambatan dominan; (2) keterbatasan infrastruktur, sistem manajemen berbasis teknologi, dan dukungan kebijakan internal mengurangi efektivitas integrasi teknologi; (3) resistensi budaya sekolah dan rendahnya kesiapan perubahan memperlambat adopsi inovasi digital; (4) kebutuhan kolaborasi, jejaring, dan kewirausahaan sekolah meningkat untuk memperkuat dukungan sumber daya serta kemitraan eksternal; dan (5) pengambilan keputusan berbasis data muncul sebagai kompetensi strategis baru yang belum merata. Kajian ini menegaskan urgensi kepemimpinan visioner, transformasional, adaptif, dan partisipatif sebagai pendekatan yang paling konsisten mendukung transformasi digital sekolah. Implikasinya, penguatan kapasitas SDM, tata kelola data, manajemen perubahan, dan investasi infrastruktur menjadi prioritas kebijakan dan praktik kepemimpinan sekolah. Challenges of School Leadership in the Era of the Industrial Revolution 4.0: A Literature Review Abstract This literature review examines the challenges of school leadership in the era of the Fourth Industrial Revolution and their implications for digital transformation strategies in educational settings. The review was conducted through a literature search across multiple academic databases and snowballing, limited to publications from 2015–2025. From the selection process, 17 core articles were identified and analyzed using thematic synthesis. The findings highlight five key results: (1) gaps in digital literacy and digital competence among teachers and school principals remain the dominant barrier; (2) limitations in infrastructure, technology-based management systems, and internal policy support reduce the effectiveness of technology integration; (3) resistance within school culture and low readiness for change slow down the adoption of digital innovation; (4) the need for collaboration, networking, and school entrepreneurship increases to strengthen resource support and external partnerships; and (5) data-driven decision-making emerges as a new strategic competence that is not yet evenly developed. This review underscores the urgency of visionary, transformational, adaptive, and participatory leadership as the approaches most consistently supporting school digital transformation. The implications are that strengthening human resource capacity, data governance, change management, and infrastructure investment should be prioritized in school leadership practice and policy.