Penerapan Kepemimpinan Kepala Sekolah Berbasis Kecerdasan Intelektual Di SMA Negeri 1 Tiom Kabupaten Lanny Jaya Provinsi Papua Pegunungan
DOI:
https://doi.org/10.55583/jkip.v7i5.2479Keywords:
Kepemimpinan, Kepala Sekolah, Kecerdasan Intelektual.Abstract
Penerapan Kepemimpinan Kepala Sekolah Berbasis Kecerdasan Intelektual di SMA Negeri 1 Tiom Kabupaten Lanny Jaya Provinsi Papua Pegunungan. Tesis. Program Pascasarjana Magister Manajemen Pendidikan Universitas Cenderawasih. Tujuan penelitian untuk menganalisis penerapan kepemimpinan berbasis kecerdasan intelektual yaitu sebagai pemilih, penghubung, pemecah masalah, evaluator, negosiator, penyembuh, pelindung dan sinergi serta faktor pendukung dan penghambat kepemimpinan berbasis kecerdasan intelektual di SMA Negeri 1 Tiom Kabupaten Lanny Jaya Provinsi Papua Pegunungan. Jenis penelitian ini adalah desriptif kualitatif. Informan yaitu kepala sekolah, guru, operator/tata usaha dan komite sekolah sebanyak 8 orang. Data diperoleh menggunakan pedoman wawancara, observasi dan dokumentasi. Keabsahan data melalui kecermatan dan triangulasi. Data dianalisis melalui reduksi data, penyajian data serta penarikan kesimpulan dan verifikasi. Hasil penelitian diperoleh bahwa kepemimpinan kepala sekolah berbasis kecerdasan intelektual yaitu 1) memilih mengambil keputusan secara musyawarah dengan guru, staf, dan komite sekolah, sehingga kebijakan yang dihasilkan relevan, realistis, dan adaptif terhadap konteks lokal, 2) penghubung utama antara guru, staf, siswa, orang tua, dan masyarakat dengan komunikasi yang berjenjang, terbuka, dan terstruktur memungkinkan seluruh warga sekolah memahami program yang dijalankan, sehingga koordinasi dan kolaborasi berjalan efektif. 3) Pemecah masalah secara rasional dan sistematis, dengan mengutamakan pengumpulan data, analisis, dan musyawarah. 4) Evaluator kinerja guru dan program sekolah secara rutin, sistematis, dan partisipatif. 5) Negosiator menyampaikan argumentasi logis, menyediakan alternatif solusi, dan memfasilitasi dialog antar pihak agar tercapai kesepakatan yang adil dan kondusif. 6) Penyembuh dengan pendekatan empatik, mendengarkan permasalahan guru, staf, dan siswa, serta memberi pendampingan dan dukungan moral. 7) Pelindung melindungi guru, staf, dan siswa dari tekanan. 8) Sinergi: Kepala sekolah mendorong partisipasi aktif orang tua dan masyarakat dalam kegiatan sekolah. 9) Faktor pendukung meliputi kerja sama guru dan staf, komunikasi terbuka, partisipasi guru dalam pengambilan keputusan, dan penggunaan data berbasis bukti. Faktor penghambat meliputi jumlah guru terbatas, kondisi siswa yang beragam, keterbatasan akses pelatihan, sarana TIK dan administrasi yang terbatas, serta kondisi ekonomi orang tua yang beragam.
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