MODEL KEPEMIMPINAN MILENIAL PENDIDIKAN YANG ADAPTIF PADA ERA DIGITAL DI SEKOLAH DASAR KABUPATEN BANDUNG BARAT

Kepemimpinan pendidikan di sekolah dasar pada era digital, para pemimpin kepala sekolah harus beradaptasi dengan perubahan lingkungan, mengendalikan emosi, menilai asumsi budaya, melibatkan partisipasi, dan memotivasi para guru. Kepala sekolah harus mengantisipasi perubahan, menciptakan peluang, dan menguasai teknologi untuk memastikan keberhasilan dan kemajuan pendidikan dan memiliki pengetahuan manajemen kepemimpinan. Permasalahan yang dihadapi para pemimpin kepala sekolah saat ini adalah masuknya teknologi yang kian pesat, kurangnya akses terhadap teknologi dan perangkat digital, terbatasnya pelatihan dan pengembangan profesi guru, terbatasnya sumber daya dan infrastruktur, terbatasnya kesadaran dan pemahaman akan manfaat pembelajaran adaptif, regulasi seputar pendidikan yang tidak sesuai dengan situasi sekolah, perbedaan budaya dan nilai, serta peralihan kepemimpinan kepala sekolah model lama ke masa kini. Penelitian ini bertujuan untuk menghasilkan model kepemimpinan milenial di sekolah dasar melalui eksplorasi mengenai visi, sasaran, nilai landasan, struktur, keterampilan, kompetensi, strategi, pola, budaya, tantangan dan model kepemimpinan. Penelitian ini menggunakan metode penelitian kualitatif dengan desain Grounded Theory melalui in-dept interview, observasi, dan dokumentasi. Adapun partisipan terdiri 5 orang kepala sekolah milenial kelahiran 1981-1989. Hasil dari penelitian mengenai model kepemimpinan milenial pendidikan yang adaptif pada era digital di sekolah dasar bahwa adanya persamaan dan perbedaan implementasi, upaya menghadapi tantangan, dan paradigma model kepemimpinan milenial. Kesimpulan dari penelitian model kepemimpinan milenial pendidikan yang adaptif pada era digital di sekolah dasar Kabupaten Bandung Barat yaitu: Pertama, terciptanya visi teknologi, peningkatan kompetensi guru, pemahaman gaya belajar siswa, dan melibatkan orang tua. Kedua, Kolaborasi, evaluasi, dan pengambilan keputusan bersama menjadi kunci dalam mencapai tujuan yang diinginkan. ---------- Educational leadership in primary schools in the digital era, principal leaders must adapt to environmental changes, control emotions, assess cultural assumptions, engage participation and motivate teachers. Principals must anticipate changes, create opportunities and master technology to ensure educational success and progress and have leadership management knowledge. The problems faced by principal leaders today are the rapid influx of technology, lack of access to technology and digital tools, limited teacher training and professional development, limited resources and infrastructure, limited awareness and understanding of the benefits of adaptive learning, regulations around education that do not fit the school situation, differences in culture and values, and the transition of old-style principal leadership to the present. This research aims to produce a millennial leadership model in primary schools through an exploration of the vision, goals, foundation values, structure, skills, competencies, strategies, patterns, culture, challenges and leadership models. This research uses qualitative research methods with Grounded Theory design through in-dept interviews, observation, and documentation. The participants consisted of 5 millennial school principals born 1981-1989. The results of the research on the millennial leadership model of adaptive education in the digital era in elementary schools show that there are similarities and differences in implementation, efforts to face challenges, and the paradigm of the millennial leadership model. The conclusions of the research on the millennial leadership model of adaptive education in the digital era in West Bandung Regency elementary schools are: First, creating a technological vision, increasing teacher competence, understanding student learning styles, and involving parents. Second, collaboration, evaluation and joint decision-making are key in achieving the desired goals

KEMAMPUAN KEPRIBADIAN PEMIMPIN SEKOLAH MASA KINI DALAM MOTIVASI KINERJA GURU

Kemampuan kepribadian kepala sekolah saat ini memegang peranan penting serta berkontribusi memotivasi guru dalam menjadikan sekolah yang sukses dan unggul. Tujuan penelitian ini adalah mendeskripsikan kemampuan kepribadian pemimpin sekolah dalam motivasi kinerja guru di SDN 1 Bojong, Kabupaten Bandung Barat. Penelitian dilakukan menggunakan pendekatan kualitatif dengan subjek penelitian yaitu kepala sekolah dan guru. Metode penelitian adalah kualitatif deskriptif. Jenis penelitian digunakan adalah multi-situs. Teknik pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan analisis bukti dokumen. Hasil penelitian yaitu (1) kepala sekolah berperilaku keteladanan yang baik. (2) kepala sekolah memiliki sikap jujur, ketulusan, komitmen dan integritas. (3) kepala sekolah terbuka dalam menjalankeun tupoksi. (4) kepala sekolah mampu mengendalikan diri dalam menangani masalah. (5) kepala sekolah mampu berpartisipasi dalam kegiatan sosial masyarakat. (6) kepala sekolah tanggap dan peduli terhadap kepentingan orang lain. (7) kepala sekolah mampu mengelola hubungan dengan pihak luar. Faktor pendukung yaitu adanya kemandirian guru, integritas guru yang tinggi berpengaruh terhadap perkembangan sekolah. Faktor penghambat adanya guru yang belum mahir IT. Dalam diri kepala sekolah telah tertanam dan memiliki kepribadian yang baik, mampu menunjukkan, melaksanakan, dan mengamalkan sikap dalam kepemimpinan di sekolah, serta adanya peningkatan kinerja guru

IMPLEMENTASI INTEGRASI KURIKULUM 2013 DAN MERDEKA BELAJAR DI SDIT AL FITRAH KOTA BANDUNG

Education has a goal to create a generation that is intelligent and has good character. This study aims to describe the implementation of the Education Unit Level curriculum, K-13 or the Operational Curriculum of the SDIT Al-Fitrah Driving School in Bandung, which is based on KSDIT-AF Number 54 of 2021 and in accordance with the guidelines for developing KTSP in accordance with Permendikbud no. 81a of 2013 and This year's Al Fitrah SDIT curriculum adheres to the 2013 Curriculum. Using a qualitative descriptive approach. The object being observed is SDIT Al-Fitrah in Bandung. Data in the form of documents. The research strategy uses content analysis. The results showed that the curriculum design at SDIT Al-Fitrah Bandung was designed with various patterns, including the use of a curriculum structure that applies to all general subjects and Mapel Mulok Khas Islam Terpadu for all classes. Supporting curriculum such as intracurricular, curricular and extracurricular. Then regarding implementation guidelines in the form of priority programs, self-development and life skills education. As for the implementation of independent learning, SDIT Al-Fitrah Bandung has only implemented it in grades I and IV of the Driving School Program

IMPLEMENTASI INTEGRASI KURIKULUM 2013 DAN MERDEKA BELAJAR DI SDIT AL FITRAH KOTA BANDUNG

Education has a goal to create a generation that is intelligent and has good character. This study aims to describe the implementation of the Education Unit Level curriculum, K-13 or the Operational Curriculum of the SDIT Al-Fitrah Driving School in Bandung, which is based on KSDIT-AF Number 54 of 2021 and in accordance with the guidelines for developing KTSP in accordance with Permendikbud no. 81a of 2013 and This year's Al Fitrah SDIT curriculum adheres to the 2013 Curriculum. Using a qualitative descriptive approach. The object being observed is SDIT Al-Fitrah in Bandung. Data in the form of documents. The research strategy uses content analysis. The results showed that the curriculum design at SDIT Al-Fitrah Bandung was designed with various patterns, including the use of a curriculum structure that applies to all general subjects and Mapel Mulok Khas Islam Terpadu for all classes. Supporting curriculum such as intracurricular, curricular and extracurricular. Then regarding implementation guidelines in the form of priority programs, self-development and life skills education. As for the implementation of independent learning, SDIT Al-Fitrah Bandung has only implemented it in grades I and IV of the Driving School Program