KEPEMIMPINAN SITUASIONAL DI PONDOK PESANTREN KABUPATEN LAMPUNG TENGAH

MALIKHAH, SA’ADAH (2021) KEPEMIMPINAN SITUASIONAL DI PONDOK PESANTREN KABUPATEN LAMPUNG TENGAH. PhD thesis, UIN Raden Intan Lampung.

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Abstract

ABSTRAK Kepemimpinan situasional dapat meningkatkan mutu pendidikan lembaganya dengan meningkatkan kinerja dan komitmen orang-orang dalam lembaga tersebut. Oleh karena itu perlu kiranya melakukan penelitian lebih lanjut mengenai kepemimpinan situasional di pondok pesantren Kabupaten Lampung Tengah dengan rumusan masalah pokok bagaimana kepemimpinan situasional di pondok pesantren Kabupaten Lampung Tengah? Penelitian ini adalah jenis penelitian deskriptif dengan menggunakan pendekatan kualitatif. Penelitian ini dilaksanakan di pondok pesantren yang ada di Kabupaten Lampung Tengah, yaitu Pondok Pesantren Walisongo, Pondok Pesatren Roudlotus Sholihin, dan Pondok Pesantren Baitul Mustaqim. Sumber data dipilih secara purposive dan bersifat snowball sampling, diantaranya adalah pimpinan pondok pesantren, pengurus dan pengelola pondok pesantren, dan santri. Pengumpulan data menggunakan teknik wawancara, observasi, dan dokumentasi, yang kemudian hasilnya menggunakan analisis induktif dengan melakukan triangulasi sumber, teknik, dan waktu. Hasil penelitian ditemukan bahwa: (1) kepemimpinan situasional pada dimensi telling di pondok pesantren Kabupaten Lampung Tengah dilaksanakan dengan memberitahukan secara rinci tugas yang diberikan, mengawasi pelaksanakan tugas, memberikan bimbingan, menetapkan standar kerja, memberikan penghargaan, dan membantu menemukan solusi, (2) Kepemimpinan situasional pada dimensi selling di pondok pesantren Kabupaten Lampung Tengah dilaksanakan dengan menerangkan tugas yang diberikan, memberikan pengarahan, terbuka akan pertanyaan (konsultasi), memberikan bimbingan, memenuhi kebutuhan, komunikasi dan interaksi langsung, pemantauan dan pengendalian, (3) Kepemimpinan situasional pada dimensi participating di pondok pesantren Kabupaten Lampung Tengah dilaksanakan dengan terbuka akan masukan/ide/pendapat/kritikan, memberikan motivasi, musyawarah dan mufakat, transfaran, lomba prestasi kerja, pengakuan dan penghargaan, mengembangkan ide dan kreativitas, dan (4) Kepemimpinan situasional pada dimensi delegating di pondok pesantren Kabupaten Lampung Tengah dilaksanakan dengan memberikan tanggung jawab pribadi, memberikan kepercayaan pengelolaan tugas, menyerahkan pengambilan keputusan, bebas dalam kreatifitas, dan mendukung pengembangan kompetensi. Akan tetapi dari keempat dimensi kepemimpinan situasional tersebut dimensi delegating tidak dilaksanakan secara sepenuhnya. Selain itu kepemimpinan situasional pada dimensi delegating tidak hanya diberikan kepada pengasuh dan pengelola pondok pesantren dengan tingkat kematangan M4, tetapi juga diberikan kepada tingkat kematangan M3. Dari keempat dimensi kepemimpinan situasional, dimensi participating lebih banyak digunakan. Kata Kunci: kepemimpinan, situasional, pondok pesantren iiiABSTRACT Based on the results of relevant previous research, it was found that situational leadership can improve the quality of education in an institution by increasing the performance and commitment of people in the institution. Therefore, it is necessary to conduct further research on situational leadership in Islamic boarding schools in Central Lampung Regency with the formulation of the main problem of how is situational leadership in Islamic boarding schools in Central Lampung Regency? This research is a descriptive research using a qualitative approach. This research was conducted in Islamic boarding schools in Central Lampung Regency, namely the Walisongo Islamic Boarding School, the Roudlotus Sholihin Islamic Boarding School, and the Baitul Mustaqim Islamic Boarding School. The data sources were selected purposively and were snowball sampling in nature, including the boarding school leadership, board and management of the boarding school, and the students. Collecting data using interview, observation, and documentation techniques, then the results are analyzed by triangulating sources, techniques, and time. The results of the study found that: (1) situational leadership in the telling dimension in Islamic boarding schools in Central Lampung Regency was carried out by giving detailed information about the assigned tasks, supervising the implementation of tasks, providing guidance, setting work standards, giving awards, and helping find solutions, (2) Situational leadership in the selling dimension in Islamic boarding schools in Central Lampung Regency is carried out by explaining the tasks given, giving directions, being open to questions (consultation), providing guidance, meeting needs, direct communication and interaction, monitoring and controlling, (3) situational leadership on the dimensions participating in the Islamic boarding school in Central Lampung Regency is carried out openly by going forward / ideas / opinions / criticism, providing motivation, deliberation and consensus, transparency, work performance competitions, recognition and awards, developing ideas and creativity, and (4) situational leadership in the d dimension elegating in Islamic boarding schools in Central Lampung Regency is carried out by giving personal responsibility, giving confidence in task management, submitting decision making, being free in creativity, and supporting competency development. However, from the four dimensions of situational leadership, the delegating dimension is not fully implemented. In addition, situational leadership in the delegating dimension is not only given to the caregivers and managers of Islamic boarding schools with an M4 maturity level, but also given to the M3 maturity level. Of the four dimensions of situational leadership, participating dimensions are more widely used. Keywords: leadership, situational, Islamic boarding school ivﺪﻳﺮﺠﺘﻟﺍ ﻝﻼﺧ ﻥﻣ ﻡﻳﻠﻌﺗﻟﺍ ﺓﺩﻭﺟ ﻥﻳﺳﺣﺗ ﻰﻠﻋ ﺓﺭﺩﺎﻗ ﺔﻳﻓﺭﻅﻟﺍ ﺓﺩﺎﻳﻘﻟﺍ ﻥﺃ ﻥﻣ ﺙﺣﺑﻟﺍ ﺍﺫﻫ ﻖﻠﻁﻧﺍ ﺔﺛﺣﺎﺑﻟﺍ ﻯﺭﺗ ،ﻙﻟﺫ ﻝﺟﺃ ﻥﻣﻭ .ﺔﻳﻣﻳﻠﻌﺗﻟﺍ ﺕﺎﺳﺳﺅﻣﻟﺍ ﻝﺧﺍﺩ ﻡﺎﻅﻧﻟﺎﺑ ﺩﺍﺭﻓﻷﺍ ﻡﺍﺯﺗﻟﺍﻭ ءﺍﺩﻷﺍ ﺔﻳﻗﺭﺗ ﺔﻳﻣﻼﺳﻹﺍ ﺩﻫﺎﻌﻣﻟﺍ ﻲﻓ ﺔﻳﻓﺭﻅﻟﺍ ﺓﺩﺎﻳﻘﻟﺍ ﻥﻋ ﺕﺎﺳﺍﺭﺩﻟﺍ ﻥﻣ ﺩﻳﺯﻣ ءﺍﺭﺟﺇ ﻱﺭﻭﺭﺿﻟﺍ ﻥﻣ ﻪﻧﺃ ﻱﺭﺟﺗ ﻑﻳﻛ :ﻲﻓ ﺔﺳﺍﺭﺩﻟﺍ ﺔﻳﻟﺎﻛﺷﺇ ﺕﺭﻭﻠﺑﺗ ﻙﻟﺫ ﻰﻠﻋ ءﺎﻧﺑﻭ .ﻰﻁﺳﻭﻟﺍ ﺞﻧﻭﺑﻣﻻ ﻲﻓ ﻥﻳﺭﺗﻧﺎﺳﻳﺑ ﺞﻬﺗﻧﺗ ﻲﻔﺻﻭ ﺙﺣﺑﻟﺍ ﺍﺫﻫﻭ ؟ﻰﻁﺳﻭﻟﺍ ﺞﻧﻭﺑﻣﻻ ﻝﺧﺍﺩ ﺔﻳﻣﻼﺳﻹﺍ ﺩﻫﺎﻌﻣﻟﺍ ﻝﻅ ﻲﻓ ﺔﻳﻓﺭﻅﻟﺍ ﺓﺩﺎﻳﻘﻟﺍ ّ ﻰﻁﺳﻭﻟﺍ ﺞﻧﻭﺑﻣﻻ ﻕﺎﻁﻧ ﻝﺧﺍﺩ ﺔﻳﻣﻼﺳﻹﺍ ﺩﻫﺎﻌﻣﻟﺍ ﻲﻓ ﻩﺅﺍﺭﺟﺇ ﻡﺗ ﺩﻗﻭ .ﺎﻳﻋﻭﻧ ﺎﺟﻬﻧﻣ ﻪﻳﻓ ﺔﺛﺣﺎﺑﻟﺍ ﺩﻬﻌﻣﻭ ،ﻲﻣﻼﺳﻹﺍ " ﻥﻳﺣﻟﺎﺻﻟﺍ ﺔﺿﻭﺭ" ﺩﻬﻌﻣﻭ ،ﻲﻣﻼﺳﻹﺍ " ﻭﻐﻧﻭﺳ ﻲﻟﺍﻭ" ﺩﻬﻌﻣ ﻲﻓ ﺔﻠﺛﻣﺗﻣﻟﺍ ﺏﻭﻠﺳﺄﺑ ﺕﺎﻧﻳﻌﻟﺍ ﺫﺧﺃﻭ ﻑﺩﺎﻫ ﻝﻛﺷﺑ ﺕﺎﻧﺎﻳﺑﻟﺍ ﺭﺩﺎﺻﻣ ﺭﺎﻳﺗﺧﺍ ﻡﺗ ﺎﻣﻛ .ﻲﻣﻼﺳﻹﺍ " ﻡﻳﻘﺗﺳﻣﻟﺍ ﺕﻳﺑ" ﻡﺗ ﺩﻗﻭ .ﺎﻬﻳﻓ ﻡﻠﻌﻟﺍ ﺔﺑﻠﻁﻭ ،ﺎﻫﻭﺭﻳﺩﻣﻭ ،ﺎﻫﻭﺭﺑﺩﻣﻭ ،ﺩﻫﺎﻌﻣﻟﺍ ﺕﺍﺩﺎﻗ ﺎﻬﻧﻣﺿ ﻥﻣ ﻲﺗﻟﺍ ،"ﺞﻠﺛﻟﺍ ﺓﺭﻛ" ﻥﻋ ﺎﻳﺋﺍﺭﻘﺗﺳﺍ ﻼﻳﻠﺣﺗ ﺎﻬﻠﻳﻠﺣﺗ ﻡﺗ ﻡﺛ ﻥﻣﻭ ،ﻖﻳﺛﻭﺗﻟﺍﻭ ﺔﻅﺣﻼﻣﻟﺍﻭ ﺔﻠﺑﺎﻘﻣﻟﺍ ﻖﻳﺭﻁ ﻥﻋ ﺕﺎﻧﺎﻳﺑﻟﺍ ﻊﻣﺟ . ﻥﺎﻣﺯﻟﺍﻭ ﻖﺋﺍﺭﻁﻟﺍﻭ ﺭﺩﺎﺻﻣﻟﺍ ﺙﻳﻠﺛﺗ ﻖﻳﺭﻁ ﺩﻫﺎﻌﻣﻟﺍ ﻲﻓ ﺔﻳﻓﺭﻅﻟﺍ ﺓﺩﺎﻳﻘﻟﺍ ﻱﺭﺟﺗ (1) :ﺔﻳﻟﺎﺗ ﺞﺋﺎﺗﻧ ﻰﻟﺇ ﺔﺛﺣﺎﺑﻟﺍ ﺕﻠﺻﻭﺗ ،ﺔﻳﺎﻬﻧﻟﺍ ﻲﻓﻭ ،ﻝﺻﻔﻣ ﻝﻛﺷﺑ ﺕﺎﻣﻬﻣﻟﺍ ﻑﻳﻠﻛﺗ ﻝﻼﺧ ﻥﻣ "ءﺎﻘﻟﻹﺍ" ﺩﻌﺑ ﻰﻠﻋ ﻰﻁﺳﻭﻟﺍ ﺞﻧﻭﺑﻣﻻ ـﺑ ﺔﻳﻣﻼﺳﻹﺍ ﻝﺣﻭ ،ﺎﻬﺑ ﻥﻳﻣﺋﺎﻘﻠﻟ ﺭﻳﺩﻘﺗﻟﺍ ﺢﻧﻣﻭ ،ﺎﻬﺗﺩﻭﺟ ﺭﻳﻳﺎﻌﻣ ﻊﺿﻭﻭ ،ﺎﻫﺩﺎﺷﺭﺇﻭ ،ﺎﻫﺫﻳﻔﻧﺗ ﺔﺑﻗﺍﺭﻣﻭ ،ﺕﺎﻣﻬﻣﻟﺍ ﻥﺎﻳﺑ ﻝﻼﺧ ﻥﻣ "ﻊﻳﺑﻣﻟﺍ ﺽﺭﻋ" ﺩﻌﺑ ﻰﻠﻋ ﺔﻳﻓﺭﻅﻟﺍ ﺓﺩﺎﻳﻘﻟﺍ ﻱﺭﺟﺗ ﺎﻣﻛ (2) .ﺎﻬﻠﻛﺎﺷﻣ ،ﻝﺻﺍﻭﺗﻟﺍﻭ ،ﺕﺎﺑﻠﻁﺗﻣﻟﺍ ﺭﻳﻓﻭﺗﻭ ،ﺩﺎﺷﺭﻹﺎﺑ ﻡﺎﻳﻘﻟﺍﻭ ،ﺓﺭﺎﺷﺗﺳﻼﻟ ﻝﺎﺟﻣﻟﺍ ﺢﺗﻓﻭ ،ﺎﻬﻬﻳﺟﻭﺗﻭ ﻱﺭﺟﺗﻓ "ﺔﻛﺭﺎﺷﻣﻟﺍ" ﺩﻌﺑ ﻰﻠﻋ ﺔﻳﻓﺭﻅﻟﺍ ﺓﺩﺎﻳﻘﻟﺍ ﺎﻣﺃﻭ (3) .ﻁﺑﺿﻟﺍﻭ ﺔﺑﻗﺍﺭﻣﻟﺍﻭ ،ﺭﺷﺎﺑﻣﻟﺍ ﻝﻋﺎﻔﺗﻟﺍﻭ ،ﺔﻳﻌﻓﺍﺩﻟﺍ ﺯﻳﺯﻌﺗ ﻝﻼﺧ ﻥﻣﻭ ،ﺕﺍﺩﺎﻘﺗﻧﻻﺍﻭ ءﺍﺭﻵﺍﻭ ﺭﺎﻛﻓﻷﺍﻭ ﺕﺎﺣﺍﺭﺗﻗﻼﻟ ﻝﺎﺟﻣﻟﺍ ﺢﺗﻓ ﻝﻼﺧ ﻥﻣ ﺭﻳﻭﻁﺗﻭ ،ﺭﻳﺩﻘﺗﻟﺍﻭ ،ﻑﺍﺭﺗﻋﻻﺍﻭ ،ءﺍﺩﻷﺍ ﺓﺩﻭﺟﻟ ﺔﻘﺑﺎﺳﻣﻟﺍ ﺩﻘﻋﻭ ،ﺔﻳﻓﺎﻔﺷﻟﺍﻭ ،ﻕﺎﻔﺗﻼﻟ ﺭﻭﺎﺷﺗﻟﺍﻭ ﺽﻳﻭﻔﺗ ﻝﻼﺧ ﻥﻣ ﻱﺭﺟﺗﻓ "ﺽﻳﻭﻔﺗﻟﺍ" ﺩﻌﺑ ﻰﻠﻋ ﺔﻳﻓﺭﻅﻟﺍ ﺓﺩﺎﻳﻘﻟﺍ ﺎﻣﺃﻭ (4) .ﺕﺎﻳﻋﺍﺩﺑﻹﺍﻭ ﺭﺎﻛﻓﻷﺍ ،ﻉﺍﺩﺑﻺﻟ ﻝﺎﺟﻣﻟﺍ ﺢﺗﻓﻭ ،ﺭﺍﺭﻘﻟﺍ ﺫﺎﺧﺗﺍ ﺽﻳﻭﻔﺗﻭ ،ﺕﺎﻣﻬﻣﻟﺍ ﺓﺭﺍﺩﺇ ﺽﻳﻭﻔﺗﻭ ،ﺔﻳﺩﺭﻔﻟﺍ ﺔﻳﻟﻭﺅﺳﻣﻟﺍ ﻥﻣ ﺽﻳﻭﻔﺗﻟﺍ ﺩﻌﺑ ﻰﻠﻋ ﻝﻣﺎﻛ ﻝﻛﺷﺑ ﺔﻳﻓﺭﻅﻟﺍ ﺓﺩﺎﻳﻘﻟﺍ ﺫﻳﻔﻧﺗ ﻡﺗﻳ ﻡﻟ ﻪﻧﺃ ﺭﻳﻏ .ﺓءﺎﻔﻛﻟﺍ ﺯﻳﺯﻌﺗﻟ ﻡﻋﺩﻟﺍﻭ ﺩﻫﺎﻌﻣﻟﺍ ﺓﺩﺎﻗ ﻰﻟﺇ ﺽﻳﻭﻔﺗﻟﺍ ﺩﻌﺑ ﻰﻠﻋ ﺔﻳﻓﺭﻅﻟﺍ ﺓﺩﺎﻳﻘﻟﺍ ﺩﺎﻧﺳﺇ ﺭﺻﺗﻘﻳ ﻡﻟ ﺎﻣﻛ .ﺔﻌﺑﺭﻷﺍ ﺩﺎﻌﺑﻷﺍ ﻩﺫﻫ M3 ﺝﻭﺿﻧﻟﺍ ﻯﻭﺗﺳﻣ ﻲﻓ ﻥﻭﻟﺍﺯﻳ ﻻ ﻥﻳﺫﻟﺍ ﻰﻟﺇ ﻝﺑ ،M4 ﺝﻭﺿﻧﻟﺍ ﻯﻭﺗﺳﻣ ﻲﻓ ﻥﻳﺫﻟﺍ ﺎﻬﻳﺭﻳﺩﻣﻭ . ﻻﺎﻣﻌﺗﺳﺍ ﺔﻌﺑﺭﻷﺍ ﺩﺎﻌﺑﻷﺍ ﺭﺛﻛﺃ ﺔﻛﺭﺎﺷﻣﻟﺍ ﺩﻌﺑ ﻝﺛﻣﻳﻭ .ﺎﺿﻳﺃ ﺔﻳﻣﻼﺳﻹﺍ ﺩﻫﺎﻌﻣﻟﺍ ،ﺔﻳﻓﺭﻅﻟﺍ ،ﺓﺩﺎﻳﻘﻟﺍ :ﺔﻳﺣﺎﺗﻔﻣﻟﺍ ﺕﺎﻣﻠﻛﻟﺍ

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