KEPEMIMPINAN KEPALA SEKOLAH DALAM MENINGKATKAN PROFESIONALISME GURU DI SMK NEGERI 4 BANDAR LAMPUNG

Nurul, Safira (2025) KEPEMIMPINAN KEPALA SEKOLAH DALAM MENINGKATKAN PROFESIONALISME GURU DI SMK NEGERI 4 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Profesionalisme guru merupakan salah satu faktor penting dalam meningkatkan mutu pendidikan. Kepala sekolah sebagai pemimpin suatu lembaga pendidikan harus mampu memberikan kepemimpinan yang dapat memotivasi guru untuk terus berkembang, baik dari segi profesionalisme, metode pengajaran, maupun penggunaan teknologi dalam pembelajaran. Dalam kepemimpinannya, kepala sekolah harus mampu memahami, mengatasi, dan memperbaiki berbagai kekurangan yang ada di lingkungan sekolah. Penelitian ini bertujuan untuk menganalisis kepemimpinan kepala sekolah dalam meningkatkan profesionalisme guru di SMK Negeri 4 Bandar Lampung. Penelitian menggunakan pendekatan kualitatif deskriptif, teknik pengumpulan data berupa wawancara, observasi, dokumentasi. Subjek penelitian meliputi kepala sekolah, waka kurikulum, kepala jurusan, dan guru. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, serta uji keabsahan data menggunakan triangulasi teknik dan sumber. Hasil penelitian: (1) Kepala sekolah dalam menggerakan guru untuk meningkatkan profesionalismenya di SMK Negeri 4 Bandar Lampung dilakukan melalui pendekatan keteladanan, motivasi, dan sistem pembinaan. Kepala sekolah menjadi role model dengan menunjukkan disiplin, etos kerja, dan sikap inspiratif. Upaya peningkatan profesionalisme guru dilakukan melalui program pertemuan rutin, rapat koordinasi, evaluasi. Sistem reward dan punishment diterapkan untuk mengapresiasi guru berprestasi serta membina guru yang mengalami kendala. (2) Kepala sekolah dalam membina guru di SMK Negeri 4 Bandar Lampung dilakukan melalui berbagai strategi, pelatihan rutin seperti IHT, magang guru, upskilling, reskilling, serta MGMP, supervisi akademik, dan inovasi budaya belajar. (3) Kepala sekolah dalam memberi teladan kepada guru untuk meningkatkan profesionalismenya di SMK Negeri 4 Bandar Lampung dengan prinsip keteladanan. Kepala sekolah tidak hanya memberikan arahan, tetapi menunjukkan sikap dan tindakan nyata sebagai contoh melalui berbagai program, seperti piket karakter pagi hari, salat duha dan tadarus, senam, dan budaya kerja yang positif. Selain itu, prestasi kepala sekolah, seperti Guru Berprestasi Tingkat Nasional dan Kepala Sekolah Inspiratif Nasional 2022. Kepala sekolah juga aktif di organisasi PGRI dan MKKS. Kepala sekolah menerapkan komunikasi yang efektif dan berjenjang, Kata Kunci: Kepemimpinan, Kepala Sekolah, Profesionalisme Guru ii ABSTRACT Teacher professionalism is a crucial factor in enhancing the quality of education. As the leader of an educational institution, the principal must be capable of providing leadership that motivates teachers to continuously develop, in terms of professionalism, teaching methods, and the use of technology in learning. In their leadership, principals must be able to understand, address, and improve various shortcomings within the school environment. This study aims to analyze the principal’s leadership in improving teacher professionalism at SMK Negeri 4 Bandar Lampung. The research uses a descriptive qualitative approach, with data collected through interviews, observations, and documentation. The subjects of the study include the principal, vice principal of curriculum, department heads, and teachers. Data analysis was conducted through data reduction, data presentation, and drawing conclusions, with the validity of the data tested using triangulation of techniques and sources. Research Findings: (1) The principal encourages teachers to enhance their professionalism through exemplary behavior, motivation, and a structured development system. The principal acts as a role model by demonstrating discipline, a strong work ethic, and an inspiring attitude. Efforts to improve teacher professionalism are carried out through regular meetings, coordination meetings, and evaluations. A reward and punishment system is applied to appreciate high-achieving teachers and support those facing challenges. (2) The principal fosters teacher development through various strategies such as routine training (In-House Training), teacher internships, upskilling, reskilling, MGMP, academic supervision, and innovative learning culture programs. (3) The principal demonstrates leadership by example, guiding teachers to enhance their professionalism through concrete actions such as character duty programs, morning religious activities (Duha prayer and Quran recitation), physical exercise, and promoting a positive work culture. The principal’s achievements, such as being awarded National Outstanding Teacher and National Inspirational Principal in 2022, serve as motivation for teachers to continue their professional development. The principal is also actively involved in professional organizations such as PGRI and MKKS, and applies effective, tiered communication in managing and resolving issues constructively. Keywords: Leadership, Principal, Teacher Professionalism

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