PERANKEPALA MADRASAHSEBAGAIMOTIVATOR DALAMMENINGKATKAN MOTIVASI KERJA GURU DAN STAF DI MTSASSYIFA KARANG SARI LAMPUNG SELATAN

ASSYIFA, AULIA NURUL FATIHAH (2026) PERANKEPALA MADRASAHSEBAGAIMOTIVATOR DALAMMENINGKATKAN MOTIVASI KERJA GURU DAN STAF DI MTSASSYIFA KARANG SARI LAMPUNG SELATAN. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatarbelakangi oleh pentingnya peran kepala madrasah sebagai motivator dalam meningkatkan motivasi kerja guru dan staf sebagai faktor yang mendukung kualitas pelaksanaan tugas dan kinerja di madrasah. Berdasarkan teori E. Mulyasa, penelitian ini difokuskan pada empat indikator, yaitu pengaturan lingkungan fisik, pengaturan suasana kerja, pembinaan disiplin, dan pemberian dorongan. Hasil pra penelitian menunjukkan bahwa keempat aspek tersebut telah dilaksanakan, namun masih memerlukan optimalisasi pada beberapa fasilitas pendukung, pembinaan disiplin, dan pemberian dorongan yang berkelanjutan. Penelitian ini bertujuan mendeskripsikan dan menganalisis peran kepala madrasah sebagai motivator dalam meningkatkan motivasi kerja guru dan staf di MTs Assyifa Karang Sari Lampung Selatan. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Informan penelitian terdiri atas kepala madrasah, wakil kepala madrasah bidang kurikulum, guru, dan staf tata usaha yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman, sedangkan keabsahan data diuji melalui triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa kepala madrasah telah menjalankan perannya sebagai motivator melalui pengaturan lingkungan fisik, pengaturan suasana kerja, pembinaan disiplin, dan pemberian dorongan. Pengaturan lingkungan fisik dilakukan dengan menciptakan lingkungan kerja yang bersih, nyaman, dan didukung fasilitas yang memadai. Pengaturan suasana kerja diwujudkan melalui hubungan kerja yang harmonis, komunikasi terbuka, dan kerja sama yang baik. Pembinaan disiplin dilakukan melalui keteladanan, pengawasan, serta pembinaan yang berkelanjutan, sedangkan pemberian dorongan diwujudkan melalui motivasi, arahan, bimbingan, dukungan, dan kesempatan pengembangan kompetensi. Upaya tersebut mampu meningkatkan motivasi kerja guru dan staf yang tercermin pada meningkatnya semangat kerja, kedisiplinan, tanggung jawab, komitmen, dan profesionalisme. Meskipun demikian, optimalisasi beberapa fasilitas pendukung serta program pembinaan disiplin dan motivasi secara berkelanjutan masih diperlukan. ABSTRACT This study was motivated by the important role of the madrasah principal as a motivator in enhancing the work motivation of teachers and staff—a factor that supports the quality of task execution and performance at the madrasah. Based on E. Mulyasa‟s theory, this study focused on four indicators: management of the physical environment, management of the work atmosphere, discipline enforcement, and provision of encouragement. Preliminary findings indicate that these four aspects have been implemented, but there is still a need for optimization in several supporting facilities, discipline enforcement, and the provision of ongoing encouragement. This study aims to describe and analyze the role of the madrasah principal as a motivator in enhancing the work motivation of teachers and staff at MTs Assyifa Karang Sari in South Lampung. This study employed a qualitative approach using a descriptive research design. The research informants consisted of the madrasah principal, the vice principal for curriculum, teachers, and administrative staff, who were selected using purposive sampling. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model, while data validity was tested through source triangulation and methodological triangulation. The results of the study indicate that madrasah principals have fulfilled their role as motivators by managing the physical environment, fostering a positive work atmosphere, promoting discipline, and providing encouragement. Management of the physical environment involves creating a clean, comfortable work environment supported by adequate facilities. Fostering a positive work atmosphere is achieved through harmonious working relationships, open communication, and good cooperation. Discipline was fostered through leading by example, supervision, and ongoing guidance, while encouragement was provided through motivation, direction, guidance, support, and opportunities for competency development. These efforts have succeeded in boosting the work motivation of teachers and staff, as reflected in increased work enthusiasm, discipline, responsibility, commitment, and professionalism. Nevertheless, the optimization of certain supporting facilities, as well as the ongoing implementation of discipline and motivation programs, remains necessary

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