Analysis of School Principals' Cohesion on the Sekolah Penggerak Program As a Catalyst to Realize the Vision of Indonesian Education in the City of Yogyakarta

Year 2023, , 34 - 39, 30.12.2023

Muh. Abdillah Maulana Lia Yulıana Bayu Syalıhın Khatibul Umam Salam

https://doi.org/10.55549/epess.1413295

Abstract

The implementation of the Sekolah Penggerak Program since the 2021/2022 academic year has given rise to various adjustment dynamics, one of which is the competence of school principals. This research aims to examine: (1) the cohesion of school principals towards the implementation of the Sekolah Penggerak Program which relies on the school principal, and (2) the supporting and inhibiting factors for implementing the Sekolah Penggerak Program as a catalyst to realize the vision of Indonesian education. Developing the competency of school principals in Yogyakarta City. This research was conducted in schools that have implemented the Sekolah Penggerak Program in the city of Yogyakarta. Qualitative data collection was carried out by observation, documentation and interviews. The data analysis technique uses three activity flows, namely: 1) data reduction, 2) data presentation, and 3) conclusions. The research results show that: (1) Implementation refers to the guidelines of the minister of national education. (2) Organizing is carried out by registering the Principal as a participant in the school mobilization program (3) Implementation is carried out through workshops, internal training, In House Training (IHT), Collaborating in a Community of Practice with other Mobilizing School Principals, school principals receive management and leadership training Instructional (4) Control is carried out through supervision of activities by expert trainers and supervisors. (5) The supporting factors are: first, the school has a budget for program development. Second, the principal's high motivation in participating in the training program. Third, the school has quality leaders. The four principals have the right strategy in the school development process, especially learning management. The inhibiting factors are; First, school principals must adapt quickly so that program implementation is fast. Second, the school principal is bored studying a lot of material. Third, the age factor of the principal who has to learn from the start to adapt to the program. Fourth, the school principal is not ready to face program changes. Fifth, the school principal is not ready to implement the Sekolah Penggerak Program.

Keywords

Sekolah penggerak program, School principal, Educational vision

References

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