The Integration of Transformational Leadership and Application of Multicultural Education at YAPIS Biak Vocational School Papua Province

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The Integration of Transformational Leadership and Application of Multicultural Education at YAPIS Biak Vocational School Papua

Province

M. Saleh Laha¹, Fatmawada S^2*, Abd. Asis³

1,2,3 Institut Ilmu Sosial dan Ilmu Politik YAPIS Biak

ABSTRACT

The success of the principal in the school is based on how far his leadership style can create the art of leading, to be able to transform individuals to achieve goals. This study uses a descriptive method with a qualitative approach, which aims to analyze the integration of transformational leadership and the application of multicultural education at SMK YAPIS Biak, Papua. The results show that in realizing multicultural education at YAPIS Biak Vocational School, the leader applies leadership characteristics, namely challenging the process, inspiring a shared vision, enabling others to act, modeling the way, and encouraging the heart. In addition, leaders at SMK YAPIS Biak also apply a personal approach that can shape the behavior and character of the majority and minority students so that they are willing to recognize and respect diversity.

Keywords: Transformational Leadership, Multicultural Education

INTRODUCTION

Indonesia is widely known as a multicultural country, with a fairly complex level of community diversity, both in terms of ethnicity, race, religion, and social status. The Biak Numfor Regency, Papua Province, is no exception, where the condition of the community is multicultural and has contributed significantly to the development of community dynamics. Based on the reality of these differences, it often triggers various gaps in aspects of people's lives, especially in the world of education.

The term multicultural education describes educational issues and problems related to a multicultural society. Furthermore, it also includes an understanding of the consideration of educational policies and strategies in a multicultural society. In this descriptive context, the multicultural education curriculum must include tolerance, themes about ethnocultural and religious differences, the dangers of discrimination, conflict resolution and mediation, human rights, democracy and plurality, multiculturalism, universal humanity, and subjects other relevant, (Rahim, 2017, p. 167). The multiculturalism education paradigm is very useful for building cohesiveness, solidity, and intimacy among ethnic, racial, religious, and cultural diversity. In addition, it also provides encouragement and spirit for national education to instill attitudes in students to respect people, cultures, religions, and other beliefs, (Marlina, 2014; Saleh et al., 2019;

Suprianto et al., 2020)

The multicultural ideology “includes the views that cultural diversity is good for a society and its members (ie, there is a high value placed on cultural diversity and maintenance), and that

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such diversity should be shared and accommodated equitably (ie, there is a high value placed on contact and equitable participation among all groups)”, (Berry, 2017, p. 20). The purpose of multicultural education to minimize conflict is to help students: (a) understand the background of themselves and groups in society, (b) respect and appreciate cultural and socio-historical ethnic diversity, (c) resolve attitudes that are too ethnocentric and full of prejudice, (d) understand the social, economic, psychological, and historical factors that cause ethnic polarization inequality and ethnic alienation (e) improve the ability to critically analyze routine problems and issues through a democratic process through a vision about a better, just and free society and (f) developing a meaningful identity for everyone, (Utami, 2016, p. 3).

Based on the results of initial observations that have been made by researchers that there are 365 students in YAPIS Biak Vocational School, 108 students of whom are local boys, the rest are non-local male students, 255 students, (Dapodik 2021). Departing from the description of these conditions, the problems that often occur at YAPIS Biak Vocational School are bullying between majority students and minority students in the school environment because of the different backgrounds of students and the characteristics of minority students who are classified as different from the characteristics of the majority students. The main factor in the occurrence of bullying in the educational environment, especially schools, is because of the different backgrounds possessed by students, both physical and non-physical differences, all of which are included in multicultural differences, (Utami, 2016).

Reflection of the situation mentioned above must be immediately handled by a leader who can determine the direction of achieving the goals of educational organizations. The existence of leaders today is very important because leaders have a role in managing all existing resources within the organization into something more valuable. A leader is needed to be able to unite and move others who are led to follow his will without feeling forced. The result of the process of leading is called leadership, in this case, leadership is expected to always lead to positive goals. Therefore, leaders must have the ability to embrace, convince, build and foster relationships between individuals so that they act by their wishes and expectations.

One of the newest and most popular approaches to leadership that has been the focus of much research since the early 1980s is transformational leadership. The results of the study (Kusweri, 2016, p. 1) explain that the application of transformational leadership in schools has an effect on the professional learning process, conducive school culture and climate, and the achievement of student achievement in school. In addition, the results of the study (Maris et al., 2016, p. 1) suggest that the principal's transformational leadership has a significant effect on school quality. The importance of transformational leadership in the application of multicultural education can have an impact on the behavior and character of students so that they can recognize and accept the values that exist in diversity, be it personal, gender, community and culture as well as develop the ability to communicate, share and work. the same as other people. This study analyzes the integration of transformational leadership and the application of multicultural education at YAPIS Biak Vocational School.

METHOD

This type of research is a descriptive study with a qualitative approach that aims to analyze the extent to which the leaders in YAPIS Biak Vocational School have transformational

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leadership characteristics so that they can realize multicultural education. Descriptive research aims to describe, summarize various conditions, various situations, or various phenomena of social reality that exist in the community that is the object of research and seeks to draw that reality to the surface as a feature, character, trait, model, sign, or description of the condition, situations, or certain phenomena, (Burhan, 2011, p. 68).

The sources of data in this study consisted of primary data and secondary data. Primary data is data that comes from the observations of researchers (observations) using a checklist and then continued with in-depth interviews with key informants consisting of 2 informants, namely the Principal and Deputy Principal. The selection of these 2 key informants, because they are influential in providing strategic decisions within the organization and can be trusted to provide more accurate information related to the research focus. Meanwhile, other data sources, namely researchers obtained from ordinary informants through in-depth interviews with 5 teachers and 8 students at SMK YAPIS Biak, because the 13 regular informants had direct activities with the object to be studied so that they were believed to be able to provide the information needed to be related to research. Furthermore, secondary data is data obtained from various sources, including personnel documents at SMK YAPIS Biak, Papua, scientific writings (related books/literature, reports, scientific works, and relevant research results).

The data collection technique in this study started from observation, when carrying out this activity, the researcher carried out observation activities based on the following series of procedures: (1) making an appointment to make observations, (2) preparing observation guidelines and predetermined equipment, (3) come to the research location earlier than the time of observation, (4) re-check the equipment that will be used during the observation, (5) take pictures of activities related to the process of implementing transformational leadership in the application of multicultural education for minority groups at the time of the observation took place, (6) when the observation was finished, thanked the informant. Next is the interview technique, in this method researchers and informants face to face to obtain information orally to obtain data directly from informants regarding the description of the characteristics of transformational leadership at SMK YAPIS Biak. The last data collection technique is the documentation technique, which is to review the documentation in research to obtain secondary data related to the focus and location of the research. In addition, triangulation and Member Check techniques were also carried out to validate the data in the study.

The data analysis technique used in this research is to use an interactive model analysis of (Miles et al., 2014), namely: a) The data obtained through observation are analyzed reflectively on all observations and direct testimonies in the form of; vision, and observation of leadership characteristics, b) Data obtained from interviews with informants will be analyzed in a structured manner through 1) Data editing, 2) Data reduction, 3) Data categorization, 4) Data interpretation and meaning, 5) Data display (presentation of data), and (6) Concluding/verification.

RESULT AND DISCUSSION

In the focus of research on the characteristics of transformational leadership, there are 5 indicators of transformational leadership that researchers use as focus indicators to measure and analyze whether leaders at YAPIS Biak Vocational School have transformational leadership characteristics in realizing multicultural education at YAPIS Biak Vocational School. The leadership characteristics are: (1) Challenging the Process, (2) Inspiring a Shared Vision, (3)

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27

16

1 0 0

61,4

36,4

2,3 0 0

0 10 20 30 40 50 60 70

Strongly Agree/Very Understood

Agree/Understood Neutral Disagree/Not Understood

Strongly disagree/very

understood Informant Percentage(%)

Enabling Others to Act, (4) Setting an Example (Modeling the Way) (5) Encouraging the Heart, (Sashkin, Marshall & Sashkin, 2011, p. 108). The results of the research can be seen as follows:

Challenging the Process

The data below shows the results of research on 3 questions asked to analyze leaders at YAPIS Biak Vocational School who can challenge the process of realizing multicultural education at YAPIS Biak Vocational School. According to (Sashkin, Marshall & Sashkin, 2011), leaders who can oppose the process are leaders who can find opportunities to do things better and can experiment and take appropriate risks to improve organizational performance. The results of the research can be seen in the following graph:

Graph 1. Informants' responses about leaders being able to oppose the process of realizing multicultural education at YAPIS Biak Vocational School, (Data Source: Processed, 2021).

Based on Graph 1. above, explains that the informant's response to the question about leaders being able to oppose the process of realizing multicultural education shows that 97.8 percent agree and strongly agree, and 2.3 percent answered neutrally, and none of the informants answered disagreed.

In a neutral answer, according to the informant (DRP), as a teacher at SMK YAPIS Biak, that:

The principal (principal) can look for opportunities to do something better related to the implementation of multicultural education at YAPIS Biak Vocational School but still needs to be improved, especially in strengthening the implementation of multicultural education goals at YAPIS Biak Vocational School (interview, 02 September 2021).

To obtain the validity of the data, the researcher then triangulated through interviews with (AYG) as the Deputy Principal at SMK YAPIS Biak (interview 03 September 2021) which stated that:

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21 22

1 0 0

47,7 50

2,3 0 0

0 10 20 30 40 50 60

For indicators challenging the process of realizing multicultural education at YAPIS Biak Vocational School, what has been done so far by the leadership (principal) is trying to find new opportunities to realize multicultural education at YAPIS Biak Vocational School, especially by trying to develop cultural programs in schools and provide opportunities for minority and majority students to participate.

In our research, it was found that most teachers and students understand and agree with the process carried out by the leadership, such as always trying to find better opportunities and experimenting to improve organizational performance for the better as an effort to realize multicultural education at SMK YAPIS Biak.

Inspiring a Shared Vision

According to (Kaso et al., 2021, p. 50) principals must have a leadership strategy to implement the vision. Leaders who can inspire a shared vision are leaders who can build a vision of the future and build support for subordinates for that vision, (Sashkin, Marshall & Sashkin, 2011).

Furthermore, graph 2. indicates that informants' responses to questions about leaders being able to inspire a shared vision in realizing multicultural education at SMK YAPIS Biak show that 97.7 percent agree and strongly agree, and 2.3 percent answered neutrally.

Graph 2. Informants' responses about leaders being able to inspire a shared vision in realizing multicultural education at YAPIS Biak Vocational School, (Data Source: Processed, 2021).

The conclusion of the informant's answer to this question is that most students and teachers at YAPIS Biak Vocational School agree about the values contained in the vision of realizing a superior vocational school, rising independently to create new and cultured jobs, to support local revenue based on faith and taqwa. While 2.3 percent of informants gave neutral answers, namely the informant (IM), as a student at YAPIS Biak Vocational School, stated that:

Informants know but do not understand clearly the vision of the leadership (interview, 02 September 2021).

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25

19

0 0 0

56,8

43,2

0 0 0

0 10 20 30 40 50 60

Furthermore, to obtain the validity of the data, the researcher then triangulated through interviews with (BM) as the Principal at SMK YAPIS Biak (interview 03 September 2021) which stated that:

Leaders (principals) have made efforts to socialize and motivate teachers, staff, and students about the values contained in the vision, namely to create superior vocational schools, rise independently to create new and cultured jobs, to support local revenue based on faith and taqwa, as an effort to realize multicultural education at YAPIS Biak Vocational School. In addition, the leader also indicates change through the vision and inspires subordinates to work better.

Enabling Others to Act

According to (Sashkin, Marshall & Sashkin, 2011), leaders who enable others to act are leaders who can foster collaboration (as opposed to 'competition' among subordinates), and support subordinates in self-development. Meanwhile, according to (Ghadi et al., 2013, p. 535) one of transformational behavior is idealized influence, which is a leader's ability to build loyalty and devotion without much consideration for their self-interest, and which also helps followers to identify with them.

The next graph, shows the results of research on 4 questions asked to analyze whether leaders at YAPIS Biak Vocational School can foster collaboration between followers/subordinates and support subordinates in self-development to realize multicultural education, which is as follows:

Based on Graph 3. shows the responses of informants to questions about leaders enabling others to act, namely 100 percent who agree and strongly agree.

Graph 3. Informants' responses about leaders enabling others to act in realizing multicultural education at SMK YAPIS Biak, (Data Source: Processed, 2021).

Thus, the conclusion is that most teachers and students in the YAPIS Biak Vocational School agree that the leadership fosters collaboration (as opposed to 'competition' among

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22 21

1 0 0

50 47,7

2,3 0 0

0 10 20 30 40 50 60

subordinates), and supports subordinates in self-development through training/training for teachers. In addition, leaders (principals) at SMK YAPIS Biak also often act as mentors for teachers as well as for minority and majority students to realize multicultural education.

Furthermore, the principal opens an art studio in the school environment for students, with the aim that subordinates can develop and increase knowledge about multicultural education, as well as increase empathy, understanding, and communication skills between groups.

Modeling the Way

According to (Sashkin, Marshall & Sashkin, 2011), Modeling the Way is the ability given by the leader to set an example in the form of his behavior, and to focus on the gradual completion of work by subordinates, so that goals are larger in scale. looks more realistic and can be achieved through the process of many 'small wins'.

The results of the research on 4 questions were asked to analyze whether the leaders at YAPIS Biak Vocational School can set examples in the form of their behavior, and focus on completing work gradually by subordinates so that larger-scale goals look more realistic and can be achieved through the process. of many 'small victories, which are as follows:

Based on Graph 4. shows that the informant's response to the question about the leader is Modeling the Way, namely, 97.7 percent agree and strongly agree, while 2.3 percent are neutral.

Graph 4. Responses of informants about the Modeling the Way leader in realizing multicultural education at YAPIS Biak Vocational School, (Data Source: Processed, 2021).

In a neutral answer, the informant who gave a response was (HS) as a teacher at YAPIS Biak Vocational School who said that:

Leaders (principals) must be more realistic in completing each process of implementing long-term or short-term programs as an effort to realize multicultural education at YAPIS Biak Vocational School, (interview, 2 September 2021).

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21 22

1 0 0

47,7 50

2,3 0 0

0 10 20 30 40 50 60

Furthermore, to obtain the validity of the data, the researcher then triangulated through interviews with (AYG) as the Deputy Principal at SMK YAPIS Biak (interview 03 September 2021) which stated that:

The form of behavior that is often used as an example by subordinates from leaders (principals) at SMK YAPIS Biak is to respect diversity by creating a family environment at school, and not to distinguish between minority and majority subordinates (teachers, students, and staff), both in terms of culture and ethnic diversity.

The conclusion is that the majority of teachers and students agree that the principal (principal) at SMK YAPIS Biak has the ability to Model the Way in realizing multicultural education.

Encouraging the Heart

According to (Sashkin, Marshall & Sashkin, 2011), Encouraging the Heart leaders are leaders who can recognize the contributions of subordinates and can find ways to celebrate the achievements of subordinates. The results of the study, on the 4 questions posed to analyze whether the leader at YAPIS Biak Vocational School can Encourage the Heart to followers/subordinates, as follows:

Based on Graph 5. shows the responses of informants to questions about the leaders of Encouraging the Heart, namely, 97.7 percent who agree and strongly agree, while 2.3 percent give neutral answers.

Graph 5. Informants' responses about the leader of Encouraging the Heart at SMK YAPIS Biak, (Data Source: Processed, 2021).

In a neutral answer, the informant who gave a response was (RD) as a student of YAPIS Biak Vocational School which responded that:

Leaders (principals) at SMK YAPIS Biak already can recognize the contributions of their subordinates, especially for students who have achievements and are proud in the arts, however, not all students at SMK YAPIS Biak have the opportunity to participate in these activities, so

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there are still some students who need counseling guidance in realizing solidarity groups in schools, (interview, 02 September 2021).

Furthermore, to obtain the validity of the data, the researcher then triangulated through interviews with (AYG) as the Deputy Principal at SMK YAPIS Biak (interview 03 September 2021) which stated that:

So far, the way for the leadership (principal) to acknowledge the contribution of subordinates, especially for students and teachers, is to congratulate and motivate students who excel and teachers who have good competence and make subordinates in the school environment feel that they are part of the school from the organization. In addition, the leadership always strives to create a culture of togetherness and kinship to build group solidarity and social tolerance from minority and majority groups in the school environment, (interview, 03 September 2021).

In conclusion, teachers and students in the YAPIS Biak Vocational School agree that the principal (principal) can Encourage the Heart which makes the human resources of the school environment feel part of the organization, and is recognized for their existence and contribution in realizing multicultural education.

DISCUSSION

Leadership is an art that is applied in the practice of leading a social system. In addition, leadership is a rational and emotional human experience and action and influence based on reason and logic in addition to inspiration and desire. In our research, it was found that most teachers and students understand and agree with the process carried out by the leadership, such as always trying to find better opportunities and experimenting to improve organizational performance for the better as an effort to realize multicultural education at SMK YAPIS Biak. According to (Haq et al., 2021) explains that the leadership aspect has a very strategic role in the goals and objectives of an organization. Transformational leadership style is a leadership style where the principal can make changes in the individual to achieve the best performance through charisma, providing intellectual stimulation, motivation, and attention to the individual. This leadership style is believed to be able to have a good impact on school management and management, (Alma, 2019, p. 1).

The crucial characteristics needed for transformational leadership are: self-confidence, need for power, and cognitive abilities or vision, (Sashkin, Marshall & Sashkin, 2011).

Transformational leaders are leaders who can be said to be visionary. The results of research with indicators of leaders who can inspire a shared vision at SMK YAPIS Biak show that most students and teachers at SMK YAPIS Biak agree about the values contained in the vision of realizing a superior vocational school, rising independently to create new and cultured jobs, to support local revenue based on faith and piety. The results of this study are in line with the opinion (Kusweri, 2016), which explains that visionary leaders are leaders who are empathetic, confident, and often act as agents of change.

Furthermore, the results of research with indicators of leaders who enable others to act, it was found that most teachers and students in the YAPIS Biak Vocational School agreed that leaders foster collaboration (as opposed to 'competition' among subordinates), and support subordinates in self-development through training/ training for teachers. In addition, leaders (principals) at SMK YAPIS Biak also often act as mentors for teachers as well as for minority

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and majority students to realize multicultural education. According to (Ghadi et al., 2013) one of the transformational leadership behaviors is individualized consideration, namely a leader who can act as a mentor or coach paying special attention to the different needs of individuals.

Furthermore, one of the principal strategies at SMK YAPIS Biak to foster collaboration is to open an art studio in the school environment for students, with the aim that subordinates can develop and increase knowledge about multicultural education, as well as increase empathy, understanding, and communication skills between groups.

The results in this study also show that the principal (school principal) at SMK YAPIS Biak already has the ability to Model the Way in realizing multicultural education. This finding is supported by the results of research (Haeruddin et al., 2021, p. 285) which explains that In developing a high-quality leader-member relationship, the personal touch of a leader is needed to inspire his/her followers to perform beyond expectations. and sacrifice to surpass their self- interests for organizational interests. Furthermore, the opinion (Adella, 2019, p. 1) explains that simply transformational leadership can be interpreted as a process to change and transform individuals so that they want to change and improve themselves, which involves motives and fulfillment of needs and respect for subordinates.

Meanwhile, for the leader indicator who is Encouraging the Heart, it shows that teachers and students in the scope of SMK YAPIS Biak agree that the principal (principal) has the ability to Encouraging the Heart which makes the human resource of the school environment feel part of the organization, and is recognized for its existence and contribution in realizing multicultural education. This is in line with the opinion (Kusweri, 2016) which explains that transformational leadership is leadership that can change the energy of resources, both humans, instruments, and situations to achieve goals. (Mun et al., 2020) explained that the professional duty of leaders is to move individuals in the organization to value cultures in various ways and to address systemic concerns relating to organizational practices and policies.

CONCLUSION

The characteristics of transformational leadership of the principal of SMK YAPIS Biak in realizing multicultural education are challenging the process, inspiring a shared vision, enabling others to act, modeling the way, and encouraging the heart. However, it is still necessary to improve the main strategy in strengthening the implementation of the objectives of multicultural education, such as counseling guidance in realizing solidarity groups which are still needed in creating a culture of togetherness, kinship, and social tolerance from minority and majority groups in the school environment.

The implementation of multicultural education at YAPIS Biak Vocational School can be realized through strengthening the role of school principals to meet the needs of students from diverse cultural backgrounds. In addition, increasing counseling guidance for minority and majority students can also help in achieving the goals of multicultural education.

We would like to thank the Ministry of Research and Technology/National Research and Innovation Agency Deputy for Research and Development Strengthening who supported the funding of this research. The principal, teachers, staff, and students of YAPIS Biak Vocational School, as well as all colleagues from the YAPIS Biak Institute of Social and Political Sciences (IISIP) who have supported this research so that it can be carried out well.

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