Jurnal Al-Fikrah: Jurnal Manajemen Pendidikan
Vol X (1), 2022, (July-December)
http://ecampus.iainbatusangkar.ac.id/ojs/index.php/alfikrah 2339-0131 (PrintISSN)
2549-9106 (OnlineISSN)
Principal Strategies In Improving Students’ Learning Achievement At Smpn 5 Padang Panjang
Fitra Murni Agus R*1, Deguchi Agty2, Prozoe Rezo3
Sekolah Menengah Atas Negeri 3 Padang Panjang, Indonesia1, University of Technology Bahrain, Bahrain2, Koneru Lakshmaiah Education Foundation, India3
Korespodensi:Jl. Rph Silaing Bawah, Silaing Bawah, Kec. PadangPanjangBarat, Kota PadangPanjangProv.
Sumatera Barat Email:[email protected]
*) Corresponding Author
Abstact:Students’ learning achievement is the result of school achievement which depends on the principal strategies in leading and creating a design school culture or in other words designing school colour. Therefore, the study was conducted to reveal the principal’s strategies and school culture to improve students’ achievement at SMP N 5 Padang Panjang in several ways including optimally involving all school members and parents, developing profesional and teacher self-dvelopment, exploring students talents/ interests both academically and non-academicly, take an exemplary approach (touch the heart), carry out continuous supervision, make a strategy for achievements every year and giving awards and full support to students. School culture is a unity and mutual agreement made and implemented by all school members starting from principal, teachers, non-educational staff, students and even security guards. These all are manifested in attitudes, actions taken together so it becomes habitsfor all school members to create a safe, comfortable and pleasant school environment in realizing good quality education in accordance with the school’s vision and mision.
Keywords:Principal strategies, School Culture, Students’ Learning Achievement INTRODUCTION
ne way to improve the quality of human life is education. Education is also an important factor that must be received by each individual. For this reason, education is needed as a long-term strategic program that must be able to be used to face local, national and international challenges now and in the future.
In accordance with the review (Marzan, 2019) that the function and purpose of education is to create quality human resources
needed by education including character education, intelligence, skills and even broad insight in order to be able to add and explore the potential of each individual.
A formal educational institution which is the place where the educational process takes place which has a system, rules, even a clear structure as stipulated by the rules. According to (Suyitno, 2018) schools are formal education centers that were born from ideas for effective and efficient educational services for the community. In fact (Amalia, 2017) states that
O
Received:12-01-2022; Revised:19-06-2022; Accepted:15-12-2022
schools must have a clear commitment to the development process from now to the future in accordance with transparent and appropriate vision and mission, strategies and programs because schools are educational institutions that have a close role in education.
The principal is the top leader who is in the top and main position in a school. Principals must be able to manage, lead, influence, supervise, evaluate every activity of the teaching and learning process in the education unit they lead. In fact, the principal must be able to mobilize all school members in an effort to achieve the school's vision and mission in an effort to achieve national education goals. In accordance with what was stated (Syamsudin, 2019) that the principal has a central role in the supervision team consisting of teachers, staff and students to create the effectiveness and efficiency of the learning process in an effort to improve the quality of education.
A good school is a school that is able to deliver school success in achieving achievements on a regional, provincial, national or global/international scale. All of this is of course inseparable from the role of the principal. The school principal has enormous duties and responsibilities in making this happen. This can be seen in how the principal leads, manages, facilitates and even supervises the school entrusted to him properly.
Wandista (2020) states that school principals must have a strategy in their leadership in an effort to improve student achievement in the school they lead as an indicator of success in school management. In addition, according to Chandler (in Suyanti, 2021) in setting the long-term goals and objectives of an organization, a strategy is needed that can direct the organization so that the organization is able to predict, prepare, carry out and even assess the activities to be faced.
According to Fitriani (2013) culture is a view that is designed, obtained and instilled by a certain group as a guideline for solving problems of external adjustment and legal internal integration to be given to new members to understand and be able to feel these problems. Wahid et al (2018) argue that the culture in schools consists of two, namely a
culture that has primary values and secondary values. Which includes primary values include: school organizational goals, commitment and consensus on tasks, excellence, unity of interests, reward based on achievement, empirical, familiarity and integrity.
Meanwhile, those that include secondary value culture include: service recipients, discipline, independence, quick decision making, visionary, and development. It can be concluded that the two cultural values are interrelated and mutually support each other.
Even Subhan (2020) states that the main values in schools/madrasas are innovation, adaptation, hard work, empathy, discipline, honesty, broad insight, responsibility, unity/togetherness, initiative, sense of belonging, institutional commitment, mutual understanding, spirit of unity, mutual support and guidance.
Based on the explanation above, the researcher wants to reveal the principal's strategy and school culture in improving student achievement at SMPN 5 Padang Panjang.
According to Fitriani (2013) culture is a view that is designed, obtained and instilled by a certain group as a guideline for solving problems of external adjustment and legal internal integration to be given to new members to understand and be able to feel these problems. Wahid et al (2018) argue that the culture in schools consists of two, namely a culture that has primary values and secondary values. Which includes primary values include: school organizational goals, commitment and consensus on tasks, excellence, unity of interests, reward based on achievement, empirical, familiarity and integrity.
While those that include secondary value culture include: service recipients, discipline, independence, quick decision making, visionary, and development. It can be concluded that the two cultural values are interrelated and mutually support each other.
Even Subhan (2020) states that the main values in schools/madrasas are innovation, adaptation, hard work, empathy, discipline, honesty, broad insight, responsibility, unity/togetherness, initiative, sense of belonging, institutional commitment, mutual
understanding, spirit of unity, mutual support and guidance.
Based on the explanation above, the researcher wants to reveal the principal's strategy and school culture in improving student achievement at SMPN 5 Padang Panjang.
1. Principal
Teachers who get additional assignments are called principals. The principal has the duty to lead the education unit. According to Arumsari & Hasanah (2021) school principals can direct school members to educational units in an effort to realize the vision and mission that have been designed to become quality educational institutions.
In fact, according to Kurnia & Suyana (2020) the principal is the functional position of the teacher whose job is to be a leader in an educational unit where there is interaction between those carrying out teaching and those receiving teaching or between teachers and students. This is also in accordance with Hardianto's opinion (2020) that school principals have a very important task in improving the quality of education. In other words, the success or failure of education and learning in educational units is determined by the ability of the principal in the school management process. The educational goals that can be achieved or realized lie in the hands of the school principal, namely the ability of the principal to mobilize and empower the school community.
Osreni (2020) says that a school principal must be responsible for the school community to realize school goals, prepare infrastructure/facilities and support and even regulations to support a conducive atmosphere in schools, as a source of inspiration for school residents/ role models/ role models, maintain a balance of community interests school, school and community, supported by all school members, and able to guide, coordinate, control, supervise and even foster subordinates.
2. School culture
School culture is a habit or value that is agreed upon and carried out by all school members (principal, vice principal, teachers, administrative staff and students) and is obeyed by all school members. As stated by Yasmansyah (2019) that school culture is a reference system of values, beliefs and norms that are mutually accepted, carried out together which are formed from the school environment to become a shared understanding by school members.
School culture greatly determines the atmosphere of the school where students interact with teachers and even fellow students. According to Sholeh (2021) aspects that greatly determine the development of students with positive values include discipline, honesty, compassion so that they are able to create and form positive characters. This opinion is also in accordance with the opinion expressed by Laminsar (2016) that the key to school success is determined by the school culture. This can be seen from the cultivation of good values, including religious, clean, friendly, disciplined, caring for the environment, responsibility, leadership, tolerance, hard work and even having a high sense of nationalism in the student learning process.
Qomar (2016) states that there are 6 elements of a good school including: The principal has academic leadership and character, enforces discipline equally, feels the brotherhood of all school members, upholds democratic student organizations, instills responsibility in students to do the best for the school, harmonious relationship among the school community (cooperating, respecting each other, putting things in their place) and increasing attention to character/morals.
3. Student achievement
Learning achievement is the achievement obtained in the learning process that has been implemented.
According to Syam et al (2021) learning achievement is the result of learning activities which are symbolized by letters,
numbers or sentences that describe the achievements that have been obtained by students in one period. In addition, Dewi (2012) said that learning achievement is the level of success/achievement of students towards the goals set in the teaching process. Markers of learning achievement are expressions of learning achievement including the realm of creativity, intention and taste as a result of experience and student learning processes.
Lusitasari (2020) says that there are 2 types of determinants of learning achievement: namely: internal factors (intelligence, talent, interest and motivation) and external factors (state of the family, school and community environment).
Based on this explanation it can be concluded that learning achievement is the stage of success achieved from a process or effort that can be emotionally satisfying, measurable with special tools/tests.
METHOD
The method used in this research is descriptive qualitative, in the form of a case study, namely research that aims to reveal a case that occurred in a location. This research was conducted through a special investigation that can be interpreted as an object of research.
The research respondents were the Principal of SMPN 5 Padang Panjang, as a purposive sampling. Researchers conducted interviews and documentation studies for data collection techniques.
1. Interview
One of the techniques used by researchers is face-to-face interviews with informants to obtain the necessary information. In conducting interviews researchers used informal interviews, namely: the form of interviews conducted without a list of questions that are arranged and free. In other words, the questions asked were not planned in advance so that the information obtained was spontaneous (according to reality), without engineering/fabrication.
Researchers conducted direct interviews with the principal of SMPN 5 Padang Panjang. The interview was conducted to
gather information about the principal's strategy and school culture to improve student achievement at SMPN 5 Padang Panjang.
2. Documentation Study
The researcher used a documentation study as secondary data, in the form of a checklist related to the principal's strategy and school culture to improve student achievement at SMPN 5 Padang Panjang according to the research topic.
RESULTS AND DISCUSSION
The principal is the highest leader in an educational institution/school. One of the determining factors is the leadership of the school principal. In accordance with what was stated by Asmendri (2021) that the leadership of school principals is very significant in educational institutions. Principals must be able to carry out their duties and functions properly to create a conducive environment for teachers and students. Among these functions are 1) as an educator, 2) as a manager, 3) as an administrator, 4) as a supervisor, 5) as a leader, and 6) as an innovator.
In implementing the things mentioned above, school principals must be able to create effective, effective and efficient strategies in an effort to give color to the schools they lead, especially to improve student achievement.
Wandista (2020) stated that there are several strategies that school principals need to have, namely: 1) involving stakeholders, parents and students, 2) escorting, 3) setting annual achievement targets and awards/rewards, 4) providing direct support to students . These four strategies are very important to be carried out by a school principal as a manager in the education unit he leads.
Based on the results of the data processing carried out, it can be seen that the strategy of the Head of SMPN 5 Padang Panjang has succeeded in increasing student achievement at SMPN 5 Padang Panjang with several effective strategies including:
1) Involve all school members and parents optimally,
As a manager, the principal is required to have the right strategy, namely:
involve/empower all school members
(teachers, administrative staff, students) and even parents in achieving the school's vision and mission.
The principal of SMPN 5 Padang Panjang has carried out this function optimally to empower all school members (deputy principal, teaching and education staff, students) and even parents to work based on their respective duties and responsibilities. The principal gives this responsibility in an effort to build the responsibility of all school members to build schools together, especially in improving student achievement.
This is also in accordance with what was stated by Azmi & Ridha DS (2019) that as an innovator, the principal can carry out his duties in a delegative manner, that is, the principal is able to delegate tasks in accordance with the duties and functions of each member and is able to synergize all members and activities to realize the goals of educational institutions / school.
2) Professional development and self- development of teachers,
The teacher is the front guard in delivering student achievement.
Professional teachers are highly demanded to be able to create fun and meaningful learning. Even teachers must have superior abilities in transferring knowledge (transferring knowledge) and even provide character education to students properly.
According to Ambarita (in Asmendri, 2021) that learning management is the competence of educators to empower available resources through designing activities and increasing collaboration so that learning is formed between them to achieve efficient and effective educational goals in the study/classroom.
Realizing the above, the principal of SMPN 5 Padang Panjang always tries to maximize the professionalism and self- development of teachers in a sustainable manner by organizing workshops and training by inviting resource persons to school. In addition, facilitating teachers to take part in self-development programs for all teachers without discrimination by participating in training whether held
regionally, provincially, nationally or even internationally. This is evidenced by the existence of PAI teachers, who became Ambassadors for National Level Learning Houses and even one of the Science teachers successfully passed the selection of Indonesian Overseas School Teachers (SILN) to Denhaaq, The Netherlands, who will depart in 2022.
In fact, through increasing the professionalism and self-development of teachers carried out by the head of SMPN 5 Padang Panjang, this was also able to deliver learning achievements for students in both the academic and non-academic fields, this can be seen from the achievements of SMPN 5 Padang Panjang students who won the Olympiad competition for junior high school students throughout Padang Panjang city, province, and nationally (Kihajar Competition).
3) Carry out continuous supervision,
One of the functions of the principal is as a supervisor/supervisor. As a supervisor, the principal must be able to plan, compile and evaluate the results of his supervision in order to improve the quality of learning and even the quality of education in schools.
The strategy carried out by the head of SMPN 5 Padang Panjang in implementing supervision is not only in the learning process but also in the field of facilities and infrastructure. This supervision is carried out directly on teacher performance, student achievement to the completeness of state infrastructure (infrastructure).
SMPN 5 Padang Panjang has been able to create a mini television studio known as separate tv. The principal is able to empower IT-savvy teachers to manage this mini tv studio. Based on the description of the head of SMPN 5 Padang Panjang, this is an extraordinary achievement for his school because the TV studio used now was previously a warehouse. With their cooperation and tenacity all of these warehouses can be transformed into mini tv studios. Most importantly, from the results of the studio's direct interviews, it could be made initially with the contributions of the teachers. It turned out that with the study
together this mini tv was successfully made and has supported the increase in student achievement.
This is in line with what was stated by Indrawan (2015) the purpose of management of infrastructure (infrastructure) is for professional services to carry out an efficient and effective learning process.
4) Make a strategy for achieving achievements every year and giving awards
Every year the principal of SMPN 5 Padang Panjang always fixes the achievements that have been achieved or realized in the previous year based on the monitoring and evaluation carried out. The findings obtained became the basis for the head of SMPN 5 Padang Panjang to make revisions or improvements and even to award achievements for both teachers and students.
All of these achievement targets are compiled in the RKS (School Work Plan).
In the RKS there are written achievement targets for the acquisition of academic or non-academic achievements from various levels, both city, provincial, national and even international with preparation one year before the competition is held.
Preparation is carried out optimally by selecting students first.
Every year the principal of SMPN 5 Padang Panjang prepares 11 teams consisting of grades 7, 8 and 9. Although only grades 8 and 9 will be sent, while grade 7 is only for preparation for the next year's competition. In mentoring exercises, students are trained by teachers/teams who have been appointed by the Head of SMPN 5 Padang Panjang. In other words, class 7 as a contestant for the next generation.
According to the description of the head of SMPN 5 Padang Panjang, this strategy is very useful because the achievement of local, provincial or national student competitions has been proven. This has become a routine activity at SMPN 5 Padang Panjang. After each competition activity, the Principal of SMPN 5 Padang Panjang always reflects on student
achievements, both strengths and weaknesses.
This is in accordance with the opinion of Zulhendri (2018) who argues that the function of the principal as an innovator is reflected in the strategies of the principal in carrying out his duties pragmatically, namely setting targets based on the real conditions and abilities of each teacher. In other words, the maximum target from the school principal is to be able to produce outstanding teachers and this will have a direct impact on student achievement, student achievement will have an impact on school achievement. Everything is very closely related and cannot be separated from one another.
5) Fully supports students.
A good school principal is a school principal who is able to provide motivation to all school members (educational staff, educational staff, especially students). The motivation given included facilitating students to take part in competitions, making it easier for students to take part in competitions including competition-related financing, providing relief for students taking part in competitions not to worry about being absent when participating in competitions so that students focus on developing their abilities for preparation for competitions and even the competition itself
The principal of SMPN 5 Padang Panjang facilitates regular students and students with special needs (children with special needs) because SMPN 5 Padang Panjang is one of the schools providing inclusive education. The achievements of both regular and ABK students receive the same attention so that ABK students can also excel. For example, there are regular students of SMPN 5 Padang Panjang who advanced to the National level in the Competition (Kihajar) and students with special needs who also managed to write a book for publication.
In addition to the extraordinary strategy carried out by the principal of SMPN 5 Padang Panjang, the excellent school
culture is also a supporting factor for improving student achievement.
Sukadari (2020) says that school culture is a system of values, beliefs and norms/rules that are jointly formed, accepted and lived together by all school members with a full sense of awareness.
There are two types of school culture, namely a school culture that is conducive to positive development and a school culture that inhibits positive character. It can be concluded that the development of school culture is an attempt to develop positive habits at school.
The school culture developed at SMPN 5 Padang Panjang is very good, including:
a) Discipline
Discipline is not only a school slogan but is actually realized, both discipline in studying or coming to school. According to the information obtained from the head of SMPN 5 Padang Panjang, this habit of coming on time can be carried out through the example of the school principal. Every morning the principal of SMPN 5 Padang Panjang along with 6 teachers has been at the school gate since 07.00 in the morning to welcome all school members and teachers. With the direct example given by the school principal, discipline can be enforced properly without punishment.
b) Love the environment
All school members apply environmental care and even love the environment with massive greening carried out at SMPN 5 Padang Panjang, both planting trees and flowers in the school environment. Evidence of love for the environment is not only in terms of planting but also maintenance.
Based on what the school principal told during the interviews conducted, no one in the school (teachers, administrative staff, students) dared to damage a plant or pick a single leaf.
This is what succeeded in bringing Padang Panjang Middle School 5 to
receive the Adiwiyata school award from West Sumatra Province.
c) Development of students' talents and interests
School culture that is no less important is the development of students' talents and interests. This activity for developing students' talents and interests has been carried out from the start, namely when students who graduated from elementary school entered SMPN 5 Padang Panjang, data on student achievement had been recapitulated either from the certificates of excellence during elementary school or their report card scores. From the data obtained, it is very easy to get students who excel academically or non-academically.
It is from this data that students' talents and interests are further developed and honed so that it is not impossible that there will be many championships or competitions that students of SMPN 5 can get from the local/regional, provincial and national levels. In other words, student achievement can be achieved well.
In accordance with the results of research (Yohanas, 2013) that students' personal development is influenced by the school atmosphere which includes the physical environment, psychological atmosphere and socio-cultural environment.
Therefore, school culture is the common property of the school community which plays a very important role for the quality of education in addition to the quality of teachers and the completeness of infrastructure. A good school culture must continue to be sown/developed so that changes can be made for the better so that the quality of education can increase in accordance with the actual goals of education.
d) Child friendliness
Apart from being disciplined, loving the environment as well as the culture being developed is child friendliness.
All students must be well served in the PBM process even in all respects. This can also be seen from the achievements of SMPN 5 Padang Panjang in becoming one of the child-friendly schools in the city of Padang Panjang.
CONCLUSIONS AND RECOMMENDATIONS
The researcher concluded that school principals were able to improve student achievement at SMPN 5 Padang Panjang in several ways including: optimally involving all school members and parents, developing professional and self-development of teachers, carrying out continuous supervision, making achievement achievement strategies every year and giving awards and full support for students.
School culture is the unity and collective agreement made and implemented by all school members, starting from the principal, teaching staff, non-educational staff, students and even security guards. This is all manifested in attitudes, actions taken together so as to make it a habit for all school members to create a safe, comfortable and enjoyable school environment in realizing good quality education in accordance with the school's vision and mission.
The researcher hopes that the research results related to the principal's strategy in improving student learning outcomes can be even better and be able to become a reference for other schools to make effective strategies to improve student learning outcomes later.
In addition, the researcher also hopes that there will be other studies that can be further developed in the future.
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