BUDAYA SEKOLAH MENINGKATKAN KINERJA PENDIDIK DI SEKOLAH DASAR (STUDI MULTI SITUS DI SDIT AL UMMAH DAN SD PLUS DARUL ULUM)

SCHOOL CULTURE IMPROVES EDUCATOR PERFORMANCE IN ELEMENTARY SCHOOLS (MULTI SITE STUDY AT SDIT AL UMMAH AND SD PLUS DARUL ULUM

Nilai rapor mutu pendidikan yang dikeluarkan Kementrian Pendidikan dan Kebudayaan tahun pelajaran 2020/2021 dan 2021/2022 menunjukkan peningkatan kinerja pendidik di SDIT Al Ummah dan SD Plus Darul Ulum. Berdasarkan studi pendahuluan, pola pembinaan kedisiplinan, motivasi, dan kompetensi pendidik merupakan budaya sekolah yang dominan memberi kontribusi pada peningkatan kinerja pendidik. Penelitian ini bertujuan menganalisis dan mendeskripsikan pola pembinaan kedisiplinan, motivasi, dan kompetensi. Teknik pengumpulan data berupa wawancara, observasi, dan studi dokumentasi. Data dianalisis menerapkan teknik trianggulasi yang digunakan untuk analisis data tunggal pada masing-masing sekolah dan analisis lintas situs.

Data hasil penelitian bahwa pola pembinaan kedisiplinan merupakan manifestasi yang terdiri dari bentuk-bentuk budaya sekolah meliputi: penetapan tata tertib, standar operasional prosedur, kebijakan kedisiplinan; sosialisasi tata tertib, standar operasional prosedur, dan kebijakan kedisiplinan; pemberian reward; penegakan punishment; program habituasi; rapat koordinasi; keteladanan kepala sekolah; pengkondisian lingkungan sekolah; dan penilaian kinerja pendidik. Motivasi pendidik dalam melaksanakan kinerja yaitu: adanya tanggung jawab,  mencintai profesi pendidik, keteladanan teman sejawat, memenuhi kebutuhan, mengamalkan  ilmu,  aktualisasi diri, kecintaan  terhadap peserta  didik,  penghargaan, loyalitas, lingkungan kerja yang kondusif, kebutuhan berprestasi, fasilitas kerja, dan penempatan bidang kerja sesuai kualifikasi pendidikan. Upaya sekolah dalam membangun motivasi pendidik meliputi: memiliki pedoman gaji atau honorarium,  pedoman reward dan punishment, pemberian ijin belajar, pemberian fasilitas kerja,  pengkondisian lingkungan sekolah kondusif,  penempatan bidang kerja sesuai kualifikasi pendidikan, jenjang karir, dan rapat koordinasi. Upaya kepala sekolah membangun motivasi pendidik meliputi: sosialisasi pedoman reward dan punishment, pemberian reward, penegakan punishment, melaksanakan rapat koordinasi, memberikan keteladanan, memberi kepercayaan melalui tugas tambahan, mengikutsertakan pendidik lomba guru berprestasi, memberi bimbingan, dan merealisasikan fasilitas kerja. Kompetensi   pendidik   dalam   melaksanakan   kinerja   meliputi: (1)  kompetensi pedagogik adalah kemampuan pendidik memahami karakteristik peserta didik, menguasai teori belajar dan prinsip-prinsip pembelajaran mendidik, mengembangkan

kurikulum, melaksanakan kegiatan pembelajaran yang mendidik, mengembangkan

potensi peserta didik, berkomunikasi dengan peserta didik, melaksanakan penilaian dan evaluasi, serta menguasai berbagai metode dan media pembelajaran, (2) Kompetensi kepribadian adalah kemampuan pendidik bertindak sesuai norma agama, hukum, sosial. Kemampuan memberikan keteladanan, berakhlak mulia,  melaksanakan pembelajaran tepat waktu, memiliki etos kerja yang baik, bertanggungjawab dalam pekerjaanya, dan memiliki kebanggaan menjadi seorang pendidik, (3) kompetensi sosial adalah kemampuan pendidik untuk bersikap objektif, tidak diskriminatif, berkomunikasi dengan semua warga sekolah dan masyarakat, berkerjasama, dan berkolaborasi dalam melaksanakan program sekolah. (4) kompetensi profesional adalah  kemampuan pendidik menguasai materi dan  mengembangkannya; kemampuan membuat media pembelajaran; membuat bahan ajar; menyusun perangkat pembelajaran; menguasai teknologi, informasi, dan komputer; melaksanakan pembelajaran sesuai alokasi waktu, dan kemampuan menyusun pelaporan hasil belajar peserta didik. Upaya sekolah meningkatkan kompetensi pendidik melalui: sekolah memiliki program internal school training dan eksternal school training, desiminasi, pendidik mengikuti kelompok kerja guru, pemberian ijin belajar, habituasi, pemberian fasilitas kerja, mengikutsertakan pendidik pada lomba guru berprestasi, dan penilaian kinerja pendidik. Upaya kepala sekolah meningkatkan kompetensi pendidik meliputi: kepala sekolah mengikutsertakan pendidik pada kelompok kerja guru, melaksanakan internal school training dan eksternal school training, mengagendakan desiminasi bagi pendidik, memberi motivasi dan bimbingan, memberi tugas tambahan, melaksanakan penilaian kinerja pendidik, rapat koordinasi, dan mengikutsertakan pendidik pada lomba guru berprestasi.

Berdasarkan data hasil analisis lintas situs, dapat disimpulkan bahwa budaya sekolah yaitu pola pembinaan kedisiplinan, motivasi, dan kompetensi  meningkatkan kinerja pendidik.

The value of the education quality report cards issued by the Ministry of Education and Culture for the 2020/2021 and 2021/2022 academic years shows an increase in the performance of educators at SDIT Al Ummah and SD Plus Darul Ulum. Based on the preliminary study, the pattern of fostering discipline, motivation and competence of educators was the dominant school culture that contributes to improving the performance of educators. This study aimed to analyze and describe the pattern of fostering discipline, motivation, and competence. Data collection techniques were in the form of interviews, observation, and documentation studies. Data were analyzed by applying the triangulation technique used for single data analysis at each school and cross-site analysis.

Data from the research results showed that the fostering discipline was a manifestation consisting of forms of school culture including: establishment of rules, standard operating procedures, disciplinary policies; dissemination of rules, standard operating procedures, and disciplinary policies; giving rewards; enforcement of punishments; habituation program; coordination meetings; exemplary school principal; conditioning of the school environment; and assessment of educator performance. The motivation of educators in carrying out performance was: having responsibility, loving the teaching profession, exemplary colleagues, fulfilling needs, practicing knowledge, self-actualization, love for students, appreciation, loyalty, a conducive work environment, need for achievement, work facilities, and placement field of work according to educational qualifications. School efforts in building teacher motivation included: having salary or honorarium guidelines, reward and punishment guidelines, granting study permits, providing work facilities, conditioning a conducive school environment, placing work fields according to educational qualifications, career paths, and coordination meetings. The principal's efforts to build teacher motivation included: socializing reward and punishment guidelines, giving rewards, enforcing punishment, conducting coordination meetings, providing exemplary examples, giving trust through additional assignments, involving educators in outstanding

teacher competitions, providing guidance, and realizing work facilities. The competence of educators in carrying out performance included: (1) pedagogic competence was the ability of educators to understand the characteristics of students, master learning theory and educational learning principles, develop curricula, carry out educational learning activities, develop the potential of students, communicate with students, carry out assessments and evaluations, and master various learning methods and media, (2) Personal competence was the ability of educators to act according to religious, legal, social norms. It was the ability to set an example, have a noble character, carry out learning on time, have a good work ethic, be responsible at work, and have pride in being an educator, (3) Social competence was the ability of educators to be objective, non-discriminatory, communicate with all school members and community, work together, and collaborate in implementing school programs. (4) Professional competence was the ability of educators to master the material and develop it; the ability to make learning media; making teaching materials; arrange learning tools; mastering technology, information, and computers; carry out learning according to the allocation of time, and the ability to compile reports on student learning outcomes. School efforts to improve educator competence were done through: having internal and external school training programs for the school, dissemination, joining teacher work groups for the educators, granting study permits, habituating, providing work facilities, involving educators in outstanding teacher competitions, and assessing educator performance. Efforts by school principals to improve educator competence included: the principals involving educators in teacher working groups, carrying out internal school training and external school training, scheduling dissemination for educators, providing motivation and guidance, giving additional assignments, conducting educator performance assessments, meeting coordinations, and involving educators in teacher achievement competitions.

Based on data from cross-site analysis, it could be concluded that school culture, namely the pattern of fostering discipline, motivation, and competence, improved the performance of educators.