STRATEGI KEPALA SEKOLAH UNTUK MENGOPTIMALKAN KOMUNITAS BELAJAR DALAM PENGEMBANGAN KOMPETENSI PEDAGOGIK GURU DI TKIT HANDAYANI DAN TK KRISTEN BUDI MULIA 

Principal’s Strategies for Optimizing Learning Communities in Developing Teachers’ Pedagogical Competence at TKIT Handayani and TK Kristen Budi Mulia

Abstrak: :Tujuan penelitian ini adalah mendeskripsikan strategi kepala sekolah dalam mengoptimalkan komunitas belajar guna pengembangan kompetensi pedagogik guru di taman kanak-kanak. Penelitian dilakukan di dua sekolah yaitu TKIT Handayani dan TK Kristen Budi Mulia. Objek penelitiannya adalah strategi kepala sekolah dan kompetensi pedagogik guru di taman kanak-kanak. Jenis penelitian ini adalah penelitian deskriptif kualitatif yaitu penelitian yang menggambarkan fenomena sosial di sekolah apa adanya tanpa intervensi atau treatmen dari peneliti. Teknik pengumpulan datanya menggunakan wawancara, observasi, dan dokumentasi. Responden yang terlibat dalam penelitian ini adalah kepala sekolah, guru, tenaga kependidikan, pengawas di kedua sekolah tersebut. Hasil penelitian menunjukkan bahwa strategi yang digunakan kepala sekolah dalam pengembangan kompetensi pedagogik guru meliputi 3 cara yaitu 1) memotivasi guru agar terlibat aktif dalam komunitas belajar 2) memfasilitasi dan mendukung komunitas belajar, 3) merumuskan rencana tindak lanjut yang mengacu pada hasil komunitas belajar. Strategi yang dilakukan kepala sekolah diharapkan dapat mengoptimalkan komunitas belajar di sekolah sehingga dapat mengembangkan kompetensi pedagogik guru. Kata-kata Kunci :, Kompetensi Pedagogik, Komunitas Belajar, Strategi 

Abstract: The aim of this research is to describe the principal's strategy in optimizing the learning community to develop teacher pedagogical competence in kindergarten. The research was conducted in two schools, namely TKIT Handayani and TK Kristen Budi Mulia. The object of the research is the principal's strategy and the pedagogical competence of teachers in kindergarten. This type of research is qualitative descriptive research, namely research that describes social phenomena in schools as they are without intervention or treatment from researchers. The data collection technique uses interviews, observation and documentation. The respondents involved in this research were school administrators, principals, teachers and education staff at the two schools. The research results show that the strategies used by school principals in developing teacher pedagogical competence include 3 stages: 1) planning stage, 2) implementation stage, and 3) evaluation stage. School principals also motivate teachers to be involved in learning communities by: 1) instilling values and commitment that educating students is a shared duty and responsibility; 2) create awareness that the learning process and student success is the responsibility of all teachers; 3) provide a learning atmosphere that requires each other. The principal also facilitates teachers being involved in the learning community, creating a teacher-friendly learning community environment. Through the strategies implemented by the principal, it is expected to create an optimal learning community that can ultimately enhance teachers' pedagogical competence Keywords : Startegy, Learning community, Pedagogical competence