Manajemen Sekolah Melalui Komunitas Belajar Seger Dalam Meningkatkan Karakter Dan Kompetensi Pedagogik Guru (Studi Kasus Di SMAN 1 Manyar)

Management Through the SEGER Learning Community in Enhancing Teacher Character and Pedagogical Competence (A Case Study at SMAN 1 Manyar)

Tujuan penelitian ini adalah untuk mendeskripsikan dan menganalisis manajemen sekolah melalui implementasi komunitas belajar SEGER (Smanema Bergerak) dalam meningkatkan karakter dan kompetensi pedagogik guru di SMAN 1 Manyar, Gresik. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi partisipatif, dan dokumentasi. Data dianalisis dengan teknik kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa komunitas belajar SEGER dirancang secara terstruktur melalui empat fungsi manajemen, yaitu: (1) perencanaan program yang berkelanjutan dan kontekstual dengan kebutuhan guru; (2) pengorganisasian yang melibatkan kolaborasi lintas mata pelajaran dan pemberdayaan guru senior sebagai mentor; (3) pelaksanaan yang adaptif melalui diskusi reflektif, lesson study, dan pemanfaatan platform digital seperti Google Classroom dan WhatsApp; serta (4) evaluasi yang dilakukan secara berkala untuk menilai efektivitas kegiatan dan dampaknya terhadap perubahan perilaku mengajar guru. SEGER juga berkontribusi signifikan terhadap penguatan karakter profesional guru, seperti integritas, kolaborasi, dan tanggung jawab. Kesimpulannya, komunitas belajar SEGER terbukti menjadi model manajemen sekolah yang efektif dalam meningkatkan kualitas guru secara holistik. Program ini memiliki potensi untuk direplikasi di sekolah lain dalam rangka mendukung kebijakan Merdeka Belajar dan menciptakan ekosistem pembelajaran yang dinamis dan berkelanjutan.

The purpose of this study is to describe and analyze school management through the implementation of the SEGER learning community (Smanema Bergerak) in enhancing teacher character and pedagogical competence at SMAN 1 Manyar, Gresik. This study employed a qualitative approach with a case study method. Data were collected through in-depth interviews, participatory observation, and documentation. The data were analyzed using techniques of data condensation, data display, and conclusion drawing. The findings indicate that the SEGER learning community was systematically designed based on the four management functions: (1) program planning that is continuous and contextualized to the needs of teachers; (2) organizing that involves cross-subject collaboration and the empowerment of senior teachers as mentors; (3) implementation that is adaptive, conducted through reflective discussions, lesson study, and the use of digital platforms such as Google Classroom and WhatsApp; and (4) evaluation that is carried out periodically to assess the effectiveness of activities and their impact on changes in teaching behavior. SEGER also significantly contributes to strengthening teachers’ professional character, including integrity, collaboration, and responsibility. In conclusion, the SEGER learning community has proven to be an effective school management model for improving teacher quality in a holistic manner. This program has the potential to be replicated in other schools as a means to support the Merdeka Belajar policy and to create a dynamic and sustainable learning ecosystem.