JURNAL INOVASI DAN MANAJEMEN PENDIDIKAN

Rekonstruksi Model Kepemimpinan Transformasional Berbasis Nilai Budaya Kula Babong dalam Penguatan Kinerja Dosen

Mikael Emi Bernadus, Neti Karnati, Rihlah Nur Aulia — Fri, 22 May 2026 00:00:00 +0000

Kepemimpinan akademik di perguruan tinggi masih menghadapi berbagai tantangan, seperti rendahnya motivasi kerja dosen, terbatasnya kolaborasi akademik, serta lemahnya keteladanan kepemimpinan yang mampu menginspirasi komunitas akademik. Kondisi ini menunjukkan bahwa peningkatan kinerja dosen tidak hanya ditentukan oleh kebijakan struktural, tetapi juga oleh model kepemimpinan yang mampu membangun makna, nilai, dan komitmen bersama dalam organisasi pendidikan. Penelitian ini bertujuan merekonstruksi model kepemimpinan transformasional berbasis nilai budaya Kula Babong sebagai kerangka konseptual untuk memperkuat kinerja dosen di perguruan tinggi Katolik. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan melibatkan para informan yang terdiri atas tokoh adat dan pelaku budaya yang dipilih secara purposive. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan studi dokumentasi. Analisis data dilakukan secara tematik melalui tahap reduksi data, kategorisasi, dan interpretasi makna. Hasil penelitian menunjukkan bahwa nilai-nilai Kula Babong, seperti kejujuran, solidaritas, musyawarah, dan tanggung jawab moral, memiliki kesesuaian konseptual dengan dimensi kepemimpinan transformasional serta berpotensi memperkuat motivasi, kolaborasi akademik, dan komitmen dosen dalam menjalankan Tri Dharma Perguruan Tinggi. Temuan ini menegaskan bahwa integrasi nilai budaya lokal dalam kepemimpinan akademik dapat menjadi pendekatan kontekstual yang memperkaya praktik kepemimpinan di pendidikan tinggi dan memperkuat kinerja dosen secara berkelanjutan.

Strategi Budaya Sekolah 7S dalam Internalisasi Nilai Islam pada Siswa SMP Swasta Kota Yogyakarta

Indriani Ika Puspitasari, Djamaluddin Prawironegoro — Wed, 01 Jul 2026 00:00:00 +0000

Internalization of Islamic values in schools still faces challenges in consistently shaping students' character through a sustainable school culture. This condition indicates the need for habituation strategies that can integrate Islamic values into students' daily activities at school. This study aims to describe the implementation of the 7S strategy (smile, greeting, politeness, courtesy, patience, and gratitude) in the internalization of Islamic values and its impact on student character formation. The study used a descriptive qualitative approach with research subjects consisting of the principal, 2 teachers, and 3 students. Data were collected through observation, interviews, and documentation using instruments in the form of observation guidelines, interview guidelines, and documentation of school activities. Data analysis used the interactive model of Miles, Huberman, and Saldana, which includes data condensation, data presentation, and drawing conclusions. The results indicate that the 7S strategy is implemented in an integrated manner in learning, school culture, and social interactions, thereby fostering religious attitudes, discipline, mutual respect, responsibility, and harmonious social relationships. This study indicates that the 7S strategy is effective in strengthening Islamic school culture and developing students' character sustainably.

Genre-Based Approach in Practice: Pedagogical Insights from Indonesian Junior High School Teachers

Muhammad Rafi Abdusyukur — Thu, 02 Jul 2026 00:00:00 +0000

Genre-Based Approach (GBA) has received more attention in recent years in Indonesia. This approach has been selected as the default approach to teach English as stated in the current and previous national curricula. Consequently, it is essential for Indonesian English teachers to understand the approach to effectively teach the subject. The purpose of this study is to investigate the implementation of GBA by junior high school teachers in teaching activities. A descriptive qualitative case study design was employed in conducting the study. To collect the necessary data regarding the implementation of the stages of GBA in teaching activities, four English teachers from a junior high school were given a set of questionnaires followed by a semi-structured interview. The questionnaire findings show that although all participants implemented GBA, they did so incompletely. The interview results further support this finding, revealing that almost all participants unconsciously employed GBA due to their unfamiliarity with the theory. From this study, it can be concluded that most participants still have difficulty implementing GBA relevant to the theory in their teaching activities. This study offers pedagogical implications for GBA practitioners to keep enriching and reflecting on their GBA practices and for policymakers to make enrichment programs related to GBA or EFL in Indonesia in general.