Imron Arifin

Islamic Crash Course as a Leadership Strategy of School Principals in Strengthening School Organizational Culture

This study aimed to describe nyantri (Islamic crash course) program as a leadership strategy adopted by school principals in strengthening the school organizational culture. This study used a qualitative approach via theoretical phenomenology orientation and a multicase design. The data collection was done through observation, documentation, and in-depth interviews. The validity of the data was measured by data reduction, data presentation, and conclusion. The results of this study found three models of Islamic crash course performed: tashih, that is, Al-Qur’an reading competence, taushiyah (Islamic lecture) of leadership values, and apprenticeship for the application of a santri’s (Islamic crash course student) character values. The benefits for the teachers are the preservation of their Al-Qur’an reading competence and the improved intensity of the leadership and application of Islamic values, which form the school organizational culture. An integration of values rooted from the three models into the institutional vision could strengthen the school organizational culture to improve school achievement.

Learning Innovation in Strengthening Higher Order Thinking Skill in the Laboratory Elementary School

This study aims to: (1) describe the roles played by principals and teachers in conducting learning innovations to strengthen higher-order thinking skills; (2) describe learning innovations that have been successfully developed by Laboratory Elementary Schools of Universitas Negeri Malang (LES-UM) to strengthen higher-order thinking skills; and (3) describe the strategies of principals and teachers in conducting learning innovations to strengthen higher-order thinking skills. This study uses qualitative research with a phenomenological approach. This study also uses a case study design that attempts to analyze learning innovations in strengthening higher-order thinking skills at the LES-UM. Research findings, among others: (1) principals act as planners, implementers, and evaluating superior programs in the context of the successful implementation of facilitation of higher-order thinking skills of students; (2) three innovations developed by LES-UM, including: group acceleration, ICP, and Bilingual. Group acceleration program is the most dominant innovation; (3) the principal‟s strategy in facilitating the implementation of high-thinking skills-based learning innovations, including: (1) involving all teachers and staff in empowerment activities, especially in learning clinics that are fostered by the school development team; (2) intensification of supervision activities; (3) developing of bilingual textbooks independently; (4) establish intensive communication with parents of students, especially those related to the innovation of group acceleration programs; (5) conduct regular meetings in the beginning of the semester in preparing the semester program; (6) strengthen exemplary programs, both in the form of school attendance and the creation of a bilingual interaction climate; and (7) organizing a picket teacher program (co-teacher).

Managing Culliculum 2013 credit semester management system at National Senior High School Sidoarjo region (multi sites at Smani, Sman 3 and Sman 1 Krian Sidoarjo)

This research was aimed at finding out how Credit Semester Management System of the 2013 High School Curriculum was implemented. This research focused on three sites namely State High School # 1 Sidoarjo, State High School # 3 Sidoarjo, and State High School # 3 Krian, East Java, Indonesia. This research employed the multicases research design. The data was collected using indept interview, participatory observation, and document analysis. The data was analized using individual cases and or crosscases analyses. This research found out that: (1) The three schools planned the credit semester similarly, students were to choose their own fields of learning; (2) The three schools had similar organizing system. The differences falled on the total of Academic Guider addition; (3) The three schools Actuated the Credit Semester System Management similarly, (4) The three schools conducted supervision and evaluation similarly. The three schools conducted the graduation for students finishing their learning tasks in 260 learning hours and reaching Achievement Semester Indext of at least 2,66; and obtained good score in attitude; and passed for the school examination.

Headmaster Leadership Behavior in Strengtening Character Values In Vocational High School

This study has a purpose to describe the values of the strengthened characters, the implementation of character values, and the leadership behavior of principals in strengthening the values of the characters. This study used a qualitative approach with a multisite study design. The data collection method used is in-depth interview transcript, participant observation, and documentation. Meanwhile, the data analysis technique used in this research is modified analytic inductionmethod. Checking the validity of data used in this study is the degree of credibility, transferability, dependability, and confirmability. The results show that the character values that are strengthened are essential and work oriented values such as discipline character, honest, caring, pride, loyalty in work, and ability to cooperate. Implementation of character values through education and learning activities, habituation, school culture, conditioning, and extra-curricular activities. The principals leadership behavior is to model, motivate, stimulate problem-solving ideas, and pay attention to schoolchildren for quality and characteristic school change. Leadership behavior of the principal is able to cultivate sportsmanship, openness, and high loyalty in carrying out duties and responsibilities.

The Teacher’ Perception on Leadership Characteristic for MoralSpiritual among Teachers and Headmasters

The core focus of this research will discuss about the perception of teacher’s leadership characteristics in moral-spiritual aspect. This study was conducted in three elementary schools that had the characteristics of teacher about moral-spiritual leadership. The conclusion of this research is: (1) teachers perception about teachers moral-spiritual leadership is a must-have for every teacher, secondly that principals perception about moral-spiritual leadership of teacher is expected by all teachers because it will influence the character formation of learners, has leadership characteristics as a religious, honest, trustworthy, sincere, and disciplined person, and the four teachers possess the intelligent leadership characteristics of SQ and EQ, thus able to manage learners well in character formation.

The Situational Behavior Orientation of Instructional Supervision: A Multisite Study

This study was aimed at disclosing the instructional behavior orientation at public middle schools in Blitar, East Java, Indonesia. The focuses of this study were: (1) design of the instructional supervision behavior orientation, (2) implementa-tion of the instructional supervision behavior orientation, and (3) outcomes of the instructional behavior orientation. This research employed qualitative approach with multisite study design. Data were collected by using interview, documen-tation, and obser-vation. Data were analyzed by using the combination of inter-active and modified analysis. Results of this research revealed that the instruc-tional supervision behavior orientation turned out to be the situational orientation of instructional behavior comprising 4 (four) orientation, i,e. Showing directively, Showing persuasively, Participating interactively and Trusting delegative-ly. Such orientations turned out to significantly relate to teachers’ competency and performance enhancement.

The Relationship between Attitude toward Profession of Teacher and Library Service with Learning Motivation and Achievement of Students

Research aims to describe and explain directly and indirectly the relationship of the attitude to profession of teacher, quality of lecturer’s skill in teaching, library service with learning motivation and learning achievement of Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) students in East Java. Research design uses survey research with descriptivecorrelation approach. Research population is 2169 STKIP students in East Java which are taken by 200 people as sample. The sample is taken using proportional random sampling technique and data collection uses questionnaire and is analyzed using SEM program of AMOS 22 technique analysis. Conclusion of research result is: there is a direct relationship between: (1) attitude to profession of teacher with learning motivation, (2) library service with learning motivation, (3) motivation with learning achievement. There is also indirect relationship between: (4) attitude to profession of teacher with learning achievement through motivation, and (5) library service with learning achievement through motivation.

The relationship of academic supervision, educational profession insentive and teacher competence with teacher performance at the performing middle schools in Malange, East Java, Indonesia

This research was done in 15 performing middle schools of 117 private and state middle schools in Malang City, East Java, Indonesia. This research was aimed at finding out the direct and indirect relationship of academic supervision, educational profession insentive, educators competence towards teachers perormance. The population of this research were teachers of the 15 performing schools in Malang with 146 certified national exam teachers from 11 schools as samples. This research employed the descriptive correlational method. Data were collected using valid and reliable questionairs to capture four variables, comprising the Implementation of the Academic Supervision, Educational Profession Incentive, Teacher Competence, and Teacher Performance. Data was analyzed using SEM (Structural Equation Modeling) using AMOS. 20 statistical software package. Results of the reseach revealed that (1) there was not direct significant relationship of the academic supervision towards teacher competence and performance, (2) the educational profession insentive had direct significant relationship towards the teacher competence and performance, (3) teacher competence has direct significant relationship towards teacher performance, (4) There was no indirect significant relationship between academic supervision and teacher performance through certified teacher competence, and (5) The Educational Profession incentive had direct significant relationship towards teacher perormance through teacher competence. It was suggested that teachers must have changed their method of teaching from teacher centred to student centred teaching and learning as the consequence of the 2013 curriculum using scientific method.

Integrated participative team based instructional supervision management At middle schools in Blitar, East Java, Indonesia: A multisite study

This research is a qualitative multisite study using the interactive and modified analytic induction analyses. The focus of this research was the instructional supervision management at three middle schools in Blitar involving various supervisors. This research used a snowball sampling techniques with identified key information. The data was collected by using observation, interview, and documentation. The researcher ensured the credibility, dependability, conformability, and transferability by doing triangulation, independent auditor and readers, reflective review, and detail indepth report. Results of this research showed that the three schools employed various supervisors including head of the education department, the education department official supervisors, principals, and senior teachers employing the integrated participative team based supervisory planning, organizing, implementation, and evaluation by which principals took the main responsibility of instructional supervision. The integrated participative team based supervision management turned out to make the instructional supervision worked better, to provide satisfactory teachers’ in service professional development, to make teachers performed better, to gain satisfactory results of students performance, and to gain stakeholder trusts.