Karakter, kepemimpinan dan kualitas guru: kajian kultur sekolah di Indonesia

Indra Rahayu Ningsih

doi:10.21831/dimensia.v13i2.71874

Karakter, kepemimpinan dan kualitas guru: kajian kultur sekolah di Indonesia

Indra Rahayu Ningsih, Departemen Pendidikan Sosiologi, Fakultas Ilmu Sosial, Hukum, dan Ilmu Politk, Indonesia

10.21831/dimensia.v13i2.71874

Abstract

Studi ini merupakan rangkuman kajian tentang perkembangan penelitian tentang kultur sekolah di Indonesia. Kultur sekolah dipahami sebagai serangkaian nilai, sistem hinga artifak materiil dan non-materiil yang membentuk penyelenggaraan pendidikan di lingkungan sekolah secara menyeluruh. Kualitas pendidikan sekolah ditentukan oleh kultur sekolah yang terbangun. Kajian menggunakan pendekatan kualitatif deskriptif dan menganalisis judul-judul penelitian tentang budaya sekolah dari tahun 2015 hingga 2024. Hasil penelitian menunjukkan bahwa penelitian tentang budaya sekolah pada kurun waktu tersebut difokuskan pada empat aspek utama, yaitu: 1) budaya sekolah yang berkaitan dengan karakter dan perilaku siswa, 2) budaya sekolah yang berkaitan dengan kebijakan sekolah, 3) budaya sekolah yang berkaitan dengan kepemimpinan, dan 4) budaya sekolah yang berkaitan dengan kualitas guru.

This study provides a summary of research on school culture development in Indonesia. School culture encompasses a range of values, systems, and material and non-material elements that influence the implementation of education in the school environment. The quality of school education is contingent on the established school culture. The study adopts a descriptive qualitative approach and examines research titles on school culture from 2015 to 2024. The findings reveal that research on school culture during this period primarily focused on four main aspects: 1) school culture associated with student character and behavior, 2) school culture linked to school policies, 3) school culture connected to leadership, and 4) school culture correlated with teacher quality.

Keywords

Sekolah; Kultur sekolah; Pendidikan Indonesia; Kebijakan Pendidika; Kualitas pendidikan

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DOI: https://doi.org/10.21831/dimensia.v13i2.71874