Strategi Kepemimpinan dan Pola Komunikasi Kepala Madrasah Tsanawiyah Negeri dalam Meningkatkan Mutu Madrasah di Kabupaten Lombok Barat: Studi Kasus di MTsN 1 Lombok Barat

Abstract

Penelitian ini bertujuan untuk menggambarkan strategi kepemimpinan serta pola komunikasi yang diterapkan oleh kepala madrasah dalam upaya peningkatan mutu MTsN 1 Lombok Barat, khususnya pada aspek standar pengelolaan, proses pembelajaran, serta kualitas pendidik dan tenaga kependidikan. Studi ini menggunakan pendekatan kualitatif dengan metode studi kasus. Subjek utama penelitian adalah kepala madrasah, dengan informan tambahan meliputi wakil kepala bidang kurikulum dan kesiswaan, kepala tata usaha, guru, komite madrasah, dan siswa. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan reduksi data, penyajian, serta penarikan kesimpulan, dengan keabsahan data diuji melalui triangulasi sumber dan teknik, serta uji transferabilitas, dependabilitas, dan konfirmabilitas. Hasil penelitian menunjukkan bahwa kepala madrasah menerapkan strategi kepemimpinan melalui pelibatan stakeholder dalam penyusunan visi, misi, dan program strategis, pelaksanaan program unggulan, supervisi akademik, distribusi tugas berbasis keahlian, serta pelatihan guru melalui platform Pintar Kemenag. Pola komunikasi yang diterapkan bersifat terbuka, demokratis, dan partisipatif, dengan kecenderungan pola bintang yang memanfaatkan saluran formal, informal, dan digital guna membangun kolaborasi dalam meningkatkan mutu madrasah.

Leadership Strategy and Communication Pattern of the Head of Madrasah Tsanawiyah Negeri in Improving the Quality of Madrasas in West Lombok Regency

This study aims to describe the leadership strategies and communication patterns implemented by the principal of MTsN 1 West Lombok to improve the quality of the school, focusing on the management standards, instructional processes, and the competence of educators and education personnel. The research employs a qualitative approach using a case study method. The principal serves as the main subject, while additional informants include vice principals for curriculum and student affairs, the head of administration, teachers, the school committee, and students. Data were collected through observation, interviews, and documentation, and analyzed through data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation, as well as tests of transferability, dependability, and confirmability. Findings reveal that the principal's leadership strategies include engaging stakeholders in formulating the school’s vision, mission, and strategic programs, implementing flagship programs, conducting structured academic supervision, assigning tasks based on expertise, and monitoring teacher development through online and offline training via the Pintar Kemenag platform. The principal adopts an open, participatory, and democratic communication style, using a star pattern through formal, informal, and digital channels to foster effective collaboration for school quality improvement.