Peran Kepemimpinan Transformatif dalam Meningkatkan Knowledge Sharing Behavior di Sekolah
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Pendidikan di wilayah khusus seperti lingkar tambang menghadirkan tantangan tersendiri bagi pemerataan mutu dan kolaborasi antar sekolah. Penelitian ini mengkaji peran kepemimpinan transformatif dalam membangun budaya berbagi pengetahuan melalui program Community Service di Sekolah Satuan Pendidikan Kerjasama (SPK) yang dikelola Perusahaan Tambang di NTB. Metode penelitian menggunakan pendekatan kualitatif dengan desain studi kasus, yang melibatkan 3 kepala sekolah SD, 1 kepala TK, dan 1 koordinator kurikulum Primary Years Program (PYP) sebagai subjek penelitian. Teknik pengumpulan data yang digunakan adalah wawancara, observasi, dan dokumentasi. Analisis data dilakukan melalui tahapan reduksi data, proses koding, penyajian data, penarikan kesimpulan, dan triangulasi dalam analisis. Hasil penelitian ini menunjukkan bahwa kepala sekolah memiliki peran sentral dalam mendorong kolaborasi antar guru dan siswa dengan sekolah-sekolah sekitar. Program Community Service memfasilitasi pertukaran praktik pembelajaran yang berkelanjutan, yang pada gilirannya mendorong terciptanya budaya berbagi pengetahuan di kalangan guru. Kesimpulan penelitian ini menegaskan bahwa kepemimpinan transformatif efektif dalam menciptakan lingkungan belajar yang inklusif dan kolaboratif, serta memberikan kontribusi signifikan terhadap pengembangan pendidikan berbasis komunitas di wilayah lingkar tambang yang penuh tantangan ini.
The Role of Transformative Leadership in Promoting Knowledge-Sharing Behavior in Schools
Abstract
Education in specific areas such as mining ring regions presents unique challenges for equity in quality and school collaboration. This study examines the role of transformative leadership in building a knowledge-sharing culture through the Community Service program at the School Partnership Education Unit (SPK) managed by Mining Companies in NTB. The research uses a qualitative approach with a case study design, involving 3 elementary school principals, 1 kindergarten principal, and 1 Primary Years Program (PYP) curriculum coordinator as subjects. Data collection techniques include interviews, observations, and documentation. Data analysis was carried out through stages of data reduction, coding, data presentation, conclusion drawing, and triangulation. The findings indicate that school leaders play a central role in fostering collaboration between teachers and students with neighboring schools. The Community Service program facilitates the continuous exchange of teaching practices, which in turn promotes the development of a knowledge-sharing culture among teachers. The conclusion of this study emphasizes that transformative leadership is effective in creating an inclusive and collaborative learning environment and contributes significantly to the development of community-based education in this challenging mining ring area.
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