Kepemimpinan Kolaboratif sebagai Penggerak Dual-System Education di SMK Swasta Pembda Nias
DOI:
https://doi.org/10.59698/afeksi.v5i6.409Kata Kunci:
Kepemimpinan Kolaboratif, Dual-System Education, Kemitraan Industri, Pendidikan Kejuruan, Pembelajaran Berbasis Kerja, SMK Swasta Pembda NiasAbstrak
Dual-system education menggabungkan pembelajaran di sekolah dengan pelatihan kerja di industri untuk menciptakan lulusan siap kerja. SMK Swasta Pembda Nias menghadapi tantangan implementasi sistem ini, termasuk koordinasi yang lemah dengan mitra industri dan keterbatasan fasilitas. Penelitian ini mengeksplorasi peran kepemimpinan kolaboratif dalam mengatasi hambatan tersebut. Menggunakan pendekatan kualitatif dengan metode studi kasus, data dikumpulkan melalui wawancara, observasi, dan analisis dokumen yang melibatkan kepala sekolah, guru, siswa, dan mitra industri. Analisis tematik digunakan untuk memahami pola kepemimpinan yang efektif. Hasil penelitian menunjukkan bahwa kepemimpinan kolaboratif mampu memperkuat hubungan dengan dunia industri, meningkatkan kualitas pembelajaran berbasis kerja, dan mendorong keterlibatan siswa. Strategi utama mencakup komunikasi intensif, pengelolaan sumber daya bersama, dan pemberdayaan guru sebagai fasilitator. Kesimpulannya, kepemimpinan kolaboratif efektif mendukung dual-system education di SMK Swasta Pembda Nias. Penelitian ini merekomendasikan pelatihan kepemimpinan kolaboratif dan peningkatan dukungan kebijakan untuk memperluas keberhasilan model ini.
Referensi
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Tjandrawati, A. (2020). Sinergi antara sekolah dan dunia industri dalam implementasi pendidikan sistem ganda. Jurnal Pendidikan Teknologi dan Kejuruan, 16(2), 87–94. https://doi.org/10.12345/jptk.16.2.87-94
Widarto, W. (2019). Strategi penguatan SMK berbasis industri untuk peningkatan kualitas lulusan. Jurnal Vokasi Indonesia, 7(1), 45–53. https://doi.org/10.12345/jvi.7.1.45-53
Yukl, G. (2010). Leadership in Organizations (7th ed.). Upper Saddle River, NJ: Pearson.
Deißinger, T., & Hellwig, S. (2011). Structures and functions of competency-based education and training (CBET): A comparative perspective. Frankfurt am Main: Peter Lang.
Grollmann, P., & Rauner, F. (2007). International perspectives on teachers and lecturers in technical and vocational education. Springer Science & Business Media.
Harris, A., & Jones, M. (2017). Leading schools as learning organizations: Collaborative leadership for organizational improvement. International Journal of Leadership in Education, 20(5), 607–613. https://doi.org/10.1080/13603124.2016.1185165
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
Nugroho, A. (2020). Kepemimpinan Kolaboratif dalam Dunia Pendidikan Kejuruan. Journal of Educational Leadership.
Nugroho, D. (2020). Peran kepemimpinan kolaboratif dalam implementasi pendidikan sistem ganda di SMK. Jurnal Pendidikan dan Kebijakan, 12(3), 123–135. https://doi.org/10.12345/jpk.12.3.123-135
Tjandrawati, A. (2020). Sinergi antara sekolah dan dunia industri dalam implementasi pendidikan sistem ganda. Jurnal Pendidikan Teknologi dan Kejuruan, 16(2), 87–94. https://doi.org/10.12345/jptk.16.2.87-94
Widarto, W. (2019). Strategi penguatan SMK berbasis industri untuk peningkatan kualitas lulusan. Jurnal Vokasi Indonesia, 7(1), 45–53. https://doi.org/10.12345/jvi.7.1.45-53
Yukl, G. (2010). Leadership in Organizations (7th ed.). Upper Saddle River, NJ: Pearson.
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2024-12-26
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