Yulia Kusumawati, Safuri Musa, Dayat Hidayat

GAYA KEPEMIMPINAN KEPALA BIMBINGAN BELAJAR AI SMART DALAM MENGEMBANGKAN KOMPETENSI PEDAGOGIK TUTOR

Introduction

Gaya kepemimpinan kepala bimbingan belajar ai smart dalam mengembangkan kompetensi pedagogik tutor. Pelajari gaya kepemimpinan Kepala Bimbingan Belajar AI Smart yang demokratis dalam mengembangkan kompetensi pedagogik tutor. Temukan strategi efektif untuk peningkatan kualitas pengajaran.

Abstract

Kepala Bimbingan Belajar memiliki peran yang penting dalam menciptakan lingkungan yang mendukung berkembangnya kompetensi pedagogik tutor di lembaganya. Kepala Bimbingan Belajar dapat menggunakan berbagai gaya kepemimpinan untuk menjalankan tugasnya dalam mengembangkan kompetensi pedagogik tutor. Penelitian ini bertujuan untuk mengetahui gaya kepemimpinan Kepala Bimbingan Belajar AI Smart dalam mengembangkan kompetensi pedagogik tutor. Jenis penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Teknik pengumpulan data primer melalui wawancar dan observasi kepada Kepala Bimbingan Belajar dan tutor dan data sekunder yang diperoleh dari buku, catatan, atau arsip yang berhubungan dengan penelitian ini. Penelitian menunjukan hasil bahwa Kepala Bimbingan Belajar AI Smart menggunakan gaya kepemimpinan demokratis dalam mengembangkan kompetensi pedagogik tutor. Terdapat strategi yang digunakan Kepala Bimbingan Belajar AI Smart dalam mengembangkan kompetensi pedagogik tutor.Kata kunci : lembaga bimbingan belajar, gaya kepemimpinan, kompetensi pedagogik

Review

This study addresses a crucial aspect of educational leadership within non-formal settings, specifically focusing on the role of the Head of a tutoring institution in enhancing tutor competency. The title, "Gaya Kepemimpinan Kepala Bimbingan Belajar AI Smart dalam Mengembangkan Kompetensi Pedagogik Tutor," clearly signals its intent to investigate leadership styles. The abstract highlights the significant role of institutional heads in fostering the pedagogical competence of their tutors, setting the stage for a pertinent inquiry. The primary objective of this research is explicitly stated: to identify the leadership style employed by the Head of AI Smart Tutoring Institution in their efforts to develop tutor pedagogical competence. Methodologically, the study adopts a descriptive qualitative approach, which is well-suited for exploring nuanced phenomena such as leadership styles and their implementation. The data collection strategy appears comprehensive, combining primary sources through interviews and observations with both the Head of the institution and the tutors, alongside secondary data from relevant documents. This triangulation of data sources enhances the credibility of the findings. The research successfully concludes that the Head of AI Smart Tutoring Institution predominantly utilizes a democratic leadership style. Furthermore, the abstract indicates the identification of specific strategies employed by this leadership style to cultivate tutors' pedagogical skills. The findings regarding the democratic leadership style and the presence of deliberate strategies offer valuable insights into effective practices within tutoring institutions. While the abstract provides a clear overview, a full paper would benefit from elaborating on the *specific* strategies identified and the mechanisms through which the democratic style influences pedagogical development. Further, exploring the perceived impact of this leadership style from the tutors' perspective, beyond merely identifying the style, could strengthen the study's contribution. Future research might also consider comparative studies across different institutions or leadership styles to assess generalizability and identify best practices more broadly, building upon the foundational understanding provided by this focused investigation.

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