Doni Gunawan Doni, Bukman Lian Bukman, Nuril Furkan Nuril

S STRATEGI KEPALA SEKOLAH DALAM IMPLEMENTASI PROGRAM SEKOLAH PENGGERAK DI SMP NEGERI 3 KAYUAGUNG

Introduction

S strategi kepala sekolah dalam implementasi program sekolah penggerak di smp negeri 3 kayuagung. Strategi Kepala Sekolah SMP Negeri 3 Kayuagung mengimplementasikan Program Sekolah Penggerak, fokus pada SDM, pembelajaran, fasilitas, pembiayaan, digitalisasi, dan stakeholder.

Abstract

The “Sekolah Penggerak” Program is a government effort to realize the vision of sovereign, independent, and individual Indonesian education through the creation of “Pelajar Pancasila”. This study aims to describe and analyze the principal's strategy in implementing the “Sekolah Penggerak” program at SMP Negeri 3 Kayuagung. Data collection used interviews, observations, and documentation. Data were analyzed using interactive model analysis techniques from Miles and Huberman. The results of this study show the principal's strategy in implementing the “Sekolah Penggerak” program, namely (1) strengthening human resources, (2) learning management based on a differentiated learning approach, (3) providing supporting facilities and infrastructure for the “Sekolah Penggerak” program, (4) financing by optimizing financing sources from school operational assistance funds and financing from stakeholders, (5) the process of digitizing schools such as digitizing teaching materials, teacher teaching administration, increasing school internet capacity and speed, and providing computer devices for the learning process, and (6) stakeholder involvement in program preparation,  implementation and supervision of this program.

Review

This study addresses a highly relevant topic: the implementation of the "Sekolah Penggerak" program, a critical government initiative aimed at transforming Indonesian education. By focusing on the principal's strategy at SMP Negeri 3 Kayuagung, the research provides valuable insights into the on-the-ground execution of this ambitious vision. The qualitative case study approach, utilizing interviews, observations, and documentation, is well-suited to delve into the complexities of leadership strategies, offering a practical lens for understanding how national educational reforms are translated into local school practices. This research contributes meaningfully to the discourse on educational leadership and change management within the Indonesian context. A significant strength of this study lies in its detailed articulation of the principal's multi-faceted strategy. The findings comprehensively outline six key areas: human resource strengthening, differentiated learning management, provision of supporting infrastructure, optimized financing, school digitization, and robust stakeholder involvement. These elements collectively present a holistic framework for program implementation, offering actionable insights for other school leaders and policymakers. The application of Miles and Huberman's interactive model for data analysis further enhances the rigor and credibility of the qualitative findings, ensuring a systematic approach to identifying these strategic components. While providing a rich description of strategies, the study's single-case design inherently limits the generalizability of its findings. Future research could benefit from comparative studies across different schools or regions to explore variations in strategies and their effectiveness under diverse conditions. Additionally, while the strategies are identified, a deeper exploration into the *challenges* faced by the principal during implementation, or an assessment of the *impact* of these strategies on student outcomes or teacher performance, would further enrich the understanding. Nevertheless, this study serves as an excellent foundational piece, illuminating crucial aspects of educational leadership in the context of national reform.

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