The role of districts in supporting school leaders' instructional leadership: a view and experience from a developing country Introduction The downfall of Suharto's New Order regime in 1998 brought a fundamental change in the way Indonesia, the biggest country in South-East Asia spanning three time zones, was ruled. The Reform era started after the fall of the Suharto government in May 1998 and continued up until approximately a decade ago (Lindsey, 2018a, b). Nevertheless, the reforms are still underway.In fact, some of the most significant reforms in Indonesia's education system occurred in the last 17 years. Such reforms include the decentralization of education sector functions to the district level, an increased allocation of 20 percent of the national budget on education, implementation of the 2005 Teacher Law, and increased aid to schools with the School Operational Assistance Grant (Bantuan Operasional Sekolah) program (The World Bank, 2018). This Reform era ended the prior governance model of centralization, which actually began in the Dutch colonial era in the nineteenth century. This great change in terms of size, speed and scope of governance, referred to as the "big bang" decentralization model (Bennet, 2010), served as the beginning of democracy in Indonesia. This new policy was initiated through two laws made effective on January 1, 2001, called the Laws on Local Government, and the Laws on Fiscal Balance. These developments were described as "one of the most radical decentralization programs attempted anywhere in the world" (Aspinal and Fealy, 2003, p. 3). As a result, education, and other public sectors in Indonesia, became the responsibility of district governments.At that time, we were working as young teachers in public schools, and young lecturers in public universities. Like many other Indonesian educators, we felt that the idea of educational decentralization, where the main argument for decentralization was that it brings the governments closer to the people with a promise to serve the public more efficiently and effectively, seemed appropriate to the realities of our situation. Our initial response to the new laws was one of excitement. As educators, we were interested in the changes that were proposed. In particular, we were interested in the shift of power from central government to district level jurisdictions, bypassing the province level. Yet, we strove to understand: what was actually proposed? What was the rationale? What were the envisaged implications for districts? To what extent were districts and schools clear about the reform and their implications? These and many more questions were asked by educators, including ourselves. Our questions represented the considerable interest of educators in Indonesia to help a country that was badly impacted by the Asian financial crisis before the Reform era. In relevance to the reform the educational decentralization seemed to offer certain promises and possibilities for educators, including that of improving educational quality.Fast forw...

This study aims to describe the professional development of elementary school teachers in remote areas in the UPTD Damang Batu working area, seen from the aspects of: (1) elementary teacher professional development through: (a) Intensive Development, (b) Cooperative Development, (c) Self Directed Development, and (2) Supporting factors and obstacles encountered in the professional development of remote area elementary school teachers. This research is a qualitative research with a case study design. Data collection is done by methods: in-depth interviews (indepth interview), participant observation (participant observation), and study documentation (study of document). Determination of data sources is done by using purposive sampling technique. Data analysis was performed using the interactive patterns of Miles and Huberman (1994). Checking the validity of the data is done by using a degree of credibility through both source and method triangulation techniques. The results of the study show that: (1) Professional development of elementary school teachers in remote areas, through: (a) Intensive Development, carried out through activities commonly aimed at developing teacher professionals and program activities that are tailored to the needs of teachers; (b) Cooperative Development, carried out through visits to other schools, sharing experiences with colleagues, being active in MGMP activities, and supporting each other to increase work motivation; and (c) Self-Directed Development, carried out through teaching media manufacturing activities, actively reading books in school libraries, actively participating in seminars / training, and actively seeking new teaching materials if they have the opportunity to access the internet; and (2) Supporting factors include the establishment of synergic cooperation between the Education Office, UPTD, supervisors, school principals and teachers; while the constraint factor is not all teachers have the opportunity to participate in a professional development program due to geographical conditions and the difficulty of access to and from the school. Keywords: Professional Development, Elementary Teacher, Remote Area Abstrak: Penelitian ini bertujuan untuk mendeskripsikan tentang Pembinaan profesional guru SD daerah terpencil di wilayah kerja UPTD Kecamatan Damang Batu, dilihat dari aspek: (1) Pembinaan professional guru SD melalui: (a) Intensive Development, (b) Cooperative Development, (c) Self- Directed Development, dan (2) Faktor pendukung dan kendala yang dihadapi dalam pengembangan profesional guru SD daerah terpencil. Penelitian ini merupakan penelitian kualitatif dengan rancangan studi kasus. Pengumpulan data dilakukan dengan metode wawancara mendalam, observasi partisipan, dan studi dokumentasi. Penetapan sumber data dilakukan dengan teknikpurposive sampling. Analisis data dilakukan dengan menggunakan pola interaktif Miles dan Huberman (1994). Pengecekan keabsahan data dilakukan dengan menggunakan derajat kepercayaan (credibility) melalui teknik triangulasi baik sumber maupun metode. Hasil penelitian menunjukkan bahwa: (1) Pembinaan profesional guru SD daerah terpencil, melalui: (a) Intensive Development, dilaksanakan melalui kegiatan yang lazim ditujukan untuk mengembangkan profesional guru serta program kegiatan yang disesuaikan dengan kebutuhan guru; (b) Cooperative Development, dilaksanakan melalui kegiatan kunjungan ke sekolah lain, sharing pengalaman dengan sejawat, aktif dalam kegiatan MGMP, serta saling mendukung untuk meningkatkan motivasi kerja; dan (c) Self- Directed Development, dilaksanakan melalui kegiatan pembuatan media ajar, aktif membaca buku di perpustakaan sekolah, aktif mengikuti seminar/pelatihan, serta aktif mencari bahan ajar baru jika memiliki kesempatan untuk mengakses internet; dan (2) Faktor pendukung meliputi terjalinnya kerjasama yang sinergis antara Dinas Pendidikan, UPTD, pengawas, kepala sekolah dan guru; sedangkan faktor kendala belum semua guru mendapatkan kesempatan untuk mengikuti program pembinaan profesional disebabkan kondisi geografis serta sukarnya akses dari dan menuju ke sekolah tersebut. Kata Kunci: Pembinaan Profesional, Guru Sekolah Dasar, Daerah Terpencil   References: Arifin. (2011). Kompetensi Guru dan Strategi Pengembanganya. Yogyakarta: Penerbit LILIN. Arnold, P. (2001). Review of Contemporary Issues for Rural Schools. Education in Rural Australia, 11 (1), 30-42. Bafadal, I. (2003). Peningkatan Profesionalisme Guru Sekolah Dasar: Dalam Rangka Manajemen Peningkatan Mutu Berbasis Sekolah. Jakarta: Bumi Aksara. Collette, A.T., & Chiappetta, E. L. (1994). Science Instruction in the Middle and Secondary Schools(3rd Edition). New York: Merrill. Departemen Pendidikan Nasional. (2005). Manajemen Peningkatan Mutu Berbasis Sekolah.Jakarta: Direktorat Pendidikan Menengah Umum. Direktorat Jenderal Pendidikan Dasar dan Menengah.Departemen Pendidikan Nasional. Dinas Pendidikan Kabupaten Gunung Mas. (2010). Laporan Tahunan DinasPendidikan Kabupaten Gunung Mas Tahun 2010. Dinas Pendidikan Kabupaten Gunung Mas. (2016). Data Hasil UKG Tahun 2015. Gaffar, F. M. (1987). Perencanaan Pendidikan: Teori dan Metodologi. Jakarta: Depdikbud. Glatthorn, A. A. (1995). Teacher Development. In: Anderson, L. (Ed.). International Encyclopedia of Teaching and Teacher Education. Second Edition.London: Pergamon Press. Gorton, R. A. (1976). School Administration Challenge and Opportunity for Leadership.New York: Wm. C. Brown Company Publishers. Hanson, M. E. (1985). Educational Administration and Organizational Behavior. Third Edition. Boston Allyn and Bacon. Heslop, J. (1996). A Model for The Development of Teacher in a Remote Area of Western Australia.Australian Journal of Education. Vol.21: Iss.1, Article 1. Available at: http://ro.ecu.edu.au/ajte/vol21/iss1/1. Kementerian Pendidikan dan Kebudayaan (Kemendikbud). (2012). Pedoman Uji Kompetensi Guru.Jakarta: Badan Pengembangan Sumber Daya Manusia dan Kebudayaan dan Penjaminan Mutu. Kementerian Pendidikan dan Kebudayaan (Kemendikbud). (2015). Pedoman Pelaksanaan Uji Kompetensi Guru.Jakarta: Direktorat Jenderal Guru dan Tenaga Kependidikan. Khasanah, N. (2014). Ternyata ini Alasan Pendidikan di Jawa Lebih Berkualitas. Diakses pada tanggal 20 Juli 2018, dari: https://www.kompasiana.com/noerchasanahkinar/ 54f868f5a333113a038b4577/ternyata-ini-alasan-pendidikan-di-jawa-lebih-berkualitas. Koswara, D. D., & Triatna, C. (2011). Manajemen Pendidikan: Manajemen Peningkatan Mutu Pendidikan.Tim Dosen Administrasi Pendidikan Universitas Pendidikan Indonesia. Bandung: Alfabeta. McPherson, R. B. (1986). Managing Uncertainty: Administrative Theory and Practice in Education. Colombus: Charles E. Merrill Publishing Company. Miles, M., & Huberman, A. M. (1992). Analisis Data Kualitatif: Buku Sumber Tentang Metode-Metode Baru. Jakarta: UI Press. Mulyasa, E. (2013). Uji Kompetensi Guru dan Penilaian Kinerja Guru.Bandung: PT. Remaja Rosda Karya. Mustofa. (2007). Upaya Pengembangan Profesionalisme Guru di Indonesia.Jurnal Ekonomi Pendidikan, Vol.4 (1). Nugroho, P. J. (2013). Faktor-Faktor yang Mempengaruhi Profesionalisme Guru SD Daerah Terpencil Daratan Pedalaman Kabupaten Gunung Mas.Prosiding Hasil Penelitian dan Pengabdian Kepada Masyarakat Tahun 2013. Dies Natalis Universitas Palangka Raya. ISSN: 2354-6727. Nugroho, P. J. (2017). Pengembangan Model Pelatihan Inovatif untuk Meningkatkan Kompetensi Guru SD Daerah Terpencil. Jurnal Sekolah Dasar: Kajian Teori dan Praktik, Vol.26 (2). Peraturan Pemerintah Republik Indonesia Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan. Peraturan Pemerintah Republik Indonesia Nomor 32 Tahun 2013 tentang Perubahan Atas Peraturan Pemerintah Nomor 19 Tahun 2005. Rohani, N. K. (2004). Pengaruh Pembinaan Kepala Sekolah dan Kompensasi Terhadap Kinerja Guru SLTP Negeri di Kota Surabaya.Jurnal Pendidikan Dasar, Vol.5 (1). Saud, U. S. (2009). Pengembangan Profesi Guru SD/MI. Bandung: Alfabeta. Sher, J. P., & Sher, K. R. (1994). Beyond the Conventional Wisdom: Rural Develop-ment as if Australia’s Rural People and Communities Really Mattered. Journal of Research in Rural Education, Vol 10 No 1. Siram, R. (1992). Pelaksanaan Model Sistem Guru Kunjung Suatu Alternatif Pemerataan Pendidikan Sekolah Dasar Daerah Terpencil di Kalimantan Tengah.Tesis tidak dipublikasikan, PPS IKIP Malang. Snyder, K. J., & Anderson, R. H. (1986). Managing Productivity Schools. Orlando: Academic Press College Division. Supriadi, D. (1990). Pendidikan di Daerah Terpencil: Masalah dan Penanganannya. Analisis CSIS No. 5. Bandung: IKIP Bandung. Tjalla, A. (2010). Potret Mutu Pendidikan Indonesia ditinjau dari Hasil-Hasil Studi Internasional.Diakses tanggal 20 Juli 2018 dari: http://repository.ut.ac.id/2609/1/fkip201047.pdf. Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.

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This qualitative research with case study design aims to describe the Instructional Leadership of School Principals at SMPN 2 Palangka Raya, seen from: (1) Efforts made by principals in improving the quality of learning in aspects of teachers and students, (2) Stakeholder support for the efforts of principals schools in improving the quality of learning, and (3) Supporting factors and obstacles in the implementation of instructional leadership. Data collection is done by in-depth interviews, participant observation, and study documentation. Determination of data sources is done by using purposive sampling technique. Data analysis was performed using the interactive patterns of Miles and Huberman (1994). Checking the validity of the data is done by using a degree of credibility through both source and method triangulation techniques. The results showed that: (1) Efforts made by school principals in improving the quality of learning in the aspects of teachers were carried out by conducting workshops to improve the quality of learning, support teachers to take part in MGMP activities, routine academic supervision to teachers; while in the aspect of students is done through the implementation of additional learning hours and private tutoring activities, (2) Stakeholder support for the efforts of school principals in improving the quality of learning through synergic collaboration with the Central Kalimantan Province LPMP, BSNP, School Supervisors and School Committees, and (3) Supporting factors in implementing instructional leadership include: the availability of facilities to support the learning process, optimal performance of teaching staff (teacher), and support from parents of students; Constraint factors include ineffective management of learning facilities and infrastructure. Keywords: Instructional Leadership, Principals, SMPN 2 Palangka Raya Abstrak: Penelitian kualitatif dengan rancangan studi kasus ini bertujuan untuk mendeskripsikan tentang Kepemimpinan Instruksional Kepala Sekolah di SMPN 2 Palangka Raya, dilihat dari: (1) Upaya yang dilakukan kepala sekolah dalam meningkatkan kualitas pembelajaran pada aspek guru dan siswa, (2) Dukungan stakeholder terhadap upaya kepala sekolah dalam meningkatkan kualitas pembelajaran, dan (3) Faktor pendukung dan kendala dalam implementasi kepemimpinan instruksional. Pengumpulan data dilakukan dengan metode wawancara mendalam, observasi partisipan, dan studi dokumentasi. Penetapan sumber data dilakukan dengan teknik purposive sampling. Analisis data dilakukan dengan menggunakan pola interaktif Miles dan Huberman (1994). Pengecekan keabsahan data dilakukan dengan menggunakan derajat kepercayaan (credibility) melalui teknik triangulasi baik sumber maupun metode. Hasil penelitian menunjukan bahwa: (1) Upaya yang dilakukan kepala sekolah dalam meningkatkan kualitas pembelajaran pada aspek guru dilakukan dengan melaksanakan workshop peningkatan kualitas pembelajaran, support guru untuk mengikuti kegiatan MGMP, supervisi akademik rutin kepada para guru; sedangkan pada aspek siswa dilakukan melalui pelaksanaan jam pelajaran tambahan dan kegiatan les privat, (2) Dukungan stakeholder terhadap upaya kepala sekolah dalam meningkatkan kualitas pembelajaran melalui kerjasama sinergis dengan pihak LPMP Provinsi Kalimantan Tengah, BSNP, Pengawas sekolah dan Komite sekolah, dan (3) Faktor pendukung dalam mengimplementasi kepemimpinan instruksional meliputi: tersedianya sarana para sarana penunjang proses pembelajaran, kinerja tenaga pendidik (guru) yang optimal, dan dukungan orang tua murid; Faktor kendala meliputi belum efektifnya pengelolaan sarana dan prasarana pembelajaran. Kata Kunci: Kepemimpinan Instruksional, Kepala Sekolah, SMPN 2 Palangka Raya   References: Sujak, A. (2009). Kepemimpinan dan Manajer (Eksistensinya dalam Perilaku Organisasi). Jakarta: Rajawali Pers. Fathoni, A. (2006). Metodologi Penelitian dan Teknik Penyusunan Skripsi. Jakarta: PT Rineka Cipta. Fitri, A. Z. (2012). Pendidikan Karakter Berbasis Nilai dan Etika di Sekolah. Jogjakarta: Ar-Ruz Media. Basrowi., & Suwandi. (2008). Memahami Penelitian Kualitatif. Jakarta: Rineka Cipta. Bush, R. (2003). Measuring Quality of Life Among Those with Type 2 in Primary Care. (online), diunduh pada tanggal 20 Juli 2018, dari http://www.uq.edu.au/helath-/helathycomm/docs/Qol.pdf. Cotton, K. (2003). Principals and Student Achievement. Virginia USA, ASCD. Diunduh pada tanggal 22 Juli 2018 dari:http://aktual asiddau.blogspot.com/2010/09/tugas-pokok-dan-fungsi-kepala-sekolah.html Daryanto. (2013). Kepala Sekolah sebagai Pemimpin Pembelajaran. Yogyakarta: Gava Media. Mulyasa, E. (2001). Menjadi Kepala Sekolah Profesional. Bandung: PT. Remaja Rosdakarya. Hallinger, P. (2003). Leadership for 21st Century Schools: From Instructional Leadership to Leadership for Learning. The Hong Kong Institute of Education, Diunduh pada tanggal 21 Oktober 2018, dari http://www.proquest.umi.com. Hermino, A. (2014). Kepemimpinan Pendidikan di Era Globalisasi. Jakarta: Pustaka Pelajar. Juni. D. W. (2012). Kepemimpinan Instruksional Kepala Madrasah dan Inovatif Guru terhadap Produktivitas Kerja Guru Madrasah Ibtidaiyah Se-Kecamatan Manis Renggo Klaten. Jurnal Ilmu Pendidikan. Diunduh pada tanggal 29 Oktober 2018, dari http://repo.iaintulungagung.ac.id/50/7/.pdf Jalal, F. (2009). Reformasi Pendidikan Dalam Konteks Otonomi Daerah, Yogyakarta: Adicita Karya Nusa Kompri. (2015). Manajemen Sekolah Orientasi Kemandirian Kepala Sekolah. Pustaka Pelajar. Lunenburg, C., & Irby,  J. (2006). The Principalship; Vision toaction. Wadsworth: Cengangelearning. Diunduh pada tanggal 22 Oktober 2018, dari: http://lib.unnes.ac.id/21893/1/1401411127-s.pdf. Makawimbang, H. (2012). Kepemimpinan yang Bermutu. Bandung: Alfabeta Arifin, M. (2012). Etika & Profesi Kependidikan. Yogyakarta: Ar-Ruz Media. Margono, S. (2009). Metodologi Penelitian Pendidikan. Jakarta: Rineka Cipta. Miarso, Y. (2007). Menyemai Benih Teknologi Pendidikan. Jakarta: Kencana. Miles, M., & Huberman, A. M. (1992). Analisis Data Kualitatif: Buku Sumber Tentang Metode-Metode Baru. Jakarta: UI Press. Moleong. L. J. (2010). Metode Penelitian Kualitatif. Bandung: Remaja Rosdakarya. Moos, J., & Day, O. C. (2011).How School PrincipalsSustain Over Time, International Perspective. UK. Springer. Diunduh pada tanggal 29 Oktober 2018, dari http://repo.iain-tulungagung.ac.id/50/7/.pdf. Mulyasa, E. (2011). Manajemen Berbasis Sekolah, Konsep, strategi dan Implementasi. Bandung: PT Remaja Rosdakarya Nurdin, S. (2002). Guru dan Implementasi Kurikulum. Jakarta: Ciputat Pers. Peraturan Menteri Pendidikan Nasional Nomor 13 Tahun 2007 tentang Standar Kepala Sekolah. Rahmah, S. (2016). Mengenal Sekolah Unggulan.Diunduh pada tanggal 22 April 2019 darihttp://journal.uin-alauddin.ac.id/index.php/Inspiratif-Pendidikan/article/viewFile/3222/3065. Sediono, dkk., (2003). Paket Pelatihan Awal: Untuk Sekolah dan Masyarakat. Jakarta:  NZAID. Sugiyono. (2015). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R & D. Bandung: Alfabeta. Sulistyorini. (2009). Evaluasi Pendidikan dalam Meningkatkan Mutu Pendidikan. Yogyakarta: TERAS. Soutworth,G. (2002). InstructionalLeadershipin Schools:Reflectionand Empirical Evidence. Diunduh pada tanggal 10 Nopember 2018, dari: https://core.ac.uk/download/pdf/82042012.pdf. Suharsaputra, U. (2016). Kepemimpinan Inovasi Pendidikan. Bandung: Refika Aditama. Sugiyono. (2014). Memahami Penelitian Kualitatif. Bandung: Alfabeta. Triatna, C. (2015). Perilaku Organisasi.  Bandung: PT. Remaja Rosdakarya. Usman, H., & Raharjo, N. E. 2013. Strategi Kepemimpinan Pembelajaran Menyongsong Implementasi Kurikulum 2013. Jurnal Cakrawala Pendidikan. Diunduh pada tanggal 21 Oktober 2018, dari: https://journal.uny.ac.id/index.php/cp. Wahjosumidjo. (1999).Kepemimpinan Kepala Sekolah. Jakarta: Raja Grafindo Persada.

This study aims to describe the development of excellent private middle school (SMPS) organizational culture in Palangkaraya City, viewed from aspects: (1) positive values that underlie the development of school organizational culture, (2) the strategy of internalizing positive values in the development of school organizational culture, (3) supporting and obstacles factors in the development of school organizational culture, and (4) the role of stakeholders in supporting the development of school organizational culture. This study used qualitative approach with case study design. The subjects of this study were the founder of the Golden Christian School (GCS) SMPS, the school principal, teachers, and school stakeholders. Data collected through observation, in-depth interviews and documentation studies. Data analysis techniques using interactive model is through data reduction, data presentation, conclusions drawing, and data verification. Validation of data in this study uses credibility, transferability, dependability and confirmability. The results of this study showed that the school organizational culture in SMSPS GCS was developed by basing on the values of Christianity as the main foundation in shaping the character and culture of school organizations. Through internalization strategies that are realized in various school policies and programs, positive values that are believed by schools to be embedded within students which ultimately shape school organizational culture and are able to make SMPS GCS as the excellent private school in Palangka Raya City.