The Principal’s Transformational Leadership Approach Based on Local Wisdom in Strengthening the Character of Students

Abstract

This study aims to describe the process of applying local cultural moral values (LCMV) that have not been prioritized by the Indonesian Ministry of Education, as the values of the primary character standards in schools. Besides, this study also describes the principal's transformational leadership behavior (TLB), based on the local culture teaching dimension approach. This research used a qualitative approach, case study design. The data collection was carried out through in-depth interviews, participant observation, and documentation studies to achieve the research objectives. Data analysis used a modified analytic analysis method. Meanwhile, the data validity was used to reveal the credibility, transferability, dependability, and confirmability. The results of the study demonstrate that LCMV supports strengthening the character of students, and the application of TLB based on the local culture teaching dimension approach is severely useful in optimizing the implementation of character education strengthening programs (CESP). This research was conducted in 2018-2019, at the State Junior High School 1, Private Catholic Junior High School, and Private Islamic Junior High School in the West Flores region, Indonesia. The contribution of this research is to position the moral values of the "Lonto Leok" culture of the Manggarai community as local cultural assets that support the formation of student character. Also, the dimensions of teaching lonto leok culture affect effectively supporting the principal's transformational leadership behavior, so that the program to strengthen character education is optimally implemented.

Personal pronouns It� as politeness marker in Manggarai language and culture, Indonesia

“…The form of the word is first-person plural we (ité), but the meaning refers to the second-person singular hau/you (subjective case). Manggarai people call the supreme being by the various name such as Mori (Lord), Mori(n) agu ngara(n) (the Lord and the sovereignty), Mori Keraéng (almighty God), Mori somba (the Worship Lord), Mori déwa (the Lord God), and many more (Denar et al, 2021;Effendi et al, 2020;Iswandono et al, 2015). However, the people of Manggarai always address the almighty God in every name by using the word Ité (inclusive we).…”

Concept and Implementation of Islamic Character Education in Educational Institutions

“…Second, the design of school culture-based character education (Effendi, Bafadal, Sudana, et al, 2020) (Effendi, Bafadal, Degeng, et al, 2020) (Fadli, 2021). This design tries to build a school culture that can shape students' character with the help of school social institutions so that specific values are formed and internalized in students.…”

Principal's Transformational Leadership for Strengthening Religious Values at SD Negeri Banyuraden Yogyakarta

“…The incorporation of humanistic and inspiring elements stands as pivotal focal points that warrant earnest consideration when endeavoring to establish a robust and comprehensive school environment (Effendi, 2020). Acknowledging the presence of a spiritual dimension within the educational setting holds significant recognition for its paramount role in molding the character and identity of the school.…”

“…Acknowledging the presence of a spiritual dimension within the educational setting holds significant recognition for its paramount role in molding the character and identity of the school. Effendi (2020) underscores the critical importance of acknowledging the inherent strength encapsulated in religious values, positioning them as the primary bedrock for character formation. As expounded by Ilmi & Sholeh (2021), the school principal assumes a central and indispensable role in cultivating a religious culture within the school environment.…”