Pengembangan komitmen kerja guru di sekolah: Studi multisitus di SMA Negeri 01 dan MA Negeri Kota Batu

INDONESIA:

Pengembangan komitmen guru dilakukan semata-mata untuk mengejar pencapaian produktivitas kerja yang tinggi untuk pencapaian visi, misi dan tujuan dari lembaga pendidikan, sehingga dapat membawa hasil akhir yang didasarkan pada tingkat mutu dan standar yang telah ditetapkan.

Penelitian ini dilakukan di SMAN 01 dan MAN Kota Batu untuk melihat sejauh mana pengembangan komitmen kerja guru di sekolah yang berbasis negeri namun berbeda spesifikasi latar belakang. Penelitian ini difokuskan pada tiga masalah, yaitu; 1) perencanaan pengembangan komitmen kerja guru 2) implementasi pengembangan komitmen kerja guru 3) evaluasi pengembangan komitmen kerja guru. 4) hasil pengembangan komitmen kerja guru.

Penelitian ini menggunakan metode kualitatif dengan jenis studi multi situs. Teknik pengumpulan datanya menggunakan teknik wawancara, observasi, dan dokumentasi. Setelah data terkumpul, dilakukan reduksi data, penyajian data, dan penarikan kesimpulan. Pengecekan keabsahan datanya menggunakan triangulasi dan bahan referensi.

Temuan penelitian yang diperoleh ialah; (1) Langkah-langkah perencanaan program pengembangan komitmen guru terdiri dari; (a) Observasi dan analisis kebutuhan secara menyeluruh; (b) musyawarah skala kecil yang melibatkan pimpinan sekolah beserta staf terkait; (c) musyawarah skala besar yang melibatkan semua guru; (d) implementasi program pengembangan komitmen guru; (e) evaluasi program; (2) Implementasi pengembangan komitmen kerja guru meliputi nilaiistiqomah, amanah, ikhlas, jujur, disiplin, konsisten, bertanggung jawab, percaya diri, bermanfaat dan uswatun hasanah, nilai ini terlihat dikembangkan pada (a) pelaksanaan komunikasi sesama guru; (b) penjadwalan diklat, MGMP, workshop, dan seminar yang diikuti guru; (c) peraturan yang diberlakukan khusus guru (d) pengajian rutin dan tausyiah agama ; (e) pengawasan yang dilakukan pimpinan; (3) evaluasi program pengembangan komitmen kerja guru dilakukan dengan dua cara; (a) langsung yang meliputi dengan laporan lisan; penilaian formal; tinjauan lapangan; (b) tidak langsung yang meliputi; laporan tertulis; penilaian sosial; penilaian spiritual; (c) tindak lanjut yang dilakukan setelah dievaluasi meliputi menghadap/dipanggil ke kantor pimpinan dan pemberian peringatan, motivasi dalam bentuk lisan maupun tertulis; (4) Hasil dari pengembangan komitmen kerja terlihat pada setiap guru sehingga menjadi sumber daya yang handal.

ENGLISH:

The improvement of teacher’s commitment is merely carried out to pursue the achievement of high performance productivity for the sake of the accomplishment of vision, mission, and goals of the educational institution so that it can bring about final result based on quality and standard that have been set up.

This research was carried out at SMAN 01 and MAN Kota Batu in order to see the improvement of teacher’s work commitment in state schools but with different background specification. This research was focused on three problems; 1) improvement planning of teacher’s work commitment 2) implementation of the improvement of teacher’s work commitment 3) evaluation of the improvement of teacher’s work commitment. 4) result of the improvement of teacher’s work commitment.

This research employed qualitative method of multi-sites study. The data of the research were collected through interview, observation, and documentation. After all data were collected, the researcher reduced the data, presented the data, and drew conclusion. Data validity was checked using triangulation and reference.

The findings of the research were; (1) The stages of planning of the improvement program of teacher’s commitment consisted of ; (a) Observation and need analysis thoroughly; (b) small-scale discussion involving the school management and the staffs concerned; (c) big-scale discussion involving all teachers; (d) implementation of the improvement program of teacher’s commitment; (e) program evaluation; (2) The implementation of the improvement of teacher’s work commitment consisted of the value of persistence, trusteeship, sincerity, honesty, discipline, consistence, responsibility, self-confidence, usefulness, and precedence. These values were developed on (a) the implementation of communication among teachers; (b) scheduling of training, teacher meeting (MGMP), workshop, and seminar participated by teachers; (c) special regulation for teachers (d) routine religious speech; (e) supervisory conducted by the management; (3) program evaluation of the improvement of teacher’s work commitment conducted through two ways; (a) directly consisting of oral report; formal assessment; field review; (b) indirectly consisting of; written report, social assessment; spiritual assessment; (c) follow-up done after evaluation which consisted of appear before the management and giving oral or written admonition and motivation; (4) the result of improvement program seem in all teachers to be great human resources.