Kepemimpinan kepala madrasah dalam Mengembangkan budaya mutu: Studi kasus di Madrasah Aliyah Negeri Lamongan

ABSTRAK

Era revolusi informasi dan komunikasi telah mengakibatkan dunia menjadi semakin terbuka, menghilangkan batas geografis, politis dan sosial budaya. Milinium ke tiga telah terbentuk masyarakat global, masyarakat IT yang bersifat terbuka, berubah dengan cepat dalam memberikan tuntutan, tantangan, bahkan ancaman baru, karena itu pada era globalisasi diperlukan sumber daya manusia yang berkualitas. SDM yang berkualitas dihasilkan oleh lembaga pendidikan yang berkualitas dan dipimpin oleh kepala madrasah yang konsisten terhadap peningkatan mutu madrasah. oleh karena itu dalam peningkatan mutu madrasah merupakan keniscayaan untuk membangun budaya mutu madrasah. Kepemimpinan kepala madrasah memberi peran penting dalam terbentuknya budaya mutu madrasah yang kuat.

Berdasarkan pemikiran di atas penelitian ini bertujuan untuk: (1) Mendiskripsikan gaya kepemimpinan kepala madrasah dalam mengembangkan budaya mutu madrasah, (2) Mendiskripsikan langkah-langkah kepemimpinan kepala madrasah dalam mengembangkan budaya mutu madrasah (3) Mendiskripsikan realitas budaya mutu madrasah, (4) Mendiskripsikan tentang upaya kepala madrasah dalam mengeliminir resistensi pengembangan budaya mutu madrasah.

Jenis penelitian ini adalah field research dengan pendekatan kualitatif dengan memakai studi kasus. Teknik pengumpulan data melalui wawancara mendalam, observasi partisipan dan dokumentasi. Sumber data dipilih secara purposive dan bersifat snowball sampling. Teknik analisis data menurut Miles and Huberman melalui langkah- langkah: (1) reduksi data (2) penyajian data (3) penarikan kesimpulan. Pengecekan keabsahan data melalui (1) credibility, (2) transferability, (3) dependability dan (4) confirmability.

Dari analisis hasil penelitian menunjukkan bahwa (1) Gaya kepala madrasah dalam mengembangkan budaya mutu ada 5 gaya kepemimpinan yaitu kharimatis, demokratis, partisipatip, delegatif dan militeris, hal ini disesuaikan dengan situasi dan kondisi. Gaya yang paling banyak diterapkan adalah gaya kepemimpinan demokratis (2) Langkah-langkah kepemimpinan kepala madrasah dalam mengembangkan budaya mutu madrasah: (a)Kepala madrasah mengartikulasikan visi dan misi berdampak terhadap peningkatan budaya mutu madrasah. (b)Kepala madrasah memiliki nilai-nilai kepemimpinan yang diyakini, lalu diterjemahkan dalam kehidupan organisasi madrasah. (c)Simbol madrasah merupakan gambaran nilai-nilai organisasi yang dilestarikan dan dipertahankan dan mencerminkan keunikan madrasah; (d)Proses pengembangan budaya mutu madrasah melalui empat fase, yaitu fase persiapan, fase penerimaan, fase implementasi dan fase komitmen. (3) Realitas budaya mutu MAN Lamongan berkaitan dengan nilai-nilai kelembagaan dan kepemimpinan kepala madrasah dalam membina hubungan dengan staf. (4) Dalam pengembangan budaya mutu madrasah terdapat resistensi guru yang bersifat individual. Upaya kepala madrasah dalam mengatasi reisistensi warga madrasah menggunakan dua pendekatan, yaitu preventif dan kuratif

ABSTRACT

The revolution age of information and communication has opened the gate of the world and eliminated the geographical, political and socio-cultural bounds. Global, worldwide, technological, and information communities have been more opened and have great deal of readiness to lift a new kind of demand, challenge, and threat. Therefore, in the globalization age, the qualified human resource is needed. The qualified resource must be produced by the qualified education institution among other madrasah. The principal of Madrasah is required to be consistent in the improvement of the quality of Madrasah. The leadership of Madrasah Principal is giving an important role in the establishment of strong madrasah culture.

The objective of the research is: (1) to obtain the description of the leadership style of Madrasah Principal in developing Madrasah quality culture; (2) to obtain the description of the leadership styles of Madrasah Principal in developing Madrasah quality culture; (3) to obtain the description the reality of Madrasah quality culture; and (4) to obtain the description of Madrasah Principal in eliminating the resistance of Madrasah quality culture.

Research method is qualitative with case study design. Data collection method is deep interview, observation and documentation. The collected data is purposive with snowball sample. Data analysis technique according to Miles and Huberman is through the step : (1) data reduction, (2) data presentation, and (3) conclusion remark. Data cheking validity is through: 1) credibility, (2) transferability, (3) dependability and (4) confirmability.

Result of research indicates that (1) In developing quality culture, Madrasah Principal includes 5 leadership styles such as charismatic, democratic, participative, delegative and military. It must comply with the situation and condition and therefore, one or two styles may not enough. The most used style is democratic leadership; (2) the steps taken by Madrasah Principal in developing quality culture are (a) by articulating vision and mission which are affecting the improvement of the quality culture, thus giving a significance of the effectiveness of the development of the quality culture in sustainable basis; (b) Madrasah Principal always has leadership values which are possible to be translated into the life of madrasah organization to improve the quality culture; (c) Madrasah symbol represents the description of organizational values to be preserved through generations and Madrasah symbol reflects the distinctive values which are respected in Madrasah; and (d) leadership of Madrasah Principal in developing the quality culture is democratic. Four phases are involved, such as preparation, acceptance, implementation and commitment; (3) the quality culture of State Madrasah Aliyah of Lamongan is good actually; and (4) in developing the quality culture of Madrasah, there is individual teacher resistance. Madrasah Principal deals with the resistance of Madrasah stakeholders through two approaches, which are preventive and curative.