KEPEMIMPINAN DEMOKRATIS KEPALA MADRASAH DALAM PENINGKATAN MUTU PENDIDIKAN: STUDI KASUS DI MAN 14 JAKARTA

Abstract

This study analyzes how a madrasah principal integrates leadership roles to improve educational quality at Madrasah Aliyah Negeri 14 Jakarta. It employed a qualitative case study design. Data were collected from August to October 2022 through interviews with eight informants, three direct observations, and document analysis. The data were analyzed through reduction, display, and verification, while credibility was strengthened through prolonged engagement, persistent observation, and source and method triangulation. The findings show that the principal performed seven interconnected roles: educator, manager, administrator, supervisor, leader, innovator, and motivator. These roles were integrated through a democratic leadership style characterized by deliberation, two-way communication, delegation, role modeling, and participation of the school community. Government funding, local government support, and community participation reinforced quality improvement programs. The main constraints were shortages of teachers in several subjects and mismatches between some teachers’ academic backgrounds and their teaching assignments. The principal responded by requesting additional teacher allocations, recruiting qualified non-permanent teachers, and providing subject-specific training. The study concludes that quality improvement does not depend on a single principal role. It requires the orchestration of leadership roles, adequate resource support, and adaptive responses to teacher workforce gaps.

Penelitian ini menganalisis cara kepala madrasah mengintegrasikan peran kepemimpinan untuk meningkatkan mutu pendidikan di Madrasah Aliyah Negeri 14 Jakarta. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan pada Agustus sampai Oktober 2022 melalui wawancara terhadap delapan informan, observasi langsung sebanyak tiga kali, dan studi dokumentasi. Analisis dilakukan melalui reduksi data, penyajian data, dan verifikasi, sedangkan keabsahan data diperkuat dengan perpanjangan pengamatan, peningkatan ketekunan, serta triangulasi sumber dan metode. Hasil penelitian menunjukkan bahwa kepala madrasah menjalankan tujuh peran yang saling terkait, yaitu educator, manajer, administrator, supervisor, leader, inovator, dan motivator. Seluruh peran tersebut diikat oleh gaya kepemimpinan demokratis yang menekankan musyawarah, komunikasi dua arah, pendelegasian tugas, keteladanan, serta partisipasi warga madrasah. Dukungan pembiayaan pemerintah, pemerintah daerah, dan masyarakat memperkuat program peningkatan mutu. Hambatan utama berasal dari kekurangan guru pada mata pelajaran tertentu dan ketidaksesuaian sebagian latar belakang pendidikan guru dengan mata pelajaran yang diampu. Kepala madrasah meresponsnya melalui pengajuan formasi guru, perekrutan guru tidak tetap yang memenuhi kualifikasi, dan pelatihan mata pelajaran. Temuan ini menegaskan bahwa peningkatan mutu tidak bergantung pada satu peran kepala madrasah, tetapi pada orkestrasi peran kepemimpinan, dukungan sumber daya, dan respons adaptif terhadap kesenjangan tenaga pendidik.