SIKLUS KEPEMIMPINAN KOLABORATIF DALAM PENGEMBANGAN P5: STUDI MULTISITUS PADA DUA SDIT DI DEPOK

Abstract

This study analyzes the school-principal leadership cycle in developing the Pancasila Student Profile Strengthening Project (P5) at two integrated Islamic primary schools in Depok. Previous studies have generally examined leadership, project management, and stakeholder participation as separate dimensions. A descriptive qualitative multi-site design was employed. Data were collected from June to August 2025 through interviews with school principals, curriculum coordinators or teachers, students, and parents, supported by observation and analysis of P5 program documents. The analysis involved initial coding, category development, within-site analysis, and a cross-site matrix, followed by source and method triangulation. The findings show that principals integrated the roles of leader, manager, facilitator, motivator, and supervisor across five stages: team formation, project design, implementation facilitation, monitoring, and evaluation with follow-up. Although the two schools used different project themes, they demonstrated a similar leadership pattern. Supporting conditions included proactive leadership, teacher capacity, parental involvement, and active student participation. Constraints included differences in understanding, limited time and facilities, assessment difficulties, and policy changes. P5 strengthened students' independence, creativity, collaboration, and confidence. The study contributes a collaborative P5 leadership-cycle model that positions the principal as an integrator of policy direction, resources, teacher capacity, and stakeholder participation.

Penelitian ini menganalisis siklus kepemimpinan kepala sekolah dalam pengembangan Projek Penguatan Profil Pelajar Pancasila (P5) pada dua sekolah dasar Islam terpadu di Depok. Kajian sebelumnya cenderung membahas kepemimpinan, pengelolaan projek, dan partisipasi pemangku kepentingan secara terpisah. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain multisitus. Data dikumpulkan pada Juni-Agustus 2025 melalui wawancara dengan kepala sekolah, unsur kurikulum atau guru, siswa, dan orang tua, disertai observasi serta analisis dokumen program. Data dianalisis melalui pengodean awal, pembentukan kategori, analisis dalam situs, dan matriks lintas situs, kemudian diverifikasi melalui triangulasi sumber dan metode. Hasil menunjukkan bahwa kepala sekolah mengintegrasikan peran pemimpin, manajer, fasilitator, motivator, dan supervisor dalam lima tahap: pembentukan tim, perancangan projek, fasilitasi pelaksanaan, monitoring, serta evaluasi dan tindak lanjut. Meskipun tema projek berbeda, kedua sekolah menunjukkan pola kepemimpinan yang serupa. Faktor pendukung meliputi kepemimpinan proaktif, kapasitas guru, keterlibatan orang tua, dan keaktifan siswa. Hambatan mencakup perbedaan pemahaman, keterbatasan waktu dan sarana, kesulitan asesmen, serta perubahan kebijakan. P5 mendorong kemandirian, kreativitas, gotong royong, dan kepercayaan diri siswa. Kontribusi penelitian adalah model siklus kepemimpinan P5 berbasis kolaborasi yang menempatkan kepala sekolah sebagai pengintegrasi kebijakan, sumber daya, kapasitas guru, dan partisipasi pemangku kepentingan.