Strategi Kepemimpinan Adaptif Kepala Sekolah dalam Manajemen Kurikulum yang Adaptif di Sekolah-Sekolah Tertinggal
DOI:
https://doi.org/10.53398/alamin.v3i1.437Keywords:
Kepemimpinan kepala sekolah, manajemen kurikulum adaptif, sekolah tertinggal, studi kasus, inovasi pembelajaran.Abstract
This study aims to analyze in depth the leadership role of school principals in managing adaptive curriculum in disadvantaged schools. Curriculum adaptation is crucial for these schools given the various specific challenges they face, including limited resources, varying teacher qualities, and the unique characteristics of learners. The research method used is a qualitative approach with multiple case studies. Data was collected through in-depth interviews with principals, teachers, and school committees in several disadvantaged schools selected based on specific criteria. Participatory observation is also carried out to understand the practice of curriculum management directly. The results show that effective leadership of principals in disadvantaged schools is characterized by a clear vision of curriculum adaptation, the ability to build collaboration with all stakeholders, initiatives in finding creative solutions to resource limitations, and a strong commitment to teacher professional development related to curriculum implementation relevant to student needs and local contexts. Furthermore, this study found that school principals play a central role in facilitating the process of adapting the curriculum that is responsive to changes and urgent needs of schools, including in integrating simple but impactful learning innovations. The contribution of this research lies in providing a more comprehensive understanding of effective leadership strategies in adaptive curriculum management in the context of disadvantaged schools, which have received less attention. These findings are expected to serve as a reference for the development of more inclusive and equitable education policies, as well as provide inspiration for other school principals in leading relevant curriculum changes and improving the quality of education in schools with similar challenges
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