Pengukuran Tingkat Self Leadership Guru Di Daerah 3T
DOI:
https://doi.org/10.3333/jmpl.v12i1.131Keywords:
self-leadership, guru SMP, daerah 3T, behavior focused strategies, Pengukuran pendidikanAbstract
Abstrak: Penelitian ini bertujuan untuk menganalisis tingkat self-leadership guru SMP Negeri di Kabupaten Nias Selatan berdasarkan tiga dimensi utama dengan dua belas indikator. Penelitian ini menggunakan pendekatan kuantitatif deskriptif dengan teknik pengumpulan data melalui kuesioner yang telah diuji validitas isi menggunakan indeks Aiken. Hasil uji validitas menunjukkan bahwa sebagian besar butir instrumen memiliki validitas isi yang tinggi, dengan 11 dari 13 butir memiliki nilai indeks Aiken di atas 0,8, sementara dua butir lainnya berada pada kategori validitas sedang. Hasil analisis deskriptif menunjukkan bahwa dimensi behavior focused strategies merupakan dimensi dengan skor tertinggi, dengan nilai rata-rata sebesar 3,834 yang termasuk dalam kategori tinggi. Hal ini menunjukkan bahwa guru memiliki kesadaran diri yang baik dalam mengelola perilaku, menetapkan tujuan pribadi, dan melakukan penguatan diri. Secara keseluruhan, tingkat self-leadership guru berada pada kategori sedang dengan persentase sebesar 62,8%, diikuti kategori tinggi sebesar 20,1% dan kategori rendah sebesar 17,1%. Temuan ini menunjukkan bahwa kemampuan self-leadership guru sudah cukup baik, namun masih perlu ditingkatkan agar lebih optimal. Penelitian ini merekomendasikan perlunya program pengembangan profesional yang berfokus pada peningkatan self-leadership guru guna mendukung peningkatan kinerja dan kualitas pembelajaran.
Kata Kunci: self-leadership, guru SMP, behavior focused strategies, validitas isi
TITLE SHOULD BE CONDENSE, DESCRIBING THE CONTENT AND NOT MORE THAN THIRTEEN WORDS
Abstract: This study aims to analyze the level of self-leadership among public junior high school teachers in South Nias Regency based on three main dimensions and twelve indicators. This research employed a descriptive quantitative approach, with data collected through a questionnaire whose content validity was tested using Aiken’s index. The validity test results indicated that most instrument items had high content validity, with 11 out of 13 items scoring above 0.8 on Aiken’s index, while two items were categorized as having moderate validity. The descriptive analysis showed that the behavior-focused strategies dimension had the highest mean score of 3.834, which falls into the high category. This finding indicates that teachers have strong self-awareness in managing their behavior, setting personal goals, and applying self-reinforcement. Overall, the level of self-leadership among teachers was predominantly in the moderate category (62.8%), followed by high (20.1%) and low (17.1%) categories. These findings suggest that teachers’ self-leadership is fairly well developed but still requires improvement to reach an optimal level. This study recommends the implementation of professional development programs focused on enhancing teachers’ self-leadership to support improved performance and learning quality..
Keywords: Self-leadership, teachers, behavior-focused strategies, content validity
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