MODEL PENJAMINAN MUTU DENGAN PENDEKATAN NEUROLEADERSHIP DAN SISTEM BERBASIS KOMUNITAS DALAM MENINGKATKAN KUALITAS PENDIDIKAN ERA ABAD KE-21
DOI:
https://doi.org/10.51878/cendekia.v5i1.4152Keywords:
penjamin mutu pendidikan, neuroleadership, sistem berbasis komunitas, kualitas pendidikanAbstract
This study examines the education quality assurance model with a neuroleadership approach and a community-based system to improve the quality of education in the 21st century. Neuroleadership utilizes neuroscience principles in leadership to understand how the brain works in decision-making, stress management, empathy, and creativity. A community-based system involves the active participation of various stakeholders, including teachers, students, parents, and the community in the decision-making process and implementation of educational programs. This study uses a qualitative approach with a documentation study to collect relevant data from various sources. The results of the study indicate that the integration of neuroleadership and a community-based system can create a conducive, inclusive, and sustainable learning environment. The implementation of this model at SMAN 13 Banjarmasin showed an increase in teacher and student motivation and involvement, and ensured that educational policies and programs were in accordance with community needs. This approach also strengthens transparency, accountability, and ownership of improving the quality of education. Research recommendations include training and development of educational leaders, encouraging community participation, use of data and technology, development of teacher training programs, and continuous evaluation and feedback. Through the integration of neuroleadership elements and community-based systems, education in the 21st century can achieve higher standards and provide significant benefits to all parties involved.
ABSTRAK
Penelitian ini mengkaji model penjaminan mutu pendidikan dengan pendekatan neuroleadership dan sistem berbasis komunitas untuk meningkatkan kualitas pendidikan di era abad ke-21. Neuroleadership memanfaatkan prinsip-prinsip neurosains dalam kepemimpinan untuk memahami cara kerja otak dalam pengambilan keputusan, manajemen stres, empati, dan kreativitas. Sistem berbasis komunitas melibatkan partisipasi aktif berbagai pemangku kepentingan, termasuk guru, siswa, orang tua, dan masyarakat dalam proses pengambilan keputusan dan implementasi program pendidikan. Penelitian ini menggunakan pendekatan kualitatif dengan studi dokumentasi untuk mengumpulkan data yang relevan dari berbagai sumber. Hasil penelitian menunjukkan bahwa integrasi antara neuroleadership dan sistem berbasis komunitas dapat menciptakan lingkungan belajar yang kondusif, inklusif, dan berkelanjutan. Implementasi model ini di SMAN 13 Banjarmasin menunjukkan peningkatan motivasi dan keterlibatan guru dan siswa, serta memastikan bahwa kebijakan dan program pendidikan sesuai dengan kebutuhan komunitas. Pendekatan ini juga memperkuat transparansi, akuntabilitas, dan rasa kepemilikan terhadap peningkatan kualitas pendidikan. Rekomendasi penelitian mencakup pelatihan dan pengembangan pemimpin pendidikan, mendorong partisipasi komunitas, penggunaan data dan teknologi, pengembangan program pelatihan guru, serta evaluasi dan umpan balik berkelanjutan. Melalui integrasi elemen-elemen neuroleadership dan sistem berbasis komunitas, pendidikan di era abad ke-21 dapat mencapai standar yang lebih tinggi dan memberikan manfaat yang signifikan bagi semua pihak yang terlibat.
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