Empowerment of Guru Penggerak Leadership in Implementation of the P5 Merdeka Curriculum Programme Elementary Schools in Takalar Regency
Author(s): Muh Abdillah Maulana, Dwi Esti Andriani
Institution: Department of Education Management, Universitas Negeri Yogyakarta, Indonesia
Category: Articles, IJMMU
Topics: Empowerment of Teacher Leaders; P5 Independent Curriculum; Elementary School
Abstract: This research aims to identify the empowerment of Guru Penggerak leadership in implementing the P5 program, analyze the challenges faced by school principals in empowering Guru Penggerak leadership, and examine the support received by school principals in the process of empowering Guru Penggerak leadership. This research used a qualitative approach. The research location was at the Technical Implementation Unit of Elementary School 101 Inpres Pattallassang, the Technical Implementation Unit of Elementary School 107 Inpres Visit, the Technical Implementation Unit of Elementary School Inpres 163 Bontopanno, and the Technical Implementation Unit of Elementary School 186 Inpres Bontoa. The research respondents consisted of four principals and four driving teachers who were still in the same school. Data collection techniques included interviews, observations, and documentation. The validity of the data used was in terms of credibility, transferability, dependability, and confirmability. The data analysis used a thematic analysis model. The results of this study show that: (1) Driving teachers obtain various forms of empowerment, such as learning assignments to be mentors and presenters in learning activities, as well as formal leadership roles (curriculum committees, P5 coordinators, learning community leaders) and informal (substitute for school principals in certain meetings and activities). (2) School principals face obstacles in empowering driving teachers, which include internal constraints, such as low work commitment and limited knowledge, as well as external obstacles, such as high workloads and lack of supporting facilities. (3) Support for empowering driving teachers comes from internal factors, such as a growth mindset, leadership experience, managerial skills, and mastery of information and communication technology (ICT), as well as external factors, such as student enthusiasm, parental and community support, and central and regional government policies. This research provides strategic recommendations to increase the empowerment of driving teachers as learning leaders in the era of the Independent Curriculum.
Article can be downloaded>> https://ijmmu.com/index.php/ijmmu/article/view/6993
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