3.2.a.9. Koneksi Antar Materi Diklat CGP – Pemimpin dalam Pengelolaan Sumber Daya

Pemimpin Pembelajaran  dalam Pengelolaan Sumber Daya

Pemimpin pembelajaran dalam pengelolaan sumber daya mengacu kepada pendekatan yang digunakan seorang pemimpin pembelajaran dalam mengembangkan sekolah. Terdapat dua jenis pendekatan yang dapat digunakan oleh seorang pemimpin pembelajaran, yaitu pendekatan berbasis kekurangan dan pendekatan berbasis aset/ kekuatan.

Pendekatan Berbasis Kekurangan (Deficit Based Thinking)

Pendekatan berbasis kekurangan adalah suatu pendekatan untuk menyelesaikan masalah yang memusatkan perhatian kepada apa yang menganggu, apa yang kurang, dan apa yang tidak berkerja. Segala sesuatu dilihat dari sisi negatif, kekurangan, masalah, atau apa saja yang menghambat tercapainya kesuksesan. Namun pada umumnya sekolah lebih fokus pada kekurangan. Sekolah mengidentifkasi kekurangan atau masalah yang ada di sekolah kemudian mencari jalan keluar untuk mengatasi masalah tersebut.

Pendekatan Berbasis Aset/ Kekuatan (Asset Based Thinking)

Pendekatan berbasis kekuatan adalah suatu pendekatan untuk pengembangan yang memusatkan kepada kekuatan, sisi positif. Pendekatan ini mengajak kita untuk fokus pada apa yang bekerja sebagai kekuatan yang akan digunakan dalam upaya pengembangan. Masih jarang sekolah yang menerapkan pendekatan ini yaitu bagaimana memetakan dan memberdayakan kekuatan yang dimiliki untuk pengembangan sekolah.

Implementasi Pendekatan Berbasis Aset

Sebagai guru, manakah yang lebih sering anda lakukan untuk meningkatkan kualitas pembelajaran, fokus pada apa yang kurang atau fokus pada apa yang telah bekerja? Pada umumnya, guru memusatkan perhatian mereka pada apa yang kurang yang menghambat proses pembelajaran. Hal ini juga berlaku ketika menghadapi murid yang memiliki kasus tertentu. Mayoritas guru fokus pada kekurangan pada diri murid, apa yang kurang atau apa yang salah pada murid dari sudut pandang guru.

Padahal, seorang guru dapat menggunakan paradigma kekuatan apa yang ada di dalam kelas maupun pada murid. Ketika guru ingin memperbaiki proses pembelajaran, guru dapat memetakan sumber daya apa yang dimiliki oleh kelas. Sebagai contoh, seorang murid yang memiliki kelebihan di bidang menggambar dapat diminta untuk membuat media belajar atau proyek akhir untuk penilaian berupa gambar. Dengan menekankan pada kekuatan yang dimiliki, murid akan lebih bersemangat dalam mengikuti proses maupun penilaian hasil pembelajaran.

Pendekatan berbasis aset juga sebaiknya diterapkan dalam level sekolah. Selama ini pada umumnya sekolah menekankan pada kekurangan yang ada untuk pengembangan sekolah. Sekolah yang menekankan pada kekuatan akan memetakan semua aset atau kekuatan yang dimiliki sekolah. Terdapat tujuh jenis aset yang dapat dipetakan, yaitu modal manusia, sosial, fisik, lingkungan/ alam, finansial, politik, dan agama dan budaya. Sebagai contoh, sekolah selama ini sudah memiliki prestasi yang baik namun masih dapat ditingkatkan lagi. Untuk meningkatkan prestasi belajar siswa, sekolah dapat memetakan kekuatan yang dimiliki oleh murid, kepala sekolah, guru, karyawan, komite, orang tua, pengawas, dan masyarakat sekitar. Sekolah juga dapat memetakan kekuatan apa yang dimiliki oleh sekolah terkait dengan modal sosial, fisik seperti sarana dan prasarana, lingkungan/ alam, finansial, polotik, dan agama dan budaya.

Pendekatan ini juga dapat digunakan untuk mengembangkan masyarakat sekitar sekolah. Sebagai contoh, masyarakat sekitar sudah memberikan dukungan yang baik terhadap sekolah, namun masih dapat ditingkatkan lagi dengan cara memetakan apa saja kekuatan yang dimiliki oleh masyarakat sekitar sehingga memberikan dukungan yang lebih baik terhadap sekolah. Selain itu, sekolah memetakan masyarakat yang memiliki hubungan sosial yang baik dengan sekolah. Sekolah juga dapat memetakan kekuatan modal fisik dan lingkungan/ alam tempat masyarakat sekitar tinggal yang mendukung program sekolah. Memetakan kekuatan dari segi finansial, politik dan agama serta budaya masyarakat sekitar juga dapat mendukung pengembangan sekolah.

Ketika semua kekuatan yang dimiliki di kelas, sekolah dan masyarakat sekitar diberdayakan dengan baik, proses pembelajaran murid akan lebih berkualitas. Sebagai contoh, seorang guru ingin agar proses pembelajaran mengenai topik jenis-jenis profesi dapat memulai memetakan aset sumber daya manusia yang dimiliki. Guru dapat meminta orang tua siswa dan/atau masyarakat sekitar yang memiliki pekerjaan yang beragam sebagai sumber belajar. Guru juga dapat mengajak siswanya untuk mengunjungi beberapa tempat di sekitar sekolah untuk melihat secara langsung berbagai macam profesi. Misalnya, sekolah di sekitarnya terdapat bank, PUSKESMAS, pasar, dan kelurahan, maka siswa dapat diajak berkunjung ke tempat-tempat tersebut untuk melihat jenis profesi apa saja yang dijumpai di bank, PUSKESMAS, pasar, dan kelurahan.

BAGJA dalam Pengelolaan Sumber Daya

Pengembangan sekolah dengan memberdayakan kekuatan memang tidak semudah yang dibayangkan apalagi dengan sekolah yang terbiasa mengembangkan sekolah dengan melihat pada kekurangan yang dimiliki oleh sekolah. Sekolah perlu belajar untuk menerapkan BAGJA untuk memberdayakan kekuatan yang dimilikinya.

BAGJA adalah manajemen perubahan yang menggunakan pendekatan  inkuiri apresiatif. Inkuiri apresiatif adalah sebuah pendekatan kolaboratif yang berbasis kekuatan yang dikembangkan oleh David Cooperrider. BAGJA dalam bahasa Sunda berarti bahagia. BAGJA meliputi lima tahap yaitu Buat pertanyaan utama (B), Ambil pelajaran (A), Gali mimpi (G), Jabarkan rencana (J), dan Atur eksekusi (A).


Buat pertanyaan utama

Langkah pertama untuk membuat perubahan adalah buat pertanyaan utama yang menetukan arah penelusuran. Berikut contoh pertanyan utama: Bagaimana membiasakan karakter baik di sekolah secara hemat biaya?

Ambil pelajaran

Ambil pelajaran dimulai setelah pertanyaan utama disepakati kemudian memandu bagaimana pengalaman positif dari individu, kelompok, dan komunitas diambil pelajaran. Contoh pertanyaan untuk mengambil pelajaran adalah sebagai berikut.

  1. Apa kontribusi yang telah dilakukan dan berjalan dengan baik? Mengapa?
  2. Kebijakan apa yang selama ini mendukung?
  3. Siapa saja yang selama ini terlibat untuk mendukung?
  4. Kekuatan/ keahlian apa yang telah kita gunakan selama ini untuk membantu?

Gali mimpi

Pertanyaan yang dibuat dalam tahap gali mimpi adalah untuk menyusun narasi keadaan ideal. Berikut contoh pertantaan menggali mimpi.

  1. Seperti apa orang-orang yang terlibat di dalamnya terlihat, bertindak, berpikir dan merasa?
  2. Bagaimana penampakan lingkungannya secara fisik?
  3. Apakah kebiasaan-kebiasaan baru kita bayangkan akan terjadi?
  4. Sumber daya apa yang kita bayangkan akan tersedia?

Jabarkan rencana

Pertanyaan pertanyaan pada tahap ini bertujuan untuk mengidentifikasi tindakan yang diperlukan. Berikut contoh pertayaan untuk menjabarkan rencana.

  1. Siapa yang akan melakukan dan bagaimana dan kapan?
  2. Bagaimana mengukur kemajuan dan melanjutkan langkah?
  3. Bagaimana agar setiap orang dalam komunitas sekolah dapat secara informal melakukan improvisasi dan berkonstribusi membantu terwujudnya perubahan?

Atur Eksekusi

Pertanyaan-pertanyaan pada tahap atur eksekusi bertujuan untuk membantu transformasi rencana menjadi nyata, misalnya sebagai ebrikut.

  1. Siapa yang akan terlibat untuk mewujudkan rencana?
  2. Bagaimana mereka mengomunikasikan dan melaporkan kemajuan? Kepada siapa?
  3. Siapa yang akan bertanggung jawab? Siapa yang segera akan menindaklanjuti/ memberi umpan balik suatu laporan?
  4. Siapa yang akan memonitor batas waktu?

Apa yang berubah pada diri saya?

Sebelum mengikuti pelatihan modul ini, seringkali saya menggunakan pendekatan berbasis kekurangan dalam melakukan pengembangan diri maupun di kelas dan sekolah. Saya mudah tergerak ketika melihat kekurangan yang saya miliki, misalnya saya belum bisa membuat media pembelajaran berbasis aplikasi tertentu. Berangkat dari ketidakbisaan saya tersebut saya belajar agar saya dapat membuat media pembelajaran hingga bisa dan belajar memanfaatkan media pembelajaran tersebut di dalam kelas saya. Demikian juga ketika saya menghadapi murid saya, saya lebih sering melihat kekurangan murid saya, misalnya ketika seorang murid suka bicara sendiri saat guru menjelaskan. Saya cenderung menganggap hal tersebut sebagai kekurangan sehingga saya mengingatkan siswa saya untuk berhenti bicara sendiri agar memperhatikan penjelasan saya.

Namun, setelah mengikuti pelatihan modul ini saya memiliki cara pandang yang leih positif. Saya akan sesering mungkin menerapkan pendekatan berbasis kekuatan atau aset dalam melakukan pengembangan diri, kelas, sekolah, maupun masyarakat setempat. Saya akan melihat kekuatan apa yang telah saya miliki dan masih dapat dikembangkan lagi. Sebagai contoh, saya memiliki kelebihan di bidang IT namun saya menganggap masih banyak hal yang bisa saya optimalkan. Demikian juga di kelas dan sekolah saya, banyak potensi dari para siswa, kepala sekolah, guru, dan karyawan yang dapat saya optimalkan lagi.

Berikut adalah contoh pengembangan yang akan saya lakukan menggunakan BAGJA.

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