Jurnal Refleksi Minggu ke-20 Diklat Calon Guru Penggerak: Pemimpin Pembelajaran

Berjumpa kembali dengan pembaca budiman. Kali ini saya akan berbagi jurnal refleksi minggu ke-19 Pendidikan dan Pelatihan Calon Guru Penggerak Angkatan 3 Kabupaten Sleman, Yogyakarta. Saya menggunakan model Reporting, responding, relating, reasoning, reconstructing (5R) yang diadaptasi dari model 5R (Bain, dkk, 2002, dalam Ryan & Ryan, 2013). 5M terdiri dari langkah-langkah berikut.

  1. Mendeskripsikan (Reporting): menceritakan ulang peristiwa yang terjadi.
  2. Merespon (Responding): menjabarkan tanggapan yang diberikan dalam menghadapi peristiwa yang diceritakan, misalnya melalui pemberian opini, pertanyaan, ataupun tindakan yang diambil saat peristiwa berlangsung.
  3. Mengaitkan (Relating): menghubungkan kaitan antara peristiwa dengan pengetahuan, keterampilan, keyakinan atau informasi lain yang dimiliki.
  4. Menganalisis (Reasoning): menganalisis dengan detail mengapa peristiwa tersebut dapat terjadi, lalu mengambil beberapa perspektif lain, misalnya dari teori atau kejadian lain yang serupa, untuk mendukung analisis tersebut.
  5. Merancang ulang (Reconstructing): menuliskan rencana alternatif jika menghadapi kejadian serupa di masa mendatang.

Senin, 21 Februari 2022

Hari Senin, 21 Februari 2022, saya masuk pada alur 3.1.a.10. Aksi Nyata – Modul 3.1. Pada sesi ini saya mempraktikkan proses pengambilan keputusan, paradigma, prinsip, dan pengujian keputusan sebagai pemimpin pembelajaran di sekolah saya. Rancangan aksi nyata ini sudah saya buat dalam alur Demonstrasi Kontekstual. Saya mendapatkan kesempatan menyelesaikan aksi nyata selama empat minggu. Selama menjalankan aksi nyata, saya mendokumentasikan proses yang terjadi, terutama pada tahapan-tahapan yang saya anggap penting. Dokumentasi berupa foto atau video yang akan menjadi portofolio Paket Modul 3, yang akan dikumpulkan di akhir pelaksanaan Paket Modul 3.. Saya diminta membuat sebuah artikel yang mengandung keempat komponen dalam kerangka 4P (4F), yaitu: Peristiwa ( Facts), Perasaan ( Feelings), Pembelajaran ( Findings), Penerapan kedepan ( Future).

Dengan mengerjakan aksi nyata saya dapat menyimpulkan bahwa seorang pemimpin pembelajaran guru harus mampu mengambil keputusan dengan menggunakan paradigma, prinsip, dan langkah dalam rangka menemukan keputusan terbaik. Pengambilan keputusan seorang guru di dalam kelas dapat dilakukan pada saat guru memutuskan model, media dan alat evaluasi pembelajaran yang sesuai dengan karakteristik pembelajar.  Dengan memperhatikan kebutuhan peserta didik, seorang guru dapat melaksanakan proses pembelajaran yang berpihak kepada siswa.  Dalam pengambilan keputusan juga harus mempertimbangkan nilai-nilai yang diyakini di kelas maupun sekolah karena menurut Ki Hajar Dewantara pendidikan adalah menanamkan nilai-nilai pada diri murid. Oleh karena itu, ke depannya saya akan berusaha untuk selalu melibatkan siwa dan nilai-nilai yang sesuai dengan visi sekolah dalam pengambilan keputusan di sekolah. 

Selasa, 22 Februari 2022

Hari itu saya mulai memasuki modul 3.2 mulai dari alur mulai dari diri  tentang pemimpin dalam pengelolaan sumber daya. Saya menjawab beberapa pertanyaan sebagai berikut. Pertanyaan pertama adalah saya diminta untuk mengingat sosok pemimpin yang pernah saya tahu selama berprofesi sebagai guru, seperti apakah sosok pemimpin yang saya ingat itu, hal apa yang paling saya ingat dari sosok pemimpin tersebut.

Pemimpin saya yang paling saya ingat adalah pemimpin yang tidak memanusiakan bawahan. Ia tidak mampu mengendalikan emosi. Emosinya meledak-ledak ketika kenyataan jauh dari harapan. Ia tidak menghargai bawahan. Yang ia dengar hanya orang orang yang menjadi kepercayaan sehingga bawahan yang sebenarnya memiliki potensi tidak ia ketahui dan tidak ia berdayakan dengan sebaik-baiknya. Yang saya ingat dari pemimpin saya waktu itu adalah beliau bukan seorang pemimpin yang baik. Visinya tidak jelas. Programnya tidak jelas. Adanya hanya marah-marah dan suka menggunjing dengan orang-orang yang menjadi kepercayaannya tentang  kekurangan bawahan yang tidak beliau sukai.

Setelah mengingat sosok pemimpin yang seperti itu, menurut saya pribadi sosok pemimpin ideal adalah yang visioner, jelas visi, misi, tujuan dan programnya. Ia tegas tapi bijaksana. Route map dari programnya jelas sehingga semua warga sekolah tahu hendak ke mana sekolah akan dibawa dan bagaimana membawanya hingga tujuan dan bagiamana mengevaluasi setiap perkembangan sekolah sehingga mutu sekolah makin lama makin baik. Selain itu ia mampu menjadi seorang manajer yang baik. Ia tahu apa yang harus dilakukan agar semua warga sekolah mengetahui tanggung jawabnya masing-masing sesuai dengan job desk yang telah disusun dengan baik sesuai dengan route map program kerja sekolah, baik jangka pendek, menengah maupun panjang. Tugas seorang pemimpin adalah memberikan keteladanan dan menjadi manajer, motivator, inovator, inisiator, coach/mentor, dan menjadi agen perubahan. Di waktu yang akan datang, saya berharap mampu menjadi seorang guru yang memiliki kepemimpinan yang baik. Mampu memberikan keteladanan, prakarsa, dan dorongan orang-orang yang saya pimpin, semisal murid saya agar mampu mengembangkan potensi yang dimilikinya secara optimal dengan selalu melibatkan siswa dan mempertimbangkan nilai-nilai dalam setiap pengambilan keputusan, terutama saat merencakan pembelajaran. 

Rabu s.d. Jumat, 23 s.d. 25 Februari 2022

Selama tiga hari saya mulai memasuki Modul 3.2.a.4. Eksplorasi Konsep Pemimpin dalam Pengelolaan Sumber Daya Pembelajaran. Pada alur merdeka ini saya menjawab beberapa pertanyaan pemantik.

Pertanyaan pertama adalah apabila kita menganggap sebuah sekolah adalah sebuah ekosistem dengan faktor biotik dan abiotik yang ada di dalamnya, maka faktor-faktor apa saja yang termasuk dalam kelompok biotik dan abiotik. Menurut saya, faktor biotik adalah sumber daya manusia seperti siswa, guru, karyawan, orang tua, komite, alumni, dan pihak-pihak lain yang terkait. Faktor abiotik adalah sarana dan prasarana, manajemen sekolah, kurikulum, dsb.

Pertanyaan kedua adalah bagaimanakah seharusnya seorang kepala sekolah berperan. Kepala sekolah harus mampu mengelola semua potensi atau aset atau kekuatan yang dimiliki oleh sekolah.

Ketiga, kemampuan apa saja yang harus dimiliki oleh seorang kepala sekolah sebagai pemimpin ekosistem sekolah. Kepala sekolah harus mampu memberdayakan semua sumber daya yang dimiliki oleh sekolah.

Keempat, apa yang harus dilakukan oleh seorang kepala sekolah dalam mengelola sumber daya sekolah secara efektif dan efisien. Kepala sekolah mempriorotaskan kekuatan yang dimiliki oleh sekolah.

Kelima, seberapa besar dampak sumber daya (fasilitas) yang sekolah miliki untuk memfasilitasi proses pembelajaran murid saat ini. Fasilitas atau sumber daya yang dimiliki sekolah memiliki dampak besar terhadap proses pembelajaran karena fasilitas yang baik mendukung proses pembelajaran. Sebagai contoh, sekolah memiliki fasilitas server internet yang bagus dapat memfaislitasi guru dalam melaksanakan proses pembelajaran online baik full daring maupun hybrid learning karena sutuasi pandemi covid 19.

Keenam, seberapa efektif sumber daya sekolah yang kita miliki dalam mendukung kualitas pembelajaran di sekolah. Sunber daya sekolah yang dimiliki oleh sekolah cukup efektif dalam memfasilitasi mutu pembelajaran di sekolah karena fasilitas yang baik dapat memfasilitasi guru dalam mengajar dengan lebih baik dan efektif.

Ketujuh, adakah cara alternatif yang bisa kita lakukan untuk memaksimalkan sumber daya yang sudah ada demi meningkatkan kualitas pembelajaran murid. Alternatif yang dapat diambil untuk memaksimalkan sumber daya yang ada adalah capacity building bagi sumber daya manusia, terutama guru dan karyawan.

Kedelapan, sudahkah sekolah memanfaatkan apa yang ada di lingkungan sekitar dan bagaimana pemanfaatannya. Sekolah sudah memanfaatkan apa yang dimiliki oleh skeolah namun belum maksimal. Kepala sekolah harus lebih mengoptimalkan pemberdayaan semua sumber daya yang ada.

Selanjutnya saya menyimak sebuah video tentang ekosistem sekolah. Eksosistem merupakan sebuah tata interaksi antara makhluk hidup dan unsur yang tidak hidup dalam sebuah lingkungan. Sebuah ekosistem mencirikan satu pola hubungan yang saling menunjang pada sebuah teritorial atau lingkungan tertentu. JIka diibaratkan sebagai sebuah ekosistem, sekolah adalah sebuah bentuk interaksi antara faktor biotik (unsur yang hidup) dan abiotik (unsur yang tidak hidup). Kedua unsur ini saling berinteraksi satu sama lainnya sehingga mampu menciptakan hubungan yang selaras dan harmonis.

Dalam ekosistem sekolah, faktor-faktor biotik akan saling memengaruhi dan membutuhkan keterlibatan aktif satu sama lainnya. Faktor-faktor biotik yang ada dalam ekosistem sekolah di antaranya adalah murid, kepala sekolah, guru, staf/tenaga kependidikan, pengawas sekolah, orang tua, masyarakat sekitar sekolah.  Selain faktor-faktor biotik yang sudah disebutkan, faktor-faktor abiotik yang juga berperan aktif dalam menunjang keberhasilan proses pembelajaran di antaranya adalah keuangan dan  sarana prasarana. Sekolah sebagai ekosistem dipengaruhi oleh dua faktor yang saling mempengaruhi, yaitu faktor biotik (siswa, guru, karyawan, kepala sekolah, orang tua, komite, pengawas, masyarakat, dsb) dan faktor abiotik (sarana prasarana dan keuangan)

Dengan menjawab delapan pertanyaan tersebut, saya dapat menyimpulkan bahwa tugas dari seorang guru sebagai pemimpin pembelajaran adalah memanfaatkan semua sumber daya yang dimiliki oleh sekolah baik biotik maupun abiotik untuk mengoptimalkan pembelajaran murid. Dengan memberdayakan semua potensi yang dimiliki sekolah maka akan tercipta iklim belajar dan iklim sekolah yang positif yang mendukung proses pembelajaran yang baik serta mewujudkan wellbeing pada siswa.  Di waktu yang akan datang saya akan berusaha mendorong diri saya sendiri dan rekan sejawat dengan dukungan kepala sekolah serta seluruh warga sekolah untuk bersama-sama memberdayakan semua sumber daya yang dimiliki oleh sekolah dengan sebaik-baiknya. Dengan kata lain, saya akan mengedepankan pendekatan berbasis kekuatan/ aset (Asset based thinking) daripada pedekatan berbasis kekurangan (deficyt based thinking). Aset-aset yang dimiliki oleh sekolah meliputi modal manusia, sosial, fisik, lingkungan, finansial, politik, dan agama serta budaya. 

Masih ingatkah kita apa yang dimaksud dengan ekosistem saat belajar Biologi dulu?  Apabila kita menganggap sebuah sekolah adalah sebuah ekosistem, apa sajakah faktor-faktor yang memengaruhi ekosistem sekolah? Tuliskan pada kolom di bawah ini.

Ekosistem adalah suatu komunitas yang merupakan satu kesatuan yang tidak dapat dipisahkan karena saling mempengaruhi, saling tergantung satu sama lain, dan perlu keseimbnagan. Faktor yang mempengaruhi ekosistem adalah faktor alami dan faktor perbuatan manusia.

Demikian yang dapat saya bagikan kali ini. Terima kasih sudah berkenan membaca dan semoga bermanfaat. 

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