Transformasi nilai di sekolah (studi multi kasus di SMK Kenanga, SMA Kaffa dan MA Suhat Gerbang Ceria) / Rochmanu Fauzi
| Main Author: | Fauzi, Rochmanu |
|---|---|
| Format: | Thesis NonPeerReviewed |
| Terbitan: |
, 2010
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| Online Access: |
http://repository.um.ac.id/63790/ |
Daftar Isi:
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Thenewparadigmdemandsinmanagingeducationnowadaysorientedonthevaluesthatisdevelopedineducationalinstitution.Itisbecausetheeducationalinstitutionisasocialorderfromthesocietywithitsculture.Sothatthefunctionofeducationalinstitutionistonurturetodevelopandtogiveashapetheculturalvalues.Thepurposesofthisresearchistoidentifyandtounfold(1)theprocessofvaluestransformationinschool(2)theimplicationprocessofvaluestransformationinschool(3)theroleofthePrincipalintheprocessofvaluestransformationinschoolwiththeculturalgroundofMaduraculture(4)theroleofteacherinSMKKenangaSMAKaffaandMASuhatinGerbangCeriainthetransformationalprocessinschool(5)theroleofsocietyleadersinthevaluestransformationinschool(6)theschoolresistancetowardsvaluestransformation(7)thePrincipalsendeavorasaleadertoovercometheresistancetowardsvaluestransformationand(8)theexistingvaluesonstudentsinschool.Thisresearchusesmulti-casestudieswiththeconstantcomparativemethod.TheresearchlocatedinSMKKenangaSMAKaffaandMANSuhatinGerbangCeria.TheinformantsofthisresearcharethePrincipalstheteachersthestudentsandthesocietyleaders.Thetechniqueofdatacollectionuses(1)depthinterviews(2)participantsobservationand(3)documentationstudies.Dataanalysesconductedontwostagesthoseare(1)dataanalysesofindividualcasesand(2)dataanalysesofcrosscases.Datavaliditycontrolledthroughthelevelsofcredibilitytransferabilitydependabilityandconfirmability.Theresearchfindingshowsthat(1)theprocessoftransformationsofreligiousvaluescustomvaluesandartandculturalvaluesofMaduraethnicwhichhappensinthreeschoolsresearchedthoseareSMKKenangaSMAKaffaandMASuhatinGerbangCeriawithethnicalgroundofMaduraculturethroughvariouswaysofapproachamongothersarereligionconstructionMaduralanguageusageshakinghandsandkissinghandcustominschoolthewaycustomizeanduswatunkhasanahorgivingexamplesofwellbeingconductinaccordwithpolitenessvalues.Thesupportingfactorsofvaluestransformationprocessesinschoolamongothersarecustomizewaysandgivingexamples.Whilethehamperfactorsoftheprocessofvaluetransformationinschoolarestudentsappreciationtowardsthelocalartandculturearestilllowonlyasmallpartsofthestudentsareinvolvedinthelocalartandcultureactivitiesasacontrastmostpartofstudentsaremoreattractedontheculturefromoutside(2)TheimplicationoftransformationvaluesprocessintreeschoolsresearchedthoseareSMKKenangaSMAKaffaandMASuhatinGerbangCeriaRegencyenablethecultureisdevelopedenough.SomeindicatorsthatcausestheimplicationofvaluetransformationprocessinschoolamongothersaretheawarenessabouthowimportantthereligiousprogramcoveringtheforbiddenpartofthewomenbodyDhuhaprayerpengajianorrecitaloftheKoranonThursdaynightPBHItherearemanyteacherwearingJilbaborhairscoveringclothesthestudentswhoparticipateontheapplicationofreligiousvaluesinschoolsandstudentswhoshakehandswhilekissinghandwhentheymettheteachers.ThesupportingfactorsarethecareofallschoolmembersandhamperfactorsaremostofthestudentsarenotabletospeakMaduraneselanguagepolitelyandenvironmentalfactorwhichdoesnotsupportaswellasthelackofsocializationbouttheunderstandingofMaduratraditionalart(3)theroleofthePrincipalsinthreeschoolsresearchedthoseareSMKKenangaSMAKaffaandMASuhatinGerbangCeriainthevaluestransformationalprocessinschoolwithMaduraneseethnicalculturegroundisasaroleoftheleaderoftransformationalthePrincipalsworkwithand/orthroughotherpersonshasbeenabletochangetheresourcesofenergyeitherhumanresourcesorthesituationfromtheenvironmentsurroundtheschoolintheformofreligiousvaluescustomvaluesandMaduraneseartandculturalvaluestobetransformandappliedinschoolinaccordwiththesituationandconditionaswellasthecharacteristicsoftheschoolsthroughvariousmethods/ways/approachesviewedaseffectiveenough(4)TheroleofteachersinthevaluestransformationprocessinthethreeschoolsresearchedthosaareSMKKenangaSMAKaffaandMASuhatinGerbangCeriawithMaduraneseethnicalculturegroundthemostprominentthingistheawarenessofeachteachershasanimportantroleandveryinfluentialbecausetheyarethedirectimplementerswhicharefacedwithlearnersinschools.TeacherscustomizedsungkemforeachstudenteverytimetheycomeandgohomethroughGuidanceandCounselingteachergivingsuggestionintheclassroomfilluptheextracurricularreligiousactivitiesguidethestudentsinthereligiousactivitiesintegratedthroughthesubjecttheytaughtwiththecultureeverydaywhichdirectedonthevaluestransformationprocessinschools(5)TheroleofsocietyleadersorcultureexpertsintheenvironmentofschoolsurroundingtowardvaluestransformationinthreeschoolsresearchedthoseareSMKKenangaSMAKaffaandMASuhatinGerbangCeriawithMaduraneseethnicalculturegroundamongotherscreatedthroughSchoolCommitteesthereisoftenaninteractionbetweenthesocietyleaderswiththeschools.Besidethattherearesomealumnusoftheschoolwhohasbeensucceededinthecareerscametoschoolsandgavemotivationsothestudentsinthoseschoolsreligiousleaders(Kyai)whocametoschoolsinsomereligiousceremonialthePrincipalswhoactivelyparticipatesinthesocialorganizationespeciallywithreligiousleadersinPondokPesantren(TraditionalReligionEducation)becausetheresomestudentswholiveinpondokpesantren(6)TheHindrance(obstacles)facedbytheschoolsintheprocessofvaluestransformationofreligiousvaluescustomvaluesartandculturalvaluesinthreeschoolsresearchedthoseareSMKKenangaSMAKaffaandMASuhatinGerbangCeriaamongofthosecausedby(a)thelowstudentsappreciationtowardMaduraoriginalartsbecausestudentsaremoreinterestedontheculturefromoutsideMadura(b)theincreasingofITdevelopmentsothatstudentscouldeasilyaccessinformationfromoutsidethroughcommunicationtechnologywhichbecomingmorecomplexitsimpactsuchastheinventedofhandphonewhichcontainofpornographyphotographsitesdownloadand(c)ThecharacteristicsofMaduranesewholiketoleavetheirhomeareassothattheoriginalityofthecultureitselfishardtodiscovered.Infactthereisatransformationprocessbutitisverylowtowardculturalarts.Inothersidetransformationinthereligiousaspectsisverystrongbecausethesocietyinsurroundingschoolshighlyappreciatetheuniversalvalues(7)ThePrincipalsendeavorasleaderstoovercometheschoolsobstaclestowardstransformationhavenotbeendoneoptimallybyeachschool.TheinvestmentofdailyaptitudesandbehaviorwhichreflectsthecustomandMaduraethnicalhabitinschoolofthreesitesresearchedhavebeenoptimal.HowevermoreprogrammedendeavorandmoredetailabouttheschoolstosolvetheresistanceofschoolfamiliestowardtheprocessvaluestransformationofreligiouscustomartandculturewhicharegroundedofMaduraethnicalculturehasnotbeencreatedconcretelyintheformofschoolsprogram.TheschoolsendeavorsoutsidetheschoolsactivitiesareonlylimitedwhentherearesomeprogramsimplementedbytheOfficeofEducationaswellastheLocalGovernmentinspecialeventssuchastheselectionofKacongandJebingfestivaland(8)Theexistenceofvaluesinstudentsofthreeschoolsresearchedamongothersarecanbegroupedasfollows(1)ReligiousvaluesbelieveintheOnlyOneGodnotunderviewtheothercreaturesresignationthrusteachotherthanktoGodhonestandnoteasilyswear(2)Attitudesandbehaviorvalueshardworkingnoteasilygiveupneversurrenderworkdiligentlyresoluteinfacingproblemssimpleliveappreciatetowardscleverness(3)Thevaluesofworkethicshardworkinghavingstrongwilltogetsomethingbevalianttofaceproblem(4)LanguagevaluesusingMaduraneselocallanguageindailylifeand(5)Customvaluesbelieveinancestorsoulscaringforwomenappreciateselfesteemobeyedtowardspersonstheyappreciatesensitiveoreasilyoffendedvulgarandrudestrongfriendshiphonorparentsloveseaworldopenmindedpoliteloyaltoparents.Basedontheaboveresearchfindingsitcanbesuggestedasfollows(1)ForthePrincipalsitissuggestedcanbeabletoapplytransformationalleadermodelbyempoweringallofhumanresources(teachersascoleadersinitsprocess)andalltoolsandequipmentsinschoolsasinstrumentstoapplyreligiousvaluestransformationaswellascustomartsandculturevaluesthatgroundonMaduraculturalethnicinschoolstheyleadbyinfusingMaduraartsandculturalethnicmaterialsinextracurricularactivitiessendthestudentstoparticipateontheselectionofKacongandJebingfestivalaswellassendingartsteacherstojointtherelevanttrainingoftheirsubjectsaswellasactivelyparticipateinscientificmeetingswhichstudyMaduraartsandculturesuchassarasehanseminarandlokakaryaetc.BesidethatthePrincipalsareabletoconstructtheprogramoperationallytoapplypositivevaluestransformationtodevelopfurtherinschools.TheotherPrincipalsendeavoraresuggestedtoformulateconceptuallythemoreprogrammedandmoredetailendeavorsaswellasincludethoseendeavorintoRIPS(RencanaIndukPengembanganSekolah)thatisfiveyearsprogramsandRKS(RencanaKerjaSekolah)orSchoolWorkPlanningthatistheschoolworkprograminoneyearperiod(2)ForthesocietyleadersCultureexpertsandReligiousLeadersaresuggestedthattheschoolscanbeeffectiveinstrumentstopreservethevaluesofMaduraculturalethnicsotheschoolsshouldinvolvethesocietyleadersandcultureexpertsinsurroundingenvironmentswhohaveregionallyornationallyreputationsandachievementssothattheyareabletobemainresourcesandinspirationaboutthepreservationofthevaluesofMaduraculturalethnicforlearners(3)FortheOfficeofEducationandCultureinGerbangCeriaRegencyasaninstitutionwhoisrelevanttoprovidetrainingandcontrolaboutthepreservationofMaduraculturalethnicneedstoincreasethefrequentofactivitiesthatcanbethearenaofcompetitionandresembletheoriginalofMaduraculturalethnicvaluesthroughentertainmentshowcarnivalartsfestivalofMaduraculturelokakaryaandtrainingwhichcanbefollowedbytheschoolsandteachersand(4)ForotherresearcherswhoareinterestedtotakethefollowupstudyaboutthevaluestransformationinschoolswhohaveMaduraethnicbackgroundaresuggestedtotakethefollowupstudybyusingwidersettingandbyusingtheintegrativeofquantitativeandqualitativemethodssothattheresearchfindingsareexpectedtobeaccountable.