KOMPETENSI MANAJERIAL KEPALA SEKOLAH DALAM MENGEMBANGKAN SEKOLAH EFEKTIF DI MTS MUHAMMAD BASIUNI IMRAN SAMBAS
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract: Madrasah is one of the educational institutions of Islam to educate the next generation and the most important element is the leader. As a leader, the head of the madrasah plays an important role in determining the direction of policy. In order to make the madrasah that they lead become madrasah that have competitiveness in the melinial era, these madrasah must develop effective schools. By using descriptive methods and equipped with a qualitative approach, this paper describes the effective school that has been implemented by the Head of MTs Muhammad Basaranai Imran Sambas as stated in Minister of National Education Regulation No. 19/2007 concerning Education Management Standards by Primary and Secondary Education Units. First, program planning, including; the initial planning process, the strategy of designing program planning, standards or indicators of success in achieving goals, the influence of planning on the managerial course of the principal. Second, program implementation, including; share tasks and routine explanations about work and responsibilities, build communication with all school residents well, provide motivation to colleagues so that they can work effectively and efficiently in achieving goals, running managerial based on school management guidelines, managing human resources, managing relationships with parents and the community, overcoming managerial constraints. Third, program evaluation, including; the method used in evaluating, follow-up program, the things discussed in the evaluation, and the perceived influence after evaluation.
 
 Abstrak: Madrasah merupakan salah satu lembaga pendidikan Islam yang menjadi wadah untuk mendidik generasi penerus bangsa dan elemen terpentingnya ialah pemimpin. Sebagai seorang pemimpin, kepala madrasah memegang peranan penting dalam menentukan arah kebijakan. Untuk menjadikan madrasah yang dipimpinnya menjadi madrasah yang memiliki daya saing di era melinial, madrasah tersebut harus mengembangkan sekolah efektif. Dengan menggunakan metode deskriptif dan dilengkapi dengan pendekatan kualitatif, tulisan ini menggambarkan sekolah efektif yang telah diterapkan oleh Kepala MTs Muhammad Basiuni Imran Sambas sebagaimana yang tertuang dalam Permendiknas Nomor 19 Tahun 2007 tentang Standar Pengelolaan Pendidikan oleh Satuan Pendidikan Dasar dan Menengah. Pertama, perencanaan program, meliputi; proses awal perencanaan, strategi merancang perencanaan program, standar atau indikator keberhasilan dalam pencapaian tujuan, pengaruh perencanaan terhadap jalannya manajerial kepala sekolah. Kedua, pelaksanaan program, meliputi; membagi tugas dan penjelasan rutin mengenai pekerjaan dan tangung jawab, membangun komunikasi dengan seluruh warga sekolah dengan baik, pemberian motivasi kepada rekan-rekan kerja agar dapat bekerja secara efektif dan efisien dalam pencapaian tujuan, menjalankan manajerial berdasarkan pedoman pengelolaan sekolah, mengelola SDM, mengelola hubungan dengan orang tua dan masyarakat, mengatasi kendala-kendala dalam manajerial. Ketiga, evaluasi program, meliputi; metode yang digunakan dalam melakukan evaluasi, program tindak lanjut, hal-hal yang dibicarakan dalam evaluasi, dan pengaruh yang dirasakan setelah evaluasi.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it