Tata Kelola Penanganan Peserta Didik dalam Meningkatkan Motivasi Belajar di Era New Normal

Rita, Nobe Bara' (2022) Tata Kelola Penanganan Peserta Didik dalam Meningkatkan Motivasi Belajar di Era New Normal. S2 thesis, Universitas Kristen Indonesia.

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Abstract

Penelitian ini bertolak dari masalah rendahnya motivasi belajar dan kehadiran peserta didik di SMK Negeri 2 Toraja Utara terutama di era New normal. Tujuan dari penelitian ini yaitu untuk menganalisis penyebab rendahnya motivasi belajar peserta didik di era new normal di SMKN 2 Toraja Utara, menganalisis tata kelola penanganan peserta didik di SMKN 2 Toraja Utara di era new normal, serta menemukan solusi masalah rendahnya motivasi belajar peserta didik di era new normal di SMKN 2 Toraja Utara. Metode penelitian yang digunakan yaitu metode penelitian kualitatif deskriptif dengan tahapan pengolahan data meliputi reduksi, penyajian, analisis, dan triangulasi data. Keabsahan data diuji melalui uji kredibilitas dan uji dependabilitas. Hasil dari penelitian yaitu: 1.) Motivasi belajar peserta didik di SMKN 2 Toraja Utara masih rendah disebabkan oleh faktor dari peserta didik, faktor guru, faktor tata kelola sekolah, dan faktor orangtua; 2) Tata kelola penanganan peserta didik di SMKN 2 Toraja Utara dimulai dari guru bidang studi, selanjutnya wali kelas, guru BK kesiswaan dan terakhir di tingkat kepala sekolah; 3) Solusi dari rendahnya motivasi belajar melalui tata kelola di SMKN 2 Toraja Utara yaitu a. Aspek kelayakan, meliputi manajemen absensi guru dan peserta didik, serta manajemen supervisi; b. Transparansi, meliputi pembentukan manajemen informasi sekolah yang bertanggungjawab atas media sosial, website serta papan pengumuman di sekolah; c. Partisipasi, meliputi penyusunan uraian tugas dan pembuatan database peserta didik untuk memudahkan menghubungi orangtua; d. Efektifitas, meliputi pembentukan staf yang menangani pengarsipan kehadiran peserta didik dan hasil belajar peserta didik sebagai referensi bagi semua pihak, evaluasi oleh kesiswaan terhadap kinerja wali kelas dan guru BK, pembentukan Tim Pengembangan Kurikulum Sekolah, penataan kegiatan pengembangan diri peserta didik; e. Akuntabilitas, meliputi penjadwalan pertemuan pimpinan dan bawahan serta pimpinan dan komite sekolah; f. hak asasi manusia, meliputi pembentukan tim piket sekolah, pembenahan system rekrutmen tenaga pendidik dan kependidikan. Kata kunci: motivasi belajar, tata kelola, penanganan peserta didik./ This research starts from low learning motivation of students in New Normal era. The purpose of this study is to analyze causes of the low learning motivation of students in new normal era at SMKN 2 Toraja Utara, analyze the management of student handling at SMKN 2 Toraja Utara in the new normal era, and find solutions to the problem of low learning motivation of students in the new normal era. The research method used is descriptive qualitative research method with data processing stages including reduction, presentation, analysis, and data triangulation. The validity of the data was tested through the credibility test and the dependability test. The results of the research are: 1.) The learning motivation of students at SMKN 2 Toraja Utara is still low due to factors from students, teacher factors, school governance factors, and parental factors; 2) The management of student handling at SMKN 2 Toraja Utara starts from each subject teacher, then the homeroom teacher, student counseling teacher and finally at the principal level; 3) The solution to low learning motivation through good governance at SMKN 2 Toraja Utara, are: a. Feasibility, including teacher and student attendance management, supervision management; b. Transparency, including the establishment of school information management; c. Participation, including the preparation of job descriptions and management of student database to facilitate contacting parents; d. Effectiveness, including the formation of staff that handles archiving student attendance and student learning outcomes as a reference for all parties, evaluation of the performance of homeroom teachers and BK teachers,formation of the School Curriculum Development Team, structuring student self�development activities; e. Accountability, including scheduling of meetings of leaders and subordinates as well as school leaders and committees; f. human rights, including the formation of a school picket team, reforming the recruitment system for educators and education personnel.

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