Implementasi Kepemimpinan Kolaboratif Kepala Madrasah Berbasis Prinsip Power With Not Power Over Dalam Meningkatkan Kompetensi Pedagogik Guru (Studi Kasus di MIN 2 Rejang Lebong pada Era Kurikulum Merdeka)

Fransiska, Ike and Nelson, Nelson and Rahmi Nasutiom, Aida (2026) Implementasi Kepemimpinan Kolaboratif Kepala Madrasah Berbasis Prinsip Power With Not Power Over Dalam Meningkatkan Kompetensi Pedagogik Guru (Studi Kasus di MIN 2 Rejang Lebong pada Era Kurikulum Merdeka). Masters thesis, INSTITUT AGAMA ISLAM NEGERI (IAIN) CURUP.

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Abstract

ABSTRAK IKE FRANSISKA, NIM 24861021. Implementasi Kepemimpinan Kolaboratif Kepala Madrasah Berbasis Prinsip Power With Not Power Over dalam Meningkatkan Kompetensi Pedagogik Guru (Studi Kasus di MIN 2 Rejang Lebong pada Era Kurikulum Merdeka). Tesis. Curup:Program Pascasarjana IAIN Curup, Prodi Manajemen Pendidikan Islam, 2026, 205 halaman. Penelitian ini dilatarbelakangi oleh pentingnya peningkatan kompetensi pedagogik guru pada era Kurikulum Merdeka yang menuntut pembelajaran berpusat pada peserta didik, sehingga memerlukan dukungan kepemimpinan kolaboratif kepala madrasah. Penelitian ini bertujuan untuk menganalisis implementasi kepemimpinan kolaboratif kepala madrasah berbasis prinsip Power With Not Power Over, menganalisis kontribusinya terhadap peningkatan kompetensi pedagogik guru, serta menganalisis implikasinya terhadap praktik pembelajaran dan budaya profesional guru di MIN 2 Rejang Lebong. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi terhadap kepala madrasah, guru, tenaga kependidikan, dan komite madrasah yang dipilih secara purposive sampling. Analisis data menggunakan model Miles, Huberman, dan Saldaña melalui reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diuji melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa implementasi kepemimpinan kolaboratif berbasis prinsip Power With Not Power Over diwujudkan melalui relasi kepemimpinan yang dialogis, partisipatif, pengambilan keputusan berbasis musyawarah, pemberdayaan guru, berkembangnya budaya kolaboratif, serta berkembangnya praktik refleksi pembelajaran secara berkelanjutan. Implementasi tersebut berkontribusi terhadap peningkatan kompetensi pedagogik guru, khususnya pada aspek perencanaan, pelaksanaan, asesmen, dan refleksi pembelajaran, serta mendorong terciptanya iklim psikologis yang positif, inovasi pembelajaran, dan penguatan budaya profesional guru. Namun, implementasinya masih memerlukan penguatan agar berlangsung secara konsisten pada seluruh guru. Penelitian ini menyimpulkan bahwa kepemimpinan kolaboratif berbasis prinsip Power With Not Power Over merupakan pola kepemimpinan yang efektif dalam memperkuat kompetensi pedagogik guru melalui relasi yang setara, dialogis, partisipatif, dan non-dominatif sehingga mampu mendukung implementasi Kurikulum Merdeka di madrasah. Kata Kunci: Kepemimpinan Kolaboratif, Power With Not Power Over, Kompetensi Pedagogik Guru, Kurikulum Merdeka. ABSTRACT IKE FRANSISKA, Student ID Number 24861021. The Implementation of Collaborative Leadership of Madrasah Principals Based on the Principle of Power With Not Power Over in Improving Teachers’ Pedagogical Competence (A Case Study at MIN 2 Rejang Lebong in the Era of the Merdeka Curriculum). Thesis. Curup: Graduate Program of IAIN Curup, Islamic Educational Management Study Program, 2026, 205 pages. This study was motivated by the importance of improving teachers’ pedagogical competence in the era of the Merdeka Curriculum, which emphasizes student-centered learning and therefore requires the support of collaborative leadership from school principals. This study aims to analyze the implementation of collaborative leadership based on the principle of Power With Not Power Over, to examine its contribution to improving teachers’ pedagogical competence, and to analyze its implications for instructional practices and teachers’ professional culture at MIN 2 Rejang Lebong. This study employed a qualitative approach using a case study design. Data were collected through interviews, observations, and documentation involving the principal, teachers, educational staff, and the school committee selected through purposive sampling. Data were analyzed using the Miles, Huberman, and Saldaña interactive model, consisting of data reduction, data display, and conclusion drawing. The trustworthiness of the data was ensured through source, technique, and time triangulation. The findings reveal that the implementation of collaborative leadership based on the principle of Power With Not Power Over was reflected in open, dialogic, and participatory leadership relationships, consensus-based decision-making, teacher empowerment, the development of a collaborative culture, and the continuous practice of reflective teaching. The implementation contributed to improving teachers’ pedagogical competence, particularly in lesson planning, instructional implementation, assessment, and reflective teaching practices. Furthermore, it fostered a positive psychological climate, encouraged instructional innovation, and strengthened teachers’ professional culture. Nevertheless, its implementation still requires further reinforcement to ensure consistent application among all teachers. This study concludes that collaborative leadership based on the principle of Power With Not Power Over constitutes an effective leadership model for strengthening teachers’ pedagogical competence through egalitarian, dialogic, participatory, and non-dominative relationships, thereby supporting the implementation of the Merdeka Curriculum in Islamic elementary schools (madrasahs). Keywords: Collaborative Leadership, Power With Not Power Over, Teachers' Pedagogical Competence, Merdeka Curriculum.

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Thesis (Masters)

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