EDUCTUM: Journal Research

Progressive leadership in strengthening teacher professionalism at SMK Muhammadiyah 1 Baturetno

2026-01-03T10:06:07+07:00

This study aims to analyze the role of the principal's progressive leadership in strengthening teacher professionalism at SMK Muhammadiyah 1 Baturetno. This study used a qualitative approach with a case study design. Data collection was conducted through in-depth interviews with the principal and teachers, observations of learning activities and teacher collaborative forums, and documentation studies. Data analysis was carried out interactively through the stages of data reduction, data presentation, and conclusion drawing. The results show that the progressive leadership implemented by the principal is reflected in participatory, humanistic, and empowerment-oriented leadership practices. The main strategies found include teacher involvement in decision-making, reflective learning mentoring, and support for innovation and collaboration between teachers. These practices contribute positively to increasing teacher commitment, responsibility, and courage in developing innovative and meaningful learning. This study concludes that teacher professionalism is not only built through formal supervision, but also through dialogic and collaborative leadership relationships. Progressive leadership can be an alternative model of school leadership in improving the quality of learning, especially in vocational schools based on Islamic values.

The role of civics teachers in forming disciplined character in class XI students (case study of Al-Bukhary Vocational School)

2026-01-25T14:55:10+07:00

This study aims to analyze the role of Pancasila and Citizenship Education (PPKn) teachers in shaping the disciplined character of eleventh-grade students at Al-Bukhary Vocational School. The study used a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation of teachers and students. The results showed that PPKn teachers have a strategic role as inspirators, motivators, and role models in instilling discipline values through punctuality, compliance with school rules, and providing real-life examples of behavior. Forms of disciplinary violations found included being late to school, not attending ceremonies, truancy, wearing incomplete attributes, and irregular clothing. The main obstacles to developing disciplined character stem from low internal motivation in students, lack of family support, and negative social influences. Efforts made include providing advice, gradual guidance, implementing educational sanctions, and collaboration between teachers, parents, and the school. This study confirms that the formation of disciplined character does not only depend on the role of teachers, but requires synergy between the family, school, and community environments so that disciplined values can be instilled sustainably in students.