KEPEMIMPINAN PEMBELAJARAN BERBASIS DIGITAL DI SMAN 4 JENEPONTO

Abstrak

Halzahirah Syahwani Hasbi, 2026. Kepemimpinan Pembelajaran Berbasis Digital Di SMAN 4 Jeneponto. Skripsi. Dibimbing oleh Dra. Sitti Habibah, M.Si dan Ahmad Restani Syukron Thayyib, S.Pd., M.Pd Jurusan Administrasi Pendidikan, Fakultas Ilmu Pendidikan, Universitas Negeri Makassar.

Penelitian ini mengkaji tentang Kepemimpinan Pembelajaran Berbasis Digital Di SMAN 4 Jeneponto. Penelitian ini bertujuan untuk mendeskripsikan kepemimpinan pembelajaran berbasis digital serta faktor pendukung dan penghambat di SMAN 4 Jeneponto. Penelitian ini menggunakan pendekatan kualitatif dengan menyajikan data berupa kata-kata tertulis dan bersifat deskriptif. Metode pengumpulan data yang digunakan yaitu observasi, wawancara, dan dokumentasi. Sumber data pada penelitian ini adalah kepala sekolah, wakil kepala sekolah, dan guru. Hasil penelitian menunjukkan bahwa 1) Kepemimpinan pembelajaran berbasis digital yaitu: a) manajemen pembelajaran digital, sekolah telah memanfaatkan berbagai sistem dan perangkat digital seperti Smart Controlling System (SCS), fingerprint, Google Drive, Smart Board, LCD, dan laboratorium komputer dalam mendukung administrasi serta pelaksanaan pembelajaran berbasis digital; (b) supervisi dan pembinaan guru, pimpinan sekolah melakukan pengawasan pembelajaran, pembinaan kompetensi digital guru, serta pemberian arahan dan pelatihan terkait pemanfaatan teknologi dalam proses pembelajaran; (c) layanan kesiswaan berbasis teknologi, sekolah memanfaatkan sistem digital dalam pengelolaan data peserta didik serta tindak lanjut layanan akademik melalui koordinasi antara wali kelas, guru bimbingan dan konseling, serta keterlibatan orang tua peserta didik; dan 2) Faktor-faktor yang mendukung kepemimpinan pembelajaran berbasis digital di SMAN 4 Jeneponto meliputi adanya komitmen pimpinan sekolah dalam mendorong penggunaan teknologi digital, ketersediaan sarana dan prasarana teknologi pembelajaran, serta adanya kerja sama dan kolaborasi antar guru dalam memanfaatkan platform digital. Sementara itu, faktor penghambat yang dihadapi meliputi keterbatasan atau ketidakstabilan jaringan internet, perbedaan tingkat kompetensi digital di kalangan guru dan peserta didik, serta keterbatasan perangkat teknologi yang dapat memengaruhi optimalisasi pelaksanaan pembelajaran berbasis digital di sekolah.

Halzahirah Syahwani Hasbi, 2026. Digital-Based Learning Leadership at SMAN 4 Jeneponto. Thesis. Supervised by Dra. Sitti Habibah, M.Si., and Ahmad Restani Syukron Thayyib, S.Pd., M.Pd., Department of Educational Administration, Faculty of Education, Makassar State University. This study examines Digital-Based Learning Leadership at SMAN 4 Jeneponto. This study aims to describe digital-based learning leadership and the supporting and inhibiting factors at SMAN 4 Jeneponto. This study uses a qualitative approach, presenting data in the form of written words and is descriptive. Data collection methods used were observation, interviews, and documentation. Data sources in this study were the principal, vice principal, and teachers. The results show that 1) Digital-based learning leadership, namely: a) digital learning management, the school has utilized various digital systems and devices such as the Smart Controlling System (SCS), fingerprint, Google Drive, Smart Board, LCD, and computer laboratories to support the administration and implementation of digital-based learning; (b) teacher supervision and coaching: school leaders supervise learning, develop teachers' digital competencies, and provide guidance and training related to the use of technology in the learning process; (c) technology-based student services: schools utilize digital systems to manage student data and provide follow-up on academic services through coordination between homeroom teachers, guidance and counseling teachers, and the involvement of students' parents; and 2) Factors supporting digital-based learning leadership at SMAN 4 Jeneponto include the school leadership's commitment to encouraging the use of digital technology, the availability of learning technology facilities and infrastructure, and cooperation and collaboration among teachers in utilizing digital platforms. Meanwhile, inhibiting factors include limited or unstable internet connections, differences in digital competency levels between teachers and students, and limited technological devices that can impact the optimization of digital-based learning implementation at the school.