KEPEMIMPINAN TRANSFORMASIONAL DALAM MENDORONG PELEMBAGAAN DAN PERUBAHAN SOSIAL : STUDI KASUS PAUD NURUL IBTIDA, DESA CIHIDEUNG ILIR
DOI:
https://doi.org/10.34125/jkps.v11i5.1204Keywords:
Kepemimpinan transformasional, Kepala Sekolah, Institusionalisasi, Perubahan SosialAbstract
This study examines the role of transformational leadership practiced by the head of PAUD Nurul Ibtida in strengthening institutionalization and fostering social change in Cihideung Ilir Village. The research is grounded in the weak institutional structure of rural early childhood education centers, which often depend on founders, lack formal organizational systems, and have limited community participation. Using a qualitative intrinsic case study design, data were collected through in-depth interviews, participatory observation, and documentation involving the PAUD head, teachers, parents, and community leaders. The findings reveal that the PAUD head consistently applied the four dimensions of transformational leadership : idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration resulting in improved teacher professionalism and a stronger collaborative work culture. This leadership also accelerated institutionalization through the development of SOPs, clearer task division, and increased community trust. Social change emerged gradually, reflected in higher educational awareness, expanded digital communication, and greater community involvement. The novelty of this study lies in integrating transformational leadership analysis with theories of institutionalization and social change within a rural PAUD context.
References
Anisa, F., Septianingrum, D., Triwinanti, A., & Wulandari, R. (2022). Analisis Partisipasi Masyarakat dalam Pengelolaan PAUD Nonformal Kelompok Bermain di Daerahnya. Jurnal Multidisipliner Bharasumba, 1(03), 231-237.https://doi.org/10.62668/bharasumba.v1i03.216
Aprilyani, T., & Anwar, Q. K. (2021). Manajemen berbasis masyarakat dalam pengelolaan PAUD. Journal of Nusantara Education, 1(1), 9-18.https://doi.org/10.57176/jn.v1i1.5
Bass, B. M., & Avolio, B. J. (Eds.). (1994). Improving organizational effectiveness through transformational leadership. SAGE.
Berger, P. L., & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. Doubleday.
Burns, J. M. (1978). Leadership. Harper & Row.
Feldman, M. S., & Pentland, B. T. (2003). Reconceptualizing organizational routines as a source of flexibility and change. Administrative Science Quarterly, 48(1), 94–118. https://doi.org/10.2307/3556620
Fonsén, E., Marchant, S., & Ruohola, V. (2025). Leadership in early childhood education: Cross-cultural case studies before and during the COVID-19 pandemic. Educational Management Administration & Leadership, 53(4), 850–869. https://doi.org/10.1177/17411432231194849
Fonsén, E., Szecsi, T., Kupila, P., Liinamaa, T., Halpern, C., & Repo, M. (2023). Teachers’ pedagogical leadership in early childhood education. Educational Research, 65(1), 1–23. https://doi.org/10.1080/00131881.2022.2147855
Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Polity Press.
Harsoyo, R. (2022). Teori kepemimpinan transformasional Bernard M. Bass dan aplikasinya dalam peningkatan mutu lembaga pendidikan Islam. Southeast Asian Journal of Islamic Education Management, 3(2), 247-262.https://doi.org/10.21154/sajiem.v3i2.112
Hartawan, I. M. (2022). Pengembangan karakter anak usia dini melalui pembelajaran inovatif. Jurnal Pendidikan Anak Usia Dini Undiksha, 10(1), 93-98.https://doi.org/10.23887/paud.v10i1.45773
Heikkinen, K.-M. E., Ahtiainen, R., Fonsén, E., & Kallioniemi, A. (2024). Leadership as a profession in early childhood education and care. Educational Research, 66(3), 347–363. https://doi.org/10.1080/00131881.2024.2371352
Heikkinen, K.-M., Ahtiainen, R., & Fonsén, E. (2022). Perspectives on leadership in early childhood education and care centers through community of practice. SAGE Open, 12(2). https://doi.org/10.1177/21582440221091260
Iin, I., Hendrowati, T. Y., & Aswat, F. H. (2024). Implementasi Program Pengembangan Anak Usia Dini Holistik Integratif di Satuan PAUD. Manajemen Pendidikan, 248-259.https://doi.org/10.23917/jmp.v9i2.7572
Kasmiati, K. (2025). Optimalisasi pendidikan anak usia dini dalam membangun fondasi karakter dan kognitif anak. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 8(5), 5458-5461. https://doi.org/10.54371/jiip.v8i5.8015
Kent, S., Devonport, T. J., Lane, A. M., & Nicholls, W. (2022). Implementing a pressure training program to improve decision-making and execution of skill among premier league academy soccer players. Journal of Applied Sport Psychology, 34(4), 691–712. https://doi.org/10.1080/10413200.2020.1868618
Li, Y., & Karanxha, Z. (2024). Literature review of transformational school leadership: Models and effects on student achievement (2006–2019). Educational Management Administration & Leadership, 52(1), 52–74. https://doi.org/10.1177/17411432221077157
Mauliyah, A. (2023). Perspektif Kepemimpinan Transformasional Dalam Upaya Meningkatan Profesionalitas Guru Pendidikan Anak Usia Dini (PAUD). Childhood Education: Jurnal Pendidikan Anak Usia Dini, 4(1), 131-151.https://doi.org/10.53515/cej.v4i1.5031
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE.
Mulia, P. S., & Kurniati, E. (2023). Partisipasi orang tua dalam pendidikan anak usia dini di wilayah pedesaan Indonesia. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(3), 3663-3674.https://doi.org/10.31004/obsesi.v7i3.4628
Nirwana, E. S., Ramadhani, A. P., & Silvia, S. (2025). PROBLEMATIKA PENDIDIKAN ANAK USIA DINI DI INDONESIA: HAMBATAN DAN TANTANGAN DALAM PENGELOLAAN PAUD. MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan, 5(1), 140-152.https://doi.org/10.51878/manajerial.v5i1.4906
Parsons, T. (1951). The social system. Free Press.
Rahmawati, I., Apipah, I., & Noviyani, L. (2024). Peran Pendidikan Anak Usia Dini pada Perubahan Sosial Masyarakat di Dusun Cicurug Desa Cibanten. Edu Happiness: Jurnal Ilmiah Perkembangan Anak Usia Dini, 3(1), 27-35.https://doi.org/10.62515/eduhappiness.v3i1.311
Sampean, S., & Jannah, R. (2023). Otonomi sosiologi pedesaan di Asia Tenggara: Dari ontologi menuju pengembangan metodologi riset. Jurnal Pemikiran Sosiologi, 10(1), 104–130. https://doi.org/10.22146/jps.v10i1.82278
Scott, W. R. (2014). Institutions and organizations: Ideas, interests, and identities (4th ed.). SAGE.
Stake, R. E. (1995). The art of case study research. SAGE.
Sumiharsono, H. R. (2024). Manajemen Berbasis Nilai Sosial dan Ekonomi untuk Keberlanjutan Lembaga PAUD. JECIE (Journal of Early Childhood and Inclusive Education), 8(1), 247-252.https://doi.org/10.31537/jecie.v8i1.2177
Tan, C. Y., Dimmock, C., & Walker, A. (2024). How school leadership practices relate to student outcomes: Insights from a three-level meta-analysis. Educational Management Administration & Leadership, 52(1), 6–27. https://doi.org/10.1177/17411432211061445
Tan, C. Y., Gao, L., & Shi, M. (2022). Second-order meta-analysis synthesizing the evidence on associations between school leadership and different school outcomes. Educational Management Administration & Leadership, 50(3), 469–490. https://doi.org/10.1177/1741143220935456
Vago, S. (2004). Social change (5th ed.). Pearson Prentice Hall.
Wahyudi, M., Arisanti, F., & Muttaqin, M. A. (2024). Pendekatan Holistik Dalam Pendidikan Anak Usia Dini: Menyelaraskan Aspek Kognitif, Emosional dan Sosial. Journal of Early Childhood Education Studies, 4(1), 33-72.https://doi.org/10.54180/joeces.2024.4.1.33-72
Wulandari, R., Santoso, S., & Ardianti, S. D. (2021). Tantangan digitalisasi pendidikan bagi orang tua dan anak di tengah pandemi Covid-19 di Desa Bendanpete. Edukatif: Jurnal Ilmu Pendidikan, 3(6), 3839-3851.
Yang, W., Huang, R., Su, Y., Zhu, J., Hsieh, W.-Y., & Li, H. (2022). Coaching early childhood teachers: A systematic review of its effects on teacher instruction and child development. Review of Education, 10(1), e3343. https://doi.org/10.1002/rev3.3343
