DISERTASI dan TESIS Program Pascasarjana UM, 2010

Ukuran Huruf:  Kecil  Sedang  Besar

Hubungan antara Kesamaan Visi Personal, Keterampilan Profesional, Insentif, Sumber Daya Sekolah, Rencana Tindak dengan Motivasi Berprestasi Guru pada SMA Rintisan Sekolah Bertaraf Internasional di Provinsi Bali. (Disertasi)

I Ketut Kerta

Abstrak


I Ketut Kerta. 2010. Hubungan antara Kesamaan Visi Personal, Keterampilan Profesional, Insentif, Sumber Daya Sekolah, Rencana Tindak dengan Motivasi Berprestasi Guru pada SMA Rintisan Sekolah Bertaraf Internasional di Provinsi Bali. Disertasi, Program Studi Manajemen Pendidikan, Program Pascasarjana, Universitas Negeri Malang.

Pembimbing: (I) Prof. Dr. H. Ibrahim Bafadal, M.Pd., (II) Prof. Dr. Salladien., (III) Prof. Dr. Willem Mantja, MPd.

 

Kata kunci : kesamaan visi personal, keterampilan profesional, insentif, sumber daya sekolah, rencana tindak, motivasi berprestasi

Motivasi berprestasi guru merupakan salah satu dimensi ukuran keefektifan sekolah. Oleh karena itu kepala sekolah sebagai manajer pendidikan di sekolah, hendaknya memperhatikan faktor-faktor motivasi berprestasi guru-guru agar keefektifan sekolah dapat diwujudkan secara menyeluruh dan terpadu. Faktor motivasi berprestasi guru meliputi: standar keunggulan tugas, standar keunggulan diri, dan standar keunggulan orang lain

Penelitian ini bertujuan untuk : (1) mendeskripsikan motivasi berprestasi, kesamaan visi, keterampilan profesional, insentif, sumber daya sekolah, dan rencana tindak sekolah pada SMA Rintisan Sekolah Bertaraf Internasional di Provinsi Bali, (2) mengetahui hubungan langsung yang signifikan antara kesamaan visi personal sekolah dan sumber daya sekolah, (3) mengetahui hubungan langsung yang signifikan antara insentif dan sumber daya sekolah, (4) mengetahui hubungan langsung yang signifikan antara kesamaan visi personal dan rencana tindak, (5) mengetahui hubungan langsung yang signifikan antara keterampilan profesional guru dan rencana tindak, (6) mengetahui hubungan langsung yang signifikan antara insentif dan rencana tindak, (7) mengetahui hubungan langsung yang signifikan antara sumberdaya sekolah dan rencana tindak, (8) mengetahui hubungan langsung yang signifikan antara kesamaan visi personal dan motivasi berprestasi guru, (9) mengetahui hubungan langsung yang signifikan antara keterampilan profesional dan motivasi berprestasi, (10) mengetahui hubungan langsung yang signifikan antara insentif dan motivasi berprestasi, (11) mengetahui hubungan langsung yang signifikan antara sumber daya sekolah dan motivasi berprestasi, (12) mengetahui hubungan langsung yang signifikan antara rencana tindak dan motivasi berprestasi, (13) hubungan tidak langsung yang signifikan antara kesamaan visi personal sekolah dan rencana tindak melalui sumberdaya sekolah, (14) mengetahui hubungan langsung yang signifikan antara insentif dan rencana tindak melalui sumberdaya sekolah, (15) mengetahui hubungan langsung yang signifikan antara kesamaan visi personal sekolah dan motivasi berprestasi guru melalui sumber daya sekolah, (16) mengetahui hubungan tidak langsung yang signifikan antara insentif dan motivasi berprestasi melalui sumberdaya sekolah, (17) mengetahui hubungan tidak langsung yang signifikan antara kesamaan visi personal dan motivasi berprestasi melalui rencana tindak, (18) mengetahui hubungan tidak langsung yang signifikan keterampilan profesional dengan motivasi berprestasi melalui rencana tindak, (19) mengetahui hubungan tidak langsung yang signifikan antara insentif dengan motivasi berprestasi melalui rencana tindak, dan (20) mengetahui hubungan tidak langsung yang signifikan antara sumberdaya sekolah dengan motivasi berprestasi melalui rencana tindak.

Penelitian ini menggunakan jenis rancangan deskrptif-korelasional.Pengumpulan data dilakukan dengan menggunakan kuesioner yang memuat komponen kesamaan visi personal, keterampilan profesional, insentif, sumber daya sekolah, rencana tindak, dan motivasi berprestasi guru. Data digali dari 315 responden yang diambil dengan menggunakan teknik proporsional random sampling pada guru SMA Rintisan Sekolah Bertaraf Internasional di Provinsi Bali. Sedangkan untuk menanalisis data digunakan analisis Structural Equation Model-Partial Least Square (SEM-PLS).

Hasil analisis deskriptif menunjukkan bahwa: (1) persepsi guru terhadap kesamaan visi personal berada pada kategori sangat tinggi, (2) persepsi guru terhadap keterampilan profesional berada pada kategori sangat tinggi, (3) persepsi guru terhadap insentif berada pada kategori sangat tinggi, (4) persepsi guru terhadap sumber daya sekolah, (5) persepsi guru terhadap rencana tindak berada pada kategori sangat tinggi, dan (6) persepsi guru terhadap motivasi berprestasi berada pada kategori sangat tinggi.

Hasil Penelitian menunjukkan bahwa: (1) ada hubungan langsung yang signifikan antara kesamaan visi personal sekolah dan sumber daya sekolah, (2) ada hubungan langsung yang signifikan antara insentif dan sumber daya sekolah, (3) ada hubungan langsung yang signifikan antara kesamaan visi personal dan rencana tindak, (4) ada hubungan langsung yang signifikan antara keterampilan profesional guru dan rencana tindak, (5) ada hubungan langsung yang signifikan antara insentif dan rencana tindak, (6) ada hubungan langsung yang signifikan antara sumberdaya sekolah dan rencana tindak, (7) ada hubungan langsung yang signifikan antara kesamaan visi personal dan motivasi berprestasi guru, (8) ada hubungan langsung yang signifikan antara keterampilan profesional dan motivasi berprestasi, (9) ada hubungan langsung yang signifikan antara insentif dan motivasi berprestasi, (10) tidak ada hubungan langsung yang signifikan antara sumber daya sekolah dan motivasi berprestasi, (11) ada hubungan langsung yang signifikan antara rencana tindak dan motivasi berprestasi, (12) ada hubungan tidak langsung yang signifikan antara kesamaan visi personal sekolah dan rencana tindak melalui sumberdaya sekolah, (13) ada hubungan langsung yang signifikan antara insentif dan rencana tindak melalui sumber daya sekolah, (14) tidak ada hubungan langsung yang signifikan antara kesamaan visi personal sekolah dan motivasi berprestasi guru melalui sumber daya sekolah, (15) tidak ada hubungan tidak langsung yang signifikan antara insentif dan motivasi berprestasi melalui sumberdaya sekolah, (16) ada hubungan tidak langsung yang signifikan antara kesamaan visi personal dan motivasi berprestasi melalui rencana tindak, (17) ada hubungan tidak langsung yang signifikan antara keterampilan profesional dengan motivasi berprestasi melalui rencana tindak, (18) ada hubungan tidak langsung yang signifikan antara insentif dengan motivasi berprestasi melalui rencana tindak, dan (19) ada hubungan tidak langsung yang signifikan antara sumberdaya sekolah dengan motivasi berprestasi melalui rencana tindak.

Berdasarkan beberapa temuan hasil penelitian di atas, dikemukakan beberapa saran yan diharapkan bermanfaat, bai pembuat kebijakan pendidikan, khususnya pemerintah provinsi Bali, Dinas Pendidikan Pemuda dan Olahraga Provinsi Bali, Kepala/Wakil Kepala SMA Rintisan Sekolah Bertaraf Internasional di Provinsi Bali, para pengawas sekolah, dan guru-guru SMA Rintisan Sekolah Bertaraf Internasional di Provinsi Bali,agar hasil penelitian ini dapat dijadikan masukan sebagai acuan untuk menentukan strategi dalam manajemen organisasi sekolah sehingga dengan strategi yang dilaksanakan tersebut diharapkan mampu meningkatkan motivasi berprestasi guru-gurunya, (2) kepada guru-guru SMA Rintisan Sekolah Bertaraf Internasional di Provinsi Bali, agar penelitian ini dapat menambah pengetahuan tentang: kesamaan visi personal guru, keterampilan profesional, insentif, sumber daya sekolah, dan rencana tindak serta motivasi berprestasi guru pada Rintisan Sekolah Bertaraf Internasional di Provinsi Bali, (3) kepada Pengawas SMA Sekolah Rintisan Sekolah Bertaraf Internasional di Provinsi Bali,agar hasil penelitian ini diharapkan dapat dijadikan rujukan untuk melakukan suatu strategi pembinaan dalam mengembangkan komitmen dan kecakapan profesional kepala sekolah dan guru, agar motivasi berprestasi, kinerja sekolah dan keefektifan sekolah makin meningkat serta tujuan institusional pendidikan di sekolah-sekolah yang menjadi wilayah binaannya dapat terwujud secara merata, (4) kepada Kepala Dinas Pendidikan Pemuda dan Olahraga Kabupaten / Kota, agar temuan basil penelitian ini dapat dijadikan dasar untuk pengambilan kebijakan paling tepat dalam membina dan mengembangkan motivasi berprestasi guru di sekolah, sehingga kinerja sekolah dapat meningkat dengan baik dalam membina dan mendidik anak-anak bangsa untuk menghasilkan sumber daya manusia yang bermutu dan berdaya saing tinggi dalam rangka mewujudkan tujuan pendidikan nasional, (5) kepada Kepala Dinas Pendidikan, Pemuda dan Olah Raga (Disdikpora) Provinsi Bali, agar temuan hasil penelitian ini dapat dijadikan masukan sebagai dasar untuk pengambilan kebijakan yang paling tepat dalam melakukan koordinasi dengan Dinas Pendidikan Pemuda dan Olahraga Kabupaten/Kota dalam rangka pembinaan terhadap: sekolah, kepala sekolah, dan guru-guru, sehingga implementasi program-program pendidikan, pembinaan pemuda, dan olahraga yang berada dibawah naungan binaan Dinas Pendidikan Kota/Kabupaten di seluruh Bali dapat berjalan padu dalam upaya meningkatkan mutu pendidikan di provinsi Bali, (6) kepada para peneliti lain yang menaruh minat kuat untuk meneliti tentang motivasi berprestasi, agar temuan hasil penelitian ini dapat dijadikan salah satu rujukan dalam mencari dan atau menelusuri variabel-variabel lainnya di luar variabel kesamaan visi personal guru, keterampilan profesional, insentif, sumber daya sekolah, dan rencana tindak, sehingga temuan hasil penelitiannya nanti akan dapat menambah wawasan bagi peneliti-peneliti berikutnya.

 

Abstract:

I Ketut Kerta. 2010. The Relationship between the Similarity of Personal Vision, Professional Skiil, Incentive, School Resources, Action Plan, to Motivation for Teachers' Achievement at SMA of Pioneering International School Standard in Bali's Province. Dissertation, Program of Educational Management, Post Graduate Program (S3), Malang University.

Supervisor: (I) Prof. Dr. H. Ibrahim Bafadal, M.Pd, (II) Prof. Dr. Salladien, (III) Prof. Dr. Willem Mantja, M.Pd.

Keywords: similarity of personal vision, professional skill, incentive, school resources, action plan, motivation for teachers' achievement.

Motivation for teachers' achievement is one of the measurement dimensions to effective school. That's why the headmaster as a manager of education at school, should take into acccunt some factors that motivate teachers for higher achievement, so the school effectiveness can be wholly realized. These factors are: task-priority standard, personal-advantaged standard and other people advantaged standard.

This study aimed: (1). to describe motivation for achievement, the vision similarity, professional skill, incentive, school resources, action plan, at SMA of Pioneering International School Standard in Bali's Province. (2). to know the direct significant relationship between the similarity of personal vision toward school and school resources, (3). to know the direct significant relationship between incentive and school resources, (4), to know the direct significant relationship between the similar personal vision and action plan, (5). to know the direct significant relationship between the skill of professional teachers and the action plan, (6). to know the direct significant relationship between incentive and the action plan, (7). to know the direct significant relationship between school resources and action plan, (8). to know the direct significant relationship between the similarity of personal vision and motivation for teachers' achievement, (9). to know the direct significant relationship between the professional skill and motivation for teachers' achievement, (10). to know the direct significant relationship between incentive and motivation for teachers' achievement, 0 1). to know the direct significant relationship between school resources and motivation for better achievement, (12). to know the direct significant relationship between the action plan and motivation for better achievement, (13). to know the indirect significant relationship between the similarity of personal vision and the action plan through school resources, (14). to know the direct significant relationship between incentive and the action plan through school resources, (15). to know the indirect significant relationship between the similarity of personal vision and the motivation for better achievement through school resources, (16). to know the indirect significant relationship between incentive and motivation for better achievement through school resources, (17). to know the indirect significant relationship between the similarity of personal vision and motivation for better achievement through the action plan, (18). to know the indirect significant relationship between the professional skill and motivation for teachers' achievement through the action plan, (19). to know the indirect significant relationship between incentive and motivation for better achievement through the action plan, (20). to know the indirect significant relationship between school resources and motivation for better achievement through the action plan.           

This study used a Descriptive-Correlational Design. The data were collected by using questionnaires which contain the similarity of personal vision, professional skill, incentive, school resources, action plan, and motivation for teachers' achievement. The data were gathered from 315 respondents which were taken by using proportional random sampling technique of SMA teachers of Pioneering International School Standard in Bali's Province. To analyze the data, the writer used a Structural Equation Model- Partial Least Square ( SEM-PLS ) model.

The descriptive analysis indicated that: (1). teachers' perception toward the similarity of personal vision contributed to the highest category, (2). teachers' perception toward their professional skill contributed to the highest category, (3). teachers' perception toward incentive also contributed to the highest category, (4). teachers' perception toward school resources contributed to the highest category, (5). teachers' perception toward action plan contributed to the highest category, (6). teachers' perception toward motivation for better achievement also contributed to the highest category.

The result of the study showed that: (1). there was a direct significant relationship between the similarity of personal vision toward school and school resources, (2). there was a direct significant relationship between incentive and school resources, (3). there was a direct significant relationship between the similarity of personal vision and action plan, (4). there was a direct significant relationship betwen the skill of professional teachers and the action plan, (5). there was a direct significant relationship between incentive and the action plan, (6). there was a direct significant relationship between school resources and action plan, (7). there was a direct significant relationship between the similarity of personal vision and motivation for teachers' achievement, (8). there was a direct significant relationship between professional skill and motivation for teachers' achievement, (9). there was a direct significant relationship between incentive and motivation for teachers' achievement, (10). there was no direct significant relationship between school resources and motivation for better achievement, (11). there was a direct significant relationship between action plan and motivation for better achievement, (12). There was an indirect significant relationship between the similarity of personal vision and the action plan through school resources, (13). there was a direct significant relationship between incentive and action plan through school resources, (14). there was no direct significant relationship between similarity of personal vision and motivation for better achievement through school resources, (15). there was no indirect significant relationship between incentive and motivation for better achievement through school resources, (16). There was an indirect significant relationship between the similarity of personal vision and motivation for better achievement through the action plan, (17). There was an indirect significant relationship between the professional skill and motivation for teachers' achievement through the action plan, (18). There was an indirect significant relationship between incentive and motivation for better achievement through the action plan, (19). There was an indirect significant iduionship between school resources and motivation for better achievement through the action plan.

Based on those findings, the writer proposed some suggestions which could be very useful for : (1) those school principle and vise school principle of pioneering International School Standard in Bali Province, from these findings can be used as a model to determine the strategies in school organization management, thus, these implemented strategies could improve the teacher motivation achievement, (2) those teachers of pioneering International School Standard in Bali Province, from these findings could improve their knowledge: professional skill, incentive, school resources, action plan, and teachers achievement motivation of Pioneering International School Standard in Bali Province, (3) those school supervisors of Pioneering International School Standard in Bali Province, from these findings could be used as a recommendation to implement building strategy in developing commitment, school principle, teacher professional talent so that achievement motivation, school performance, effectiveness, and educational institutional goals of school covered are equally achieved, (4) those head of Youth educational and sport Official of each district, from these finding could be used as a base right policy decision in building and developing school teachers achievement motivation, so that school performance could improve well in building and educating students to make qualified human resources and have highly competing power in achieving the national educational goal, (5) those youth educational and sport official head of Bali Province, from these findings could be used as a base in the right policy decision in coordinating with the Youth educational and sport official head of district in building school, school principle, and teachers so that educational program implementation, youth building and sport which are under youth educational and sport official of district building can run well in the effort of educational qualification improvement in Bali province, (6) other researchers who pay highly attention to research of achievement motivation could use these finding as one of recommendations in searching variables other than similarity of teachers personal vision, professional skill, incentives, school resources, action plan so that these findings could enlarge the following reseachers insight.