Transformasi Kepemimpinan Kepala Sekolah Berbasis Digital Performance Management dalam Menumbuhkan Budaya Literasi Profesional Guru SMK
DOI:
https://doi.org/10.24114/jgk.v10.i4.75212Keywords:
Digital Performance Management, Kepemimpinan Kepala Sekolah, Budaya Literasi Profesional, Data-Driven Leadership, Pendidikan VokasiAbstract
Penguatan tata kelola digital di SMK belum selalu sejalan dengan mutu pembelajaran. Penelitian ini bertujuan menganalisis transformasi kepemimpinan kepala sekolah berbasis Digital Performance Management (DPM) dalam menumbuhkan budaya literasi profesional guru. Pendekatan kualitatif dengan desain studi kasus tunggal (single case study) diterapkan di SMK Negeri 3 Pematangsiantar pada Februari–Juli 2025. Subjek ditentukan secara purposive sampling, meliputi kepala sekolah, wakil kepala sekolah, ketua program keahlian, dan guru. Penelitian menempuh empat tahap: pra-lapangan, orientasi lapangan, pengumpulan data intensif, serta verifikasi dan pelaporan. Data dikumpulkan melalui wawancara mendalam, observasi, dan studi dokumentasi, lalu dianalisis secara tematik melalui reduksi data, penyajian data, dan penarikan kesimpulan, disertai pattern matching, triangulasi, dan member checking. Hasil menunjukkan kepemimpinan bergeser menuju data-driven leadership melalui siklus kinerja terdokumentasi, coaching berbasis data, dan komunitas belajar guru. Namun capaian mutu belum sejalan: D.1 turun dari 64,00 (2024) menjadi 59,24 (2025), D.2 melambat dari 64,22 menjadi 63,54, dan D.17.5 merosot dari 69,00 menjadi 64,06, sementara D.3 menguat menjadi 62,88. DPM lebih kuat menjangkau dimensi internal kinerja guru daripada kemitraan DUDI. Sekolah direkomendasikan memperluas coaching diadik menjadi refleksi kolektif serta mengintegrasikan indikator keselarasan DUDI.
References
Agilan, N. (2026). Doing qualitative case study research: Meaning, design and execution (part 1). Qualitative Research Journal. Advance online publication. https://doi.org/10.1108/QRJ-04-2025-0153
Ahmad, M., & Wilkins, S. (2025). Purposive sampling in qualitative research: A framework for the entire journey. Quality & Quantity, 59(2), 1461–1479. https://doi.org/10.1007/s11135-024-02022-5
Ahmed, S. K. (2024). The pillars of trustworthiness in qualitative research. Journal of Medicine, Surgery, and Public Health, 2, Article 100051. https://doi.org/10.1016/j.glmedi.2024.100051
AlShammari, I., & AlAjmi, M. (2025). School principals' perspectives on applying data-driven decision making DDDM in centralized school settings. The Asia-Pacific Education Researcher, 34(2), 605–615. https://doi.org/10.1007/s40299-024-00882-x
Annamalah, S., Abdullah, S. A. K., Anthonysamy, L., & Ahmed, S. (2026). Case study research in qualitative inquiry: A structured guide to design, data collection and analysis. Qualitative Research Journal. Advance online publication. https://doi.org/10.1108/QRJ-11-2025-0429
Bao, Y. (2024). The effect of principal transformational leadership on teacher innovative behavior: The moderator role of uncertainty avoidance and the mediated role of the sense of meaning at work. Frontiers in Education, 9, Article 1378615. https://doi.org/10.3389/feduc.2024.1378615
Benlhabib, H., & Berrado, A. (2025). Towards a digital platform for performance management and systemic improvement of education systems: Evidence from Morocco. Discover Education, 4(1). https://doi.org/10.1007/s44217-024-00317-1
Cheah, K. S. L. (2025). The influence of school principals' digital leadership on teachers' competency in integrating artificial intelligence: A systematic thematic review. Frontiers in Education, 10, Article 1655967. https://doi.org/10.3389/feduc.2025.1655967
DeMatthews, D. E., Hart, T. D., James, L. D., & Casas, E. (2026). Qualitative case study design: Recommendations for doctoral students in educational leadership programs. Journal of Research on Leadership Education. Advance online publication. https://doi.org/10.1177/19427751251411499
Deschênes, M., Dionne, L., & Parent, S. (2024). Supporting digital competency development for vocational education student teachers in distance education. Frontiers in Education, 9, Article 1452445. https://doi.org/10.3389/feduc.2024.1452445
Göbel, K., Bönte, J., Gösch, A., & Neuber, K. (2022). The relevance of collegial video-based reflection on teaching for the development of reflection-related attitudes. Teaching and Teacher Education, 120, Article 103878. https://doi.org/10.1016/j.tate.2022.103878
Gore, J., & Rosser, B. (2022). Beyond content-focused professional development: Powerful professional learning through genuine learning communities across grades and subjects. Professional Development in Education, 48(2), 218–232. https://doi.org/10.1080/19415257.2020.1725904
Kager, K., Jurczok, A., Bolli, S., & Vock, M. (2022). "We were thinking too much like adults": Examining the development of teachers' critical and collaborative reflection in lesson study discussions. Teaching and Teacher Education, 113, Article 103683. https://doi.org/10.1016/j.tate.2022.103683
Li, K., Wang, P., & Chen, G. (2025). How can AI be integrated into teacher professional development programs? A systematic review based on an adapted technology-based learning model. Teaching and Teacher Education, 168, Article 105219. https://doi.org/10.1016/j.tate.2025.105219
Liu, J., Aziku, M., Qiang, F., & Zhang, B. (2024). Leveraging professional learning communities in linking digital professional development and instructional integration: Evidence from 16,072 STEM teachers. International Journal of STEM Education, 11(1). https://doi.org/10.1186/s40594-024-00513-3
Long, Y., & Xia, Y. (2025). Leveraging transformational and instructional leadership for teacher professional development: A dual-mediation model of teacher self-efficacy and organisational culture. Teaching and Teacher Education, 164, Article 105087. https://doi.org/10.1016/j.tate.2025.105087
Philp-Clark, C., & Grieshaber, S. (2024). Teacher critical reflection: What can be learned from quality research? The Australian Educational Researcher, 51(2), 697–717. https://doi.org/10.1007/s13384-023-00619-7
Polat, A. (2025). Thematic analysis in qualitative research: Common pitfalls and practical insights for academic writing. International Journal of Qualitative Methods, 24. https://doi.org/10.1177/16094069251372835
Sandoval-Ríos, F., Gajardo-Poblete, C., & López-Núñez, J. A. (2025). Role of data literacy training for decision-making in teaching practice: A systematic review. Frontiers in Education, 10, Article 1485821. https://doi.org/10.3389/feduc.2025.1485821
Segal, A. (2024). Rethinking collective reflection in teacher professional development. Journal of Teacher Education, 75(2), 155–167. https://doi.org/10.1177/00224871231188702
Tay, L. Y., Tan, L. S., Aiyoob, T. B., Tan, J. Y., Ong, M. W. L., Ratnam-Lim, C., & Chua, P. H. (2023). Teacher reflection—Call for a transformative mindset. Reflective Practice, 24(1), 27–44. https://doi.org/10.1080/14623943.2022.2130224
Warmoes, A., Decabooter, I., Van Gasse, R., Struyven, K., & Consuegra, E. (2024). How professional learning networks can support teachers' data literacy: In conversation with experts. Education Sciences, 14(10), Article 1071. https://doi.org/10.3390/educsci14101071
Witte, V., Schwering, A., & Frischemeier, D. (2025). Strengthening data literacy in K-12 education: A scoping review. Education Sciences, 15(1), Article 25. https://doi.org/10.3390/educsci15010025
Wutich, A., Beresford, M., & Bernard, H. R. (2024). Sample sizes for 10 types of qualitative data analysis: An integrative review, empirical guidance, and next steps. International Journal of Qualitative Methods, 23. https://doi.org/10.1177/16094069241296206
Xin, Y., Tang, Y., & Mou, X. (2024). An empirical study on the evaluation and influencing factors of digital competence of Chinese teachers for TVET. PLOS ONE, 19(9), Article e0310187. https://doi.org/10.1371/journal.pone.0310187
Yan, L., & Yuet, F. K. C. (2025). How does principals' transformational leadership affect teachers' continuing professional development? The mediating role of teachers' innovative leadership. Multidisciplinary Science Journal, 7(9), Article 2025441. https://doi.org/10.31893/multiscience.2025441
Zairul, M. (2025). Mastering thematic analysis: A step-by-step guide for beginners with tips for systematic analysis using ATLAS.ti 25. International Journal of Qualitative Methods, 24. https://doi.org/10.1177/16094069251384401
Zumpe, E., Dzormeku, D., & Schneider, J. (2025). Understanding school principals' perspectives on using data for improvement. Leadership and Policy in Schools. Advance online publication. https://doi.org/10.1080/15700763.2025.2532074
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nurmaulita Nurmaulita, Ngatmini Ngatmini, Parlaungan Lubis, S. Samrin Girsang, Rosnelli Rosnelli, Sukarman Purba
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors published with the JGK (Jurnal Guru Kita) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
