Implementasi Pelatihan Kepemimpinan Administrator secara Jarak Jauh di Lingkungan Kementerian Keuangan

Administrator Leadership Training (PKA) is training for ASN Echelon III which aims to improve leadership performance competencies. Based on the Decree of the Head of the Financial Education and Training Agency (BPPK) No. 82 of 2020, BPPK can conduct distance training as an alternative to learning. This study aims to analyze the implementation of remote PKA policies at the Ministry of Finance. The research method used is quasi-experimental. Collecting data through distributing questionnaires to 26 training participant respondents from various regions (different time zones), then analyzed inductively. The results show that online learning methods make the learning process more productive because learning activities are varied and documented, time and place are flexible, budget allocations are much lower than offline learning. However, there were also several weaknesses, including the lack of social interaction between participants, interference that could occur due to unstable internet networks, and participants feeling tired because they had to sit and stare at a computer screen for a long time. Research recommendations are to improve the quality of the internet network, have independent study and assign assignments before online learning, include case study material as discussion material, and add learning material in the form of videos (not just documents). Abstrak Pelatihan Kepemimpinan Administrator (PKA) merupakan pelatihn bagi ASN eselon III yang bertujuan untuk meningkatkan kompetensi kinerja kepemimpinan. Berdasarkan Keputusan Kepala Badan Pendidikan dan Pelatihan Keuangan (BPPK) Nomor KEP-82/PP/2020, BPPK dapat melakukan pelatihan jarak jauh sebagai alternatif pembelajaran. Penelitian ini bertujuan untuk menganalisis implementasi kebijakan PKA secara jarak jauh di Kementerian Keuangan. Metode penelitian yang digunakan adalah quasi eksperimen. Pengumpulan data melalui pembagian kuesioner kepada 26 responden peserta PKA dari berbagai daerah (zona waktu berbeda), kemudian dianalisis secara logika-induktif. Hasil penelitian menunjukkan bahwa metode pembelajaran daring membuat proses belajar lebih produktif karena kegiatan belajarnya bervariasi dan terdokumentasi, waktu dan tempat yang fleksibel, alokasi anggaran jauh lebih rendah dibandingkan pembelajaran tatap muka. Akan tetapi terdapat juga beberapa kelemahan antara lain minimnya interaksi sosial antar peserta, gangguan yang bisa terjadi akibat tidak stabilnya jaringan internet, serta peserta merasa lelah karena harus duduk dan menatap layar komputer dalam waktu lama. Rekomendasi penelitian adalah peningkatan kualitas jaringan internet, adanya belajar mandiri dan pemberian tugas sebelum pembelajaran daring, memasukkan materi studi kasus sebagai bahan diskusi, dan menambah materi belajar berupa video (bukan hanya dokumen).

Aplikasi Zoom pada Pelatihan Kepemimpinan Administrator

The pandemic forced all training activities to become disrupted, the way that is commonly done with zoom application technology. The purpose of this study is to provide an argument that occurs in an administrator leadership training in 2020 during a pandemic with a zoom facility. A descriptive qualitative method with questionnaires to participants with a google form, and analyzed with a google sheet, analyzing the results of interviews and participatory observation. Based on the results of the analysis, it is known that the zoom-in participants who are in the category x generation experiences boredom, and claims that the ideal zoom time of 1-3 hours is 69.7%. And as many as 31.3% claims to be more than 3 hours, with the zoom condition is not monotonous. The results of this study are only limited to the operational aspects of zoom, there are other possible aspects to provide better outcomes for Administrator Leadership Training.

KEPEMIMPINAN KEPALA SEKOLAH DAN DAMPAKNYA TERHDAP IKLIM MENGAJAR (Studi Kasus di SMPN 2 Kapetakan Cirebon)

The purpose of this research is to investigate the influence of Principal Leadership (KS), namely leadership as educator, leadership as manager, leadership as administrator, leadership as supervisor, leadership as leader, leadership as innovator, leadership as motivator (EMASLIM) on the teaching climate. The methodology used in this research is descriptive method, documentation study method, and path analysis technique. The results of the study concluded that 1) The leadership of the principal at the Cirebon Plot 2 Middle School was considered very good; This shows that principals are able to carry out their duties as Educators, Managers, Administrators, Supervisors, Leaders, Innovators, Motivators; (2) the teaching climate at the Cirebon Plot 2 Junior High School is considered very good. This shows that the principal is able to create an effective, efficient and conducive teaching climate.