PEMBERDAYAAN GURU DI PEDESAAN SEBAGAI SOCIAL CAPITAL PEMBANGUNAN MELALUI FASILITASI PENDIDIKAN BERBASIS KEPEMIMPINAN TRANSFORMASIONAL DAN KOMUNITAS BELAJAR GURU
Abstract
Prinsip pembangunan berkeadilan sosial mengindikasikan pentingnya dilaksanakannya pembangunan secara menyeluruh, baik di area perkotaan ataupun daerah pedesaan. Area pedesaan seringkali tertinggal di bidang pendidikan dan pembangunan dikarenakan faktor geografis yang seringkali menghambat masuknya fasilitas dan modernisasi ke area pedesaan. Salah satu pembangunan yang seharusnya mendapat perhatian adalah perkembangan pendidikan di pedesaan. Seringkali siswa di desa tertinggal dalam hal pendidikan dibandingkan dengan siswa di perkotaan. Hal ini dikhawatirkan menimbulkan kesenjangan pendidikan yang dapat menghambat pembangunan. Salah satu cara mengatasinya adalah dengan mengembangkan profesionalisme guru di area pedesaan yang pada akhirnya diharapkan dapat meningkatkan prestasi/kualitas pendidikan siswa di desa. Beberapa metode yang dapat dilaksanakan adalah dengan membentuk komunitas belajar guru sebagai sarana dan media guru untuk bersama-sama belajar dalam struktur komunitas yang lebih bersifat horizontal dan diadaptasikan dalam konteks sosial dan budaya area pedesaan yang bersifat kolektif. Komunitas belajar ini diharapkan lebih efektif untuk mengembangkan kualitas pendidikan dan pengetahuan guru karena lebih bersifat komunitas berkala serta menstimulasi diskusi dan kegiatan kegiatan akademis yang didasarkan pada isu-isu pendidikan yang kekinian dan sesuai dengan konteks sosial dan budaya. Metode yang kedua yaitu dengan melalui pembentukan kepemimpinan sekolah yang bersifat transformasional. Kepemimpinan tersebut diharapkan dapat menstimulasi perubahan/perkembangan dan dapat memberikan iklim yang kondusif untuk tumbuh kembangnya kepemimpinan guru. Model kepemimpinan transformasional dapat beradaptasi dan menerima perubahan-perubahan yang terjadi dengan cepat didunia pendidikan sebagai dampak globalisasi dan perkembangan ilmu pengetahuan dan teknologi. Melalui kepemimpinan transformasional, diharapkan guru dapat terpacu untuk selalu mengikuti perubahan dan perkembangan pengetahuan dan metode pembelajaran.
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DOI: http://dx.doi.org/10.12962/j23546026.y2018i5.4424
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