STRATEGI KEPALA SEKOLAH UNTUK MENINGKATKAN MUTU KOMPETENSI LULUSAN MELALUI PROGRAM BAGEUR DI SMAN 1 TAMBUN SELATAN

Abstrak / Ringkasan

Sugiyantoro
Master Student Islamic Education Management
Sugiyantoro@unismabekasi.ac.id
This study aims to comprehensively examine the principal’s leadership strategy in operationalizing the BAGEUR program as a systematic effort to improve the quality of graduate competency at SMAN 1 Tambun Selatan. A qualitative case study approach was employed, with data collected through in-depth interviews, participant observation, and documentation study involving the principal, the vice principal for curriculum, teachers, and students. Data were analyzed using the Miles and Huberman model, comprising data reduction, data display, and conclusion drawing/verification, with credibility ensured through method triangulation. The findings show that the principal designed the BAGEUR program participatively through a SWOT analysis together with the vice principal, supervisors, and senior teachers, producing six pillars: Beribadah (worship), Aktif Literasi Numerasi (active literacy and numeracy), Gerakan Kepramukaan (scouting movement), Etika dan Karakteristik (ethics and character), Utamakan Sarapan Bergizi (prioritizing nutritious breakfast), and Refleksi Umpan Balik (reflective feedback). The principal implemented the six pillars by integrating them into the school’s daily, weekly, monthly, and semester cycles; mobilized teacher commitment through a gradual transformational leadership strategy over six months; and addressed implementation obstacles related to facilities, student consistency, teachers’ administrative workload, budget limitations, and parental support through adaptive strategies such as digitalizing reporting, integrating BAGEUR into the Strengthening of the Pancasila Student Profile Project (P5), simplifying modules, and strengthening communication with parents. These four strategic dimensions are synthesized into a BAGEUR Implementation Strategy Cycle Model (Model SIB), which moves cyclically through the stages of designing, embedding, mobilizing, overcoming obstacles, and institutionalizing. The program has been sustained at approximately 75% of its planned targets, with measurable impacts including improved academic scores, reduced disciplinary violations, and strengthened graduates’ competitiveness in admission to public universities. This study recommends strengthening written implementation guidelines and cadre regeneration so that program sustainability does not depend on a single principal, and suggests further multi-site and mixed-methods research to test the replicability of the BAGEUR model in other school contexts.

Keywords: Principal’s strategy, Quality of graduate competency, BAGEUR program

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