Pengembangan Budaya Organisasi untuk Meningkatkan Kinerja SDM di Taman Kanak-Kanak

Resi Rosalianisa, Muhammad Ana Zamzami, Burhanuddin Burhanuddin

Abstract


Penelitian mengenai budaya organisasi di lembaga Pendidikan Anak Usia Dini (PAUD) umumnya berfokus pada pengaruhnya terhadap kinerja guru, namun masih terbatas dalam mengkaji strategi pengembangan budaya organisasi pada PAUD berbasis keagamaan. Penelitian ini bertujuan mengidentifikasi nilai-nilai budaya organisasi, menganalisis pengaruhnya terhadap kinerja sumber daya manusia (SDM), serta merumuskan strategi pengembangan budaya organisasi di TK Muslimat NU 5 Bani Ro'uf Jabung Malang. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus melalui wawancara, observasi, dan dokumentasi yang dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña (Miles et al., 2014). Hasil penelitian menunjukkan bahwa budaya organisasi yang berlandaskan nilai religius, kekeluargaan, dan pengabdian mampu memperkuat komitmen, loyalitas, dan motivasi kerja SDM. Namun, lemahnya budaya inovasi dan profesionalisme menjadi kendala dalam meningkatkan kreativitas, adaptabilitas, dan kualitas kinerja. Temuan penelitian menghasilkan strategi pengembangan budaya organisasi yang menyeimbangkan nilai religius dengan inovasi, kolaborasi, dan profesionalisme sebagai upaya meningkatkan kinerja SDM. Hasil penelitian ini memberikan rekomendasi praktis bagi pengelola PAUD dan pengambil kebijakan dalam mengembangkan budaya organisasi yang adaptif guna meningkatkan mutu layanan pendidikan anak usia dini.

Pengembangan Budaya Organisasi untuk Meningkatkan Kinerja SDM di Taman Kanak-Kanak

Keywords


budaya organisasi, kinerja SDM, PAUD, kepemimpinan kepala sekolah

References


Abidin, Z., Abdullah, T., & Retnowati, R. (2020). Peningkatan Kinerja melalui Penguatan Budaya Organisasi, Kepribadian, dan Kepuasan Kerja [Universitas Pakuan]. https://eprints.unpak.ac.id/97/

Argyris, C., & Schön, D. A. (1996). Organizational Learning II: Theory, Method, and Practice. Addison-Wesley.

Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W. H. Freeman and Company.

Bass, B. M., & Riggio, R. E. (2006). Transformational Leadership (2nd ed.). Lawrence Erlbaum Associates.

Blase, J. (2004). Handbook of Instructional Leadership: How Successful Principals Promote Teaching and Learning (2nd ed.). Corwin Press.

Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry. https://doi.org/https://doi.org/10.1207/S15327965PLI1104_01

Edmondson, A. (1999). Psychological Safety and Learning Behavior in Work Teams. Administrative Science Quarterly, 44(2), 350-383.

Fullan, M. (2007). The New Meaning of Educational Change (4th ed.). Teachers College Press.

Hannan, M. T., & Freeman, J. (1984). Structural Inertia and Organizational Change. American Sociological Review, 49(2), 149–164. https://doi.org/https://doi.org/10.2307/2095567

Hariyanti, H., & Prahastiwi, E. D. (2021). Perubahan dan Perkembangan Organisasi, Stress Serta Hubungannya dengan Kinerja Guru PAUD. TAJDID: Jurnal Pemikiran, 5(2), 150–160. http://ejournal.iaimbima.ac.id/index.php/tajdid/article/download/667/486

Hidayatullah, S. (2023). The Influence of School ’ s Culture and Organizational Commitment on Teacher ’ s Performance in State High Schools. 2(2), 234–243. https://doi.org/https://doi.org/10.59175/pijed.v2i2.89

Janis, I. L. (1982). Groupthink: Psychological Studies of Policy Decisions and Fiascoes (2nd ed.). Houghton Mifflin.

Lewin, K. (1947). Frontiers in Group Dynamics: Concept, Method and Reality in Social Science. Human Relations, 01(1), 5–41. https://doi.org/https://doi.org/10.1177/001872674700100103

Liu, W., & Yu, L. (2024). Kindergarten Organizational Climate and Teachers’ Job Involvement: Mediating Role of Teaching Efficacy. 52(6), 1-8. Social Behavior and Personality: An International Journal, 52(6), 1–8. https://doi.org/https://doi.org/10.2224/sbp.13120

Locke, E. A., & Latham, G. P. (2002). Building a Practically Useful Theory of Goal Setting and Task Motivation: A 35-Year Odyssey. American Psychologist, 57(9), 705–717. https://doi.org/https://doi.org/10.1037/0003-066X.57.9.705

Mansyur, M. (2020). Studi Korelasional Perilaku Kepemimpinan dan Iklim Kerja dengan Prestasi Kerja Guru Sekolah Menengah Atas. Al-TA’DIB: Jurnal Kajian Ilmu Kependidikan, 12(2), 277–293. https://doi.org/https://doi.org/10.31332/atdbwv12i2.1334

Martono, S., & Nurhayati, A. (2020). Organizational Culture, Job Satisfaction and Teacher Performance: A Study of Indonesian Kindergarten Teachers. Cypriot Journal of Educational Sciences, 15(5), 1250–1260. https://doi.org/https://doi.org/10.18844/cjes.v15i5.5168

Meyer, J. P., & Allen, N. J. (1991). A Three-Component Conceptualization of Organizational Commitment. Human Resource Management Review, 01(1), 61–89. https://doi.org/https://doi.org/10.1016/1053-4822(91)90011-Z

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). SAGE Publications Inc.

Murniati, H., & Wahidy, A. (2021). The Influence of Principal’s Managerial Competency and School Organizational Culture on Teachers’ Performance in Public Kindergartens in Ogan Ilir District. Proceedings of the International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). https://doi.org/https://doi.org/10.2991/assehr.k.210716.066

Mustofa, M., Tunas, B., & Sunaryo, W. (2020). Peningkatan Kinerja melalui Penguatan Efektivitas Peran Manajerial, Budaya Organisasi dan Komunikasi Interpersonal. [Disertasi, Universitas Pakuan.]. https://doi.org/https://eprints.unpak.ac.id/155/

Rini, R. (2024). Organizational Culture, Transformational Leadership, and Work Motivation’s Effect on Aba Kindergarten Teachers’ Performance and OCB. Stanford SearchWorks. https://searchworks-lb.stanford.edu/articles/bth__178546241

Samuelson, W., & Zeckhauser, R. (1988). Status Quo Bias in Decision Making. Journal of Risk and Uncertainty, 1(1), 7–59. https://doi.org/https://doi.org/10.1007/BF00055564

Schein, E. H. (2010). Organizational Culture and Leadership (4th ed.). Jossey-Bass.

Schweisfurth, M. (2011). Learner-Centred Education in Developing Country Contexts: A Solution or A Problem? International Journal of Educational Development, 31(5), 425–432. https://doi.org/https://doi.org/10.1016/j.ijedudev.2010.12.001

Senge, P. M. (1990). The Fifth Discipline: The Art and Practice of The Learning Organization. Doubleday.

Setyawati, K. (2023). The influence of Organizational Culture, Leadership, and Motivation on Performance of Early Childhood School Teachers. Journal of Childhood Development, 3(1), 39–46. https://ouci.dntb.gov.ua/en/works/7PqMMR04/

Silalahi, M., Simatupang, S., Romy, E., Candra, V., & Sudirman, A. (2021). Analysis of Teacher Performance Assessed from The Aspects of Organizational Culture, Motivation, and Competence. Journal of Education Research and Evaluation, 5(3), 406–413. https://doi.org/https://doi.org/10.23887/jere.v5i3.33617

Simbolon, M. A., Purba, S., & Rahman, A. (2022). The Influence of Organizational Culture, Academic Supervision and Work Motivation on PAUD Teacher Performance in Medan Selayang District. Proceedings of the 7th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2. https://doi.org/https://doi.org/10.4108/eai.20-9-2022.2324509

Sudibjo, N., & Nasution, R. A. (2020). Work Environment, Work Motivation and Organizational Culture in Influencing Teachers’ Performance. Jurnal Pendidikan dan Pengajaran, 53(3), 276–286. https://doi.org/https://doi.org/10.23887/jpp.v53i3.28533

Tschannen-Moran, & Hoy, W. K. (2001). A Multidisciplinary Analysis of The Nature, Meaning, and Measurement of Trust. Review of Educational Research, 71(4), 547–593. https://doi.org/https://doi.org/10.3102/00346543071004547

Wang, X., & Li, Y. (2024). Influence of Kindergarten Principals’ Contingent Rewards on Teachers’ Creative Teaching Performance: Testing A Moderated-Mediated Model. Work: A Journal of Prevention, Assessment & Rehabilitation, 78(2), 461–476. https://doi.org/https://pmc.ncbi.nlm.nih.gov/articles/PMC11191533/

Yang, W., & Lim, S. (2023). Toward Distributed Pedagogical Leadership for Quality Improvement: Evidence From A Childcare Centre in Singapore. Educational Management Administration & Leadership, 51(2), 289–307. https://doi.org/https://doi.org/10.1177/1741143220975768




DOI: https://doi.org/10.31004/edukatif.v8i4.9035

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Resi Rosalianisa, Muhammad Ana Zamzami, Burhanuddin Burhanuddin

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.