Kepala Sekolah sebagai Instructional Leader dalam Mendukung Implementasi Pembelajaran Mendalam

Abstract

This study aims to analyze the role of the principal as an instructional leader in supporting the implementation of deep learning in schools. The 21st-century era of education demands that students develop critical, creative, collaborative, and reflective thinking skills. Therefore, the principal's role as not only an administrator but also a visionary learning leader is crucial. This study employed a descriptive qualitative approach, employing observation and in-depth interviews with the principal, teachers, and academic staff. Observations were conducted to examine instructional leadership practices, interactions with teachers, the creation of a learning culture, and the use of technology and learning media. Semi-structured interviews were used to gain insight into strategies, experiences, and challenges in implementing deep learning. The results indicate that the principal established a learning vision and mission that emphasized conceptual understanding, fostered a collaborative and innovative culture, facilitated teacher professional development, provided supervision and constructive feedback, and encouraged the integration of technology into the learning process. The principal acted as a driver of pedagogical innovation, ensuring that deep learning strategies were implemented effectively and sustainably. These findings demonstrate that visionary and collaborative instructional leadership plays a crucial role in improving the quality of learning and students' 21st-century competencies. This research provides practical implications for strengthening the role of principals in educational transformation and improving the quality of learning in schools.