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U.

Mahmud Falah

Fakultas Kejuruan Ilmu Pendidikan


Universitas Muhammadiyah Tasikmalaya

Abstract

Leadership in education plays a key role in management. Therefore, through


leadership, management functions can be run in accordance with an agreed
mechanism for achieving educational goals. Leadership is a core part in
management. As an art to influence others, whether the leadership is strong or
weak authority provides a direct consequence in the institute managements success
or fail. No exception the educational institutions.

Educational leaders require assertive behavior that is the behavior that


include an expression or declaration of interests, needs, opinions, thoughts, and
feelings, which are done wisely, fairly, and effectively, so that our rights can be
maintained with due regard to respect for equality and rights with other people.
Through such assertive behavior, the educational leaders can
manage the whole personality, and it will impact on the sustainability
development of education organization. Assertive behavior is developed as an
effort to make the leader a model or example through self-discipline and
cooperation.
Keywords: Assertive behavior, educational leaders.

Abstrak

Kepemimpinan dalam pendidikan memainkan peran kunci dalam


manajemen. Oleh karena itu, melalui kepemimpinan, fungsi manajemen dapat
dijalankan sesuai dengan mekanisme yang disepakati untuk mencapai tujuan
pendidikan. Kepemimpinan adalah bagian inti dalam manajemen. Sebagai seni
untuk mempengaruhi orang lain, apakah kepemimpinan itu kuat atau lemah,
memberikan konsekuensi langsung dalam keberhasilan atau kegagalan manajemen
institut tersebut. Tak terkecuali institusi pendidikan.

Pemimpin pendidikan membutuhkan perilaku asertif yaitu perilaku yang


mencakup ekspresi atau deklarasi kepentingan, kebutuhan, pendapat, pemikiran, dan
perasaan, yang dilakukan dengan bijak, adil, dan efektif, sehingga hak kita dapat
dipertahankan dengan memperhatikan penghormatan terhadap kesetaraan dan hak
dengan orang lain.

Dengan perilaku asertif seperti itu, para pemimpin pendidikan bisa


mengelola keseluruhannya kepribadian, dan itu akan berdampak pada keberlanjutan
pengembangan organisasi pendidikan. Perilaku asertif dikembangkan sebagai upaya
menjadikan pemimpin sebagai teladan atau teladan melalui disiplin diri dan kerja
sama.

Kata kunci: Perilaku asertif, pemimpin pendidikan.


PREFACE
The behavior of educational leaders when faced with various situations within the
organization is very diverse. The pattern of interactive relationships can occur effectively
when there is a harmonious relationship and smooth communication occurs. Principal
Behavior as a leader of education affects the organization thoroughly. Joint life of the
organization, among others, colored by the character of its leader. Studies at various
institutions, both formal and non-formal show relatively similar conditions. Interpersonal
communication brings a broader dimension to organizational life. Communication certainty
goes well on the other hand is influenced by the behavior of the leader. In interpersonal
relationships, one's behavior toward others can be grouped into assertive behavior,
submissive behavior, and aggressive behavior. When performing "sweet" behaviors, "making
no difference to others," weak, passive, self-sacrificing, unable to resist, letting the needs,
opinions, thoughts, judgments of others dominate our needs, opinions, thoughts and
judgments alone, then we have displayed submissive behavior. For example: a principal tends
to avoid giving a complicated task to one of the teachers because the teacher often complains
when given such a task.
This submissive behavior will sooner or later result in a sense of threat and hurt,
dissatisfaction, depression, physical illness, and will reinforce the existence of aggressive
behavior of others.
Aggressive behavior is a self-centered behavior (only prioritizing rights, interests,
opinions, needs, and feelings), ignoring the rights of others. Aggressive people assume that
only he is right, so his behavior contains hostility and pride. They often use aggressive anger
and body language as well as other menacing behaviors to bully, conquer, and dominate
others. They will use language that hurts others to conclude that someone is guilty and
embarrasses it. For example, when a teacher can not perform the task as he or she wishes, a
principal says "This is not the time. I already told you, just do it like my instructions, no need
to look for other ways ".
Assertiveness is behavior that is an expression / statement of interest, needs, opinions,
thoughts, and feelings, done wisely, justly and effectively, so that our rights can be
maintained with due regard to respect for the equality and rights of others.
Team / team collaboration requires coordination of skills, knowledge, and attitude.
Combination, coordination, integration, synchronization of creative initiative, skills, attitude,
knowledge, and member experience (knowledge management) are needed to solve the
problems faced (Ismara, 2009: 25). Teamwork also requires self-belonging, proactive,
transparent, responsibility, accountability, and empathy for mutual understanding,
compassion, cohesiveness and cohesiveness among members.
School is a team work. What forces affect the strongness of an organization / team?
One of the deciding factors is the commitment of the members of the organization.
Commitment can be defined as (a) strong belief and acceptance of the organization's goals
and values; (b) willingness to work and become part of the organization; and (c) intend to
remain a member of the organization.
There are three approaches in understanding commitment by Ismara (2009: 24). First
is commitment as a personal (sincere) impulse, has three key elements, namely: continuance,
cohesion (relationship-oriented) and control. against the norm). Second, commitment as a
result of interaction between individuals and organizations. Third, commitment is grown by
the organization through its ability to pay attention to workers.
Assertive behavior makes a person more confident and valuable, has the right self-
concept, improves self-control in everyday life, and gets a fair relationship with others. This
assertiveness is an antidote to submissive behavior and aggressive behavior.
The emergence of assertive behavior is driven by the belief that:
1. I am equal / equal with others, with the same basic rights
2. I am free to think, choose, and make decisions for myself
3. I am able to try something, make mistakes, learn,
4. I am responsible for my actions and my response to others
5. I do not need to ask permission to take action
6. It does not matter if you do not agree with others. Approval is not always necessary
and not always appropriate.
When compared, the characteristics of the three types of behavior are as described in
the following table:
Differences in Behavioral Characteristics
Behavior
Nature Submissive Behavior Assertive
Aggressive

Appreciation High Low High


to others
Self-respect
Low (Usually) high High
Principal Subject to I am the first Respect for others
Actions others Weakness in hide I and you are equal
Subject I am the last Strength is Open about
to exaggerated weakness and
Weakness is strength
others visible Not subject Fair exchange
Strength is less
important

Always giving up
Attacking others

The benefits Not disturbed Get what you want Many get what they
are felt Personal risk is low Notdisturbed want Will be
Will be appreciated appreciated A fair /
fair relationship
Possible losses Bad relationship Do not always get
Badrelationship what you want
There is hidden
Ignored revenge Lost contact Confusing / jealous
Others take of others
advantage
Banyak mendapatkan
Akan disukai apa yang diinginkan
There are several underlying assumptions, why we need to train ourselves to assertive
behavior. First, everyone has needs that must be met. Second, everyone Akanhasdihargai
the same rights.
Thirdly, everyone can contribute to what is being said. In addition, assertive behavior is also
useful as an antidote to fear, shame, passivity, and even anger. Hubungan yang
adil/wajar
EDUCATION LEADER
Educational leaders have become an important part that determines the success of
education. Direct and indirect leaders of education color education organizations so that the
effectiveness and success of an institution is determined by the credibility and ability of the
leader. On the other hand, Handayaningrat (1996: 70) describes the terms of leader and
leadership, which include:
1. The minimum requirements a leader must possess are:
a. Good character (character, mind, moral)
b. High Intelligence
c. Birth and heart preparedness
2. Other Requirements Required:
a. Aware of responsibility
b. Have outstanding leadership Characteristics
c. Guiding himself with the principles and principles of leadership.
d. Carry out activities and orders with full responsibility (correct) and able to guide
his men well and galvanize it into an effective unity.
e. Know his men, fully understand the nature and behavior each in every kind of
circumstance, atmosphere and influence.
f. Understand how to measure and value leadership.
Meanwhile, according to Nawawi (1983: 91) the characteristics of leadership include:
1. The charismatic leader, because of his influential and believing personality;
2. Leaders of symbols, traditionally recognized as symbols of group / organizational
greatness;
3. Leader of Headmanship, placed as an honor because of his experience and position
in society;
4. Expert leader, having expertise in a particular field;
5. Organizational Leaders and Administrators; because of organizational skills;
6. The leader of the agitator, has the ability to exert pressure
Educational leaders who have good self-awareness, will be an example and a
counterweight in the organization. Such a leader possesses a superior personality integrity
that is able to position himself according to his proportion, or in Javanese terms referred to as
"empan plank". Educational leaders have distinctive characteristics compared to leaders in
the business field. Educational leaders have a responsibility to develop aspects of "human" so
as not to make his men as a passive robot and obey what his superior command. Self
Discipline What exactly is the meaning of discipline giving such a big impact? Discipline is
the mental attitude to do the right thing at the right time and really appreciate the time.
Although the notion of discipline is very simple, but rather difficult to apply the concepts of
discipline was to entrust into our daily lives. For example as a principal already has a school
work program. But after a long vacation or other reasons you delay the implementation of the
program. You are precisely

Self Discipline
What exactly is the meaning of discipline giving such a big impact? Discipline is the
mental attitude to do the right thing at the right time and really appreciate the time. Although
the notion of discipline is very simple, but rather difficult to apply the concepts of discipline
was to entrust into our daily lives.
For example as a principal already has a school work program. But after a long
vacation or other reasons you delay the implementation of the program. You just become less
eager to work again or lazy to start and stall.
While tips to train other discipline is to get used to only eat healthy and nutritious
foods and apply a good diet. Not that our food should be expensive or bought from elite
restaurants. Examples of healthy and nutritious foods are various types of fruits and
vegetables. If our food is always healthy and nutritious, then it can be ascertained our energy
and vitality increase to do the responsibilities appropriately and quickly to achieve the best
results.
The process of worshiping the Lord YME is the deepest appreciation and peace of
mind. But worshiping or getting closer to God YME is actually also the most important
discipline exercise. For example Muslims who worship 5 times a day, Christians every
Sunday, Buddhists every morning and afternoon, and so forth. Compliance to carry out
routines of worship according to the rules of religion of course train discipline, while
enriching our hearts and souls with peace, confidence, creativity and energy love God
Almighty Power.
Procrastination is not always a bad sign. For the delay of not being complacent had
always caused my disciplinary character to be born again. The more I use that principle, I
create more progress in financial, social, spiritual and business relationships.
Successful people are people who always apply the discipline in their daily lives. Try
applying discipline in life, and you'll never regret it. If discipline is already part of our
personal awareness or culture, then we have built a solid foundation of life as a successful
and energetic person. Successful educational leaders are educational leaders who are able to
discipline themselves optimally so that what has been planned and what should be done can
be resolved properly.
Power Struggle
Fighting or adversity quotient is a concept of human potential in the form of ability to
deal with and overcome life problems in the form of difficulties or obstacles. Adversity
quotien consists of the concept of cognitive, physiological conditions of brain neurons and
emotions. Adversity quotien contains the concept of measuring against the components that
serve as the response that humans use in the face of adversity. Adversity quotient is the
individual response to the difficulties encountered in the form of a response that can function
to survive (not despair or resign) and face difficulties to be resolved.
This response is a perceptual response in which there is a cognitive role in looking at
the difficulties faced. Human activity is driven by efforts to achieve its goals. Adversity
quotien explains that human impulse in achieving that goal is the core drive to climb. The
purpose of Adversity quotient is the objective that is related to the achievement of self
actualization needs, while the climb is the growth and improvement of life in one individual.
There are three types of individuals in relation to energy to climb and face the
obstacles that accompany such endeavors, quitters, campers and climbers. The lowest level is
called quitters, intermediate levels are called campers and are the highest climbers.
Quitters are people who quit and have no desire to climb. Individuals of this type do
not have the energy to achieve the needs of self-actualization. They choose to avoid the
challenges that will be faced when they climb. They feel enough with all that has been
obtained and hope (by taking this attitude) will not get life's challenges than if they climb.
The spirit of the individual is minimal so the quality of work is low and becomes less
creative.
Campers are like campers. Campers lead to individuals who have attempted to climb
or attempt to achieve a goal. But then it stops when it reaches to a certain level and feels it
has been quite successful so that it stops in climbing. One point of success is not the purpose
of life. Success is only one success in facing obstacles. Thus Adversity quotien does not
know the ultimate goal. The cessation of an attempt to fight for self-activity meant that he
had stopped climbing. This individual is a loser because he is not trying to reach the peak he
can achieve. Basically campers are trying to avoid experiences that might lead to change big.
Climbers means climbers. According to Adversity quotien, climbers are the
designation for individuals who all live dedicated to climbing. Regardless of the background,
gain or loss of fate rises or is bad, he keeps climbing.
Climbers always think about the possibilities of achieving self-activity by never
allowing obstacles to block their ascent. Climbers believes that things can and will happen
even if others behave negatively and argue that it is impossible to go and climbers are always
sure of finding ways to make things happen as climbers never worry about risk and are
confident of success to go.
These three types of attitudes are awakened by the individual learning process of
individual experiences and perceptions of the things faced. Thus the value of Adversity
quotien owned by the individual is not an innate disposition, but can be learned and trained.

Time Management
Many people experience stress because they do not have enough time to do all the
responsibilities because there are deadlines, budget restrictions and competitive pressure so
individuals become more work. The solution is clever in managing the time. The two keys
needed to manage time are 1) the ability to set priorities 2) the ability to concentrate fully on
one thing at a time.
If you feel that time is never enough to do all the work that must be done, then it must
determine the priority scale on the activities undertaken. Most people do small things
compared to the main ones because something small is easier and they are often happier than
big things. Usually the time is preoccupied for a small thing when in fact for the greater the
availability of time should also be more.
Self-discipline to organize work and focus on rewarding tasks is a time signature
under control. It can reduce stress levels. There are two things to keep the time under control:
1) Make a decision today to become an expert in managing time 2) Set clear priorities on all
jobs before starting activities, discipline yourself to get started on important and focused
tasks. It will reduce stress immediately. The four pillars of time management effectively are:
The first pillar is identifying roles. Everyone has a role in life, especially in the
organization and society. Many people do not really think about the role they play in life. The
first task is to write key roles in life. The educational leader should ensure his or her role and
the role of its members to ensure that the organization is doing well.
The second pillar is selecting goals. After the first pillar is over the next step is to
think to determine the results to be achieved on each role for a given time. It should be noted
as a goal. Ideally the goal of any particular time period, for example a particular week is part
of the strategic goal (long term).
The third pillar is scheduling. Educational leaders should be able to manage the time
well, so they can run the educational leadership program as well. The discipline of
educational leaders is an absolute requirement, but not a superior arrogance to cover the
inability to manage time.
The fourth pillar is controlling. Once an organization is run by people within the
organization, the education leader must ensure that it can control the direction of its
organizational development. A healthy organization can be known from the performance of
its members. Performance effectiveness is related to the previous three pillars. Having all
done well means that the organization is on the right track. The role of such a great leader
demands assertive behavior as a whole, in which he is not a rigid bureaucrat or a weak
opportunist.
CLOSE

School is an organization. Inside the school there is an organizational structure, from


headmasters, vice principals, teacher councils, staff, school committees, and of course the
students. In the school there is a curriculum and learning, cost, means, and other things that
must be planned, implemented, led, and supervised. It all boils down to a partner relationship
or human relations.

In the process of guidance or supervision, the principal as an educational leader is


expected to establish a harmonious and egalitarian cooperation that does not prioritize the
authority it has. The approach of authority in interaction with subordinates in the present era
is less relevant. What is more striking is the collegial approach. Assertive behavior as a form
of self-reflection of a person, especially leaders will color the organization as a whole. The
reason for the need for assertive behavior, namely: First, everyone has a need to be met.
Second, everyone has the same rights. Thirdly, everyone can contribute to what is being said.
In addition, assertive behavior is also useful as an antidote to fear, shame, passivity, and even
anger.

BIBLIOGRAPHY

Handayaningrat, (1996), Pengantar Studi Ilmu Administrasi dan Manajemen.


Jakarta: Penerbit PT Toko Gunung Agung.

Nawawi, Hadari, (1983), Administrasi Pendidikan. Jakarta: CV Haji Mas Agung.


Dittendik, (2009), Mengenal, Mengembangkan, dan Memberdayakan Diri.
Jakarta: Depdiknas.
Ismara, (2009), Bahan Pelatihan Team Work. Yogyakarta.
Munandar, 2001, Psikologi Industri dan Organisasi, Jakarta: Penerbit UI Press

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