was suggested by the principle of teaching character, after the students were given the chance
for implementing the character, they were expected to reflect so as to look back on what they had done.
Considering the feedback from their friends, they are expected to be able to do the self reflection
3.2.5 Let’s Make Reflection
Whereas in checking your competence the students were still given the task, in this part, the
students were no longer given task. What they needed to do was only reflecting on how far they
understood the learning material and how far they had implemented the character they had learned
before. This part was derived from the character building’s
teaching that
reflection greatly
contributed to the character building. The students were asked to reflect by themselves. They were
expected to see the good points they had made and the weaknesses they had made. After that, the
students were assigned to make the plan for improving themselves.
4. Conclusion
This paper addressed two questions namely 1 how to develop the learning material for the
students which incorporate the English language proficiency and the character development for the
students majoring at official admistration Grade X SMKN I Godean Sleman? 2
In order to develop learning material for the students of vocational school majoring at official
administration, the writer had conducted some steps namely a conducting need analysis b stating the
objective c deciding the subject content d deciding the learning activity. The presentation of
learning material which integrates the English language proficiency and character development
are a getting ready b moving forward c act it out d making reflection
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[6] H.Mifa, Raker MPK Regio Jabalmbang, Sekolah
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84
PRINCIPAL’S ENTREPRENEUR LEADERSHIP MODEL FOR STAKEHOLDERS FIDELITY, LOYALTY, COMMITMENT, AND
PARTICIPATION ENHANCEMENT ON VOCATIONAL EDUCATION SCHOOLS DEVELOPMENT
Ahmad Dardiri
Department of Civil Engineering Education Faculty of Engineering Malang State University ahmad.dardiriyahoo.com
Abstract
The Purpose of this qualitative research was identify how principals was implemented hisher entrepreneur leadership for enhancing stakeholder’s fidelity, loyalty, commitment, and participations on vocational education
schools program’s development. The research data gathering was conducted at Public Vocational High School 6 Malang and Privat Vocational High School PGRI 3 Malang using indept interviews, observasions, and
documentations. The research informan are: principals, vice principals, teachers, head of department, head of laboaratorium, school’s commitee, parents, and students.
The results of the research show that implementing of entrepreneur leadership model have been enhanced fidelity, loyalty, commitment, and participations of the stakeholders on vocational educations schools programs
development. Principals have implemented hisher leadership with: 1 build entrepreneurs vision and mission development, 2 gived entrepreneur motivations and inspirations, 3 developed communications and
informations excange intensively with stakeholers, 4 build quality based entrepreneur climate culture, and 5 used collaborative-participatif decision making. Principals was implement managerial focused on: 1 creative
and innovative teaching learning proscess quality improvent, 2 providing infrastucture base on industrial need or teaching factory, and 3 giving excelent services for stakeholders satisfy. Despitefully, principals was
promoted hisher differentiation of schools quality as school brand.
Keywords: Principal, leadership, entrepreneur, fidelity, loyalty, commitment, vocational education.
1. Introduction
Vocational High School VHS has a strategic role to prepare high quality of the middle-level
skilled manpower
required by
the communityindustry.
High quality
vocational school graduates will support the industrial
productivity and ultimately improve national productivity. But government policies implemented
for nearly six decades that prefers Genaral High School graduated compared to VHS leads most of
the secondary school graduate to choose the General High School than the Vocational High
School. The VHS input has a lower quality than the high school input. Society still views VHS as a
less prestigiousquality education. The impact to an educational system which consists of input-process-
output, low quality of inputs carry implications for the difficulty of handling the process or obtaining
the high quality of output.
Use Ref. [1], Ref. [2], Ref. [3], Ref. [4], Ref. [5], Ref. [6], and Ref. [7] Vocational High School
images in the view of stakeholders is still low. Appresiation and fidelity of the industry towards
vocational education graduates is still low. Besides participating of industrial sector on vocational
education in Indonesia is still low Ref. [8], Ref [9], Ref. [10], Ref.11. Ref. [12], and Ref 13.
Use Ref. [14], Ref [15, and Ref. [16] the principles of vocational education requires VHS to
implement the workplace learningdual ssystem Then the school should cooperate with the industry.
The principal must be able to convince the industry so that industry has the fidelity and commitment to
support the preparation of vocational school graduates as a candidate for a high quality
workforce. The principal should be able to communicate the excellence of school to the
industry so that industry has the trusty and willingness to support vocational education
programs. However, the capacity of leadership of VHS is still low Ref. [17], Ref. [18], Ref. [19]
Government policies to improve the quality of VHS has been done through various programs 1
Building the principal’s capacity, 2 Promoting VHS through mass media, 3 Bbuilding an
International Standard of VHS, 4 Changing the ratio of VHS : high school of 30 : 70 to 70 : 30
Ref. [20], Ref. [21]. However, the effectiveness and outcomes of the program is still questionable.
85
