Education, Learning and Leadership Innovation
rd THE 3 ANNUAL INTERNATIONAL SEMINAR ON TRANSFORMATIVE EDUCATION EDUCATIONAL LEADERSHIP AND AISTEEL
Supported and Coordinated by: Postgraduate School State University of Medan North Sumatera, Indonesia Organized by: Indexing By : PROCEEDINGS Emerald Garden Hotel, Medan - Indonesia 03-04 October 2018
ISSN: 2548 - 4613
ISSN: 2548 - 4613 Vol. 3, December 2018 Vol. 3, December 2018 2018
Education, Learning and Leadership Innovation
rd
Proceedings of The 3 Annual International Seminar on
Transformative Education and Educational Leadership
(AISTEEL 2018)
“Education, Learning, and Leadership Innovation”
Emerald Garden Hotel, Medan City, North Sumatera, Indonesia October 3-4, 2018 Editorial Board Editorial-in-Chief Dr. Juniastel Rajagukguk, M.Si (State University of Medan, Unimed) Deputy Editor Dr. Saronom Silaban, M.Pd (State University of Medan, Unimed) International Advisory Board / Scientific Committee Prof. Dr. Kala Saravanamuthu (University of Newcastle, Australia) Prof. Arjen EJ Wals (University of Gothenburg, Sweden) Prof. Dr. Bornok Sinaga, M.Pd (Unimed, Indonesia) Prof. Dr. Aytekin Isman (Sakarya University, Turkey) Prof. Peter Charles Taylor, Ph.D., Med., B.Sc., Dip.Ed (Murdoch University, Australia) Prof. Dr. Mukhlas Samani, Ph.D (Indonesia) Prof. Dr. Jailani bin Md. Yunos (University Tun Hussein on Malaysia) Prof. Dr. Nurahimah Mohd. Yusuf (UTM, Malaysia) Assoc. Prof. Dr Pedro Isaias (University of Queensland, Australia) Assoc. Prof. Elisabeth Taylor, Ph.D (Murdoch University, Australia) Dr. Bambang Sumintono, M.Ed (Universiti Malaya, Malaysia) Dr. Isma Widyaty, M.Pd (UPI, Indonesia) Prof. Dr. Syahrul R, M.Pd (UNP, Indonesia) Prof. Amrin Saragih, MA., Ph.D (Unimed, Indonesia) Assoc. Prof. Ade Gafar Abdullah, M.Si (Universitas Pendidikan Indonesia) Eng. Asep Bayu Dani Nandiyanto (Universitas Pendidikan Indonesia) Prof. Dr. Hartono, M.Pd (Universitas Negeri Semarang) Please cite the proceeding as“Proceeding of the First Annual International Seminar on
Transformative Education and Educational Leadership Vol. 3 ” with the following
abbreviation: Proc. Aist., 3rd
Proceedings of the 3 Annual International Seminar on Transformative Education
and Educational Leadership (AISTEEL 2018)
Preface rd
The 3 Annual International Seminar on Transformative Education and Educational Leadership
(AISTEEL 2018) was held in Emerald Garden Hotel, Medan City-Indonesia on 3-4 October 2018.
This seminar is organized by Postgraduate School, Univesitas Negeri Medan and become a routine
agenda at Postgraduate program of Unimed now.
The AISTEEL is realized this year with various presenters, lecturers, researchers and students from
universities both in and out of Indonesia participating in, the seminar with theme “Education, Learning and Leadership Innovation.”
The plenary speakers coming from various provinces in Indonesia have been present topics covering
multi disciplines. They have contributed many inspiring inputs on current trending educational
research topics all over the world. The expectation is that all potential lecturers and students have
shared their research findings for improving their teaching process and quality, and leadership.
The third AISTEEL presents a keynote speaker and 4 distinguised invited speakers from Australia,
Singapore, Taiwan, and Malaysia. In addition, presenters come from various Government and Private
Universities, Institutions, Academy, and Schools. Some of them are those who have sat and will sit in
the oral defence examination.
There are 326 articles submitted to committee, some of which are presented orally in parallel sessions,
and others are presented through posters. The articles have been reviewed by double blind reviewer
and 198 of them were accepted for published by Atlantis Press indexed by International Indexation.
Meanwhile 83 papers were published in online International Proceedings indexed by Google Scholar.
The Committees of AISTEEL invest great efforts in reviewing the papers submitted to the
conference and organizing the sessions to enable the participants to gain maximum benefit.
Grateful thanks to all of members of The 3rd Annual International Seminar on Transformative
Education and Educational Leadership (AISTEEL 2018) for their outstanding contributions. Thanks
also given to Universitas Negeri Medan for published this volume. The Editors Bornok Sinaga Rahmad Husein Juniastel Rajagukguk
Table of Contents
Titles and Authors pageDesign of Physical Practicum Tools on Rotational Dynamics Matter with Scientific Concept Fretty Doharni Ritonga; Nurdin Bukit; Betty M.Turnip...........................................
1 Analysis of the Leading Sector and Its Effect on the Economy in Pakpak Bharat Regency ....................................................................
Dinar Melani Hutajulu; M. Nasir; Arwansyah
6 Analyze the Characteristic and Factors Cause of Bullying Behaviours in Early Childhood Fadhilah Syam Nasution; Anita Yus; Aman Simaremare.........................................
12 Play Finger Painting in Creative Art Model to Help Smooth Motoric Development and Creativity of Group a in Kindergarten at Aek Loba Pekan Village Lola Wita Harahap; Sri Milfayetty; Rosmala Dewi.................................................
18 Maintenance of Gayonese Kinship Terms by Gayonese Minority Migrants in Jabodetabek Desi Purnama Sari; Siti Aisyah Ginting; Berlin Sibarani........................................
22 Effect of Functional Training and TRX Suspension Training on Body Composition member Golden Fitness and Spa
26 Rafliansyah; Nurhayati Simatupang; Albadi Sinulingga......................................... Interpersonal Metaphor Used in the Boss Baby Movie Khairuni Syafitri; Siti Aisyah Ginting; Anni Holila Pulungan.................................
29 Speech Act in Indonesia Lawyers Club: KPK vs Novanto Theresia Fransiska Sidabutar; Zainuddin; Busmin Gurning...................................
32 The Effect of Instructional Strategy and Style Ofthinking Secuential on Students Outcome MAN Medan Siti Aisyah Hanim; Tiur asih siburian; Darwin........................................................
36 The Effect of Cooperative Learning Models and Self Efficacy on Student Mathematics Learning Outcomes
39 Sabdo Puji Rahayu; Mukhtar; Keysar Panjaitan..................................................... Ideational Grammatical Metahpor in Reading Texts for Senior High School English Textbooks Diemam Ferzhawana; Siti Aisyah Ginting; Zainuddin............................................
43 Effect of Soft Modification on Student Learning Results PAB 13 Kwala Begumit Private Vocational School Iskandar Fahmi.........................................................................................................
47 Differences in Metacognitive Ability of Students Through Learning Realistic Mathematics Education and Problem Based Learning in Pangkalan Susu Senior High School
51 Chairi Mutia Lubis; Waminton Rajagukguk; Kms.M.Amin Fauzi........................... Development of Interactive Learning Media Projection of Working Drawing on Students of Class X TKR in SMK Markus 2 Medan Irwan Panggabean; R. Mursid; Samsidar Tanjung.................................................
56 Metaphor of Modality in Donald Trump’s Speech in United Nation General Assembly 2017 Nursyah Handaya; Siti Aisyah Ginting.....................................................................
60 Traditional Sport Of Silek Tuo In Minangkabau Community (a study of Silek tuo
Prima Nanda; Sabaruddin Yunis; Agung Sunarn.....................................................
Improved Student’s Generic Science Skills With The Application of Cooperative Learning Models Based on Batak Culture Rika Sari Indah Harahap; Derlina; Rahmatsyah; Sahyar; Bornok.........................
66 Management Development Athletes of Shorinji Kempo North Sumatra Region Arti Kurniaty Bangun................................................................................................
71 Efforts to Improve Learning Results Free Basketball Shot (Free Throw) Through The Application of Teaching Style Inclusion Bob Rahmat Manalu........................................... .....................................................
75 Development of Egosan Engineering Extension Models with Straight Sticking in Pencak Silat William Filipus; Amir Supriadi; Tarsyad Nugraha..................................................
77 The Development of Interactive Learning Media of Athletic on Physical Education in SMP Negeri 15 Medan Akhmad Khaidir; Budi Valianto; Tarsyad Nugraha.................................................
81 The Effect of Learning Model and Self-Reliance Learning toward Science Learning Outcomes Rohima; Mukhtar; Samsidar Tanjung......................................................................
84 The Effect of Learning Method and Kinesthetic Perception on The Learning Outcomes of Lay Up Basketball Saiful Adrian; N
88 urhayati Simatupang; Suprayitno………………………………….... Analysis Of Physical Education Teacher Management Skills In State Elementary School Sub-District Medan Tembung Syahrul Effendi Nasution; Amir Supriadi; Albadi Sinulingga..................................
91 Innovation Of The Speed Model Using Running With The Ball Techniques In Football
95 Julio Roberto; Amir Supriadi; Novita........................................... ........................... The Development of Penetration Drill Training Technique of Wrestling Sport Ihsan Idris Silalahi; Jan Bobby Nesra Barus...........................................................
99 Speech Function of Anies Baswedan’s Speech in Approval Ceremony as the Governor of Jakarta in the Period of 2017-2022 102 Ahmad Rifa’i Ritonga; Sumarsih........................................... .................................. Development of Web-Based Learning Media to Enhance Writing Capability of Biography Text of Student Class X SMA Rencus B. Sinabariba, Tiur Asi Siburian, Mutsyuhito Solin.................................... 105 Implementing the Teaching Supervision by Principals in Improving the Performance of Teachers in Aceh Besar Said Ashlan........................................... ........................................... ....................... 109 Female Principal Leadership Hendro Widodo; Hengkang Bara Saputra........................................... ................... 115 The Ways of Rohingya Teenagers in Medan Realized Their Language Attitude 120
I Wayan Dirgayasa; Rahmat Husein; Lonni NurIffah Nasution..............................
Metaphor in Umpasa of Saurmatua Toba Batak Ceremony Heppy Yersin Digita Purba; Rahmad Husein; Anni Holila Pulungan..................... 124 The Influence of Part Method, Whole Method and Determination Exercise Methods on Improving Exercise in the Sports Branch of Pencak Silat Single Art Category of College Students SPDKK (Art of Kencana Kwitang Self Defense) Deli Serdang Year 2018/2019 Mawar Sari........................................... ........................................... ....................... 127
Philosophy of Rakut Sitelu Desi Haryati Nianggolan.......................................................................................... Evaluation of Implementation of Sustainable Professional Development (PKB) for Junior High School Physical Education Teachers to Increase Professionalism in Tebing Tinggi City Mhd Fazar Afandi..................................................................................................... 135 Development of Innovative PJOK teaching materials on floor gymnastics materials to improve learning outcomes of Grade Students at Junior Hight School Bangun Saragih........................................................................................................ 138 The Influence of the Discovery Learning Model assisted with Image Media and Motivation Against Civics Learning Outcomes of Students in Class IV of Public Elementary Schools 055980 Aman Damai 2017/2018 Heryansyah Ginting; Dede Ruslan; Reh Bungana Br.Perangin-angin.................... 142 Development of science teaching materials based on Science Technology Society (STM) and its influence on learning outcomes of fourth grade students of MIN Medan Tembung Diah Hafizhotul Husna; Nuraini; Ramlan Silaban.................................................. 149 The Improvement of Cooperative Learning Model Application Skill in Numbered Head Together Through Clinical Supervision of Art Teacher in SDN 060886 Medan Baru Unita Vitta Omas Sianturi; Martua Manullang; Rosmala Dewi.............................. 154 Gold of North Sumatera Program Coach Performance Suyono; Hariadi; Supryetno..................................................................................... 159 Transitivity Systems Analysis of Bilingual Civic 3 Education Textbook for Grade
XII Jusup Sitepu; Anni Holila Pulungan; I Wayan Dirgeyasa Tangkas........................ 163 The Lecturer Performance Development of the STKIP Bina Bangsa Getsempena Banda Aceh Saiful Bahri............................................................................................................... 169 The Interference of Batak Mandailing Language to Indonesian (In The Interaction At The Seventh Grade Students Of Madrasah Tsanawiyah Swasta Al-Azhar Kabupaten Tapanuli Selatan Padang Sidimpuan) Siti Jahria Sitompul; Abdurrahman Adisaputera; Sumarsi...................................... 175 The Influence of Microbiology Dictionary and Microbiology Textbook Utilization in the Contextual Learning Framework on Biology Students Higher Order Thinking Skills
177 Kiki Rizqi Sahara; Hasruddin; Ashar Hasairin........................................................ The Differences of Learning Style and St udents’ Creativity to Students’ Achievement in Dribbling the Ball in Playing Football of Seventh Grade Students of SMP Ar
- – Rahman Percut
Muammar Afif Marpaung; Imran Akhmad; Rahma Dewi........................................ 180 Development of Gobag Sodor Game Model to Increase Interest in Elementary Students Siska Nova Undari.................................................................................................... 184 The Influence of Research-Based Learning with Portfolio Assessment on Science Process Skills in Microbiology Course for Biology Program Students Saudah Rahmayanti; Hasruddin; Tumiur Gultom.................................................... 187 The Influence of Teaching Style and Confident Against the Results of a Study of Shooting in the Game of Football (Experiment Studies the Self Check Style and
Tembung Sabilina) Muhammad Syaiful; Ramadhan Harahap................................................................ Development of Mirror Writing Teaching Materials Based on Class XI Media Literation of Lolomatua 1 State High School Yanida Bu'ulolo; Biner Ambarita; Marice.............................................................. 195 The Development of Teaching Materials for Technology- Assisted Procedure Text in Vocational High School Nova Andarini; Biner Ambarita; Malan Lubis......................................................... 197 Development of Adobe Flash Based Floor Gymnastics Media Learning on Health Sport Education Lesson Hardiansyah............................................................................................................... 201 The Effect of Learning Approach and Linguistic Competence Capability Reading The English Narative Text of Student SMA Negeri 6 Padangsidimpuan.
Sukriyah Batubara; Keysar Panjaitan........................................................... 206 ……….
Analysis Effect of Household Consumption, Investment and Labor to Economy Growth In Sumatera Utara Richna Handriyani; Arwansyah; Sahyar................................................................... 209 Idioms Translation Strategies in Pasung Jiwa Novel English Version Hariyanto; Amrin Saragih; Sumarsih........................................................................ 213 Code Mixing in Novel: A Case of Indonesian Literary Work Nurul Hidayanti Hasibuan; Amrin Saragih; Sumarsih............................................. 216 Logico-Semantic Relation in Presidential Debate Between Hillary Clinton and Donald Trump
221 Annisa Risma Khairani Lubis; Della Fransiska Ginting; Jumino Suhadi................ Semiotic Meanings in Cigarette Advertisement Texts Rodearta Purba; Zainuddin; Amrin Saragih............................................................. 227 Modality as Hedging Device in the US Presidential Election Debate Roobby Hamdanur; Anni Holila Pulungan; Zainuddiin........................................... 232 The Improving Mathematical Communication Ability Through Realistic Mathematical Approach Based on Toba Batak Culture Aman Sanusi Siregar................................................................................................. 235 Speech Functions of Doctors and Patients on Medical Consultation Process Resti Citra Dewi; Anni Holila Pulungan, Sumarsih.................................................. 239 The Development of Venturimeter Instrumentation in Dynamic Fluid Zahrani Dalimunthe; Rahmatsyah; Derlina.............................................................. 243 Lexical Metaphors in Onang-onang of Bobby and Kahiyang Tortor Dance Siti Rahma Ritonga; Anni Holila Pulungan; Didik Santoso...................................... 246 The Discourse Markers in President Joko Widodo’s Speeches in KTT APEC China in 2015 Syahbuddin Nasution1; Busmin Gurning; I Wayan Dirgayasa Tangkas.................. 249 Preparation of Papers in Two-Column Format for AISTEEL Conference Proceedings
Translator’s Strategies in Transferring Cultural Values in Ratatouille
Film 254 Femy Septiani; Anni Holila Pulungan...................................................................... Lexical Metaphor In Printed Car Advertisements Misdiana; Siti Aisyah Ginting; Amrin Saragih.......................................................... 258 Political Discourse Analysis of Donald Trump Political Speech Elisa Silviani Siregar; Prof. Dr.Zainuddin, M.Hum; Prof.Dr. Sri MindaMurni, MS...................................................................................... ..................................... 263Nurliana Harahap; Mahendra Ginting Manik; Indah Listiana................................
Appraisal of Healthy Product Advertisement on Television Nurun Nazipah Harahap; Siti Aisyah Ginting; Rahmad Husein Napitupuluh.......... 274 Lexical Metaphor in Andrea Hirata’s “The Dreamer” Novel 277 Nurul Sa’adah; I Wy. Dirgeyasa; Siti Aisyah Ginting...............................................
Impoliteness Strategies Used by Governor Candidates of DKI Jakarta in Governor Election Debate 2017 Sri Minda Murni; Busmin Gurning
281 …….................................................................... Intertextuality in Travel Umroh Advertisement Afifah Nurul Khoirot Nasution; Anni Holila Pulungan; Eddy Setia......................... 287 Intertextuality on Oral Discourse in Sari Matua Batak Toba Ceremony Dyan Yosephin Hutagalung; Anni Holila Pulungan; Rahmad Husein..................... 290 The Effect of Mangosteen (Garcinia mangostana L.) Peel to Creatine Kinase Serum in Male Rats (Rattus norvegicus) with Fatigue from Swimming Rika Nailuvar Sinaga; Jumadin IP; Zulaini.............................................................. 293 Analysis of Technology Utilization to Measure The Throw Distance of The Ball on Hammer Throw Riki Prastian; Agung Sunarno; Sabaruddin Yunis Bangun....................................... 296 The Interactions of Social Stratification and Karonese Register in Giving Pedah Pedah Perjabun Elkana Putra Tarigan; Amrin Saragih; Siti Aisyah Ginting..................................... 300 Implementation Management Training Volleyball Club of Pertamina Year 2017 Reza Wibowo; Sanusi Hasibuan; Budi Valianto....................................................... 305 Lexical Metaphor in Printed Car Advertisements Misdiana; Siti Aisyah Ginting; Amrin Saragih.......................................................... 308 Improving Students’ Reading Comprehension Ability In Descriptive Text Through Flashcard Aisya Hartati.............................................................................................................. 309 The Role of Teacher’s Training Model and Technological Approach to the Improvement of Teachers’ Professionalis Intan Sufiah Batubara................................................................................................ 312 The Difficulties of Students at the Second Year of St.Thomas 3 Senior High School Medan in Translating English Idioms into Indonesian Fitri Susi Sinurat........................................................................................................ 315 The Effect Of Applying The Great Wind Blows Strategy On The Students’ Vocabulary Mastery
321 Gisca Irdayana Lubis................................................................................................. Attitude of Examiners in Thesis Convocation Mara Sutan Siregar................................................................................................... 325 Politeness Strategies in Mandailing Wedding Ceremony Nurun Nazipah Harahap; Fatma Raudah Siregar.................................................... 329
eISSN: 2548-4613
Female Principal Leadership
Hendro Widodo Faculty of Teacher Training and Education Ahmad Dahlan University
Yogyakarta, Indonesia hwpgsd1960@gmail.com Hengkang Bara Saputra
Faculty of Teacher Training and Education Ahmad Dahlan University Yogyakarta, Indonesia hwmpaiuad@gmail.com
Abstract —This article is motivated by the increasing number of female leaders in the public sector, especially in educational institutions. The presence of female headmasters in the education sector shows that women existence is increasingly visible in public spaces in education. Female principals seen from the perspective of leadership certainly have differences with male principals. The success of female headmasters in the education sector has proven that the leadership of women school girls is not only necessary but necessary because women have the ability, strength, courage and heart to lead the people of the school. Therefore in this article discussed the leadership of female principals, both seen from the characteristics of leadership, leadership style and the advantages and disadvantages.
Keywords —Leadership; Headmaster; Women
The presence of the principal as a leader in school has a very vital role for the progress of the educational procession in school because the principal's leadership is a factor of the school's change agent. Success or failure of a school will be strongly influenced by the leadership abilities that exist in the principal. Quality schools are certainly led by qualified principals, whereas schools with low quality can be ascertained to be led by principals of low quality. As mentioned in a study conducted by Edmonds (Sagala, 2010: 90) at successful schools in New York, it was concluded that there would never be a good school led by a low quality school principal. This shows that a superior school must be led by a superior school principal.
The existence of female school principals in the education sector shows that women's existence is increasingly seen in public spaces in the world of education. The opportunity for women to become principals is increasingly open and supported by the Minister of National Education Regulation No. 13 of 2007 concerning the Principal Standards that do not matter about women becoming principals because the principals' standards are more emphasized on their competency. This can be proven from the number of Muhammadiyah Elementary School principals in Sleman DIY Regency, from 78 elementary schools, there are 43 schools that are female principals (Dikdasmen PDM Sleman, 2018).
Women and men as creatures of Allah SWT on this earth have the same duties and responsibilities as caliphs (leaders). As a Khalifah on this earth, women and men are equally given the same human potential but it is physiologically and psychologically that humanity distinguishes between men and women. Kartono (1992: 15) states that women are essentially able to work as well as men, women tend to exert excessive labor energy; know working harder (Overworked) because it is driven by a very deep awareness of the importance of duties and obligations.
The female school principal viewed from a leadership perspective certainly has a difference with the male headmaster. Based on trait theory, gender differences have an impact on leadership that male and female leaders differ based on their nature. Contemporary feminism theory explains that many biological factors determine social differences between men and women (Rossi in Ritzer, 2012: 86). The roles of men and women naturally have different roles so that the determination of the different social roles of men and women. However, in the gender equality paradigm, the role of women can also position the roles generally played by men, including as principals. As mentioned in the poll conducted by UNDP in the journal Management of Education (Halilah, 2010: 38) about behavior and perceptions of women's social, economic and political participation revealed that 77.6% of male and female respondents viewed that men men must be decision makers and lead the community. Findings from the survey indicate that there are still some people who doubt the ability to lead a woman. Even though women actually have a strategic role both in their family and environment (Aulia and Rustono, 2016: 962).
I. I NTRODUCTION
The leadership role of the principal, both men and women, contributed significantly to school effectiveness. In educational organizations, a woman has the same rights as men to assume the position of head of school, because women have potential that is not inferior to men in terms of leadership, even in certain cases there are not a few schools that are led by female principals precisely the school is more developed. Therefore, it is important to know more about the leadership of female principals, both in terms of their leadership style and their strengths and weaknesses. eISSN: 2548-4613 II. D
ISCUSSION
A. Principal Leadership
a. Meaning of Leadership
According to Stoner and Wankel (1995: 161) leadership can be defined as a process of directing and giving influence to the activities of a group of interconnected members of the task (leadership can be defined as a process of guidance and influence gift of activity from a group of members which interacts its duty). Gardner (Sadler, 1997: 21) defines leadership as a persuasive process or an example of an individual or leader through a group to achieve the goal of a common leader (the individual of leadership induces a group to pursue held objectives). by the leader or shared by the leader and his or her follower). Both opinions indicate that in leadership there are subordinates / followers who are given influence and leaders who influence.
Lunenburg and Ornstein (2000: 114) suggested that "Leadership is a relationship between two or more people in influence and power is unevenly distributed. The purpose of the statement is that leadership is a relationship between two or more people where the influence and power are distributed unevenly. Gibson, Ivancevich, and Konopaske (2003: 299) state that: The leadership definition implies that it involves the use of influence and that all interpersonal relationships can involve leadership. Leader effectivity is usually one of the combinations of the goals. Individuals may view the leader as affective according to the satisfaction they derive from the total work experience. This definition of leadership provides a signal that leadership is an interaction between members in one group. A leader is an agent of change, someone whose behavior will influence others more than the influence of others influencing him. Leadership arises when one group member changes the motivation or competency of another member in a group. This definition requires that leadership involves the use of force and all relationships can involve leadership. An effort uses an influence style and does not force it to motivate individuals to achieve goals.
Leadership as one of the management functions is very important to achieve the goals of the institution, because in the leadership there is a process of influencing others so that others follow and work together in achieving the stated goals. As stated by Amirullah and Hanafi (2002: 165) that leadership is a person who has the authority to give assignments, has the ability to persuade or influence other people (subordinates) through a good relationship pattern to achieve predetermined goals.
Based on the definition of leadership above, it can be understood that leadership has various meanings, depending on the expert's point of view, and also depends on the context. The definition of leadership can be concluded that leadership is a process of mobilizing various resources and influencing others to work together to achieve the goals that have been set effectively and efficiently.
Thus, based on the notion of leadership, the researchers put forward the leadership of female school principals is a process or effort of the female principal in influencing, encouraging, guiding, directing and mobilizing teachers, staff, students, parents and other related parties to work to achieve set goals. In other words, how do principals make other people work to achieve school goals. The leadership of female school principals is the ability and readiness of female school principals to influence, guide, direct and mobilize school staff to be able to work effectively and efficiently in order to achieve the educational and teaching goals that have been set.
B. Characteristics of Female Principals
The school principal as the leader of the school organization, has different characteristics between one school principal and another, in influencing school citizens to achieve school goals, including the leadership of a female school principal.
According to Fitriani (2015: 18), there are 5 characteristics that many female leaders possess, namely: a) The ability to persuade women leaders is generally more persuasive when compared to men, it tends to be more ambitious than men. His success in persuading others to say "yes" will increase his ego and give him satisfaction. Even so when imposing his will, the social, feminine, and empathy side will not disappear; b) Proving wrong criticism, they are "not yet bold", women leaders have lower levels of ego power than men means they can still feel the pain of rejection and criticism. However, their high level of courage, empathy, flexibility, and friendliness recover quickly because they learn from mistakes and move forward with a positive attitude "I will prove": c) The spirit of team work, great women leaders tend to apply leadership styles comprehensively when they have to solve problems and make decisions. They are also more flexible, full of consideration and help their staff. However, women still have to learn a lot from men in terms of accuracy when solving problems and making decisions; d) The leader, the great woman leader generally has strong charisma as well as men. They are persuasive, confident, and strong-willed to complete the task and are energetic; e) Daring to take risks, no longer in a safe area, lead women basically dare to break the rules and take risks, just like men while giving equal attention to details.
Endarwati's research results, et al (2017: 182) concluded that the characters who show integrity as female leaders are: (a) not ambitious, (b) honest, (c) patient, (d) exemplary who is shown by disciplined, simple and independent behavior, and (e) behave decisively. In addition, Hasan and Othman (2013), in their research findings suggest four specific statements about the quality of women's leadership: (1) female leaders are more persuasive than men, (2) when they feel rejection, female leaders learn from the difficulties they experience, (3) female leaders show an overall involvement, building work teams leadership styles including problem solving and decision making, and (4) female leaders are more likely to ignore rules and take risks (Wulandari, 2018: 131). eISSN: 2548-4613
C. Women's Leadership Style
According to Ditaria (2016: 8), women tend to have a feminine leadership style. Feminine leadership style, is a form of active leadership. This kind of leadership is one of the processes by which the leader is the manager of another person, steward or carrier of experience. According to Fitriani (2015: 16), the characteristics of the feminine leadership style are: not aggressive, dependent, emotional, very subjective, easily influenced, passive, uncompetitive, difficult to make decisions, not easily offended, not like speculation, lack of confidence in yourself, and need a safe race. Women also tend to use transformational leadership more because they are more emotional and democratic. This transformational leadership encourages and increases awareness of the importance and value of the goals to be achieved later and shows how to show them, encourages employees to prioritize group interests rather than personal interests, and increases the needs of higher employees such as self-actualizing self-esteem. (Meizara, et al, 2016: 180). So, transformational leadership is a process in which leaders take actions to increase the awareness of their colleagues as what is right and what's important, to increase the awareness of their colleagues and encourage them to go beyond their personal interests in order to achieve the benefit of groups, organizations, and community (Bless, 2015: 2).
According to Robbin (2001: 35), there is indeed a tendency for differences in leadership styles between women and men because of their nature. The difference between women and men is that women have a more democratic leadership style. They encourage participation, various powers and information, and try to increase "benefit" for their followers. They tend to lead through involvement or empowerment and based on charisma, expertise, contact, and interpersonal expertise in influencing others. Whereas men feel more comfortable with a directive style (emphasizing in ways that are mandatory). They are more based on the position of formal authority as a basis for them to influence. The difference that can be seen next is how women and men communicate. That women emphasize on the relationship of intimacy, while men speak and emphasize status and independence.
According to Eutrovia Iin K. & Muhyadi (2015: 43), differences in leadership between men and women are as follows: a) Men are more concerned about matters related to finance and salary than women who are more concerned about people in school and their workload; b) Men strive in competitive terms, whereas women are more concerned about cooperation and sharing, and work in teams; c) men tend to be easily satisfied with their work, while women still doubt; and d) men want status and appreciation, while women don't want status.
A woman as head of school is very possible to realize a superior school, both from the academic side and even superior to non-academic, because the woman's leadership style is more approach to kinship with egalitarian attitude, empowering all members and emphasizing organizational structure, because for improving the effectiveness of leadership of a school principal is required to maintain flexibility, teamwork, trust, and information sharing. This is done well by women (Halilah, 2010: 2). Similarly, the results of research conducted by Endarwati, et al (2017: 182) concluded that democratic leadership style is more dominantly carried out by women leaders with family characteristics, motherhood, and collegiality. Such leadership style does not reduce the power of an educational leader, precisely with this style the leader can be closer to the one he leads.
Therefore, the presence of female school principals in public spaces of education is not only needed even now has become a necessity for education providers because women actually have the strength, competence, courage, and heart to lead for educational institutions, and in essence a person women also have the nature of leadership.
D. Strengths and Weaknesses of School Principal Leadership
Every individual has the nature of being a leader, both as a leader himself and as a leader for others and organizations. Every leader will be held accountable by Allah SWT both in the world and in the hereafter. Every leader, both male and female, has the strengths and weaknesses of each, but with the strengths that are owned as a force to move and influence others in achieving their goals, while weaknesses are used as an encouragement to do their best to achieve their goals which has been aspired.
According to Halilah (2015: 8), the advantages of women's leadership compared to men are: a) women are more likely to devote their time to the interests of students; b) women are more communicative; c) women pay more attention to individual differences and higher motivation; c) administration is more likely to be better teaching methods and techniques than men; d) female administrators are more likely to show a more democratic nature and participatory style; e) female administrators are more likely to consider inputs from their members; f) women are more able to participate and it is said that women's leadership in educational institutions from elementary to high school is more effective than men.
In addition to the above, according to Oedjoe (2004: 188- 190) that women as principals have advantages, namely: First, women as principals are able to create and foster a positive school climate through unique ways. For example: able to foster working relationships among citizens so as to create a positive school climate; second, women as principals devote more time with teachers, administrative staff and students, more concerned about individual differences, knowing and motivating them. Another dimension is a neat, clean and orderly physical environment; third, women as principals have a concern and responsibility for the physical condition of the school. Examples: more often control the condition of the building, visit the class and care about the physical environment of the school than men. Fourth, women as principals are responsible for carrying out their dual roles for the success of the school, and must have the courage to make decisions and act with consideration. The role of the female principal as an educator is naturally attached to her, for example she must give birth, nurture, guide, set an example eISSN: 2548-4613
and educate. This continues to be socially evolved and slowly influences the emotional development, vision and ideology of female principals in carrying out the role of educator; fifth, women as leaders pay more attention to collaboration, caring, empathy are not dominant and respect for everyone; sixth, women have the same potential as men and even women show many advantages in school administrator positions compared to men; seventh, women are more cautious, wise and more collegial than men and faster in making decisions;
Eighth, school principals must carry out duties as educators, leaders, administrators and supervisors. The implication is that women tend to be careful, prudent and maintain the availability of resources so that school activities run effectively and efficiently. Supervision of school principals is carried out based on the work program. The truth of supervision program preparation is not in doubt, because women tend to follow the rules of the center. Women are more loyal to following the rules because when they first served as principals they taught longer, older than men. The principal prepares a written supervision program at the beginning of the year; ninth, women tend to be more procedural and open in preparing supervision programs. Teaching supervision helps teachers improve their performance. The strength of women as supervisors compared to men is that they know teachers better and supervise teachers directly. The implication is that the relationship of women as supervisors with teachers is based on understanding the needs and increasing the maturity of the teacher. Monitoring student achievement is to improve academic achievement, and it requires the ability of the principal; tenth, women as principals devote their time to monitoring students, are more communicative, pay more attention to individual differences and try to help students compared to men as principals. A successful woman leader has the ability to: a) create a vision, line the person behind him, and develop a plan to do; b) communicate it in a way that gives rise to trust and confidence; c) motivate followers to support the effort needed to achieve organizational goals; d) build a team that understands and respects mutual dependence and synergy; e) shows emotional intelligence; f) taking risks that will benefit the organization; and g) developing a strong network and will support the achievement of goals and professional success (Frankel, 2007: 17; Aulia and Rustono, 2016: 965).
Tan (1991) describes some of the obstacles that arise from women's leadership, among others are: (1) physical barriers, such as containing, giving birth, and breastfeeding. This requirement is considered to reduce their freedom to be continuously active in various fields of life, (2) theological barriers that for a long time women are seen as creatures created for men, including accompanying them, entertaining them, and taking care of their needs, (3) social culture, especially in stereotypical forms. This view sees women as passive, weak, feeling, dependent, and accepting. On the contrary, men are considered as being active, strong, intelligent, independent, etc., (4) attitudinal barriers that are, among others, raised by dichotomous views between the duties of women and men. women are considered to be home creatures, while men are seen as being outdoors, (5) historical obstacles. The lack of names of women in history in the past can be used to justify women's inability to act as men (Wulandari, 2018: 127).
The strengths and weaknesses of the female school principals above need to be realized by every female leader, because every leader must have strengths and weaknesses, but the most important thing is that the strengths that they have become individual strengths in their leadership, but from their weaknesses they should be motivated to continue acting best in leadership to achieve the school goals that have been set. Therefore, based on the advantages possessed by female principals, it is not impossible that schools can be more advanced and develop even superior and achievers because they are led by female principals.
III. C ONCLUSION