Pengaruh Kepemimpinan Instruksional terhadap Peningkatan Prestasi Belajar Siswa di SMAN 1 Dayeuhkolot
DOI:
https://doi.org/10.35706/muntazam.v7i01.13685Abstract
Prestasi belajar siswa merupakan salah satu indikator keberhasilan penyelenggaraan pendidikan yang dipengaruhi oleh efektivitas kepemimpinan kepala sekolah. Penelitian ini bertujuan menganalisis pengaruh kepemimpinan instruksional terhadap prestasi belajar siswa di SMAN 1 Dayeuhkolot. Penelitian menggunakan pendekatan kuantitatif dengan jenis penelitian survei. Responden penelitian ini adalah 65 siswa yang menjadi sumber data penelitian. Analisis data dilakukan menggunakan pemodelan persamaan struktural berbasis varians. Hasil penelitian menunjukkan bahwa kepemimpinan instruksional berpengaruh positif dan signifikan terhadap prestasi belajar siswa. Pengelolaan program pembelajaran merupakan dimensi yang memberikan kontribusi terbesar dalam membentuk kepemimpinan instruksional, sedangkan aspek kognitif menjadi dimensi dominan pada prestasi belajar siswa. Temuan ini menunjukkan bahwa peningkatan kualitas kepemimpinan kepala sekolah yang berorientasi pada pembelajaran berkontribusi terhadap prestasi belajar siswa. Oleh karena itu, penguatan kompetensi kepala sekolah sebagai pemimpin pembelajaran menjadi strategi penting dalam meningkatkan mutu pendidikan.
Downloads
References
Al Sharafat, M. Q. M., AlMasaeid, L. M. O., & Al- Zoubi, R. M. S. (2024). Teachers’ Perspectives on Public School Principals’ Instructional Leadership Practices: An Assessment Using the Hallinger Scale. Journal of Educational and Social Research, 14(3), 324. https://doi.org/10.36941/jesr-2024-0076
Andriani, D. E., Dania, R., Suyud, S., Raharja, S., & Kristyningsih, D. M. (2022). The Profile of Principals’ Instructional Leadership in Primary Schools with High, Moderate, and Low Achievement. Jurnal Prima Edukasia, 10(2), 159–170. https://doi.org/10.21831/jpe.v10i2.48302
Aslam, A., Wahab, A. A., Nurdin, D., & Suharto, N. (2022). Kepemimpinan Instruksional Kepala Sekolah dalam Meningkatkan Kinerja Guru. Jurnal Basicedu, 6(3), 3954–3961. https://doi.org/10.31004/basicedu.v6i3.2742
Aydın, B., Fokkema, M., Eryilmaz, N., Muijs, D., Scherer, R., & Pietsch, M. (2025). How school leadership and innovation shape instructional pathways to student achievement across nations: Evidence from multilevel structural equation modeling and decision tree analysis. Studies in Educational Evaluation, 87, 101521. https://doi.org/10.1016/j.stueduc.2025.101521
Gatama, S. N., Otieno, M. A., & Waweru, S. N. (2023). Principals` Instructional Leadership and Its Influence on Students’ Academic Achievement in Public Secondary Schools in Nyeri and Nyandarua Counties in Kenya. East African Journal of Education Studies, 6(1), 148–163. https://doi.org/10.37284/eajes.6.1.1080
Hair, J., & Alamer, A. (2022). Partial Least Squares Structural Equation Modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3), 100027. https://doi.org/10.1016/j.rmal.2022.100027
Hallinger, P., Liu, S., & Niu, X. (2025). Cultural context, principal instructional leadership, and teacher efficacy: A meta-analytic review, 1989–2024. Educational Management Administration & Leadership, 17411432251349810. https://doi.org/10.1177/17411432251349810
Karadağ, E., & Sertel, G. (2026). The effect of educational leadership on students’ achievement: A cross-cultural meta-analysis research on studies between 2006 and 2024. Educational Management Administration & Leadership, 54(4), 1255–1290. https://doi.org/10.1177/17411432251327645
Kemethofer, D., Helm, C., & Warwas, J. (2025). Does educational leadership enhance instructional quality and student achievement? The case of Austrian primary school leaders. International Journal of Leadership in Education, 28(3), 461–485. https://doi.org/10.1080/13603124.2021.2021294
Lani, A., & Pauzi, H. (2024). Instructional Leadership: Principal’s Challenges and Solutions in Enhancing Students’ Academic Performance. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 10(3), 1268. https://doi.org/10.33394/jk.v10i3.12862
Mala, Y. P. M., Roesminingsih, E., & Riyanto, Y. (2021). The effect of instructional leadership on student’s active and learning outcomes. Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi, 9(1). https://doi.org/10.21831/jppfa.v9i1.40316
Özdemir, N., Gümüş, S., Kılınç, A. Ç., & Bellibaş, M. Ş. (2024). A systematic review of research on the relationship between school leadership and student achievement: An updated framework and future direction. Educational Management Administration & Leadership, 52(5), 1020–1046. https://doi.org/10.1177/17411432221118662
Papadakis, S., Kanadlı, S., Kardas, A., Tülübaş, T., Karakose, T., & Polat, H. (2024). Investigating the Relationship Between Leadership for Learning and Student Achievement Through the Mediation of Teacher Performance: A Meta-Analytic Structural Equation Modeling (MASEM) Approach. Education Sciences, 14(12), 1320. https://doi.org/10.3390/educsci14121320
Pietsch, M., Aydin, B., & Gümüş, S. (2025a). Putting the Instructional Leadership–Student Achievement Relation in Context: A Meta-Analytical Big Data Study Across Cultures and Time. Educational Evaluation and Policy Analysis, 47(1), 29–64. https://doi.org/10.3102/01623737231197434
Pietsch, M., Aydin, B., & Gümüş, S. (2025b). Putting the Instructional Leadership–Student Achievement Relation in Context: A Meta-Analytical Big Data Study Across Cultures and Time. Educational Evaluation and Policy Analysis, 47(1), 29–64. https://doi.org/10.3102/01623737231197434
Riyadi, A., Bafadal, I., Burhanuddin, B., & Timan, A. (2023). Instructional Leadership, Differentiated Instruction, Community of Practice, and Student Wellbeing: Based on the Perspective of the Principal Strengthening Training Policy. Pedagogika, 149(1), 5–34. https://doi.org/10.15823/p.2023.149.1
Rodrigues, H. P. C., & Lima, J. Á. D. (2024). Instructional leadership and student achievement: School leaders’ perspectives. International Journal of Leadership in Education, 27(2), 360–384. https://doi.org/10.1080/13603124.2020.1869312
Sarstedt, M., Hair, J. F., & Ringle, C. M. (2023). “PLS-SEM: Indeed a silver bullet” – retrospective observations and recent advances. Journal of Marketing Theory and Practice, 31(3), 261–275. https://doi.org/10.1080/10696679.2022.2056488
Tan, C. Y., Dimmock, C., & Walker, A. (2024). How school leadership practices relate to student outcomes: Insights from a three-level meta-analysis. Educational Management Administration & Leadership, 52(1), 6–27. https://doi.org/10.1177/17411432211061445
Thien, L. M., & Liu, P. (2024). Linear and nonlinear relationships between instructional leadership and teacher professional learning through teacher self-efficacy as a mediator: A partial least squares analysis. Humanities and Social Sciences Communications, 11(1), 7. https://doi.org/10.1057/s41599-023-02500-5
Wu, H., & Shen, J. (2022). The association between principal leadership and student achievement: A multivariate meta-meta-analysis. Educational Research Review, 35, 100423. https://doi.org/10.1016/j.edurev.2021.100423
