The Implementation of Sundanese Leadership Values in Education Management: A Study on "DasaPasanta" in School Principal Leadership Based on Sundanese Cultural Values of Leadership

By Rahmat, Kukun; Cristiana, Davidescu M. et al. | International Journal of Education, October 1, 2013 | Go to article overview

The Implementation of Sundanese Leadership Values in Education Management: A Study on "DasaPasanta" in School Principal Leadership Based on Sundanese Cultural Values of Leadership


Rahmat, Kukun, Cristiana, Davidescu M., Lukman, Fahmi, Gunardi, Gugun, International Journal of Education


Abstract

"DasaPasanta" Sundanese leadership style, particularly, focuses on a certain way of giving orders in which the person commanded can follow the orders properly. DasaPasanta consists of the following aspects: 1) guna, 2) ramah, 3) ho'okeun, 4) pesok/reueus, 5) asih, 6) karunia, 7) mukpruk, 8) ngulas, 9) nyecep, and 10) ngalaangen. Those aspects are rich in leadership values that can be adopted by a school principal in performing school management. "DasaPasanta" is a method of governing employed in asserting Sundanese leadership. In my opinion, there are ethics or codes of practice that can be adopted and implemented by a school principal in performing school management. The implementation of Sundanese leadership values embodied in DasaPasanta in education leadership is a positive attitude every school principal should nurture in order to successfully perform education management, despite being faced by difficulties. A school principal should upholdsSundanese noble values in exercising his leadership with a great consistency so that the education process works productively. The impact of implementation of Sundanese leadership value 'DasaPasanta' on educational and management process is evident in the impact of development of 8 national education standards. The principal in the context of Sundanese leadership is demanded to be more creative in carrying out his duties and tasks. When implemented in the principal's leadership, the DasaPasantaSundanese leadership values can take the school in a direction to success with unique characters while still serving as the agent of change. This can be comprehended since the principal who understands DasaPasanta will manage the school into Sundanese local culture-oriented, and it will become a school with Sundanese (kasundaan) image. Although filled with local nuances, the school can still follow and adjust to the constant updates and developments especially in terms of education.

Keyword: education; Sundanese leadership; Dasa Pasanta; culture

1. Introduction

Education holds a strategic role in responding to changes and challenges that science and technology arise. According to Satmoko (199: 221), "education serves a significant role in improving the quality of life, socially, spiritually, and professionally. In regard to the role of education, schools as formal education units are demanded to produce graduates with academic competence, skills, and mental attitude relevant to the development of science and technology.

School is a complex and unique organization, in the sense that it consists of various interconnected dimensions that determine one another. In addition, as an organization, school has some features that do not exist in other organizations. Because of its complex and unique nature, school requires a high level of coordination. School coordination is nothing but the responsibility of its leader, in this case, the principal. So it can be said that the success of a school is the success of the principal.

A principal is one of education components that have a role in improving education quality. As mentioned by Supriadi (1998: 346), "the quality of a principal is closely related to various aspects of school life such as school discipline, school culture and climate, and student delinquency."

A principal is an educational leader at education unit level required to have a strong leadership quality so that he or she is able to serve his/her duties and functions as an educational leader in school. The functions of principals in Indonesian education system is asserted by the Government Regulation No. 28/1990 Chapter 12 paragraph 2 which states that: "Kepala sekolah bertanggung jawab atas penyelenggaraan kegiatan pendidikan, administrasi sekolah, pembinaan tenaga kependidikan lainnya, pendayagunaan serta pemeliharaan sarana dan prasarana." (A school principal is responsible for the education management, school administration, other educational personnel development, utilization and maintenance of facilities and infrastructure)

A professional school principal should be creative and productive in innovating education to improve the quality of education (Danumihardja, 2001: 29). …

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