PENGEMBANGAN BUDAYA ORGANISASI BERBASIS KINERJA DALAM PENINGKATAN MUTU PENDIDIKAN
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Published:
Jun 11, 2026
Keywords:
organizational culture, teacher performance, educational quality, Islamic school
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Abstract
SMP Islam Gandusari in Trenggalek Regency faces challenges related to educational quality, as evidenced by fluctuations in teacher attendance and disparities in student competency achievement. This study aims to explore how the development of a performance-based organizational culture can improve teacher discipline, teacher performance, and learning quality at the school. The research focuses on the characteristics of the performance culture before and after the intervention, the impact of the performance culture on teachers and students, as well as the supporting and inhibiting factors in its implementation. The study employs a qualitative approach through field-based case study research. Data were collected through participatory observation, semi-structured interviews with the principal, teachers, and educational staff, as well as analysis of school documents. This approach enables a contextual understanding of work culture practices, internal interactions, and organizational dynamics that influence educational quality. The findings indicate that the implementation of a performance-based organizational culture at SMP Islam Gandusari enhanced teacher discipline and productivity through clear performance standards, reward and punishment mechanisms, routine supervision, and consistent team collaboration. Learning quality improved through more varied instructional methods, the use of digital media, and increased student active participation. The quality of school administrative services also became more orderly, efficient, and responsive, strengthening institutional accountability and community satisfaction. The success of the implementation was shaped by visionary leadership, teacher commitment, and support from the school committee and the broader community, while resistance to change, limited access to digital facilities, and administrative workload remained significant barriers.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Anderson, R., & Dexter, S. (2020). Digital tools in education: Enhancing teacher accountability and student learning. Journal of Educational Technology, 15(3), 45–59.
Anggreni, M. (2020). Pengaruh budaya organisasi terhadap mutu pendidikan di sekolah menengah. Jurnal Pendidikan Islam, 5(2), 45–57
Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Daft, R. L. (2016). Organization theory and design (12th ed.). Boston, MA: Cengage Learning.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2014). SuperVision and instructional leadership: A developmental approach (9th ed.). Boston, MA: Pearson.
Hidayati, N. (2016). Peran komite sekolah dalam mendukung mutu pendidikan. Jurnal Administrasi Pendidikan.
Hoy, W. K., & Miskel, C. G. (2013). Educational administration: Theory, research, and practice (9th ed.). New York, NY: McGraw-Hill.
Kuseini, K., Patimah, P., & Murtafiah, M. (2021). Budaya organisasi sekolah Islam dan peningkatan kinerja guru. Educational Insight, 3(1), 12–25.
Luthans, F. (2011). Organizational behavior: An evidence-based approach (12th ed.). New York, NY: McGraw-Hill Education.
Marquis, B., & Huston, C. (2021). Leadership roles and management functions in nursing: Theory and application (10th ed.). Philadelphia, PA: Wolters Kluwer.
Nurfajrina, S., et al. (2019). Budaya organisasi dan pengaruhnya terhadap mutu pendidikan di sekolah menengah. Jurnal Manajemen dan Pendidikan, 7(1), 34–48.
Perwira, S. (2020). Pengaruh budaya organisasi dan kepemimpinan terhadap kinerja guru di sekolah menengah. Jurnal Pendidikan dan Kebijakan, 6(2), 77–89.
Purwanto, A. (2021). Mutu layanan pendidikan dalam perspektif manajemen berbasis kinerja. Jurnal Administrasi Pendidikan, 28(1), 45–56.
Robbins, S. P., & Coulter, M. (2018). Management (14th ed.). Boston, MA: Pearson.
Sallis, E. (2014). Total quality management in education (4th ed.). London, UK: Routledge.
Scheerens, J. (2016). Educational effectiveness and ineffectiveness. Springer.
Setiawan, H. (2019). Komitmen guru terhadap peningkatan kinerja pembelajaran. Jurnal Pendidikan dan Kebudayaan.
Suharwoto, G. (2018). Pemanfaatan TIK dalam pembelajaran di sekolah. Jurnal Teknologi Pendidikan.
Suriansyah, A. (2015). Kepemimpinan visioner kepala sekolah dalam meningkatkan mutu pendidikan. Jurnal Cakrawala Pendidikan.
Sutarto, J. (2020). Pengaruh budaya kerja terhadap kinerja guru. Jurnal Manajemen Pendidikan Nasional, 5(2), 101–112.
Sutrisno, R. (2020). Budaya organisasi dan motivasi kerja terhadap kinerja guru di Kota Bekasi. Jurnal Manajemen Pendidikan, 8(1), 55–68.
Utami, W. (2017). Resistensi guru terhadap perubahan dalam implementasi kebijakan sekolah. Jurnal Manajemen Pendidikan.
Widodo, A. (2019). Beban administratif guru dan dampaknya terhadap kinerja mengajar. Jurnal Profesi Pendidikan.
Yuliani, T., & Santoso, D. (2019). Pengaruh budaya sekolah terhadap kinerja guru: Studi di Kota Juang. Jurnal Administrasi Pendidikan, 5(3), 101–115.
Article Sidebar
Main Article Content
Abstract
SMP Islam Gandusari in Trenggalek Regency faces challenges related to educational quality, as evidenced by fluctuations in teacher attendance and disparities in student competency achievement. This study aims to explore how the development of a performance-based organizational culture can improve teacher discipline, teacher performance, and learning quality at the school. The research focuses on the characteristics of the performance culture before and after the intervention, the impact of the performance culture on teachers and students, as well as the supporting and inhibiting factors in its implementation. The study employs a qualitative approach through field-based case study research. Data were collected through participatory observation, semi-structured interviews with the principal, teachers, and educational staff, as well as analysis of school documents. This approach enables a contextual understanding of work culture practices, internal interactions, and organizational dynamics that influence educational quality. The findings indicate that the implementation of a performance-based organizational culture at SMP Islam Gandusari enhanced teacher discipline and productivity through clear performance standards, reward and punishment mechanisms, routine supervision, and consistent team collaboration. Learning quality improved through more varied instructional methods, the use of digital media, and increased student active participation. The quality of school administrative services also became more orderly, efficient, and responsive, strengthening institutional accountability and community satisfaction. The success of the implementation was shaped by visionary leadership, teacher commitment, and support from the school committee and the broader community, while resistance to change, limited access to digital facilities, and administrative workload remained significant barriers.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Anderson, R., & Dexter, S. (2020). Digital tools in education: Enhancing teacher accountability and student learning. Journal of Educational Technology, 15(3), 45–59.
Anggreni, M. (2020). Pengaruh budaya organisasi terhadap mutu pendidikan di sekolah menengah. Jurnal Pendidikan Islam, 5(2), 45–57
Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Daft, R. L. (2016). Organization theory and design (12th ed.). Boston, MA: Cengage Learning.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2014). SuperVision and instructional leadership: A developmental approach (9th ed.). Boston, MA: Pearson.
Hidayati, N. (2016). Peran komite sekolah dalam mendukung mutu pendidikan. Jurnal Administrasi Pendidikan.
Hoy, W. K., & Miskel, C. G. (2013). Educational administration: Theory, research, and practice (9th ed.). New York, NY: McGraw-Hill.
Kuseini, K., Patimah, P., & Murtafiah, M. (2021). Budaya organisasi sekolah Islam dan peningkatan kinerja guru. Educational Insight, 3(1), 12–25.
Luthans, F. (2011). Organizational behavior: An evidence-based approach (12th ed.). New York, NY: McGraw-Hill Education.
Marquis, B., & Huston, C. (2021). Leadership roles and management functions in nursing: Theory and application (10th ed.). Philadelphia, PA: Wolters Kluwer.
Nurfajrina, S., et al. (2019). Budaya organisasi dan pengaruhnya terhadap mutu pendidikan di sekolah menengah. Jurnal Manajemen dan Pendidikan, 7(1), 34–48.
Perwira, S. (2020). Pengaruh budaya organisasi dan kepemimpinan terhadap kinerja guru di sekolah menengah. Jurnal Pendidikan dan Kebijakan, 6(2), 77–89.
Purwanto, A. (2021). Mutu layanan pendidikan dalam perspektif manajemen berbasis kinerja. Jurnal Administrasi Pendidikan, 28(1), 45–56.
Robbins, S. P., & Coulter, M. (2018). Management (14th ed.). Boston, MA: Pearson.
Sallis, E. (2014). Total quality management in education (4th ed.). London, UK: Routledge.
Scheerens, J. (2016). Educational effectiveness and ineffectiveness. Springer.
Setiawan, H. (2019). Komitmen guru terhadap peningkatan kinerja pembelajaran. Jurnal Pendidikan dan Kebudayaan.
Suharwoto, G. (2018). Pemanfaatan TIK dalam pembelajaran di sekolah. Jurnal Teknologi Pendidikan.
Suriansyah, A. (2015). Kepemimpinan visioner kepala sekolah dalam meningkatkan mutu pendidikan. Jurnal Cakrawala Pendidikan.
Sutarto, J. (2020). Pengaruh budaya kerja terhadap kinerja guru. Jurnal Manajemen Pendidikan Nasional, 5(2), 101–112.
Sutrisno, R. (2020). Budaya organisasi dan motivasi kerja terhadap kinerja guru di Kota Bekasi. Jurnal Manajemen Pendidikan, 8(1), 55–68.
Utami, W. (2017). Resistensi guru terhadap perubahan dalam implementasi kebijakan sekolah. Jurnal Manajemen Pendidikan.
Widodo, A. (2019). Beban administratif guru dan dampaknya terhadap kinerja mengajar. Jurnal Profesi Pendidikan.
Yuliani, T., & Santoso, D. (2019). Pengaruh budaya sekolah terhadap kinerja guru: Studi di Kota Juang. Jurnal Administrasi Pendidikan, 5(3), 101–115.