PERAN GURU PEMBINA DALAM MANAJEMEN ORGANISASI PECINTA ALAM KPGR LEBAH GUNUNG MAN 1 YOGYAKARTA

Muhammad Arif Rahman Hakim, NIM.: 20104090050 (2025) PERAN GURU PEMBINA DALAM MANAJEMEN ORGANISASI PECINTA ALAM KPGR LEBAH GUNUNG MAN 1 YOGYAKARTA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research is motivated by the strategic role of supervising teachers in shaping student character through nature lovers organizations, amidst challenges such as limited supervision time and fluctuating student participation. This study aims to analyze: (1) The implementation of management functions (planning, organizing, staffing, directing, controlling) by the supervising teacher in managing KPGR Lebah Gunung, (2) The supporting and inhibiting factors in supervision, and (3) The implementation of the supervising teacher's role in accordance with the Regulation of the Minister of Primary and Secondary Education (Permendikdasmen) Number 11 of 2025 concerning Teacher Workload Fulfillment. This is a qualitative research with a field study approach. Research subjects were selected using purposive sampling, including the Headmaster, Vice Head of Student Affairs, Supervising Teacher, Coach, and organization administrators. Data collection was conducted through observation, in-depth interviews, and documentation. Data analysis used transcribing, coding, grouping, comparing, and interpreting techniques, with data validity tested through source and technique triangulation. The results showed that: (1) The role of the Supervising Teacher aligns with Harold Koontz's five management functions: planning is carried out continuously through Special Member Meetings (RAK) with academic verification by the supervisor; organizing facilitates democratic structures according to bylaws (AD/ART); staffing involves tiered selection and Basic Training (Diklatsar) with strict safety supervision; directing functions as visionary motivation and personal approach; and controlling is conducted through periodic evaluations and mandatory Accountability Reports (LPJ). (2) Supporting factors include alumni support and clear school regulations, while inhibiting factors consist of internal constraints (lack of core administrators, weak evaluation culture) and external constraints (supervisor's dual role as structural staff, limited meeting space, and parental permission). (3) The implementation of the supervising teacher's role substantially fulfills the mandate of Permendikdasmen Number 11 of 2025 as an additional task equivalent to 2 face-to-face hours, although its effectiveness is still hindered by dual administrative workloads.

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