Fenomenologi Kepemimpinan Pendidikan: Integrasi Lived Experience Guru dan Siswa dalam Menjaga Arah Institusi
DOI:
https://doi.org/10.47134/emergent.v7i2.84Keywords:
Fenomenologi, Kepemimpinan Humanistik, Kepemimpinan Pendidikan, Lived Experience, Manajemen PendidikanAbstract
Artikel ini bertujuan untuk mengkaji fenomenologi sebagai landasan konseptual dalam kepemimpinan pendidikan, khususnya dalam praktik mendengarkan pengalaman hidup guru dan siswa, tanpa kehilangan arah dan keberlanjutan institusi. Penelitian ini menggunakan metode studi literatur dengan menganalisis artikel jurnal nasional dan internasional terbit tahun 2015-2025 yang terindeks Google Scholar dan relevan dengan tema fenomenologi dan kepemimpinan pendidikan. Hasil kajian menunjukkan bahwa pendekatan fenomenologis menempatkan refleksi, dialog, dan empati sebagai inti praktik kepemimpinan, sehingga memungkinkan pemimpin memahami makna pengalaman warga sekolah secara lebih mendalam. Namun demikian, kajian ini juga menegaskan pentingnya integrasi antara pendekatan fenomenologis dan kerangka manajerial yang sistematis agar kepemimpinan tetap memiliki visi, konsistensi kebijakan, dan akuntabilitas. Artikel ini menawarkan model konseptual kepemimpinan pendidikan berbasis fenomenologi yang bersifat integratif, humanistik, dan adaptif terhadap dinamika pendidikan kontemporer.
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