Kontigensi: Scientific Journal of Management Vol 7 , No. 2, Nopember 2019, pp. 118 - 130 ISSN 2088-4877

Principal Management: How to Implemented Local Culture-Based Education at Madrasah Aliyah Negeri Timur, Kab. Luwu Timur

Nurlinda MTs Negeri Luwu Timur, Sulawesi Selatan, E-mail : [email protected]

ABSTRACT

This study aims to determine the Principal Management in the Implementation of Local Culture-Based Education in Madrasah Aliyah Negeri Malili, . The research method used is descriptive qualitative using a pedagogic approach that uses several educational theories to examine educational problems and a management approach that includes planning, organizing, implementing, and monitoring. Data collection techniques used are observation, interviews, and documentation. The research instrument is the researcher as the vital instrument. Complementary to this research instrument are observation sheets, interview guides, stationery, and cameras. Data were analyzed using three steps, namely data reduction, data presentation, and concluding. The results showed that the principal's management in implementing local culture-based education was carried out by implementing planning, organizing, implementing, and supervising. The principal tries to organize all activities, directs various activities, regulates school relations with outside parties, has the right to make school decisions, and carries out educational supervision. By applying the local culture at Madrasah Aliyah Negeri Malili, namely lempu‟, acca, sitinaja, getteng, reso‟, and siri‟. The inhibiting factors are increasingly sophisticated and modern technological advances, lack of communication, and lack of socialization about local culture-based education. While the supporting factors are the exemplary principals and teachers fostering through an approach by habituation to come to school on time, teachers shake hands with each other, greet each other, greet each other with a smile, and say hello.

Keywords: Principal Management, Local Culture-Based Education

INTRODUCTION effectively. In this context, more emphasis is placed on The principal management in Management is achieving results by utilizing implementing local culture-based education. the available resources productively to combine Therefore, the objectives must be formulated in a educational resources in achieving quantifiable measure to compare the planning predetermined goals. The management function and the results achieved based on planning. In includes the process of planning, organizing, other words, management needs a standard as a implementing, and supervising. Educational measure of success. In addition, the principal management is a person's effort to direct and seeks to master management theory and all provide opportunities for others to carry out work national policies as the basis for school policy.

118 Kontigensi: Scientific Journal of Management Vol 7 , No. 2, Nopember 2019, pp. 118 - 130 ISSN 2088-4877

As educational institutions, schools function have good management to implement local to determine change and build students' spirit to culture-based education to increase and compete solve problems. Effective leadership will provide with other schools. School development is a goal the basis and place goals to change learning to be achieved by leaders in order to be able to programs, increase productivity, and develop compete with other schools both in the creative approaches to achieve maximum results. development of science in general and education In addition, a leader must provide supervision and in particular and become the basis for assessing teaching to teachers and employees so that they the school they lead. become active, creative, and innovative role Education provides various kinds of models for students. opportunities for students to carry out learning Principals manage education well from activities to gain educational experience. Thus, it human resources, learning, teachers, and encourages its growth and development towards management to produce students who can an aspired goal compiled in a curriculum and compete with more complex challenges. Top teaching method. The development of science management is supporting the success of and technology has brought changes in people's education to make students compete with the lives, such as social, cultural, spiritual, education industry. Principals and teachers are intellectual, and material values. The success of one of the school's inputs which have duties and local cultural education can occur if the interaction functions that are very influential in the ongoing between school principals, teachers, employees, education process. The principal is a career and students can be communicatively intertwined. position that someone obtains after a long career As an educational leader in an institution, the as a teacher. A person who is trusted to be a principal will significantly determine his leadership school principal must meet the required criteria. role—teachers as implementers of the learning Effective principals have leadership process as a determinant of the quality of characteristics and can manage or lead schools, education for students. solve problems, have social and professional The school's progress depends on the young skills, are competent in their field of duty.5 generation, while the younger generation that will Principal management can be seen from the come depends on how the teachers plan and performance produced in implementing their deliver and develop the potential of their students leadership. towards progress. Therefore, it is in line with the Principals who are competent in their field of goals of national education, as stated in the Law duty are school principals who have the on the National Education System, namely that competencies described in the Regulation of the national education aims to develop the potential Minister of National Education of the Republic of of students to become human beings who believe Indonesia Number 13 of 2007, concerning School and fear God Almighty, have a noble character, Principal Standards, namely the competence of are healthy, knowledgeable, capable, creative, principals including personality, managerial, independent and become a democratic and entrepreneurial, supervisory, and social responsible citizen. competencies. From the competence of the Culture can be formulated as a set of values principal, it is expected to improve the quality of and habits that are generally learned by a society. education in the school. The principal has a vital Local culture refers to various aspects of life such role in improving the quality of education and is as behavior, beliefs, attitudes, and human responsible for organizing educational activities, activities that certain groups usually carry out. In school administration, fostering academic staff, social life, a person has his way of expressing and utilizing and maintaining facilities and opinions about what is happening in his life. Then, infrastructure. the local culture will produce a different way of The principal is the core of school thinking in each individual. The human mindset is management; without a leader, local culture- one of the formations of culture that can shape based education is not optimal. A leader must behavior. In society, the culture continues to

119 Kontigensi: Scientific Journal of Management Vol 7 , No. 2, Nopember 2019, pp. 118 - 130 ISSN 2088-4877 develop by the mindset and actions of the Sipakatau is a trait that views humans as human community. Local culture is not only limited to beings, which means that under any conditions, aesthetic values but is more valued at community social life should look at humans as complete actions. Communities have different local cultures human beings who respect each other regardless according to their development which functions to of status and degree or commonly referred to as meet these needs. It can form a pattern of life that manners or manners in the association. causes an everyday life and affects human social Sipakinge" is a trait that reminds each other or a movements. The local culture contained in the trait that is closely related to character, namely a community is the determinant of everything that is trait that affects thoughts and actions, such as owned by the community. character and character. And sipakalebbi" is a Local culture will be more meaningful trait that forbids someone from seeing humans because it can encourage the spirit of love for with their shortcomings, forgetting someone's human life and the universe. Meanwhile, badness and remembering their goodness or technology, as a result of physical culture, without family characteristics. Those are the three traits the spirituality of the values contained in customs, inherited by the descendants of Bugis , religion, art will lose its function to improve the which by implementing them in daily life means quality of human life. This research Using that they have realized local culture in life. In qualitative data was analyzed descriptively. education based on local culture, it is required to Factors that challenge local culture are changes build human resources with science and in the order of cultural values in society and the technology and the need for ethics and morality in death of traditional art forms in several regions in education, which will give birth to the integration the archipelago caused by technology in the of science. global era. Scientific dualism between general science The current decentralization of education and religious science is the background of the implemented by the Indonesian government gives emergence of integrating science or science local governments greater authority to make itself. This dualism is seen in educational policies and implement these policies according institutions with two educational systems, namely to the various potentials in an area to develop general education and religious education. Thus, their respective regions. With the decentralization scientific dualism has broad implications for of education, each region can develop the education both from science, curriculum, and potential and culture in their respective regions. In educational institutions. Due to the enormous connection with this, education based on local impact of scientific dualism, religious and general culture is a policy that can be developed in an science thinkers try to build integration between educational institution. With local culture-based religious science and general science and initiate education, various potentials possessed by an the concept of integration of science or integration area can develop, and children in an area can get of science. to know the culture and values of their region. Based on the initial observations conducted at According to Endarswara, culture is not just a the Madrasah Aliyah Negeri Malili, East Luwu variety of random phenomena or habits often Regency, Luwu local cultural education found, but culture is also neatly organized and has implementation still needs to be done. Students meaning. Various expressions found in literature do not understand the local culture of Luwu. and language can be a bridge between social and Therefore, it is deemed necessary to raise cultural values in society. The meaning of awareness for the younger generation to language or literature is determined by the understand their local Luwu culture better. By cultural level of an area related to values in life. empowering and instilling the local cultural values Makassar Bugis culture can be described that of Luwu by conducting training and habituation in three characteristics that guide the social life of schools. The informant said that the education the Bugis people; these characteristics include applied put more emphasis on the cognitive sipakatau, sipakainge, and sipakalebbi. abilities of students so that it did not apply the

120 Kontigensi: Scientific Journal of Management Vol 7 , No. 2, Nopember 2019, pp. 118 - 130 ISSN 2088-4877 inculcation of local Luwu cultural values to transparent planning by involving all work units at students such as lempu" (honest), acca (scholar), the Malili State Madrasah Aliyah to submit activity sitinaja" (care), getteng (steadfast), reso (effort), plans and are discussed in the Malili State and sirri" (shame). Madrasah Aliyah annual working meeting. The organization was formed to cooperate between teachers and students in carrying out Luwu's local METHOD cultural education. This working mechanism will give birth to credible and accountable leadership This research is descriptive qualitative, in all work units at Madrasah Aliyah Negeri Malili. designed through problem identification, preparing proposals, collecting data, analyzing data, and writing reports. The approach used is a The Efforts of the Principal in the pedagogic approach, a management approach, Implementation of Local Culture-Based and a psychological approach. This research was Education in the Madrasah Aliyah Negeri conducted at Madrasah Aliyah Negeri Malili, East Malili Luwu Regency. The subjects in this study, namely The principal as a teacher has more duties the principal, teacher students, and cultural because he has to lead education in the assigned leaders. The object of this research is local school. The principal leads the school and serves cultural education which is implemented in as a manager, supervisor, administrator, Madrasah Aliyah Negeri Malili. Data collection educator, innovator, and motivator for himself, techniques were used, namely observation, teachers, and students. The principal functions as interviews, documentation. In this study, the the person in charge of the tasks assigned, have authors used research instruments in interview a vision and mission for the school, understands guidelines, observation sheets, direct the condition of teachers, has the right to make observations, recording devices, cameras as decisions, and must have innovations and new evidence of documentation, writing instruments in ideas that improve the quality of education. books and pens. The data analysis techniques used are data reduction, data presentation, Based on the results of interviews with conclusion drawing/verification. resource persons in the form of teachers and local cultural shops, it can be seen that the principal tries to implement local culture-based education RESULT and DISCUSSION in schools optimally. The principal is a role model for students in implementing the local culture. The Principal Management in the Implementation types of local culture applied in schools are of Local Culture-Based Education at lempu" meaning honesty and integrity, acca Madrasah Aliyah Negeri Malili meaning scholar, sitinaja meaning caring and obedience, getteng meaning firmness, reso" The results of interviews with several meaning the effort and hard work Siri" meaning resource persons who are teachers at the school shame. know that the principal, as the highest leader, must establish interactions and the learning process in the classroom. The principal can Inhibiting and Supporting Factors in the implement the management function by Implementation of Local Culture-Based implementing planning to the maximum, carrying Education at Madrasah Aliyah Negeri Malili out the organization, implementing local cultural activities, and carrying out supervision in The principal carries out management, collaboration with various school parties. including planning, organizing, implementing, and supervising as much as possible in implementing The implementation and management of the local culture-based education. However, it is Malili State Madrasah Aliyah begin with

121 Kontigensi: Scientific Journal of Management Vol 7 , No. 2, Nopember 2019, pp. 118 - 130 ISSN 2088-4877 undeniable that every activity has inhibiting and management is carried out efficiently through the supporting factors. utilization of human resources to achieve a goal. Based on the results of interviews with The implementation of the principal management several sources, it can be seen that each activity function is as follows. has obstacles or inhibiting factors as well as 1. Planning is the primary step in a rational factors that support these activities. For example, process; planning is a rationale for carefully in implementing local culture-based education, setting goals and actions to assess the the inhibiting factors are the unpreparedness of appropriate resources and methods to be the school, increasingly sophisticated used. Planning includes activities to technological advances, and lack of determine goals and tools that are communication and interaction between the predetermined goals. Planning is the first step school and the parents of students, while the in formulating a strategy by considering the supporting factors are the principal's policy, the ability of organizational resources to predict example of parents, teachers, and principals: school success. schools, and a supportive community 2. Organizing is the second step after planning environment. to organize, distribute, allocate work and activities to achieve goals. Proper Discussion organization will make the position of people evident in the structure and work through the Management is more often associated with selection, allocation of professional work. The management or administration that seeks to leader must have the ability to understand the manage schools. In essence, management nature of the job and the qualifications of the requires interaction and synergy between person who fills the position and is organizational components in moving the responsible. Organizing is determined after resources they have to realize the hopes and planning, compiling, and forming working ideals of the organization. Management is relationships between people so that a planning the organization, leading, and controlling business unit is realized in achieving common all its aspects to achieve goals effectively and goals. At this stage, arrangements are made, efficiently. Management at Madrasah Aliyah and the division of tasks to all administrators Negeri Malili is well implemented, implementing a or elements and managers of educational planning process with related parties. The institutions is carried out to achieve goals. implementing the organization by forming a collaborative team to implement Luwu local 3. Implementation is the process of cultural education. Luwu's local cultural education implementing an activity program to be implementation is implemented through carried out by all schools. The organizational exemplary training and habituation from school process motivates all parties to work together principals and teachers. Luwu local cultural and be responsible with full awareness and high productivity. The process of motivating education implementation is supervised when students are at school until they come home from encourages all parties to be sincere in school. carrying out their duties according to a predetermined plan. In education in schools, School management is carried out to design management is carried out by the principal and maintain the school and community through the act of inviting teachers and environment to achieve common goals. The employees to have the will to achieve goals purpose of implementing Luwu's local cultural with enthusiasm enthusiastically. In carrying education is to instill values and preserve culture. out his function, the principal must pay The management functions implemented at attention to the effectiveness of the work Madrasah Aliyah Negeri Malili are planning, organization on several school service needs. organizing, implementing, and supervising. The Have smooth communication by maintaining

122 Kontigensi: Scientific Journal of Management Vol 7 , No. 2, Nopember 2019, pp. 118 - 130 ISSN 2088-4877

the quality of work as a continuous process. the evaluation is to obtain a basis for considering Mobilization has the function of implementing the end of a job by looking at how it works to get planning and organizing activities. The attention to ensure effective and efficient work. emphasis of the mobilization function is the Evaluation can improve the quality of educational creation of cooperation in increasing the programs based on program objectives and morale of all members to achieve needs assessment. In identifying the strengths organizational goals. Direction and guidance and weaknesses of the program components, the activities as the embodiment of the actuating school and the community are involved. function in management require creating and Therefore, program evaluation as a determinant developing effective and efficient of quality is systematic, and the program can be communication. improved. The movement in the learning process is The evaluation is divided into two: First, carried out by the teacher in an educative evaluating the process to realize the goals set in atmosphere so that students can carry out the school program. The guidance and learning tasks with enthusiasm and optimize their counseling program is carried out to see the learning abilities well. The teacher's role is vital in implementation that needs to be evaluated; mobilizing and motivating students to carry out Second, the evaluation of results is carried out learning activities, whether in the classroom, in through a review of the results obtained because the laboratory, in the library, in fieldwork they have participated in various aspects. An practices, and in other places that allow students evaluative review focusing on the effect produced to learn. As an instructional leader, the principal with the aim of the guidance is known as formative moves all school personnel and potential to fully evaluation. Assessment of results places more support learning activities controlled by the emphasis on collecting data and information teacher to teach students. about the success and impact of the service 1. Supervision is carried out so that learning activities. activities run smoothly and there are no Educational institutions as a place for account deviations. Supervision carried out by schools is management and a social institution. The essential to measure the effectiveness of learning predicate as a social institution is concluded that services and education unit management. In educational institutions are inhabited by people addition, the monitoring process is applied to from various social backgrounds, forming a unity identify individuals and organizations in obtaining with specific values and cultures. In this and utilizing resources effectively and efficiently in educational institution, various values meet, unite, achieving goals. cooperate in realizing a shared vision and Supervision in educational institutions should mission. These diverse values and cultures have not be carried out because the exact supervision the potential to support the success and model applies machine control to humans. An accountable management of educational oversight that does not respect human dignity. institutions. There is an infiltration of the strength Good supervision can make optimal use of of local cultural values in influencing the course of human professions and careers by involving them education management. Cultural values that in setting goals, creating a climate that dwell in the soul and mind of the community encourages self-development, and making them almost invisible have a significant influence on the success or failure of a management responsive with future enthusiasm. implementation. Educational management has an The principal management sometimes has an epistemological foundation to base it on local evaluation function which means assessing cultural values. educational activities or organizations. Evaluation is the process of assessing and controlling to Schools are complex and unique institutions ensure the implementation of activities in schools because schools have various dimensions that is by what has been determined. The purpose of are interrelated and mutually determine. The 123 Kontigensi: Scientific Journal of Management Vol 7 , No. 2, Nopember 2019, pp. 118 - 130 ISSN 2088-4877 school's uniqueness is the character so that the issues and includes various complex and teaching and learning process occurs, where the complex issues. civilizing of human life is held. The principal is the Leadership is one of the determinants of head or leader in an organization or an institution principal management to support improving the that receives and gives lessons. The principal is a quality of education. Because the behavioral person or functional teacher assigned to lead a characteristics shown by the principal will school held in the learning and teaching process. influence and move students and even the school The success of education in schools is organization he leads. The principal's leadership primarily determined by the principal's success in style in managing the school is carried out using managing the available education personnel. As a commitment approach based on togetherness. the highest leader, he is very influential and Principals who encourage effective school determines the school's progress, so that he must sustainability processes by having a vision and have administrative skills, have high commitment, mission are confident and inspiring and can be and be flexible in carrying out his duties. followed by all schools to implement local culture- Leadership responsibilities in educational based education. institutions are quite complicated because they Local culture-based character education is relate to human resources management and carried out by adjusting the curriculum and educational material resources. Therefore, educational materials containing local culture. mastery of educational management is needed in Thus, local culture-based education is integrated managing an organizational activity. with elements of art, language, and local socio- Principal management in implementing local cultural systems. For example, delivering material culture-based education through planning, about the values of honesty, humility, discipline, organizing, implementing, and supervising. Each courtesy, cooperation, caring, and responsibility region has its local cultural values, as is the case instills the principles of respect, harmony in life, in City. Local cultural values become a honesty, wise character, low self-esteem, and precious wealth that must be embodied as a good manners a form of character. hereditary heritage. In shaping the character of Local cultural values have not been socialized students, culture takes essential actions to be even though this is the primary key in building a applied in the educational environment. quality young generation by implementing them in Therefore, attention must be paid to inculcating education. Because the current of sophisticated local cultural values to keep them applied in globalization is one of the causes of students everyday life. forgetting the order of local cultural values, the Educational management occupies a vital development of local culture-based character position in education because management will education can be developed from several culture- move the body of education. The success or based school programs, namely arts and culture- failure of the world of education to achieve its based school programs, school culture, goals and objectives is primarily determined by integration of character education in subjects, and the management that is carried out correctly. self-development programs. As a school strategy Management is the effective use of human and in developing culture-based character education non-human resources and other material in schools, it creates students with character and materials to achieve predetermined goals. culture. Culture-based character education Management as a social process places its strategies are developed with teaching strategies, weight on interactions inside and outside formal exemplary, strengthening, and habituation. institutions. In addition, education management is The school has a goal in implementing local a strategic alternative to improve the quality of culture-based education by strengthening and education. Improving the quality of education is developing life values that are considered not an easy task because it is related to technical essential and necessary to become the distinctive personalities of students. The behavior of 124 Kontigensi: Scientific Journal of Management Vol 7 , No. 2, Nopember 2019, pp. 118 - 130 ISSN 2088-4877 students is corrected so that they can apply local successfully embedded in people's souls will cultural values planned by educational produce promising results. Education, which institutions. Build a harmonious connection with plays a significant role in instilling cultural family and community in playing the responsibility awareness, also occupies the most important of local culture-based education together. Local position. culture as values, activities, symbols that become The value of culture-based education has a the commitment of all elements in improving the vital role as a driving force for individuals and quality of education. Local culture as a concept community members to achieve progressivity in contains a constructive value for an institution. all lines of life. A progressive, productive, and The principal understands local culture-based innovative soul will grow gradually and with a high education as a condition that applies local wisdom education level. Education can also be an in a learning atmosphere. Local culture-based essential determinant of personal and social education is implemented in learning as a transformation; this is the ideal of education that conscious and planned effort through exploring requires empowerment. Principal management and utilizing existing potential. This potential is based on local culture is a manifestation of wisely to create a conducive learning atmosphere democratic and community-based education. So to have the skills, knowledge, and attitudes. The that education can be designed, directed, principal stated that local culture was integrated supervised, implemented, and assessed based into subjects and extracurricular activities. on the locality of the school and community. Education that is oriented towards instilling Intellect on regional or cultural wealth exists in cultural values has a solid argumentative basis to a place in the form of knowledge, beliefs, norms, continue to be demonstrated. There are at least customs, insights, and heritage maintained by the two important reasons that can be identified so community as identity or identity as a guide in that education remains up to date for review. First, teaching to act appropriately in life. Local cultural education is essentially crucial because it is wisdom is an idea that arises and develops directly related to the realm of life and human life. continuously and from generation to generation in Talking about education means talking about a society that is applied in everyday life. Local primary human needs. Second, the harmful culture refers to the culture belonging to the impact of keeping people away from their cultural original community in the local area, seen as education is straightforward to guess, so that the cultural heritage. younger generation is swayed. Students will lose Culture has become a tradition that appears their cultural identity and be rolled up by the flow and develops in area form of the culture and of information in globalization, which erases habits of the community. Therefore, one of the identity and leads to absurdity. The younger values of local community wisdom that is generation must maintain their culture so that the integrated into the world of education is to apply era of globalization does not rival them. local cultural values as follows: Second, culture-based education is a 1. Lempu" is the value of honesty which means strategic vehicle for improving the quality of straight. a king owns this value during the human life, which is marked by increasing levels Luwu Kingdom so that the people are safe of welfare. The reduction in poverty and the and prosperous. Lempu" is a critical honesty opening of various alternative options and possessed by an educator. Honesty is the key opportunities for self-actualization in the future. It to all human actions. The honesty of an is no exaggeration to say that a culture-conscious educator will be an example for his students. society will transform into an advanced and Honesty is a source of trust because the core civilized society. Cultural values can bring in of trust is honesty and responsibility. Integrity material profits if maintained and developed must be built in a process situation, even if it correctly, one of which is through tourism is built with habituation, example, development. Cultural values that are supervision, and control. All of these are the 125 Kontigensi: Scientific Journal of Management Vol 7 , No. 2, Nopember 2019, pp. 118 - 130 ISSN 2088-4877

most critical and urgent educational tasks of agreement, not canceling the decision; third, all time. not changing the decision; and fourth, 2. Acca is a scholar, intelligent, clever, and speaking and doing if the work does not stop clever. People who have wisdom and before it is finished. These values have long behavior in both ways of thinking and acting. been known before the arrival of Islam and The background of wisdom adorns the way of applied by the Bugis-Luwu community in their thinking so that they act positively. The daily lives. behavior of intellectuals emanates from every Firmness is a principle of courage to take correct and polite speech, honest behavior, risks for honesty, truth, appropriateness so forgiving, and being kind. A person's that it is impossible to be swayed by intelligence is not measured by academics temptation and transaction practices for but by words and behavior that are pseudo interests. Courage (a warning) commendable and full of wisdom. Intellect is sometimes has to bear the risk of separation the principal cultural value that is of spirit and body (death), but that is self- interconnected with honesty. Intellect means respect (Siri"). In occupying, positions and nothing is challenging to do; no conversation authorities must provide value for the benefits is difficult to welcome, with kind and gentle of society fairly (temmappa-silaingeng). So, words to all human beings. Successful the position will be the goal, opportunity, and education can instill in students a polite mandate to benefit the state and society. personality, honest behavior, forgiving, and Firmness in holding the principles of truth happiness to help others; and goodness must be instilled into the souls 3. Sitinaja is obedience, appropriateness, of students. It is intended to have a strong concern, and worthiness. In principle, it mentality and firm principles in facing various regulates everything so that it is in its place, challenges in their respective eras. The wave including Sitinaja's actions. In the principle of of globalization often makes the younger local culture, living and practicing culture, the generation lose their way and forget the results must be by the work and values of local culture and religion. Firmness responsibilities. The principle of propriety in holding the principles of truth and goodness must be taught and trained to students to will form the primary personality to be grow in proper and reasonable behavior in respected and respected wherever they are. terms of religion and culture. When he grows 5. Reso," which means effort. Work ethic in up and takes on a role in an institution, both terms of religion and culture is the key to government and private, he always gets and success. The values of work or business ethic takes his rights according to appropriate (reso) are closely related to the values of standards. The amount always refers to the honesty (lempu"), intelligence (acca), applicable rules. propriety (sitinaja), and firmness (getteng). 4. Getteng is a firm character, not easily Effort and hard work (reso) are the keys to influenced and shaky, sticking to its stance or implementing the values of lempu", acca, being consistent. This trait is one of the sitinaja, getteng because these values can characteristics possessed by a datu or king in only play a role and be effective if they are the past Luwu Kingdom. If a leader does not supported by business values (reso"). The possess this trait, the community he leads will business value above is the basis for these be swayed. The nature of this assertiveness values because it often adorns the also needs to be owned by educators. The community's personality, so that persistence assertiveness of an educator gives birth to and hard work always adorn him. These students who are firm, consistent and have values are the key to success because character. The four constancy values are not wherever the earth is stepped on there, the breaking promises, second, not betraying the sky is upheld.

126 Kontigensi: Scientific Journal of Management Vol 7 , No. 2, Nopember 2019, pp. 118 - 130 ISSN 2088-4877

As long as it is based on local cultural implementation of learning. Using appropriate values and upholds them, it will give birth to techniques, strategies, methods according to the public trust to exist wherever it is located. If age of the students. Creating mutually agreed local cultural values do not become a class rules and teaching students to be brave to principle in life, they will find failure. appear as leaders. Implement local culture-based Dishonesty will only breed distrust (distrust) classroom management by creating a pleasant for society, as well as laziness. Four things learning atmosphere, forming groups in learning need to be applied in the world of education: activities, and using appropriate learning media. First, honesty (lempu"), because it will lead to The ability to link lessons with the curriculum that trust; Second, association (assisom- develops in the school environment. Habituation pungeng), because the excellent association in utilizing school equipment provided, cultural will develop business; Third, scholarship understanding that can affect the character of (acca), because it will improve management students. and management; and Fourth, capital, Teachers' efforts in implementing the because this is what drives the business. integration of Luwu's local wisdom values, such Effort (reso") is the key to a successful life for as honesty (lempu), responsibility (getteng), hard everyone in the world. Therefore, work ethic work (reso), shame/self-respect (Siri) in education is a universal necessity, not limited to certain are still in the stage of integrating subjects and religions and cultures. extracurricular activities. The teacher's strategy in 6. Siri" means shame which is the primary inculcating the values of Luwu local wisdom in value, framed by the principle of shame or education is through an integration strategy of self-respect. Shame has a meaning that has subjects and strategies for developing a positive connotation, but if it is not framed extracurricular activities through several with other noble values, it can also have a approaches and exemplary methods. The negative connotation. Siri" is often interpreted element of regional culture is potential as a local as a value because someone does things that genius because it has proven its ability to survive are not good; it is shameful (mappakasiri"). If until now. The characteristics that are owned are; doing positive and good things will raise the able to survive in foreign cultures, accommodate degree of humanity as a human being. elements of foreign cultures, integrate foreign cultures into indigenous cultures, and control and Siri's culture must be taught to students give direction to cultural development. In local so that they become individuals who have wisdom, traditional culture develops with all the high self-esteem. Siri values will encourage strong, hard-working, and intelligent elements and ideas resulting from material individuals not to become a burden to others. culture. With the principle of reso, we will grow to be If local cultural wisdom has been integrated an independent people and never give up into the education system, it will create a cultured because this is not by the principles adopted. and respectful learning environment so that With a local culture that is applied to life, it will educational goals can be easily achieved. have a hard-working soul. If it is properly Principals and teachers as role models must have maintained, the community does not need to these local cultured traits so that students can accept the population distribution program in imitate these traits. These values are still relevant the form of transmigration because from the to us today and are not inferior to modern beginning; they have dared to emigrate understanding. The leadership values possessed through the sompe" culture (migrate). by the principal are closely related to the cultural system they have. These values influence and Preparing local culture-based classes by shape the overall attitude of students towards one preparing everything related to the facilities and infrastructure to support activities. Prepare a orientation and appear or patterned on the surface in social life. Therefore, these values are conducive, good, clean study room for the

127 Kontigensi: Scientific Journal of Management Vol 7 , No. 2, Nopember 2019, pp. 118 - 130 ISSN 2088-4877 fundamental to be applied to current conditions, education integrated into subjects. The including in education. implementation of local wisdom-based education The inhibiting factor for implementing local has been handed over to subject teachers to be culture-based education from an internal and applied in the classroom through habituation. external perspective aims to develop character Teachers carry out supervision to measure the education based on local culture requires a high effectiveness of the application of Luwu's local commitment. In addition, other inhibiting factors culture. Monitoring must be carried out to train are a. the absence of standard guidelines for the students' habits in applying the local culture. implementation of educational programs The principal's efforts in implementing local containing local culture, b. students' interest in culture-based education at Madrasah Aliyah local culture that often changes, c. lack of Negeri Malili are carried out by applying the local readiness to apply local culture. While the cultural values of Luwu as a tradition from their supporting factors owned by the school are: 1) ancestors that cannot be separated from religious regulations from the department and local values namely Islam. The planting of local Luwu government as well as support regarding the cultural values is implemented through implementation of local culture-based education, habituation inside and outside the classroom. 2) the provision of facilities, funds, and educators, Principals and teachers are role models in 3) committees and parents of students also applying these local cultural values such as support in terms of material and non-material, 4) lempu", acca, sitinaja, getteng, reso," and Siri." school management with competent principals, 5) Inhibiting and supporting factors in the The majority of students come from the implementation of local culture-based education surrounding community. In addition, there are in Madrasah Aliyah Malili. The inhibiting factors in policies, environment, and conditioning of the implementing local culture-based education are school environment. increasingly sophisticated and modern Based on the description, it can be explained technological advances, lack of communication to that management has four functions that must be parents of students, and lack of socialization of appropriately implemented in order to produce local culture-based education. At the same time, optimal implementation. The management the supporting factors in the application of local functions include planning, organizing, culture-based education are exemplary principals implementing, and supervising. The school and teachers in fostering and providing direction principal tries to implement education to students. The approach is taken by habituation management based on local Luwu culture such to come to school on time, teachers shake hands as lempu, acca, sitinaja", getteng, reso," and with each other, greet each other, greet each sirri." other with a smile, and say hello.

CONCLUSION REFERENCES Principal management in implementing local culture-based education at Madrasah Aliyah Book: Negeri Malili has been implemented by Akdon. Strategic Management, For Educatioanal management to plan, organize, implement, and Management (Manajemen Strategik Untuk supervise. The application of local cultural Manajemen), 2007. education is applied in all classes in the Malili Alisjahbana, Sutan Takdir. Perkembangan Sejarah State Madrasah Aliyah. Implementing the Kebudayaan Indonesia; dilihat dari Jurusan planning focuses more on the management of Nilai, Cet. Ke-2, Jakarta: Idayu Press, 2017. local culture, which aims to preserve Luwu culture. Organizing is done to regulate, allocate, Amtu, Onisimus. Manajemen Pendidikan di Era and direct teachers to implement local cultural Otonomi Daerah, Bandung: Alfabeta 2013.

128 Kontigensi: Scientific Journal of Management Vol 7 , No. 2, Nopember 2019, pp. 118 - 130 ISSN 2088-4877

Arikunto, Suharsimi. Prosedur Penelitian Suatu Mulyasa, E. Menjadi Kepala Sekolah Profesional ; Pendekatan Praktek, Cet, VI; Jakarta: Rineka dalam Konteks Menyukseskan MBS dan KBK, Cipta, 2009. Bandung: Rosdakarya, 2005. Corsini, Raymond J. Encyclopedia of Psychology. Muslich, Masnur. Sertifikasi Guru Menuju United States of America, Interscience Profesionalisme Pendidik, Jakarta: Bumi Publication, 2000. Aksara, 2007. Dwiwibawa, Rudy dan Theo Riyanto, Siap jadi Nizar, Samsul dan Zainal Efendi Hasibuan, Pemimpin? Latihan Dasar Kepemimpinan, Cet. Kepemimpinan Pendidikan dalam Perspektif 5, Yogyakarta: Kanisius, 2008. Hadis Telaah Historis Filosofis, Ed. 1, Cet. 1, Endarswara, Suwardi. Metode Teori Teknik Jakarta Timur: Kencana, 2019. Penelitian Kebudayaan. Yogyakarta, Pustaka Rapanna, Patta. Membumikan Kearifan Lokal Widyatama, 2003. dalam Kemandirian Ekonomi, Jakarta: Sah Engkoswara. Paradigma Manajemen Pendidikan Media, 2016. Menyongsong Otonomi Daerah, Bandung: Republik Indonesia, Permendiknas Nomor 13 Yayasan Amal Keluarga, 2007. Tahun 2007 tentang Standar Kepala Sekolah, Fattah, Nanang. Landasan Manajemen Pendidikan, Jakarta: Sekretariat Negara, 2007. Bandung: Remaja Rosda Karya, 2013. Republik Indonesia, Undang-Undang Nomor 20 Hamalik, Oemar. Proses Belajar Mengajar, Cet. III; Tahun 2003 Tentang Sistem Pendidikan Jakarta: Bumi Aksara, 2013. Herminanto dan Nasional, Jakarta: Sinar Grafika, 2009. Winarno, Ilmu Sosial daan Budaya dasar, Rivai, Veithzal Sylviana Murni, Education Jakarta: Bumi Aksara, 2011. Management: Analisis Teori dan Praktik , Hikmat. Manajemen Pendidikan, Bandung: Pustaka Jakarta: RajaGrafindo Persada, 2009. Setia, 2009. Sagala, Saiful. Administrasi Pendidikan Ismayana, Bambang. Pengelolaan Pendidkan, Kontemporer, Bandung: Alfabeta, 2018. Bandung : Refika Aditama, 2015. Jahari, Jaja Sahban, Muhammad Amsal. Kolaborasi dan Amirullah Syarbini, Manajemen Madrasah: Pembangunan Ekonomi di Negara Teori, Strategi, dan Implementasi, Bandung: Berkembang, Jakarta: Sah Media, 2018. Alfabeta, 2013. Sahlan, Asmaun. Mewujudkan Budaya Religius di Kementerian Agama R.I, Al-Qur‟an dan Sekolah, Malang: UIN-Maliki Press, 2010. Terjemahnya, Jakarta: Dharma Karsa Utama, Sardiman A,M, Interaksi dan Motivasi Belajar 2019. Mengajar, Surabaya: Usaha Nasional, 2007. Lickona, Thomas, E. Shapes, dan C. Lewis, CEP "s Setiawan, Ebta. KBBI Online, Ed. III, Badan Eleven Principles of Effective Pengembangan dan Pembinaan Bahasa, CharacterEducation. Washington, Character 2019. Education Partnership, 2011. Sugiyono. Metode Penelitian Pendidikan, Cet. XV; Maran, Rafael Raga, Manusia dan Kebudayaan Bandung: Alfabeta, 2013. Shulhan, Muwahid. dalam Perspektif Ilmu Budaya Dasar, Jakarta: Administrasi Pendidikan, Jakarta: Bina Ilmu, Rineka Cipta, 2007. 2004. Muhammad, Abu Abdullah bin Ismail bin Ibrahim Sule, Ernie Trisnawati dan Kurniawan Saefullah. Albukhari Alja‟fi, Shahih Bukhari, Juz. 3, No. Pengantar Manajemen, Jakarta: Kencana, 215, Bairut-Libanon: Darul fikri, 1981. 2010. Muhammad, Abu Abdullah bin Ismail bin Ibrahim, Supriyadi, Daniar, Prischa Listiningrum, dan Rizki Shahih Bukhari, Juz 7, Penerbit Darul Fikri Emil Birham, Spirit Hukum: A Brilliant Idea of :Bairut-Libanon,1981 M. the Champ, Universitas Brawijaya, Press, Mukhtar dan Iskandar. Orientasi Baru Supervisi 2019. Pendidikan, Jakarta: Gaung Persada, 2009. Syafaruddin. Manajemen Lembaga Pendidikan Mulyasa, E. Manajemen Dan Kepemimpinan Islam, Jakarta: Ciputat Press, 2009. Kepala Sekolah, Jakarta, Bumi Aksra, 2012. Terry, George R. “Guide to Management” diterjemahkan oleh J. Smith D.F.M dengan

129 Kontigensi: Scientific Journal of Management Vol 7 , No. 2, Nopember 2019, pp. 118 - 130 ISSN 2088-4877

judul Prinsip-prinsip Manajemen, Jakarta: Bumi Maduratna, Mudika. Peranan Kepemimpinan Aksara, 1993. Kepala Sekolah Dalam Meningkatkan Usman, Husaini. Manajemen : Teori, Praktek dan Efektivitas Kinerja Guru Dan Pegawai di Riset Pendidikan, Jakarta: Bumi Aksara 2009. Sekolah Dasar Negeri 015 Samarinda, Volume Wahjosumidjo. Kepemimpinan Kepala Sekolah, 1, Nomor 1, eJournal Administrasi Negara, Tinjauan Teoritik dan permasalahannya, 2013. Jakarta, Raja Grafindo Persada 2008. Mahmuddin, Pengelolaan Pendidikan Karakter Wahyudi. Kepemimpinan Kepala Sekolah Dalam Masyarakat Berbasis Budaya Makassar di SD Organisasi Pembelajaran Cet.II; Bandung Inpres Talakayya Kabupaten Bantaeng”, Alfabeta, 2009. Pusaka: Jurnal Khazanah Keagamaan, Yakub Vico Hisbanarto, Sistem Informasi Universitas Negeri Makassar, Vol. 6, No. 2, Manajemen Pendidikan. Yogyakarta: Graha 2018. Ilmu 2014. Matondang, Nur Hamilah dan Nurika Kahalila Daulay, Kompetensi Manajerial Kepala Journal: Sekolah dalam Meningkatkan Profesionalisme Guru di SMPN 27 Medan, Hijri: Jurnal Aisyah, S. (2012). Dampak Teknologi Informasi dan Manajemen Pendidikan dan Keislaman, Vol. 7, Komunikasi Terhadap Pembentukan Akhlak No. 1, 2018. Peserta Didik Perspektif Pendidikan Islam di Puspitasari, Norma. Kemampuan Manajerial MTs. Olang Kecamatan Ponrang Selatan Kepala Sekolah Dalam Meningkatkan Kinerja Kabupaten Luwu. Jurnal Konsepsi, 1(1), 23-32. Guru (Study Kasus Smk Batik 1 Surakarta), Vol. Arsyad. Pendidikan Karakter : Jurnal al –„Ulum, 1 Nomor 1, Jurnal INFORMA Politeknik Jurnal Studi-Studi Islam, Vol. 13, No. 1, IAIN Indonusa Surakarta ISSN : 2442- 7942,Tahun Sultan Amai , 2013. 2015. Aswar, N. (2012). Peningkatan Kemampuan Sormin, Darliana. Manajemen Kepala Sekolah Membaca melalui Teknik Ecola (Extending dalam Meningkatkan Mutu Pendidikan di SMP Concept Through Language Activities) Siswa Muhammadiyah 29 Padangsidimpuan, Al- Kelas XII SMK Kesehatan Plus Prima Mandiri Muaddib: Jurnal Ilmu-ilmu Sosial dan Sejahtera Makassar (Doctoral dissertation, Keislaman, Universitas Muhammadiyah PPS). Tapanuli Selatan, Vol. 2, No. 1, 2017. Ilham, D. (2019). Implementing Local Wisdom Suriansyah, Ahmad dan Aslamiah, Strategi Values in Bride and Groom Course at KUA Kepemimpinan Kepala Sekolah, Guru, Orang Bara SubDistrict, Palopo City. Jurnal Konsepsi, Tua, dan Masyarakat dalam Membentuk 8(1), 1-9. Karakter Siswa, Cakrawala Pendidikan, Iqbal, Chadijah Isfariani. Budaya Malu dalam Universitas Lambung Mangkurat Banjarmasin, Masyarakat Jepang dan Bugis Makassar, Vol. 34, No. 2, 2015. Walasuji: Universitas Hasanuddin, Vol. 5, No. 2, Tambunan, Abai Manupak, M. Huda A.Y, I Nyoman 2014. Sudana Degeng, “Strategi Kepala Sekolah Kaso, N., Aswar, N., Firman, F., & Ilham, D. (2019). dalam Mengelola Komflik Menyikapi Dampak The Relationship between Principal Leadership Negatif Penerapan Full Day School”, Jurnal and Teacher Performance with Student Pendidikan: Teori, Penelitian, dan Characteristics Based on Local Culture in Pengembangan, Universitas Negeri Malang, Senior High Schools. Kontigensi: Jurnal Ilmiah Vol. 2, No. 6, 2017. Manajemen, 7(2), 87-98. Lisnawati, Rita. Fungsi Manajemen Kepala Sekolah, Motivasi, dan Kinerja Guru, Jurna Pendidikan; Teori dan Praktik, Universitas Negeri Surabaya, Vol. 2, No. 2, 2017.

130