Izza Umami, Dien Nurmarina Malik Fajar

PENGEMBANGAN KARAKTER KEPEMIMPINAN DI PENDIDIKAN DASAR MELALUI PERAN ORGANISASI SISWA: INTEGRASI NILAI-NILAI KEMUHAMMADIYAHAN

Introduction

Pengembangan karakter kepemimpinan di pendidikan dasar melalui peran organisasi siswa: integrasi nilai-nilai kemuhammadiyahan . Mengembangkan karakter kepemimpinan siswa pendidikan dasar melalui peran organisasi dengan integrasi nilai Kemuhammadiyahan. Bentuk pemimpin berintegritas sejak dini.

Abstract

Pembentukan karakter kepemimpinan sejak usia dini menjadi kebutuhan mendesak dalam menghadapi tantangan global pada masa saat ini. Organisasi siswa di tingkat sekolah dasar berpotensi menjadi wadah strategis pengembangan karakter kepemimpinan dengan mengintegrasikan nilai-nilai Kemuhammadiyahan. Penelitian ini bertujuan menganalisis peran organisasi siswa dalam pengembangan karakter kepemimpinan di pendidikan dasar melalui implementasi nilai-nilai Kemuhammadiyahan. Penelitian kualitatif deskriptif dilakukan di MI Nurul Islam di Kota Tangerang Selatan dengan melibatkan 80 siswa, 9 guru pembina, dan 1 kepala sekolah. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dokumentasi. Organisasi siswa terbukti efektif mengembangkan enam dimensi karakter kepemimpinan: integritas, tanggung jawab, komunikasi efektif, empati, kreativitas, dan kerjasama. Integrasi nilai-nilai Kemuhammadiyahan melalui program akhlak mulia, kepedulian sosial, dan semangat tajdid memperkuat pembentukan karakter kepemimpinan. Model pengembangan karakter kepemimpinan melalui organisasi siswa dengan pendekatan nilai-nilai Kemuhammadiyahan terbukti mampu membentuk calon pemimpin yang berintegritas dan berakhlak mulia sejak usia dini. Kata Kunci: Pengembangan Karakter, Kepemimpinan, Organisasi Siswa, Pendidikan Dasar, Nilai Kemuhammadiyahan

Review

This study, titled "PENGEMBANGAN KARAKTER KEPEMIMPINAN DI PENDIDIKAN DASAR MELALUI PERAN ORGANISASI SISWA: INTEGRASI NILAI-NILAI KEMUHAMMADIYAHAN," addresses a highly pertinent and urgent need for early leadership character development in the face of contemporary global challenges. The authors effectively position student organizations in primary education as strategic platforms for this development, particularly through the lens of integrating Kemuhammadiyahan values. Employing a qualitative descriptive methodology at MI Nurul Islam in Kota Tangerang Selatan, the research involved a substantial cohort of 80 students, 9 teacher supervisors, and 1 principal. The abstract highlights compelling findings, demonstrating that student organizations are instrumental in fostering six crucial leadership dimensions—integrity, responsibility, effective communication, empathy, creativity, and cooperation—all reinforced by specific Kemuhammadiyahan values. The strength of this research lies in its specific articulation of how Kemuhammadiyahan values—namely, *akhlak mulia* (noble character), *kepedulian sosial* (social concern), and *semangat tajdid* (spirit of renewal)—are not merely overlaid but actively integrated to strengthen leadership formation. This integration provides a unique cultural and religious framework for cultivating future leaders, offering a clear and actionable model for educators. The identification of distinct leadership character dimensions is commendable, providing a robust framework for assessing developmental outcomes. The study successfully demonstrates a practical model for early leadership character development, suggesting its applicability in contexts seeking to combine ethical-religious values with leadership training from a young age. The multi-method data collection approach (participatory observation, in-depth interviews, documentation) across various stakeholders further enhances the credibility of the findings within the selected case. While the findings offer valuable insights into a specific educational context, an expert review would naturally consider areas for further exploration. As a qualitative descriptive study conducted at a single site, the generalizability of these findings to a broader population or different religious/cultural contexts warrants cautious consideration. Future research could benefit from comparative studies across diverse school settings, including those without a specific Kemuhammadiyahan foundation, to discern the unique impact of these integrated values. Longitudinal studies would also be highly beneficial to track the sustained development and long-term impact of such programs on student leaders as they progress through their education. Nonetheless, this study provides a significant foundational contribution to the discourse on early leadership development, particularly in settings prioritizing character formation rooted in specific cultural and religious values.

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