%0 Thesis
%9 S3
%A Rahayu, Sri
%A Universitas Negeri Yogyakarta,
%B Manajemen Pendidikan
%D 2023
%F UNY:90059
%I Fakultas Ilmu Pendidikan
%K Kepemimpinan Instruksional Kepala Sekolah, efektif, Sekolah  Menengah Atas
%T Model Kepemimpinan Instruksional Kepala Sekolah Menengah Atas Di Daerah Istimewa Yogyakarta
%U http://eprints.uny.ac.id/90059/
%X The aims of the study were (1) to describe the portrait of the current SMA  Principal's instructional leadership, (2) to identify the weaknesses of the current  SMA Principal's instructional leadership, (3) to find an effective instructional  leadership model for the SMA Principal, (4) to evaluate the application of  instructional leadership High school principals are effective, and (5) to test that  there is a positive effect of implementing high school principal instructional  leadership on student achievement.  The research was conducted at five referral high schools (SMA) spread  across five districts/cities in the province of the Special Region of Yogyakarta,  Indonesia.This study uses a mixed methods approach with a sequential  exploratory design. The first stage was carried out with a qualitative approach  aimed at extracting best practices and describing models of instructional  leadership in reference schools. The research subjects consisted of: principals  (key informants), vice principals, senior high school teachers at the five high  schools. The second stage, the quantitative method aims to evaluate the model.  Data were collected through limited trials and extensive trials of 177 teacher  respondents who were taken using the quota sampling technique. Instrument  validity uses professional judgment and construct validity. Data reliability using  Alpha Cronbach. Test the feasibility of the model with Confirmatory Factors  Analysis. Analysis of the effectiveness of instructional leadership using percentage  techniques, correlation and regression analysis between instructional leadership  practices on student achievement.  The results of the study are (1) the instructional leadership of the SMA  Principal is carried out through establishing a vision, planning, supervision, and  learning evaluation; (2) the weaknesses are the ineffectiveness of changing the  curriculum, transferring teachers and school principals, fulfilling the teacher's  workload, and facilitating the diverse abilities of students; (3) the instructional  leadership model of an effective SMA Principal is a motivating vision, developing  a quality culture of continuous learning, applying the Ki Hajar Dewantara  leadership model, simplifying the structure and process of learning; (4)  Evaluation of the implementation of the findings of the effective SMA Principal  instructional leadership turned out to be all very feasible; (5) there is a positive  influence on the implementation of the SMA Principal's instructional leadership  on student achievement, accepted.