CRITICAL PHENOMOLOGICAL STUDY OF EDUCATIONAL LEADERSHIP

Nurul Faizah
Doctoral Graduated Program Educational Management, State University of Surabaya
nurulfaizah10@mhs.unesa.ac.id

ABSTRACT
Abstract: Critical Phenomological Study of Educational Leadership. One key to the succes of an
organization is ussually determined by its leader and it needs to be attentioned for education in Indonesia as
well. It means that Indonesian human resources have to ready to face increasing competition with other
countries. Organizational culture at school level requires a leader who has capability in mobilizing
development and changes in order to do creative activities, identify strategies, methods, steps, or new concepts
in teaching learning process which more qualified. In this regard, it is necessary transformative leadership in
an attempt to create a competitive education and create a capable learners who has personal integrity,
discipline, creative, innovative, and competitive.
Professionalism educational leadership as transformational leaderneeds to has competency, transparency,
efficiency, and high quality. Competencies that need to be possessed by a leader of education in order to face
the global era, such as: the ability to anticipate, the ability to recognize and address the problem, the ability to
accommodate, the ability to reorient, generic competences, managing self skills, mobilizing innovation and
change, then the school able to create learners who have personal integrity, discipline, creative, innovative,
and competitive.
Keywords: transformational leadership, organizational culture, quality of education.

INTRODUCTION
Education is the key word in every effort to
improve human being’s quality which has a role
and purpose that is to “humanize”. Education is
essentially a process of maturation quality of life.
Through this process, it is expected that it makes
people understand the meaning of human being and
the essence of life, for what and how to carry out
the duty and living correctly. Therefore, the
education focus is directed to build excellent person
by emphasizing quality of maturation process of
logic, heart, character, and belief. Essentially,
education is the process of becoming, which makes
someone become himself that grows in line with the
talent, character, ability, and conscience. Education
is not intended to produce learners’ character and
abilities as the teacher has. The process of education
directed to the purpose of all learners’ potency
humanely so that they become themselves who have
superior ability and personality.
As a process, education is defined as an
action which influence character, personality,
thinking, and behavior changes. Therefore,
education is not only teachs or transfer knowledge,
theory, fact, academic, or produce diploma.
Moreover, the meaning of education is the process
of divesting learners from the stupidity,
incompetence, powerlessness, untruth, dishonesty
and also from the bad heart, moral, and belief
(Mulyasa, 2011: 2). In addition, as the process of
knowledge’s transformation to the learners, it is
needed an existence of educational institution or
leadership school which understands the situation
and concept, and also the existence of culture which
create comfortable atmosphere and relevant to the
education purpose that will be achieved (Fullan,
2007).
In connection with the organizational
culture, organizational culture function is divided
into two parts those are external and internal
function. The external function of organizational
culture is adapting to the environment outside the
organization, while internal function is related to
the integration of various sources in it including
human resource. The external function makes
organizational culture always adapt to the culture
that exist outside the organization, so that there will
always be an adaptation to the organizational
culture (Owens, 1995; Hanson, 2003; Soetopo,
2010). Hence, the stronger the culture’s
organization, the organization will not be easily
influenced by outside cultures which developed in
the environment. The internal function increasingly
felt in the organization. It is strengthened with the
organization of norms, rules, traditions, and
customs which constantly fostered by its members
so it will gradually become an advanced and strong
culture (Soetopo, 2010).
According to the explanation above,
nowadays, the complexity of education system in
Indonesia and ASEAN countries need
organizational culture from school system which
reflected to the type of global leadership,
perspective that is able to understand the dynamic
of the area but remained in the cultural specificities
of each country. In this case, education system’s
quality can be defined as the process of
transforming knowledge and internalization by
education’s leaders in schools and also becomes a
country which has special characteristic in
developing dynamic competitive education (Carter,
2002). Hence, education which is built on the basis
of understanding character and national culture
which reflect the special values and norms can be
positioned in the country in the competitive
dynamics of educating students who qualify and
global perspective (Fullan, 2007). Competition in
the era of the ASEAN Economic Community will
increase. It is because the MEA is not only open up
the flow of goods or services but also market of
professional labor.
Therefore, improving school’s quality is
important to produce alumnus who are ready to face
the competition. To achieve competition success in
the dynamic development of education, efforts are
needed to improve the quality standard of the
school, one of the examples is strengthening actor
education, that is head of the school (Davies, 2009).
As production of ASEAN and based on single
market it has five prominent elements, those are 1)
the free flow of goods, 2) the free flow of services,
3) the free flow of investment, 4) the more free
capital flows, 5) the free flow of skilled labor. One
of the important components in the Revolution
Industry 4.0 is in relation with the ASEAN
Framework Agreement on Trade in Services
(AFAS), where this deal eventually leads to the
commitment expansion continuously to thesmoke
direction nowadays started in 2016with the
liberalization of the flexible cover business services,
professional services, construction, distribution,
education, environmental services, health services,
ocean transportation, telecommunications, and
tourism. One of AFAS’s targets is to give
recognition to the education or experience, the
requirements, the license or certificate, called
Mutual Recognition Arrangement (MRA).
Seen from the condition, how Indonesia
positioned itself in front of the other ASEAN
countries? Can the result of education quality in
Indonesia compete? Based on the data gained from
Global Competitiveness Index 2015, Indonesia
occupy the 37th order out of 140 countries. While
Singapore occupy the second order, Malaysia 18,
Thailand 32, Filipina 47, Vietnam 56, Laos 83,
Cambodia 90, and Myanmar occupy the 131st order.
Indonesia’s human development index is increased
compared with the previous years. But still need to
work hard to improve education quality, especially
in ASEAN. Various policies and strategies have
been carried out, such as curriculum changes to
achieve national education goals mandated by the
Law of Republic Indonesia Number 20 Year 2003
on National education system. It is necessary to
optimize the role of education, the components to
achieve high leap in increasing the quality of human
resources in Revolution Industry 4.0 era nowadays.
Flash back to the history, in constructing
Indonesian, the first president of republic Indonesia
said that “Indonesia should be built by priority to
the development of character (character building) to
build Indonesia into a great nation, progress and
prosperity, and also dignity. If it has not done yet,
Indonesian will be a nation of coolies”.
Meanwhile, national legislation said that
nation’s character buildingis a fundamental
requirement in the process of nation and state
because start from independence, Indonesia has
committed to make development of nation’s
character as an essential element which is not
regardless from national construction. It was
mandated in Law No.23 Year 2003 on National
Education System in third Article which states that
“National education is to develop ability and
character building and civilization dignity of the
nation in the context of nation’s intellectual life, it
aim is to develop students’ potential to be a devout
human being, obedient to God, noble, healthy,
knowledgeable, skilled, creative, independent, and
become democratic and responsible citizens”.
METHOD
The aim of this paper is to get a sense of
leadership and organizational culture in the school
level to produce qualified education entered to the
Revolution Industry 4.0 era by referring to the study
of relevant research result. The meaning of the data
is based on the fact depth obtained from the
previous researchers’ studies. Which means to gain
the appropriate and relevant meaning with the
situation in Indonesia. In the discussion supported
by research result or researchers’ opinion consistent
with those proposed by Craswell (2009: 25), that:
“literature completing several goals. Sharing with
readers of other studies’ result closed on what to
do”, the statement above can be interpreted that the
amount of resources will be able to read the relevant
support of meaningfulness research that will
produce depth analysis. To add McAlpine and
Amundsen (2011: 211), stated that “we must admit
that we get a benefit and will be able to apply
learning to the various academic role (researchers,
supervisors, teachers, program director). This
knowledge and identity development approach has
the potential to bring out a change in people
thinking and acting, even if the institutional changes
have not been successfully done”. Those statements
can be interpreted that the amount of learning and
information from various scholars will enrich our
study to analyze the study that will contribute to the
new discovery or reinforce previous finding.
Furthermore, Mertens (2010: 225) also confirms the
qualitative research, that: “there are key word
associated with qualitative methods including
complexity, contextual, exploration, discovery, and
inductive logic”, the statement can be interpreted
that the qualitative research complexity and depth
analysis of discernment, will be able to produce
scientific research findings above, the discussion
result in this research is expected to find meaning
and contribute to the relevant findings.
LITERATURE REVIEW
Several studies conducted by previous
researchers (Misco, 2007; Chattopadhay, 2013;
Wagner, 2013; Young, 2015) showed that the
strength of leadership education in globalization era
with the competitive dynamics qualityrequires
complex visionary leaders who can produce a wide
range of policies and operation of people who work
in schools on vision, passion, and dedication basis
to work is to achieve education goal. The existence
of educational vision that is executed consistently
by educational leaders must be supported by a
change in culture that is more oriented to the quality
of both education process and outcomes. So, the
important thing is positioning as knowledgeable
education leader in achieving education quality in
globalization era to gives an influence to the
effectiveness of educational attainment (Berg, et al,
2013; Hewitt, et al, 2014; Severson and DeStefano,
2014). Referring to the definition above, it means
that knowledgeable educational leader and capable
to change schools’ cultural values is needed,
especially in carrying out the mandated task. Many
leadership model can be adopted and applied in
various educational institutions or schools but
relevant leadership model to be implemented in
schools instead of in this globalization era and also
high competitiveness is by studying transformative
leadership. (Hermino, 2014; Daryanto, 2013;
Nasution, 2010) showed that in globalization era
and complexity of educational development, the
role of educational leadership is not only learning,
but also educational leader or basic school should
be able to act as a mentor and the introduction of
experience transformation, knowledge and skills to
the schools’ community. In connection with the
organization culture, school is also included into
educational organization system’. Several studies
done by the previous researchers those are Maxwell
and Thomas (1991), Berry (1997), Oord (2008),
Winch (2015) about school culture as system of
organization culture which leads to achievement of
education quality that the education system in
schools where there are some diversities and
background of people in it, so the school culture
with the special implementation of educational
system, and the specialization itself can be a support
in improving educationquality which can change
four matters those are beliefs, values, norms and
standards of the citizens of existing schools,
especially for students. In line with this, qualified
education is not only determined by students’
academic achievement, but also from character
education where culture internalization in schools to
bring students to the development of good character
among dynamic civilization development that
continues to grow (Whitaker and Gruenert, 2015).
Thus, to achieve the leadership qualities of
good education needs qualified education, and who
are able to understand the vision, mission, and
objectives of the school to be combined together
with the internalization of the values in the school
so, it can be a reference of integrated education
process, character, and quality process (Reeves,
2006). In addition, Vembrianto (1993: 82) argue
that school culture is “a complex set of beliefs,
values, and traditions, ways of thinking and
behavior”.
School culture has important elements, those
are 1) the location, environment, and the physical
infrastructure of schools, furniture water, and other
supplies; 2) the schools’ curriculum covers ideas
and facts into the overall educational program; 3)
school nation such as teachers, and administrative
staff, and 4) moral values, climate regulation system
and schools’ life (Hoerr, 2005; Kafele 2015).
Observing from the education quality that will be
produced for students, it can be interpreted that
head of the school as the leader of education in the
educational unit he leads is expected to focus on
learning leadership which exist to produce better
students’ achievement. Head of the school is less
focused on instructional leadership. Ironically, most
of school do not implement instructional leadership
model which is necessary to the effective learning
and improve educators’professionalism (Deal and
Paterson, 2003). Thus, through the competent
leadership, education will produce qualified
students in facing global competition, especially
Revolution Industry 4.0 extinguished era.
Therefore, excellent human resources and those
who have competition ability are needed.
RESULT AND DISCUSSION
Education in Indonesia faces the ASEAN
Economic Community, education is one of the most
important thing to prepare competitive human
resources to achieve success in globalization
era.Education is the main pillar for the advancement
of a nation (Soutworth, 2002; Shockley, 2008;
Briggss, et, al, 2012; Menzies and Baron, 2014).
Under this condition, education should be a priority
for development, without ignoring other sector. To
advance the education is not only by changing the
curriculum, complementary facilities, and
infrastructurebut also pay attention to the
development of human resources (HR), who will
carry out the study. Therefore, to achieve better
future education, which is the main priority is the
improvement of human resources (HR) through
qualified education and distributed across the
population, and the main thing is raise awareness of
all society, government, and relevant parties’
elements to improve themselves (Hermino, 2015).
At the end of 2015, the Revolution Industry
4.0 began official promulgated. This
implementation will not only impact on the
economic sector, but also other sectors, especially
those that need to be observed is to build
competitive human capital in the Revolution
Industry 4.0 era is welcomed by the education
sector in Indonesia quickly, so that the human
resources in Indonesia ready to face firm
competition with other countries. In this case, the
direction of education in Indonesia and this
globalization era, the Revolution Industry 4.0 need
to pay attention to four matters, such as: the
innovation mastery, networking, technology
mastery, and control of natural resources. Based on
that, the education in Indonesia should be more
emphasized on the ability to increase those for
matters in Indonesia.
In connection with this, the education
system in Indonesia should actually be able to
complement the learners’ competence to innovate
and build networks. Competence improve various
existing learning systems. Systematic appropriate
learning can be pursued if there are three things,
those are: 1) innovative and insightful educational
leaders and have a clear concept of leadership and
direction; 2) the existence of a school culture that
supports the sustainability of education system; and
3) the quality of learning is adequate to support
learning process because students will be taught
how to work creatively and innovatively. While
building competence network, things that have to
do to develop attitude and manage human resources
are leadership, teamwork, and communication
(Stromguist, 2002; Loomis, et al, 2008; Mason,
2013; Wagner, 2013).
Referring to the definition above, the
improvement of government role in solving
education problem in Indonesia, can be done
through sufficient allocation of education budget
accompanied by supervision implementation of
right budget to be used to increase education in
Indonesia, such as development program of school
infrastructure evenly, the deployment teachers to
remote areas in all regions of Indonesia, preparing
curriculum that is more representative to explore
students’ potential (not onlyhard skill but also soft
skill). It is also stated in Stromgiust (2000); Hari, et,
al, 2000); Tatto (2006) that education building in a
country should be based on national plans. The
educational strategy for a country in connection
with the existence of globalization, and also
educational distribution accepted as national policy
in education field that integrates.
Thus, Indonesian government should pay
more attention to the quality, distribution, and
welfare of teachers in Indonesia in the justice of
geographic aspect because Indonesians government
is one of the pillars to support course of educational
process and the most important role in creating
smart, skillful, moral and knowledgeable. So, it will
be better if government make rules for the
implementation of education quality, and be
accessible to all levels of society in Indonesia
(Hermino, 2015).
So, if education in Indonesia is able to equip
students with adequate knowledge and skills, so, a
graduation in Indonesia will have confidence and
motivation to develop themselves optimally, so it
can be believed that Indonesia is able to compete
globally in Revolution Industry 4.0 era. Based on
transformational leadership education in
globalization Revolution Industry 4.0, the word
globalization comes from a word global, which
literally means a global or universal, the word
universal became a term that refers to a situation in
which a country with other countries have been
integrated, territorial boundaries, cultures, and etc.
are not the obstacle to perform unification
Literally, globalization means combination
of various country in this world into a single unit.
Globalization is the process of making something
(an object or behavior) as a characteristic of every
individual in this world without being restricted by
region (Schein, 1985; Reeves, Stromquist, 2002;
2006; Mason, 2013). Regarding to the
transformational leadership, Robbins (2005) stated
that transformational leadership is leadership which
a leader is able to inspire the staff to prioritize
organization development of personal interest, and
able to provide good care for the staff and also able
to change the consciousness of the staff to work
together and see the organization as unified to
achieve the goal. Bass and Riggio (2006) defines
transformational leadership is a form of leadership
in which the leader is able to expand and increase
the member interest or system of leadership where
the leader is able to trigger sensitivity and
acceptance of the vision, mission, and goals of
education that will be achieved (Southworth, 2002;
Hallinger, 2003; Moolenaar, et al, 2010; Balyer,
2012; Rodriguez, 2014).
According to the definition above,
transformational leadership in the field of
education, especially in Indonesia, in addressing
globalization era in Revolution Industry 4.0 era is a
leadership that combine three behaviors, charisma,
individualized consideration, and intellectual
stimulation. Furthermore, educational ASEAN
engages single market in 2015, the leadership of
transformational education is to prepare skilled,
sensitive, and critical human resources. Skilled
labor, sensitive issues, and critical roles. The third
skill is actually present in the ASEAN single
market. Single market in the era of globalization
cannot only be understood from the economic
aspect, but also noneconomic aspect, one of them is
in education field. (Torres, 2002; Soutworth, 2002;
Tatto, 2006; Loomis, et al, 2008; Moolenaar, et al,
2010) stated that understanding also needs to be
built and internalized so that Indonesia become
independent and dignified country. Independent
means free from the intervention of other counties
in determining the direction of policies including
policies to educate and welfare of the people
through education and dignified means cooperating
with other countries without losing their identity,
and it can be optimized through character education
character in schools. The competition quality of
education in Indonesia also need to be examined
wisely in accordance with the purpose of education
in Indonesia. However, the competitive dynamics of
global education in Revolution Industry 4.0 era
cannot be circumvented by the education system in
Indonesia, and the implementation of the pedestal to
the world competition in education with extensive
knowledge, and the concept of leadership combine
logical thinking, analytical thinking, think
creatively in leading educational institutions are
responsible. The ability of the educational leaders in
globalization era, which also requires the freedom
to innovate in the cost, which is mandated to
develop their ideas by leading educational
institutions to the maximum. (Burbules, 2000;
Northouse, 2011). Acculturation of character
education in learning system is one of the keys in
the dynamics of globalization in education field,
related to education character. Character education
is important to be given to the children at school,
because children will understand the importance of
moral values of humanity and respect to the
conditions, situations, and environment in the
dynamic progress of developed education in
ASEAN.
Character education is very helpful in
preparing students into globalization era. As stated
by Carol Copple, Richard de Lisi, and Irving Sigel
as written in Spodek (1982: 3), “child development
is a kind of simple behavioral changes. For skewed
theory, intellectual development consists of gradual
accumulation of learning, certain behavioral
changes”. The statement can be interpreted that the
development of a child behavior is influenced by
the surrounding environment. Related to the values
contained in the curriculum, the previous
researchers (Misco, 2007; Peng, et al, 2013;
Agrawal, 2013; Mason, 2013) stated that the
curriculum used in schools should be relevant to the
school’s need, both academic interests, and also
related to the children’s’ moral development in the
schools in the globalization era.
These values also in line with Allport
opinion, as quoted in Kadarusmadi (1996: 55) state
that value is: faith on which human act with
preference. It is a cognitive, motor, and above all,
appropriate disposition” understanding the meaning
of belief that human preferences are used in the
action. People select or choose activities based on
their belief. In addition, Ndraha (1997:27-28) stated
that it is an abstract value because the value is
definitely contained in something. Something that
contains the value (of the vehicle), there are four
kinds, those are: training, behavior, attitude, and
basic. The teachers’ ability to teach character
education in schools, as stated by previous
researcher (Mayer et al, 2004; Chan, 2011; Skaalvik
& Skaalvik, 2013; Kopnina, 2013; Mills & Quinn,
2013; Twigg, et al, 2013) that it is necessary to
understand the current situation, both students and
school. This is important because with a good
understanding with the teacher while giving lesson
in schools, in which subject, the character values is
achieved., it means the teacher has given a good
understanding for the students how should be done
while learning and this can be done start from early
childhood education. In fact, the result of the study
by Mayer, et al (2004) assert that a good
understanding of character education for students
has positioned students in equilibrium Emotional
Intelligence (EI) is good. Character education in the
globalization era is not only applies to the students
who are in urban areas or in heterogeneous schools
but also applies to all education in all fields. It is in
line with the result of the previous researcher
(Hannum, et al, 2013; Sargent, et al, 2013; Scherrer,
2013; Twigg, et al, 2013) that education which is
far from the city still needs to obtain and understand
the importance of education character in school.
However, for the school which located far from
urban area, where culture is established as a norm
of life. Therefore, teaching character education will
not as difficult as teaching students in urban areas,
where the mindset and plurality in daily life affect
students’ personality and behavior development.
Educational leadership in this case is the head of the
school is also a study of the character
implementation of education. It is in line with the
result of the previous researchers (Shockley, 2008;
Mills & Quinn, 2013; Greenberg et al, 2007;
Kalargyrou, 2012) that as a leader of education, the
head of the school should be able to see the
diversity of cultures that exist in the schools, both
of the school and school environment, so that the
school can positioned itsexistence in the
circumstances required by students’ need, not only
at school but also out of school. The meaning of
character education advancement values in
globalization era is not enough to be seen from the
academic quality of produced students but also
maturity needed.
Meaning of values in character education
The advancement of education in
globalization era is not enough to be seen from the
academic quality of produced students, but also
character maturity needed from produced students,
and internalization of the character values of
character education both in educational institutions
indispensable so that learners understand academic
intelligence from the perspective of cognitive and
affective (Stromquist, 2002; Balyer, 2012;
Rodriguez, 2014; Saverson & DeStefano, 2014). In
deeper study, the term ’value’ is not easy to be
given to the certain restrictions. This is due to the
fact nisali abstact (Ambroisje in Kaswardi, 1993).
Similarly, according to Rokeach and Bank in Thoha
(1996), value is a kind of belief within the scope of
belief system in which a person acts or avoid action,
or appropriate or inappropriate to do. This means
that the relationship of the meaning shows an
object. Values can also be interpreted as a thought
(idea) or the concept of what is considered
important for someone in his life (Fraenkel in
Thoha, 1996). Moreover, the truth of the value also
does not require the existence of empirical evidence
but related to life and what is desirable or
undesirable, liked or disliked. Values have two
types of attributes, those are content and intensity,
content attributes related to important thing. While
the intensity of attributes regarding how far the
level of interest. When we rank one’s values based
on the intensity, we get people value system.
Basically, everyone has a hierarchy of values that
shape his personal value system, this system can be
seen through people eyes about the importance of
values such as freedom, pleasure, self-esteem,
honesty, obedience, and similarity. Rokeach in
Danandjaja quoted by Ndraha (1997:20) stated, “a
value system is to learn the principles of
organization and rules to choose an alternative
between resolving conflicts and making decisions”.
This means that the value system are the principles
and rule that can be learned within an organization
to help someone choosing alternatives, resolve
conflict and make decision. To add, Fraenkel (1973)
in Welton & Mallan (1981:155) also stated that
“nobody has ever seen the value. As concept and
ideas, values exist only in our minds. Value is the
standard behavior of beauty efficiency or value that
people believe and try to live up or maintain”. The
statement can be interpreted that the concept of
value appears naturally from a person, and of course
everyone will have a different view. However, the
main value concept is how people put themselves
on the norms prevailing in environment
surrounding. From the opinion above, it is
understandable that the values belief or a basis
belief for a person or group of people to choose
their actions, or assess something means or does not
means for life. While the values are ranking system
based on rank values of an individual in terms of
intensity. Therefore, to determine or track the value
of should be pass the meaning or reality in the form
of spiritual maturity and mental function of
maturity. To the spiral maturity, it is in line with set
forth in Soedjatmoko (2010:179), that facing
uncertain future, the basic steps are issued in
various communities is the effort to develop and
deploy the new mental attitude, capable of
providing spiritual stability. Meanwhile, respected
to the mental maturity, Vygotsky in Adisusilo
(2012:169) assert that maturity mental function of
children actually occurs through a process of
cooperation with others.
Role of the head of the school
The head of the school’s role in leading the
school has three functions, those are as a leader and
manager in the school; as school leaders to drive
school’s organization and students to produce good
virtuous character; and as the protector of all the
school community to work together to advance
education in schools. It is also stated by John C.
Maxwell in Simon (2010:16) that in order to
development of school leadership, head of the
school must prioritize schools’ interest. The true
leader is serving, that is serves others, serve their
interest, and not always be popular and impressive
in doing so. That opinion is also in line with the set
listed in Mulyasa (2011:67) that school leadership
can be interpreted as a way or business actors to
influence, encourage, guide, direct, empower and
mobilize teachers, staff, students, parents, the
committee school, board of education, and other
stakeholders to achieve the goal of character
education. Regarding to the leadership, head of the
schools as a leaders and managers in the
implementation of character education in the
classroom (Wiyani, 2012:68). The head of the
school gives the instruction to the teachers to lead
and manage students through the glorious values
transformation basedon the existing rules and
peculiarities of educational values in schools. This
is under World Bank (1999) in Rival and Pure
(2009: 789), “give people handout or a tool, and
they will live a little better. Giving them an
education, and they will change the world”.
Therefore, head of the school need to emphasize to
the teachers to prepare good lesson plan and include
indicators to be achieved in learning.
Role of teacher in the class level
Teachers play a very strategic role,
especially in shaping the character and develops
students’ potential. The existence of a reliable
teacher at the school, both attitude and academic
during the learning will make a teacher as qualified
one to be a model and emulate. Generally, the role
of teacher as a role models will be very visible. This
is because teacher is a source of knowledge for
students, the character developments is not only
limited in advising students habit. Characters
formed only by the quality of the proximity of
personality in the process of learning (Noor,
2012:124). In the classroom level, teacher is the
important factor that influence the character
education success, even essential for student
success in developing whole person (Mulyasa,
2011:63) say so because the teacher is the main
character and the example and role model for
students. Therefore, teacher in character education
should start from himself to give positive influence
to the students. Teacher in the classroom and school
level also served to provide initial exemplary
student. They are role models in line with statement
proposed by Dakir (2010:101): “....growing right
sense and further as an act can be done. It is
expected for the learners in having attitudes, values,
and forming religious personality”. In connection
with the lesson plan preparation, teachers in this
case must be careful and give professional character
values that can be achieved by the students. In this
case, the teacher should also be able to integrate the
condition of schools on learning in the classroom.
So that prepared lesson plans can be performed
well. Fitri (2012:46) also showed that the strategy
of education character can be seen in four integrated
national, those are: 1) integration into subjects, 2)
integration through thematic learning, 3) integration
through the creation of character and habituation of
an atmosphere 4) integration trough extracurricular
activities, 5) integration between school education
programs, families, and communities. On the other
hand, the role of parental involvement is necessity
in the school to support the implementationof
character education program, and also one of school
concern to cope students who have problems, so
that issues can be resolved and students can learn
and achieve the goal in the school. Hamalik
(2010:183) also showed that teachers play a major
role and responsible for guiding students to develop
their potency and solve problems and difficulties
under their guidance with the intention that is to
help students walk independently.
CLOSING
Globalization is a powerful influence which
appears on the education development’s dynamic,
and also has made its way into educational policy in
the region of ASEAN countries in general and
Indonesia in particular in the process of influencing
leadership role of the existing education,
organizational culture at schools, teaching and
education practices for students. From the
statements above, it can be concluded that entering
to the Revolution Industry 4.0 and globalization era,
caring and controlling are needed for the education
in Indonesia in particular, the organizational culture
to achieve education quality requires a
knowledgeable leadership role and be able to
internalize leadership valuesto the schools’ member
for the education development. Organizational
culture at the school level requires ability to
mobilize development and changes to do creative
activities, identify strategies, methods, means, or a
new concept in teaching and learning in order to get
qualified education service. Transformative
leadership is an attempt to produce a competitive
education and able to get integrity, discipline,
creative, innovative, and competitive learners. In
professional educational leadership, the
transformational leaders should have transparency
efficiency and high quality.
The educational leaders should have
competencies to face the globalization era, those
competensions are the ability to anticipate, the
ability to identify and solve problems, the ability to
accommodate for reorientation, generic
competence, the ability to self-skill management,
the ability to manage people and task, the ability to
mobilize innovation and change. To add, in this
globalization era, students should have the ability of
science and technology, the good character, and the
ability to compete with others in ASEAN region
and international region in general.
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