Electronic Theses and Dissertation

Syarifah rekha zaizaful. (2026). kebijakan kepala sekolah mempekerjakan guru non-linear mengajar pendidikan pancasila dan kewarganegaraan di sma aceh barat daya. [skripsi. universitas syiah kuala]. dibawah bimbingan dr. muhammad yunus, s.pd., m.pd dan ridayani, s.h., m.h. keterbatasan tenaga pendidik berlatar belakang ppkn di kabupaten aceh barat daya memaksa kepala sekolah mengambil kebijakan mempekerjakan guru non-linear untuk mengampu mata pelajaran ppkn. kebijakan ini berdampak pada kualitas pembelajaran yang kurang optimal karena guru yang ditugaskan tidak memiliki penguasaan substansi materi maupun metodologi pembelajaran ppkn yang memadai, serta berpotensi menimbulkan ketidakpuasan peserta didik. penelitian ini bertujuan untuk: 1) menganalisis efektivitas kebijakan kepala sekolah dalam mempekerjakan guru non-linear untuk mengajar ppkn; 2) menganalisis dampak kebijakan kepala sekolah mempekerjakan guru non-linear terhadap kompetensi pedagogik dan profesionalisme guru. penelitian menggunakan pendekatan kualitatif deskriptif di sman 2 aceh barat daya dan smas jabal nur jadid. pengumpulan data dilakukan melalui wawancara mendalam dan dokumentasi terhadap 15 informan yang dipilih secara purposive sampling serta dianalisis menggunakan model miles dan huberman. hasil penelitian menunjukkan bahwa: 1) kebijakan mempekerjakan guru non-linear tidak sepenuhnya efektif. kebijakan ini hanya memenuhi aspek responsivitas dan efisiensi karena berhasil mencegah kekosongan jam pelajaran ppkn dengan memanfaatkan sumber daya guru yang tersedia. namun, aspek efektivitas, kecukupan, pemerataan, dan ketepatan belum terpenuhi yang tercermin dari dominasi metode ceramah tanpa variasi, dangkalnya penguasaan materi hukum dan konstitusi, serta tidak adanya evaluasi pembelajaran bagi sebagian peserta didik; 2) dampak kebijakan ini dirasakan oleh dua kelompok: (1) bagi guru, menimbulkan beban belajar mandiri yang besar, kesulitan menyusun perangkat pembelajaran, serta jam mengajar tidak diakui dalam dapodik sehingga menghambat sertifikasi; (2) bagi peserta didik, meskipun suasana belajar dinilai menyenangkan, kedalaman pemahaman materi dan internalisasi nilai-nilai kewarganegaraan tetap tidak optimal karena guru non-linear belum mampu mendorong diskusi nilai dan berpikir kritis. penelitian ini menyimpulkan: 1) kebijakan ini hanya tepat sebagai respons darurat dan tidak boleh menjadi solusi permanen karena hanya memenuhi aspek responsivitas dan efisiensi; serta 2) berdampak nyata pada terhambatnya sertifikasi guru dan tidak optimalnya pemahaman serta internalisasi nilai kewarganegaraan peserta didik. saran penelitian ini: 1) kepala sekolah menerapkan supervisi terstruktur dan mengupayakan rekrutmen guru ppkn linear; 2) guru non-linear proaktif meningkatkan kompetensi dan variasi metode mengajar; 3) cabang dinas pendidikan melakukan redistribusi guru antardaerah; 4) peneliti selanjutnya diharapkan dapat meneliti terkait aspek kepemimpinan kepala sekolah dalam pengambilan kebijakan untuk memperkaya hasil penelitian. kata kunci: kebijakan kepala sekolah, guru non-linear, ppkn

Syarifah Rekha Zaizaful. (2026). The Principal’s Policy of Employing Non-Linear Teachers to Teach Pancasila and Civics Education at Senior High Schools in Southwest Aceh. [Thesis. Syiah Kuala University]. Under the guidance of Dr. Muhammad Yunus, S.Pd., M.Pd and Ridayani, S.H., M.H. A shortage of educators with a background in Civics Education (PPKn) in Southwest Aceh Regency has compelled school principals to assign teachers without the relevant specialization to teach the subject. This policy has resulted in suboptimal learning quality, as the assigned teachers lack adequate mastery of the subject matter and appropriate teaching methodologies, potentially leading to student dissatisfaction. This study aims to: 1) analyze the effectiveness of the principals' policy of assigning non-specialized teachers to teach Civics; and 2) analyze the impact of this policy on the teachers' pedagogical competence and professionalism. The study employs a descriptive qualitative approach at SMAN 2 Aceh Barat Daya and SMAS Jabal Nur Jadid. Data were collected through in-depth interviews and document analysis involving 15 informants selected via purposive sampling, and were analyzed using the Miles and Huberman model. The results indicate that: 1) the policy of assigning non-specialized teachers is not fully effective. While it satisfies the criteria of responsiveness and efficiency by preventing gaps in Civics instruction through the utilization of available teaching staff, it fails to meet standards regarding effectiveness, adequacy, equity, and appropriateness. This is evidenced by a reliance on monotonous lecture methods, superficial understanding of legal and constitutional material, and a lack of learning assessment for some students; 2) the policy impacts two groups: (1) for teachers, it imposes a heavy burden of independent study and difficulties in preparing instructional materials, while their teaching hours are not recognized in the national education database (DAPODIK), thereby hindering certification; (2) for students, although the learning atmosphere is perceived as enjoyable, the depth of material understanding and the internalization of civic values remain suboptimal, as non-specialized teachers struggle to facilitate value-based discussions or foster critical thinking. The study concludes that: 1) this policy is appropriate only as an emergency response and should not serve as a permanent solution, given that it addresses only the aspects of responsiveness and efficiency; ...and 2) has a tangible impact on hindering teacher certification and impeding the optimal understanding and internalization of civic values among students. The recommendations of this study are: 1) school principals should implement structured supervision and strive to recruit Civics (PPKn) teachers with relevant educational backgrounds (linear qualifications); 2) teachers without such relevant backgrounds should proactively enhance their competence and diversify their teaching methods; 3) education agency branches should redistribute teachers across regions; and 4) future researchers are encouraged to examine the aspect of principal leadership in policy-making to enrich the research findings. Keywords: Principal Policy, Non-Linear teachers, PPKn.