Development of a Learning Leadership Model for Vocational High School Principals to Foster Student Well-Being Within the Framework of Merdeka Belajar

Via Pratiana; Kuarti Praspada; Kwanip Akhalini; Febry Pirdaus

doi:10.24667/jcen.v1i3.78

Authors

Via Pratiana Universitas Negeri Yogyakarta, Indonesia
Kuarti Praspada Universitas Negeri Yogyakarta, Indonesia
Kwanip Akhalini Universitas Negeri Yogyakarta, Indonesia
Febry Pirdaus Universitas Negeri Yogyakarta, Indonesia

DOI:

https://doi.org/10.24667/jcen.v1i3.78

Keywords:

learning leadership model, instructional leadership, school principal, vocational high school, student well-being, Merdeka Belajar, school improvement

Abstract

This study aims to determine the necessity of a learning leadership model for vocational school principals to realise student well-being in the context of Merdeka Belajar policy, develop a theoretically and empirically valid learning leadership model for vocational high school principals to achieve student well-being (KPK-SW Model) within the Merdeka Belajar framework, and assess the appropriateness and significance of the learning leadership model for vocational high school principals in achieving student well-being. This research employed the Research and Development (R&D) method, consisting of four phases: exploration, prototype development, field testing with evaluation and revision, and final validation. Data were collected through focus group discussions, questionnaires, document analysis, observations, and semi-structured interviews involving 10 education experts and practitioners. The validity and reliability of questionnaire instruments were ensured through expert validation, while qualitative data validity was confirmed through informant review and data triangulation. Quantitative data analysis was conducted using descriptive analysis, while qualitative data was analysed using an interactive analysis model. Research findings indicate that the KPK-SW model is highly significant for fostering student well-being. Validation assessments yielded scores of 4.44 from the Head of the Education Office of the Special Region of Yogyakarta, 4.39 from school supervisors, 4.32 from the Deputy Head of Secondary Education Office, and 4.38 from education experts. The overall average score of 4.38/5.00 places the model in the "very important" category, indicating that the KPK-SW model is both theoretically grounded and practically appropriate for implementation in Indonesian vocational high schools within the Merdeka Belajar framework

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