MEMBANGUN IKLIM INKLUSIVITAS MELALUI KEPEMIMPINAN MELAYANI, KOMITMEN AFEKTIF, DAN KNOWLEDGE SHARING PADA SEKOLAH DASAR NEGERI DI DKI JAKARTA

SRI RAKHMAWANTI, . (2025) MEMBANGUN IKLIM INKLUSIVITAS MELALUI KEPEMIMPINAN MELAYANI, KOMITMEN AFEKTIF, DAN KNOWLEDGE SHARING PADA SEKOLAH DASAR NEGERI DI DKI JAKARTA. Doktor thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Masalah utama dalam penyelenggaraan pendidikan inklusif adalah rendahnya perkembangan belajar anak berkebutuhan khusus. Penyebabnya antara lain kurangnya perhatian kepala sekolah, minimnya pengetahuan terkait shadow teacher, dan media pembelajaran yang belum sesuai dengan kebutuhan anak. Penelitian ini bertujuan untuk menganalisis pengaruh langsung dan tidak langsung kepemimpinan melayani, komitmen afektif, dan knowledge sharing terhadap iklim inklusivitas di SDN Jakarta. Penelitian ini menggunakan metode kuantitatif. Pengumpulan data dilakukan secara survei. Sampel penelitian sebanyak 440 guru yang diambil dengan dua cara yaitu kuota sampel per wilayah dan acak sederhana. Data yang terkumpul dianalisis menggunakan teknik statistik deskriptif dan inferensial dengan SEM. Hasil menunjukkan bahwa kepemimpinan melayani memiliki pengaruh langsung yang signifikan terhadap iklim inklusivitas (β = 0.364, p < 0.001) dengan tingkat prediksi moderat sebesar 39,9% (R² = 0.399). Sebaliknya, komitmen afektif tidak berpengaruh secara signifikan terhadap iklim inklusivitas (β = -0.034, p > 0.05), meskipun tetap dalam tingkat prediksi yang sama. Sementara itu, knowledge sharing terbukti memberikan pengaruh langsung yang signifikan terhadap iklim inklusivitas (β = 0.402, p < 0.001) dengan kekuatan prediksi yang konsisten (R² = 0.399). Pengaruh tidak langsung juga teridentifikasi, di mana kepemimpinan melayani yang dimediasi oleh knowledge sharing berpengaruh signifikan terhadap iklim inklusivitas (β = 0.100, p < 0.001), begitu pula dengan komitmen afektif yang dimediasi oleh knowledge sharing (β = 0.118, p < 0.001). Namun, mediasi komitmen afektif dalam hubungan antara kepemimpinan melayani dan iklim inklusivitas tidak menunjukkan pengaruh yang signifikan (β = -0.023, p > 0.05). Secara keseluruhan, terbentuk model empirik peningkatan iklim inklusivitas melalui kombinasi kepemimpinan melayani, komitmen afektif, dan knowledge sharing dengan tingkat signifikansi yang kuat (β = 0.082, p < 0.001). Penelitian ini berkontribusi dalam memperkuat pemahaman tentang pentingnya peran kepemimpinan melayani dan knowledge sharing dalam menciptakan iklim inklusivitas di lingkungan organisasi. Bahkan, knowledge sharing berperan sebagai mediator yang efektif dalam memperkuat pengaruh kepemimpinan dan komitmen afektif terhadap iklim inklusif.*****The main issue in implementing inclusive education is the low learning progress of children with special needs. This is caused by several factors, including the lack of attention from school principals, limited understanding of the role of shadow teachers, and the use of instructional media that do not align with the needs of the students. This study aims to analyze the direct and indirect effects of servant leadership, affective commitment, and knowledge sharing on the climate of inclusivity in public elementary schools (SDN) in Jakarta. A quantitative research method was employed, and data were collected through a survey. The sample consisted of 440 teachers selected through regional quota sampling and simple random sampling. The collected data were analyzed using descriptive and inferential statistical techniques with Structural Equation Modeling (SEM). The results indicate that servant leadership has a significant direct effect on the climate of inclusivity (β = 0.364, p < 0.001) with a moderate predictive level (R² = 0.399). In contrast, affective commitment does not significantly influence the climate of inclusivity (β = -0.034, p > 0.05), despite the same predictive strength. Knowledge sharing, however, shows a significant direct effect on the climate of inclusivity (β = 0.402, p < 0.001), maintaining consistent predictive power (R² = 0.399). Indirect effects were also identified: servant leadership mediated by knowledge sharing significantly affects the climate of inclusivity (β = 0.100, p < 0.001), as does affective commitment mediated by knowledge sharing (β = 0.118, p < 0.001). However, the mediation of affective commitment in the relationship between servant leadership and inclusivity climate was not significant (β = -0.023, p > 0.05). Overall, an empirical model was developed indicating that the climate of inclusivity can be enhanced through a combination of servant leadership, affective commitment, and knowledge sharing, with a strong level of significance (β = 0.082, p < 0.001). This study contributes to a deeper understanding of the vital role of servant leadership and knowledge sharing in fostering an inclusive organizational climate. Notably, knowledge sharing serves as an effective mediator in strengthening the impact of leadership and affective commitment on inclusivity.

Item Type:	Thesis (Doktor)
Additional Information:	1). Prof. Dr. Nurhattati Fuad, M. Pd. 2). Prof. Dr. Suryadi
Subjects:	Pendidikan > Teori, Penelitian Pendidikan
Divisions:	PASCASARJANA > S3 Manajemen Pendidikan
Depositing User:	SRI RAKHMAWANTI .
Date Deposited:	04 Aug 2025 07:37
Last Modified:	04 Aug 2025 07:37
URI:	http://repository.unj.ac.id/id/eprint/57359

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