Instructional Leadership through Curriculum Coordination: Elementary Learning Continues during COVID-19 in Indonesia

• Published in: International journal of early childhood special education 2021-12, Vol.13 (2), p.277-287
• Main Authors: Nahdi, Khirjan, Sururuddin, Muhammad, Uska, Muhammad Zamroni, Fahrurrozi, Muh, ikin, Aswasulas, Utomo, Danang Prio
• Format: Article
• Language: English
• ISSN: 1308-5581; 1308-5581
• DOI: 10.9756/INT-JECSE/V13I2.211064

The principal as a training manager not merely goes on management functions through guiding the achievement of vision, program performance, and the creation of good culture in the school environment. They are still the tutor superintendent that is important for carrying out excellence school goals through equal opportunity with all colleagues (lecturers and parent of scholars) including curriculum implementation. Through a multi-coated qualitative approach, this study aims to describe this curriculum-coordination form by them before and when Covid-19. Instrument and data collecting of this study used survey and interviews. Our findings (pre Covid-19) indicate that: 1) preparation, evaluation, curriculum, and coordination with parents are done in the early semester (ES) and early of the New School Year Academic (ENS), 2) curriculum-evaluation and coordination with parents are done in the middle semester (MS). This activity produces curriculum documents and student learning outcomes. Meanwhile, these activities (Covid-19 phases) are: 1) evaluation data and learning agenda with a parent carried out at early time (ET) and Middle Time (MT), 2) Monitor Student Learning Progress and Prepare Learning-Material is done in the ET, MT, and Last Time (LT) about learning is done from home. The Coordination model is mostly done by teachers and parents through information tools and party interviews by the lecturer. That is has been worked out of the before and when COVID-19 showed up a perfect teamwork between the principal and stakeholders. Another significant factor is the unity of student learning, although the proceeds are exactly unique between the two phases.