Kepemimpinan Instruksional di Sekolah Pedesaan dan Terpencil: Sintesis Sistematis tentang Konteks, Praktik, dan Mekanisme Pembelajaran
DOI:
https://doi.org/10.37985/jer.v7i4.4159Keywords:
Kepemimpinan instruksional sekolah pedesaan sekolah terpencil pembelajaran profesional guru kepemimpinan responsif konteks systematic literature reviewAbstract
Kepemimpinan instruksional diakui sebagai penggerak kualitas pembelajaran, namun pelaksanaannya di sekolah pedesaan dan terpencil dibentuk oleh kondisi geografis, sumber daya, dan kapasitas profesional yang khas. Penelitian ini bertujuan mensintesis praktik kepemimpinan instruksional, faktor kontekstual yang membentuk pelaksanaannya, serta mekanisme yang menghubungkannya dengan kapasitas guru, praktik pembelajaran, dan hasil siswa di konteks rural. Systematic literature review dilakukan mengikuti protokol PRISMA 2020 melalui penelusuran Scopus, ERIC, dan DOAJ untuk publikasi Januari 2021–Juli 2026. Dua puluh tiga studi empiris memenuhi kriteria inklusi dan dianalisis melalui sintesis tematik lintas studi serta penilaian metodologis berbasis desain. Hasil menunjukkan fungsi inti kepemimpinan instruksional relatif konsisten, tetapi diwujudkan melalui praktik relasional, distribusi peran, dan adaptasi kontekstual. Ruralitas membentuk ruang kepemimpinan melalui keterbatasan sumber daya, staffing, beban kerja, dan isolasi profesional. Kapasitas guru merupakan mekanisme proksimal paling konsisten, sedangkan hubungan dengan hasil siswa bersifat distal dan kondisional. Temuan memposisikan kepemimpinan instruksional rural sebagai praktik responsif konteks, bukan penerapan fungsi yang seragam.
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