BUDAYA SEKOLAH DI SD JUARA YOGYAKARTA

This study aims to describe school culture that developed in Juara Elementary School of Yogyakarta. Descriptive-qualitative approach is used in this research. Headmaster, teachers, students, staffs, and stakeholders as research subjects. Observation, interview, and documentation are chosen as the data collection technique. Meanwhile, the data collected is analyzed with six step model of Creswell. The finding of this study shows that: (1) school culture includes a) leadership value of culture which are: diligence, responsibility, exemplarity, orderliness, industriousness, autonomous, responsiveness, appreciative, energetic, and solutive b) school programs as follow: smuklis, champion father, champion mother, collective Tujuan penelitian ini adalah untuk mendeskripsikan budaya sekolah yang berkembang di SD Juara Yogyakarta. Penelitian ini menggunakan pendekatan penelitian deskriptif kualitatif. Adapun subjek penelitian ini yaitu kepala sekolah, guru, siswa, karyawan dan stakeholder SD Juara Yogyakarta. Teknik pengumpulan data penelitian ini adalah observasi, wawancara dan dokumentasi. Teknik analisis data menggunakan 6 langkah model dari Creswell Hasil penelitian ini menunjukkan: (1) budaya sekolah yang meliputi a) nilainilai kepemimpinan budaya yaitu: rajin, tanggung jawab, keteladanan, tertib, mandiri, tanggap, apresiatif, enerjik, dan solutif. b) program sekolah yaitu: smuklis, ayah juara, bunda juara, sholat berjamaah, inspirasi pagi, reading time, 5 S (senyum, salam, sapa, sopan, santun), outing. c) budaya negatif yang terjadi di sekolah yaitu: membolos, membawa rokok di lingkungan sekolah, dan bullying. d) Reward and punishment, (2) peran kepala sekolah dalam mengembangkan budaya sekolah, yaitu: a) role model, b) koordinator, c) implementor manajer, d) penengah dan e) pemimpin demokratis. (3) dampak budaya terhadap prestasi sekolah prayer, morning inspiration, reading time, 5s (smile, regards, greet, polite, courteous), outing, c) negative culture in schools that: ditching, carrying cigarettes in the school, and bullying. d) reward and punishment; (2) role of the headmaster on the development of school culture namely: a) role model, b) coordinator, c) implementer, d) mediator, and e) democratic leader. (3) the impact of culture regarding school achievement