TEACHER LEADERSHIP IN THE CLASS ON STUDENT CHARACTER BUILDING

This study aims to get answers as a result of an in-depth analysis of the role of teacher leadership in the classroom in the formation of student characters. The focus of this research is the formation of student character and sub focus is the role of teacher leadership. This research was conducted at SMK Pelayaran Samudera Indonesia Medan by using qualitative approach and research method was case study. This study was conducted based on data obtained from the grand tour results and the results of some previous research on teacher leadership and its relevance to the formation of character education students. The result of this research was teacher leadership is very influential on student character formation. Keyword: Teacher Leadership, Character Education Abstrak: Penelitian ini bertujuan untuk mendapatkan jawaban sebagai hasil analisa yang dilakukan secara mendalam tentang peran kepemimpinan guru di kelas dalam pembentukan karakter siswa. Fokus penelitian ini adalah pembentukan karakter siswa dan sub fokusnya adalah peran kepemimpinan guru. Penelitian ini dilakukan di SMK Pelayaran Samudera Indonesia – Medan dengan menggunakan pendekatan kualitatif dan pendekatan penelitian adalah studi kasus. Penelitian ini dilakukan berdasarkan data yang diperoleh dari hasil grand tour dan hasil beberapa penelitian sebelumnya tentang kepemimpinan guru dan keterkaitannya dengan pembentukan pendidikan karakter siswa. Hasil dari penelitian ini adalah Kepemimpinan guru sangat berpengaruh pada pembentukan karakter siswa. Kata Kunci: Kepemimpinan Guru, Pendidikan Karakter


INTRODUCTION
The issue of adolescent behavior has attracted the attention of the Indonesian people over the past decade. Character building becomes one of the focuses of education in Indonesia. Different background of social life of students and problems in adolescence relate to family and social interaction with friends. This is exacerbated by the negative progress of technological advances. In addition, from the people and the people who are there, they must be able to reach higher levels and stress.
Education in schools is not only to produce graduates who have knowledge, but also produce graduates who have a character in accordance with Pancasila, understand the 102. MELT Journal, Vol 3, Issue 2, December 2018ISSN:2528 importance of moral values in carrying out the profession of work that is being carried.
School is not a factory that produces graduates only without having the qualities of both soft skills and hard skills.
In relation to the above description, the researcher conducted a grand tour at several vocational high schools in North Medan -North Sumatera. If referring to the SMK Curriculum it is stated that Vocational High School (SMK) preparing a workforce with knowledge, skills and attitudes appropriate to the vocational specializations and requirements of the business world and industry. High school vocational students also have great demands. The company expects them to continue to improve their skills and competence in accordance with the majors taken. This shows "market-driven demand" where students have good competence in terms of soft skills and hard skills.
Based on the results of the grand tour, the researchers found some interesting data in Vocational School Pelayaran Samudera Indonesia, Medan (hereinafter called SMK Samin) among other vocational school. SMK Samin is a vocational school that focuses on maritime education in which the character formation of students, especially discipline, selfethics and leadership becomes one of education integrated with school culture; SMK Samin has been known to the public, especially shipping companies in Medan because many graduates are recruited to their employees. In addition to the vision of SMK Samin, "to create a reliable, professional, and international sailor, to achieve the vision, students of SMK Samin are educated by military model with high discipline. The school is accredited B with the number of teachers 34 people where the lowest level of education is Diploma and highest is master degree.
Referring to the results of the grand tour, researchers decided the focus in this research is students characters building with sub-focus the role of teacher leadership and school culture.

Character building
Titim, Teacher Leadership In The... 103 Dewantara (1962) states that character education means "to support the development of the life of the children, the birth and the mind, from the nature to the civilization in its general character". A person of character means to have consistent and impossible behaviors (Lapsley, 2004). According to Philips (2008) character is a collection of values that lead to a system, which underlies the attitude thinking, and the behaviors displayed.
In full Suyanto (2010) defines character is the way of thinking and behaving that characterizes each individual to live and work together, both within the scope of family, society, nation and state. Individuals with good character are individuals who can make decisions and are ready to account for any consequences of decisions made. Character education is character education plus, which involves aspects of knowledge (cognitive), feeling (feeling), and action (action), without these three aspects of character education will not be effective. Aushop (2014) concluded that the nature of character education is the process of guidance of learners to change behavior, change attitudes, and cultural change, which eventually will bring about a civilized community.  The model of character education in adolescents aims to develop personality traits.
Character education is done by acting speech directive (advice, orders, suggestions, etc.).
Character education models in adolescents are integrated into various learning activities, school rules, and extracurricular activities or media posters embedded in school walls (Mulyatiningsih, 2012).

Teacher leadership
Teacher leadership has an important role in improving school quality. Day and Harris (2003) suggest that one of the teacher leadership roles is related to the interpretation of school improvement values into the real form in the classroom.
Teacher leadership naturally shifts from traditional forms of supervision to supervisory forms among teachers where power is spread among the teacher community.
Schools with teacher leadership will be full of values, but have the freedom to act. Teachers need conditions (including time) and trust, to work together, innovate, develop them and learn together in providing education to students (Harris and Muijs, 2002). Teacher leadership has shown its role in school and in school achievement (Muijs and Harris, 2003). Teacher leadership is not only formal but also informal. According to Danielson (2007), informal teacher leadership has no official power but they are able to encourage spontaneous improvement of schools. They took the initiative to solve school-related problems. They can influence fellow teachers to upgrade schools through their networks with experts.
In addition, Katzenmeyer  Professional teachers should improve their leadership by knowing the key tasks the leader performs, functions, and what skills should be in order to be a good leader. Thus it is expected that professional teachers can actually lead students to achieve educational goals. Being a leader not only must always be in front (front leader), could be in the middle (social leader) or behind (rear leader) (Saomah, 2010).

Place and time of research
The study was conducted at SMK Pelayaran Samudera Indonesia -Medan. The determination of the school does not mean to represent the whole schools, but rather to study the social situation in order to obtain complete, rich data and have the opportunity to deepen the role of teacher leadership and school culture in student character building. SMK Pelayaran Samudera Indonesia is located at Jln. Ocean Complex YUKA Medan Marelan.
The research was conducted in 2018.

Research Methods and Procedures
Referring to the research focus, the method used in this research is qualitative method. This is because the observation and data collection is done in the natural setting with the intention of data presented based on what is without the manipulation of the object under study.
Besides qualitative method will emphasize on emic element, that is data collected, processed and presented is data based on words, language, way of thinking, opinion and view of research subject. Thus as far as possible researchers do not interpret or evaluate the data obtained.
The approach used in this study is a single case study with the intention to obtain a deeper meaning of the character formation of students at SMK Pelayaran Samudera Indonesia -Medan. This research is not merely exploratory but also explanatory, ie viewing and analyzing the role of teacher leadership and school culture in the formation of pupil character, seeking information or aspects and causal arguments, so as to know a number of uniqueness, single peculiarities and answers.
The research procedure begins with the steps undertaken by the researcher before conducting the research is to establish the context and background research in order to Titim, Teacher Leadership In The... 107 answer the question why the problem becomes an interesting case to be studied. Researchers made preliminary observations and interviews to find the research problems worth studying.
Based on the results of preliminary observations and interviews summarized in the grand tour activities, researchers determine the focus and sub focus in the form of dimensions/ components to be studied. The next step is to set research goals, define the scope and setting of the research, to review the theoretical references used as conceptual frameworks, to build research questions and to determine informants.

Data and Data Sources
The data in this research is divided into two categories, namely; primary data and secondary data. Primary data is the main data needed to get the meaning of emic from the object of research, in the form of interviews and observation of social situation both in the form of activities and interaction of teachers with students in school. Secondary data in this study is data obtained from related documents in the role of teacher leadership and school culture in character education students either in the form of written data, photos, statistical data, audio visual recording.

Data Collection Techniques and Procedures
Data collection techniques undertaken by researchers in a setting or natural setting are: observation, interview, documentation study, and focus group discussion. Researchers expect by doing these three techniques of data collection, then the data obtained can answer the research questions and in accordance with the social situations that occur in the field.
We used focus group discussion to collect some data in order to get some verification about several findings in the field.

Data Analysis Procedure
Data analysis was performed when the researcher was in the field. Data analysis is a process of systematically arranging the records of interviews, observation and documentation studies. In analyzing the data that have been obtained, the researcher uses Miles and Huberman data analysis model. The data analysis in this study still uses words, which are arranged into expanded text. Miles and Huberman argue that the data analysis procedure consists of three simultaneous activity paths: data collection, data reduction, data presentation and conclusions: drawing/ verifying (Miles and Huberman, 1994). In his explanation of qualitative data analysis, Miles and Huberman used two models, the flow model and the interactive model. This model is used to facilitate the researchers perform data analysis.

Data Validity Checking
To keep the data obtained is valid and reliable data, it is necessary to check the validity of data in this study either obtained through observation, interviews or documentation studies. The steps to check the validity of data in this study as follows: a. Credibility Credibility is the determination of credible or credible qualitative research results from the perspective of participants in the study. To test the credibility or confidence in the data obtained in this study, researchers used the triangulation technique.

b. Transferability
To achieve a level of research with good transferability, the researcher will make a detailed research report clearly, systematically and reliably.

c. Dependability
This technique is also called reliability. Dependability emphasizes the need for researchers to take account of the changing context in the research undertaken.

d. Conformability
Test of conformability or objectivity test of this research refers to the strength of research results confirmed by others.

FINDINGS AND DISCUSSION
Based on the results of interviews with informants consisted of key informants and companion informants and triangulation informants, and the results of observations and documentation. Data was reduced to obtain accurate information about teacher leadership in character formation.
Comprehensively, data can be summarized in the following figure: Titim, Teacher Leadership In The... 109

Factors which influences teacher in managing classes
Based on the results of data reduction in the field, it can be synthesized that the leadership of a teacher in managing the class is influenced by two factors, namely external and internal factors. Both factors give rise to certain leadership characters that are felt, seen, imitated, and responded to by students. The process in the class shapes the character of students, which ultimately determines whether the school's vision to create a reliable, professional, and international-level sailor can be achieved or not.

a. External Factor
Based on findings in the field, teachers understand that there are school rules that encourage the creation of a school culture. The FGD results conducted on teachers showed that all teachers understood the need for firmness and discipline in the classroom but based on the results of interviews and observations, not all teachers would want to be firm and disciplined in the classroom.

 School's Regulations
The findings obtained in the field of research state that the regulations issued by the school encourage teachers to play an active role in forming student This shows that there is an effort from the school to influence the character of the teacher and students through habituation because it is carried out repeatedly where teacher and student interactions occur.
(2) Reports before and after the teaching and learning process This activity is carried out in class before and after the lesson begins. This activity is intended to discipline students and provide accurate information on the number of students in the class. Thus students are expected not to have the opportunity to "skip" (leaving school without permission). Most students like this activity on the grounds that they can develop their selfdiscipline. In accordance with the following statement from senior teacher and student on report activities before and after the teaching and learning process. The IMO standard curriculum provides space for teachers to follow international standard learning methods where disciplinary values are integrated in the classroom, especially productive subjects. This data was obtained from the interviews of several senior teachers. Productive learning teachers are known to be disciplined, responsible, and become favorite teachers because they are more evident in explaining lessons.
In addition, they shared many stories about their experiences on the boat.
Students really like their strict teaching style.

 The teacher's perspective on the teacher's role
According to the findings of this study teachers who did not originate from shipping, but who had education from the university were not too interested in applying high discipline to the students they taught in the classroom. Penalties such as running around the field, sit ups, push ups and other punishments do not need to be done. Children only need to be counseled. This is an obstacle for schools recognized by the school principal.

Learning Process In/ Out The Class
The learning process carried out by many teachers currently tends to achieve the target of curriculum material and is more concerned with memorizing concepts rather than understanding. This can be seen from learning activities in the classroom that are always dominated by teachers. In delivering the material, usually the teacher uses the lecture method which in the implementation of the students just sit down, take notes, and listen to what the teacher has to say and few opportunities for students to ask. Thus, the learning atmosphere becomes not conducive so students become passive.
If psychologically students are less interested in the methods used by the teacher, then by themselves students will provide psychological feedback that is less supportive in the learning process. The indication is that there is a feeling of not sympathy for the teacher, not interested in learning materials, and over time arises indifferent attitudes towards subjects.
The following are some of the results of observations and interviews which are data that show that students in the classroom learn how teachers manage their classes and students' responses to what they see and learn. Students prefer teachers who are assertive and have a high understanding of activities that occur on board rather than teachers who only focus on the theory without a clear explanation of the conditions on the ship. This shows that the creativity of the teacher is required to make the teaching and learning process take place effectively. The role of the teacher is needed to support the creation of a fun and active teaching and learning atmosphere and enable children to achieve optimally. While the level of partitionation is meant by the involvement of students in addressing, understanding, digesting the material presented in the learning process. No matter how good the educational facilities are if the teacher does not carry out their duties properly, the learning results will not produce satisfactory results. Teachers as leaders will appear real in the teaching and learning process. In order for this teacher's behavior to have a good influence on the learning process of the students, the teacher is required to understand and appreciate the basic styles or theories of leadership because by doing so through methods, methods, and styles in leading his personality type will appear.

CONCLUSIONS
The magnitude of the teacher leadership role and school cultures in the formation of students characters. Both cannot stand alone because of the formation of student's characters. There are indications that the leadership of teachers in the classroom will impress the students if the teacher has direct experience in the work that is the dream of the cadets. The process of forming students' character requires annual time and is done as often as possible. Therefore, the approach to character education through teacher leadership is important for schools.

ACKNOWLEDGEMENT
Thanks to the Ministry of Research Technology and Higher Education of the Republic of Indonesia (Kemenristekdikti) for funding this research fully.