1. Participation Techniques

Participation technique is a technique to make people like to follow what the leader wants. There are several reasons why someone wants to become a follower, namely:

· Participation due to applicable regulations / laws.

· Participation because of religion.

· Participation because of tradition or instinct, and

· Participation because of the ratio.

Participation techniques can be carried out with lighting and propaganda.

a. Information technique is to provide objective facts. Facts are called objective if the facts can be justified, the source is clear, and do not intend to fool followers to cover up the leaders' mistakes. For facts to be clear and useful, they must be conveyed in a timely manner and presented in a form that can be easily and quickly understood. It is hoped that the presentation of such facts will create awareness and satisfaction among subordinates so that they then voluntarily follow.

b. Propaganda Technique. The propaganda technique is different from the lighting technique. In information techniques leaders try to give understanding and awareness to the subordinates so that they become followers based on awareness.

In propaganda, a person becomes a follower because he feels forced and afraid. Propaganda is a way to change the minds of others to become followers in negative ways, for example by intimidation, threats, intimidation, and coercion.

2) Human Relationship Techniques

Human relationship is a human relationship that aims to get satisfaction, both physical satisfactions. Because human relations aims to get satisfaction, human relations techniques can be done by providing various kinds of needs to subordinates, both psychological satisfaction, and physical satisfaction.

3) Technique of Modeling, Excitement and Encouragement

With this technique a leader places himself as a role model, a spirit of encouragement, and as a giver of encouragement. This method can be implemented if the leader adheres to philosophy: Hing ngarsa sung tulada, hing madya mangun karsa, tut wuri handayani. In this way it is expected to provide understanding and awareness to the subordinates so that they are willing and like to follow what the leader wants.

Details

1. Participation Techniques

Participation technique is a technique to make people like to follow what the leader wants. There are several reasons why someone wants to become a follower, namely:

· Participation due to applicable regulations / laws.

· Participation because of religion.

· Participation because of tradition or instinct, and

· Participation because of the ratio.

Participation techniques can be carried out with lighting and propaganda.

a. Information technique is to provide objective facts. Facts are called objective if the facts can be justified, the source is clear, and do not intend to fool followers to cover up the leaders' mistakes. For facts to be clear and useful, they must be conveyed in a timely manner and presented in a form that can be easily and quickly understood. It is hoped that the presentation of such facts will create awareness and satisfaction among subordinates so that they then voluntarily follow.

b. Propaganda Technique. The propaganda technique is different from the lighting technique. In information techniques leaders try to give understanding and awareness to the subordinates so that they become followers based on awareness.

In propaganda, a person becomes a follower because he feels forced and afraid. Propaganda is a way to change the minds of others to become followers in negative ways, for example by intimidation, threats, intimidation, and coercion.

2) Human Relationship Techniques

Human relationship is a human relationship that aims to get satisfaction, both physical satisfactions. Because human relations aims to get satisfaction, human relations techniques can be done by providing various kinds of needs to subordinates, both psychological satisfaction, and physical satisfaction.

3) Technique of Modeling, Excitement and Encouragement

With this technique a leader places himself as a role model, a spirit of encouragement, and as a giver of encouragement. This method can be implemented if the leader adheres to philosophy: Hing ngarsa sung tulada, hing madya mangun karsa, tut wuri handayani. In this way it is expected to provide understanding and awareness to the subordinates so that they are willing and like to follow what the leader wants.

I’m proud of Indonesia

Indonesia is a big country. It is between two continents, Asia and Australia, and between two oceans, the Pacific Ocean and the Indian Ocean. It is the largest archipelago in the world. There are more than 17 thousand islands in Indonesia. There are many seas in Indonesia, the Java Sea, the Bali Sea, the Arafuru Sea, the Banda Sea, the Timor Sea, and many others.

We also have many straits, like the Sunda Strait, between Java and Sumatra, the Bali Strait between Bali and Lombok, and many others. We have a lot of islands. The big ones are Papua, Kalimantan, Sumatera, Sulawesi, and Java. Of the five islands, Java is the smallest, but it is the most populated one. Indonesia also has many mountains. Many of them are still active and can erupt any time. We call them volcanoes, like Sinabung and Marapi in Sumatra, Merapi in Java, and Lokon in South Sulawesi. When they erupt they bring out very hot lava from inside the earth.

Indonesia is on the equator. It is a tropical country. The sun shines brightly every day, so it is mostly hot. It has two seasons, the rainy season, and the dry season.The land is very fertile. Farmers grow many kinds of vegetables and fruits. They also grow coconuts. Indonesian people eat a lot of vegetables like spinach, carrots long beans, egg plants, cabbages, cucumbers, tomatoes, onions, garlic, chilies, kangkung and many others. We also grow many kinds of fruit. We call them local fruits, like guavas, bananas, rambutans, durians, mangos teens, soursops, papayas, pineapples, and salak. Some people call it Buah Naga . They are all very nice, sweet, and juicy. We eat them fresh. We also make delicious juice of them. We also dry many kinds of fruit to make crackers. Indonesia is also rich with spices, like pepper, coriander, ginger, clove, cinnamon, tumeric, galanga, lemon grass, bay leave, and so on. We use them to cook very spicy Indonesian foods. People also make nice healthy drinks from them. They are useful for our health.

Many kinds of fish, big and small, live in the Indonesian seas. Most of us eat fish with our meals. We also eat shrimp and different kinds of shellfish. But we don’t eat big fish, like dolphins and sharks. We protect them. We also protect our turtles. Indonesia also raise different kinds of animals for their meat, like cows, goats, pigs. We get beef from the cow, mutton from the goat, and pork from the pig. Some ethnic groups even eat horse meat. Our milk is usually from cows. Of course we also have chickens. They give us meat and eggs.

Class VIII B, SMP Muda Berkarya, Bandung

Details

I’m proud of Indonesia

Indonesia is a big country. It is between two continents, Asia and Australia, and between two oceans, the Pacific Ocean and the Indian Ocean. It is the largest archipelago in the world. There are more than 17 thousand islands in Indonesia. There are many seas in Indonesia, the Java Sea, the Bali Sea, the Arafuru Sea, the Banda Sea, the Timor Sea, and many others.

We also have many straits, like the Sunda Strait, between Java and Sumatra, the Bali Strait between Bali and Lombok, and many others. We have a lot of islands. The big ones are Papua, Kalimantan, Sumatera, Sulawesi, and Java. Of the five islands, Java is the smallest, but it is the most populated one. Indonesia also has many mountains. Many of them are still active and can erupt any time. We call them volcanoes, like Sinabung and Marapi in Sumatra, Merapi in Java, and Lokon in South Sulawesi. When they erupt they bring out very hot lava from inside the earth.

Indonesia is on the equator. It is a tropical country. The sun shines brightly every day, so it is mostly hot. It has two seasons, the rainy season, and the dry season.The land is very fertile. Farmers grow many kinds of vegetables and fruits. They also grow coconuts. Indonesian people eat a lot of vegetables like spinach, carrots long beans, egg plants, cabbages, cucumbers, tomatoes, onions, garlic, chilies, kangkung and many others. We also grow many kinds of fruit. We call them local fruits, like guavas, bananas, rambutans, durians, mangos teens, soursops, papayas, pineapples, and salak. Some people call it Buah Naga . They are all very nice, sweet, and juicy. We eat them fresh. We also make delicious juice of them. We also dry many kinds of fruit to make crackers. Indonesia is also rich with spices, like pepper, coriander, ginger, clove, cinnamon, tumeric, galanga, lemon grass, bay leave, and so on. We use them to cook very spicy Indonesian foods. People also make nice healthy drinks from them. They are useful for our health.

Many kinds of fish, big and small, live in the Indonesian seas. Most of us eat fish with our meals. We also eat shrimp and different kinds of shellfish. But we don’t eat big fish, like dolphins and sharks. We protect them. We also protect our turtles. Indonesia also raise different kinds of animals for their meat, like cows, goats, pigs. We get beef from the cow, mutton from the goat, and pork from the pig. Some ethnic groups even eat horse meat. Our milk is usually from cows. Of course we also have chickens. They give us meat and eggs.

Class VIII B, SMP Muda Berkarya, Bandung

   
 The transformational leadership model in the field of education really needs to be applied such as school principals, heads of offices, director-general etc. This leadership model indeed needs to be implemented as one of the solutions for the crisis of educational leaders, especially in the field of education. The reasons for the need to apply transformational leadership models based on the opinion of Olga epitropika (2001: 1) suggest six things why transformational leadership is important for an organization, namely:

1. Significantly improve organizational performance
2. Positively associated with long-term marketing orientation and customer satisfaction
3. Generating a higher commitment to its members towards the organization
4. Increase workers' confidence in the management and daily behavior of the organization
5. Increase worker satisfaction through work and leaders
6. Reducing the stress of performance and improve welfare.

The implementation of transformational leadership models in educational organizations needs to pay attention to the following matters:

1. Refers to religious values ​​that exist in an organization or even a country
2. Adapted to the values ​​contained in the organization's system
3. Because the education system is a sub-system it must show a larger system that is above it like a state system
4. Explore the culture in the organization

Details

   
 The transformational leadership model in the field of education really needs to be applied such as school principals, heads of offices, director-general etc. This leadership model indeed needs to be implemented as one of the solutions for the crisis of educational leaders, especially in the field of education. The reasons for the need to apply transformational leadership models based on the opinion of Olga epitropika (2001: 1) suggest six things why transformational leadership is important for an organization, namely:

1. Significantly improve organizational performance
2. Positively associated with long-term marketing orientation and customer satisfaction
3. Generating a higher commitment to its members towards the organization
4. Increase workers' confidence in the management and daily behavior of the organization
5. Increase worker satisfaction through work and leaders
6. Reducing the stress of performance and improve welfare.

The implementation of transformational leadership models in educational organizations needs to pay attention to the following matters:

1. Refers to religious values ​​that exist in an organization or even a country
2. Adapted to the values ​​contained in the organization's system
3. Because the education system is a sub-system it must show a larger system that is above it like a state system
4. Explore the culture in the organization

1. Visionary Leadership

Visionary leadership is the ability of leaders to create, formulate, communicate / socialize / transform and implement ideal thoughts originating from themselves or as a result of social interaction between members of the organization that are believed to be the ideals of the organization in the future that must be achieved or realized through the commitment of all personnel.

Someone can be said as a visionary leader in producing productive education, if during carrying out his responsibilities as a leader can manage the educational process available (if possible to hold new resources) has succeeded in creating output in accordance with the vision set and efficient to be Reliable human resources in accordance with the expectations or desires of stakeholders/users of educational services, where the results can create graduates who have benefits for individuals who do it in the form of abilities / expertise relevant to life and can help themselves and families in their lives.

2. Transformational Leadership

Transformational leadership is built from two words, namely leadership and transformational. Leadership as explained earlier is every action taken by someone to coordinate, direct and influence others in choosing and achieving their stated goals. The term transformation comes from the word transform, which means transforming or changing something into another different form, for example transforming a vision into reality, or changing something that is potential to be actual.

Burns (1978), who was mentioned as the first to initiate it, defines transformational leadership as "a process in which leaders and followers raise to higher leves of morality and motivation". This kind of leadership style will be able to bring followers' awareness by generating productive ideas, synergistic relationships, accountability, educational concerns and shared ideals, leaders with transformational leadership are leadership who have a vision for the future and are able to identify environmental changes and are able to transform these changes into the organization, spearheading change and motivating and inspiring individuals to be creative and innovative and build solid cooperation. Yuki (1996) concluded that the essence of transformational leadership is to empower followers to work effectively by building their commitment to new values, developing their skills and beliefs, creating a climate conducive to the development of innovation and creativity.

Transformational leaders are actually agents of change, because they are closely related to the transformation that occurs in an organization. Its main function is to act as a catalyst for change, not as a control for change. A transformational leader has a clear vision, has a holistic picture of how the organization will be in the future when all its goals and objectives have been achieved.

Details

1. Visionary Leadership

Visionary leadership is the ability of leaders to create, formulate, communicate / socialize / transform and implement ideal thoughts originating from themselves or as a result of social interaction between members of the organization that are believed to be the ideals of the organization in the future that must be achieved or realized through the commitment of all personnel.

Someone can be said as a visionary leader in producing productive education, if during carrying out his responsibilities as a leader can manage the educational process available (if possible to hold new resources) has succeeded in creating output in accordance with the vision set and efficient to be Reliable human resources in accordance with the expectations or desires of stakeholders/users of educational services, where the results can create graduates who have benefits for individuals who do it in the form of abilities / expertise relevant to life and can help themselves and families in their lives.

2. Transformational Leadership

Transformational leadership is built from two words, namely leadership and transformational. Leadership as explained earlier is every action taken by someone to coordinate, direct and influence others in choosing and achieving their stated goals. The term transformation comes from the word transform, which means transforming or changing something into another different form, for example transforming a vision into reality, or changing something that is potential to be actual.

Burns (1978), who was mentioned as the first to initiate it, defines transformational leadership as "a process in which leaders and followers raise to higher leves of morality and motivation". This kind of leadership style will be able to bring followers' awareness by generating productive ideas, synergistic relationships, accountability, educational concerns and shared ideals, leaders with transformational leadership are leadership who have a vision for the future and are able to identify environmental changes and are able to transform these changes into the organization, spearheading change and motivating and inspiring individuals to be creative and innovative and build solid cooperation. Yuki (1996) concluded that the essence of transformational leadership is to empower followers to work effectively by building their commitment to new values, developing their skills and beliefs, creating a climate conducive to the development of innovation and creativity.

Transformational leaders are actually agents of change, because they are closely related to the transformation that occurs in an organization. Its main function is to act as a catalyst for change, not as a control for change. A transformational leader has a clear vision, has a holistic picture of how the organization will be in the future when all its goals and objectives have been achieved.

Teachers, homeroom teachers, school principals, supervisors, heads of education offices have all levels, all educators at the office of the directorate in the directorate general of education, heads of departments, deans, rectors and their assistants in high schools, academies, institutions and universities, educational experts and many more, they are educational leaders. Basically, everyone who has strengths in his abilities and personality, and with his strengths can influence, teach, guide, encourage, mobilize, and coordinate other education staff towards improving or improving the quality of education and teaching, so he has carried out the function of educational leadership, and he is classified as an education leader.

Thus the educational leader can be an official leader. official leadership is owned by those who occupy positions in the structure of the educational organization, both officially by superiors or the authorities or because they are formally elected as leaders by members of the education implementing staff where they work. For example, the principal, the head of the education service is included in the category of official leaders and has official leadership in terms of position and appointment system. Unofficial leadership can be had by those who influence, exemplify, and push toward improvement.

A headmaster is as an education leader

As an education leader, the school principal faces formidable challenges, for that he must have adequate preparation. Due to many responsibilities the principal needs a helper. He should learn how to delegate authority and responsibility so that he can focus his attention on developing teaching programs.

The principal as an education leader must be able to manage educational facilities and infrastructure, special school services and other educational facilities in such a way that teachers and students get satisfaction in carrying out their duties.

Details

Teachers, homeroom teachers, school principals, supervisors, heads of education offices have all levels, all educators at the office of the directorate in the directorate general of education, heads of departments, deans, rectors and their assistants in high schools, academies, institutions and universities, educational experts and many more, they are educational leaders. Basically, everyone who has strengths in his abilities and personality, and with his strengths can influence, teach, guide, encourage, mobilize, and coordinate other education staff towards improving or improving the quality of education and teaching, so he has carried out the function of educational leadership, and he is classified as an education leader.

Thus the educational leader can be an official leader. official leadership is owned by those who occupy positions in the structure of the educational organization, both officially by superiors or the authorities or because they are formally elected as leaders by members of the education implementing staff where they work. For example, the principal, the head of the education service is included in the category of official leaders and has official leadership in terms of position and appointment system. Unofficial leadership can be had by those who influence, exemplify, and push toward improvement.

A headmaster is as an education leader

As an education leader, the school principal faces formidable challenges, for that he must have adequate preparation. Due to many responsibilities the principal needs a helper. He should learn how to delegate authority and responsibility so that he can focus his attention on developing teaching programs.

The principal as an education leader must be able to manage educational facilities and infrastructure, special school services and other educational facilities in such a way that teachers and students get satisfaction in carrying out their duties.

a. Power Influence Approach

According to this approach, it is said that the success of the leader is seen in terms of the source and the occurrence of all authority that is in the leaders, and in a way that leaders use that authority to subordinates. This approach emphasizes the nature of reciprocity, the process of mutual influence, and the importance of exchanging cooperative relationships between leaders with subordinates.

b. The traits approach

This approach emphasizes the quality of leaders. The success of a leader is characterized by extraordinary abilities possessed by leaders such as: tireless or full of energy, sharp intuition, a view to the future that is not narrow, and the ability of confidence that is very interesting.

c. Behavioral approach

The behavioral approach of looking at leadership can be learned from behavior patterns and not their attributes. This study looks at and identifies typical behaviors of leaders in their activities to influence group members or followers. This leader's behavior can be oriented to organizational tasks or to relationships with group members. This approach emphasizes his views on two aspects of leadership behavior, namely: leadership functions and leadership styles.

d. Contingency / situation approach

The contingency approach emphasizes the personal characteristics of leaders and situations, expresses and tries to measure or predict these personal characteristics, and helps leaders with useful behavioral guidelines based on a combination of personality and situational possibilities.

Details

a. Power Influence Approach

According to this approach, it is said that the success of the leader is seen in terms of the source and the occurrence of all authority that is in the leaders, and in a way that leaders use that authority to subordinates. This approach emphasizes the nature of reciprocity, the process of mutual influence, and the importance of exchanging cooperative relationships between leaders with subordinates.

b. The traits approach

This approach emphasizes the quality of leaders. The success of a leader is characterized by extraordinary abilities possessed by leaders such as: tireless or full of energy, sharp intuition, a view to the future that is not narrow, and the ability of confidence that is very interesting.

c. Behavioral approach

The behavioral approach of looking at leadership can be learned from behavior patterns and not their attributes. This study looks at and identifies typical behaviors of leaders in their activities to influence group members or followers. This leader's behavior can be oriented to organizational tasks or to relationships with group members. This approach emphasizes his views on two aspects of leadership behavior, namely: leadership functions and leadership styles.

d. Contingency / situation approach

The contingency approach emphasizes the personal characteristics of leaders and situations, expresses and tries to measure or predict these personal characteristics, and helps leaders with useful behavioral guidelines based on a combination of personality and situational possibilities.

In assuming the position of educational leader who can carry out his duties and play his role as a good and successful leader, several physical, spiritual and moral requirements are required, even proper socio-economic requirements but in this section only the requirements will be stated personality requirements of a good leader. These requirements are:

· Simple and humble
· Be helpful
· Be patient and have emotional stability
· Believe in yourself
· Honest, fair and trustworthy
· Expertise in position

The existence of leadership requirements as described above shows that leadership not only requires the ability and ability, but even more so the ability and willingness of leaders.

Details

In assuming the position of educational leader who can carry out his duties and play his role as a good and successful leader, several physical, spiritual and moral requirements are required, even proper socio-economic requirements but in this section only the requirements will be stated personality requirements of a good leader. These requirements are:

· Simple and humble
· Be helpful
· Be patient and have emotional stability
· Believe in yourself
· Honest, fair and trustworthy
· Expertise in position

The existence of leadership requirements as described above shows that leadership not only requires the ability and ability, but even more so the ability and willingness of leaders.