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does not always learn from his experience, when: (1)
the person believes that the world will not change
with his being, (2) is too busy to think about what he
does, fears the impact, or his position is not to
understand the situation, and (3) to be in a chaotic
situation. The second category is people learn from
experience but not reflective. This occurs when: (1)
learning does not involve self-awareness, (2) learning
is technical without involving the interaction of
learners with learning objects, (3) learning is
memorization (rote). The third category is that people
learn from cultural reproductive experiences. This
occurs when: (1) there is a process of thinking about
experiences and drawing conclusions from that
experience, without having to relate them to larger
social contexts, (2) reflection work practices, (3) what
is known from various theories / concepts
implemented then searching new knowledge of the
practice.
3.3 Develop the Involvement of PTK in
the Implementation of School
Programs and Activities
PTK involvement in school management capacity
building is a process to represent the interests of all
school stakeholders in the implementation of work
programs and school activities. The extension of PTK
involvement is done by strengthening the way of
thinking about: who are the school stakeholders, what
are their interests to be facilitated, and how to
facilitate their interests materialized in the form of
school services? The involvement of PTK in various
school programs and activities as a process of school
management capacity building is linked to the PTK's
commitment to its profession as an educator.
Involved employees can help improve
decision quality by recognizing problems
more quickly and defining them more
accurately. Employees are, in many
respects, the sensors of the organization’s
environment. When the organization’s
activities misalign with customer
expectations, employees are usually the first
to know (McShane and Von Glinow,
2008:hlm. 238).
Decision making by PTK in determining a school
activity is based on a strong rationale. The process of
finding a solid foundation is conducted through a
dialogue process between the PTK and this process is
the process of developing the school management
capacity for the PTK. Nevertheless, the
implementation of school work programs is
responded by PTK in a variety of ways, some even
showing negative responses. Differences in responses
that appear in the dialogue among the PTK are
considered to be school people as a natural thing. In
this case the Principal facilitates a negative response
from the PTK through the formation of discourse in
the chat between the PTK. This discourse
development process provides capacity building for
schoolchildren in taking change initiatives when
school management faces problems. In this case, Stoll
(2010: 475) sees dialogue as a process for achieving
PLC:
Dialogue is a critical community process,
although difficult to achieve, because all
participants play equal roles, suspending their
individual assumptions as they enter into a
genuine thinking together (Senge, 1990). In
connecting learning communities, dialogic
processes are oriented towards articulating
and exploring members’ tacit knowledge
(Nonaka & Takeuchi, 1995). Through
dialogue, presuppositions, ideas and beliefs
are brought to the surface, examined and
challenged. Collective intelligence is
harnessed, and new ideas and practices are
created as initial knowledge is enhanced or
transformed.
According to Stoll, through dialogue, what is
assumed, echoed, is discussed to the surface so that it
becomes clear and more tested to be implemented in
school. Stoll (2010: 476) also describes that joint
discovery is one of the key learning processes.
Collaborative inquiry is a key learning
process, where learning and inquiry are
facilitated, encouraged, challenged and co-
constructed (Jackson & Street, 2005). Inquiry
can be the means by which teachers identify
important issues related to learning, become
self-regulated drivers for acquiring the
necessary knowledge to solve the issues,
monitor the impact and adjust practice as
necessary (Timperley, Wilson, Barrar, &
Fung, 2008).
Efforts and processes of schoolchildren in trying
new things in the implementation of school programs
and activities are realized when schoolchildren get
new information and they assess the information as a
good thing and can be implemented in school,
whether obtained from colleagues or outside of
colleagues. The efforts and processes of the school
community to try new things in the implementation
of school programs and activities are categorized as
follows, namely: school out activities and activities
within the school. Out-of-school activities that show
attempts at new things are sister school programs. At
Developing School Management Capacity through Teacher and School Staff (PTK) Involvement
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