The
Symbolic Power of the "Agile System" At The Fathona School In Palembang
Ayu Zahra Ramadhani1,
Ridhah Taqwa2, Abdullah Idi3
Master of Sociology, Faculty of Social
and Politic, Sriwijaya University
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INFO
ARTIKEL |
ABSTRACT |
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Keywords: symbolic power; Agile system; school |
This
research analyzes symbolic power, namely the agile system implemented at Fathona School in Palembang. This research uses a
qualitative method with a case study approach. Data was collected through
in-depth interviews, participant observation, and document analysis. Using
Foucault's Panopticon theory, this research analyzes how Agile systems create
hidden, effective forms of supervision and control within schools. This
research shows that the background of symbolic power in the Agile system at Fathona school is the result of problem analysis by the
Curriculum Development Team. Fathona School's power
relations are extensive in those applied to school employees, such as
teachers and staff. Teachers must support the foundation's power voluntarily,
not be forced by power. In conclusion, implementing the Agile system at Fathona School changes the dynamics of hierarchy and
strengthens symbolic power through a supervisory structure that internalizes
teacher discipline. |
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An
institution has a function, namely social control, used to control and
discipline disobedient members (Meyer, 2020; Tisdell, 2020). However, when this control
is exercised in education, it does not align with the spirit of education
itself. Education should be liberating, not oppressive (Griffin et al., 2024; Iheduru-Anderson & Waite, 2024).
Erevelles (2000) argues
that currently, schools are created as if they are oppressive institutions by
disciplining individuals to comply with agreed school rules with the aim of
controlling individual behaviour. Meanwhile, these
school rules represent the perpetuation of power by certain groups in the
organization to achieve a shared vision and mission. By creating a
well-systematized schedule, individuals in the school will consciously continue
to follow the schedule system without committing violations that could hinder
the system is running. In other words, the school will provide a punishment for
individuals who have violated the schedule order (Fang et al., 2023; Liu et al., 2022; Lokot et al., 2020). This was deliberately
implemented to ensure order and efficiency in teaching and learning.
The
Palembang Fathona School is based on an Integrated
Islamic School under the auspices of the Frania Foundation, which has a vision
and mission to develop an advanced school. This school implements an Agile
system that has been running for over three years during the pandemic (Goel et al., 2020; Janssen & Van der Voort, 2020; Reunam�ki &
Fey, 2023). Agile is a project management method that uses short
development cycles, or what can also be called "sprints," to focus on
continuous improvement in the development of a product or service, as
researched by Lutfiani (2020).
This
Agile system also allows teachers and school staff to experience strict natural
selection with rules and responsibilities that must be carried out according to
mutual agreement (Alqahtani et al., 2023; McCarthy et al., 2023; Suciu et al., 2023). The formation of teachers
and school staff constantly changes along with the work routine at Pakjo Palembang School. Several teachers change every month
because they need more time to be ready to carry out the responsibilities given
to them. It is not uncommon for schools to look again for suitable candidates
ready to do anything under team pressure or individual responsibility (Azizi & Sassen, 2023; Craddock et al., 2022). This is shown by teacher
fluctuation data from 2019 to 2023 in graph 1.
Graph 1 Fluctuations in the
Number of Teachers Per Academic Year
Source: Fathona Teacher Data (2023)
The
author is interested in raising the issue of education and power relations in
the educational arena. The practice of power over teachers is characterized by
schools that implement the Agile system run by the Palembang Fathona School institution in managing their school, which
is felt by all educational components. The power relations used where teaching
staff are the primary targets are the impact of the Agile system implemented in
schools and the background to implementing the Agile system. As for educational
values that appear to be bank-style, they limit the freedom of thought for
educators in schools.
School
components, especially teaching staff, only submit and comply with the Agile
system in learning at the Fathona School in
Palembang. Data exists in the form of fluctuations in new teachers undergoing
replacement due to natural selection from the Agile system implemented so that
teachers experience degradation of awareness and the burden of double
responsibilities, as well as salaries that are not balanced with the
responsibilities received from teachers at Fathona Pakjo School.
This research uses a qualitative research
design. The case study method used is an intrinsic case study. The study
analyzes power relations as a discipline in education experienced by teachers
at the Fathona School in Palembang: 3 research
questions and the direction of each dimension written by the researcher. First,
researchers analyzed the power relations of knowledge from schools in
disciplining teachers at Fathona School, Palembang.
Second, researchers analyzed supervision strategies in disciplining teachers at
the Fathona School in Palembang. Third, researchers
analyzed teachers' responses to the rules in disciplining an institution at the
Fathona School in Palembang.
Researchers used collection techniques, such
as interviews, observation, and documentation, to answer the issue of
educational power over teachers in implementing the Agile system at the Fathona School in Palembang. The researcher's role in this
research is that of a participant. Researchers used purposive informant
tactics. Researchers use three points of view, namely source triangulation,
method triangulation, and time triangulation. Three activities are carried out
in qualitative data analysis, namely data condensation, data presentation, and
verification conclusions.
RESULTS
AND DISCUSSION
In
this discussion, the researcher describes the findings in the field by the
problem formulation. This research explicitly discusses power relations as a
discipline for the Agile system in education experienced by teachers at the Fathona School in Palembang. This research aims to analyze
the background to the emergence of the Agile system in disciplining teachers at
the Fathona School in Palembang. Then, the
researchers examined the supervisory strategy of the Agile system in
disciplining teachers at the Fathona School in
Palembang. Third, researchers analyzed teachers' responses to the rules of the
Agile system in disciplining an institution at Fathona
School, Palembang.
1.�� Background of the Agile System for Teachers
at Fathona School
Implementing
this Agile system aims to support teacher performance and creativity. This
system's primary function is to help teachers complete their work quickly and efficiently.
In other words, a teacher must possess creativity to create students who meet
the expectations of the National Education System Law. So far, we have provided
strict access to learning with this Agile system so that educators are
accustomed to a busy educational environment with goals to be achieved and that
creativity must always be encouraged, improved, and developed. The reason or
background for the existence of this system is that the Agile Development
Method is based on Iterative and incremental development, a collaboration
between cross-functional teams, self-organization, adaptive planning,
evolutionary development, and delivery, time boxes for iterative approaches,
and encouraging quick and flexible response to change.
From
the principles of the Agile Method above, the researcher took the main focus to
be applied in learning management, namely: (a) Accepting all forms of change
for development, (b) There is an excellent collaborative process between
cross-disciplinary teams, (c) Building an environmental atmosphere that
contains people � highly motivated people. To complete the project effectively
and efficiently, (d) Direct communication is needed in the development process,
and periodically, each development team conducts self-evaluation (reflection)
to work more effectively and regulate their work patterns.
2.� Forms of Power Relations Strategy from the
Agile System for Teachers at Fathona School
The
stakeholders directly involved in this Agile system are school principals,
teachers, and school staff, who are members of the school environment. Power
determines the structure, rules, and relationships from within. This means that
a relationship or collaboration does not only take one form. Discipline for
students, teachers, and other employees can be seen from the disciplinary
boards hanging from the ceiling in the school corridor.
In the
Scrum backlog section, some agents carry it out of the Product Owner, who leads
each part of the assignment. He must be responsible for a project. A project
report must be provided if the scrum master wants to monitor the progress of
each project that has been worked on. In this case, the client is the target
object in the ongoing project process. For example, if an assignment is to
complete a learning module, the intended client is the module publisher. The
module publisher asks that the module work be completed within 3 months. So,
each product owner must direct their members to complete the project before the
project completion date so that they can submit a module completion report to
the intended client.
There
are three components in implementing Scrum at Fathona
School, namely: First, develop teacher competency. Teachers who are competent,
dedicated, loyal, committed, and strong in character will foster learning
processes that are creative, efficient, and enjoyable. Secondly, the
development and renewal of education are to strengthen school leadership.
School principals with solid leadership and qualified managerial skills will be
able to maximize the potential resources the school owns. The third was building
the image and branding of Islamic educational institutions. Schools that, in
reality, are not very good, but good perceptions, images, and public views will
have a different impact on the development of academic institutions. This is
where it is essential to build the image of Islamic educational institutions.
3.� Implications of Agile Systems for Teachers
The
implementation of power can be seen in teaching methods, discipline, and
classroom management. How power is exercised can influence classroom dynamics,
student motivation, and the overall learning environment. By understanding
power as a strategy in social relations, we can better manage and use power to
create positive and effective educational environments. Teachers regarding the
power of the principal through CCTV media is that teachers feel intimidated by
every performance or activity carried out in the classroomor
other rooms because they are aware of all activities in the school environment.
Discipline works through processes and networks of relationships to control
community activities. Discipline controls corrects,
regulates, and supervises the body using norms as standards.
CONCLUSION
Fenomena yang didapatkan oleh peneliti dalam penelitian ini memberikan gambaran tingkat produktivitas yang dimiliki oleh pelaku bisnis UMKM. Hasil penelitian ini mengidentifikasi 4 tema yaitu 1) Pelatihan,
2) Bimbingan dan Konsultansi, 3) Adversity Quotient
dan 4) Produktivitas. Berdasarkan
pembahasan diatas, maka peneliti mengambil
kesimpulan sebagai berikut: Terdapat hubungan positif dan signifikan antara pelatihan dengan Adversity
Quotient pelaku UMKM. Hal ini
berarti semakin banyak pelatihan yang diikuti oleh pelaku UMKM akan menyebabkan semakin tinggi pula Adversity Quotient nya.
Terdapat hubungan positif dan signifikan antara bimbingan konsultansi dengan Adversity Quotient pelaku
UMKM. Hal ini berarti semakin
banyak bimbingan dan konsultansi
yang diberikan kepada pelaku UMKM akan menyebabkan semakin tinggi pula Adversity Quotient nya.
Terdapat hubungan positif dan signifikan antara pelatihan dengan produktivitas pelaku UMKM. Hal ini berarti semakin banyak pelatihan yang diikuti oleh pelaku UMKM akan menyebabkan semakin tinggi pula produktivitasnya. Terdapat hubungan positif dan signifikan antara bimbingan konsultansi dengan produktivitas pelaku UMKM. Hal ini berarti semakin banyak bimbingan dan konsultansi yang diberikan kepada pelaku UMKM akan menyebabkan semakin tinggi pula produktivitas dari pelaku UMKM. Terdapat hubungan positif dan signifikan antara Adversity
Quotient dengan produktivitas
pelaku UMKM. Hal ini
berarti semakin tinggi
Adversity Quotient yang dimiliki oleh pelaku UMKM maka semakin tinggi pula produktivitas dari pelaku UMKM. Terdapat hubungan positif dan signifikan antara Pelatihan terhadap Produktivitas melalui Adversity
Quotient. Hal ini bermakna bahwa produktivitas pelaku UMKM dipengaruhi oleh pelatihan yang dimediasi oleh
Adversity Quotient. Terdapat hubungan
positif dan signifikan antara Bimbingan Konsultansi terhadap Produktivitas melalui Adversity Quotient. Hal ini
bermakna bahwa produktivitas pelaku UMKM dipengaruhi oleh Bimbingan Konsultansi
yang dimediasi oleh Adversity Quotient.
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