This research is motivated by the uneven development of Muhammadiyah schools
in Cilacap Regency, especially those at the Muhammadiyah Elementary/Middle
School level in the last 5 years. This research aims to 1) describe how to build
progressive schools in Muhammadiyah elementary/middle schools in Cilacap
regency, 2) describe the importance of entrepreneurial competence of
Muhammadiyah elementary/middle school principals in Cilacap regency, 3)
describe the implementation of entrepreneurial competence of principals in building
progressive schools in Muhammadiyah elementary/middle schools in Cilacap
regency.
The method in this research is descriptive qualitative approach of
phenomenological study. The informants in this study were 5 principals of SD/MI
Muhammadiyah in Cilacap Regency. Data collection techniques used interviews,
observations, documentation studies and literature studies. Activities in data
analysis are data reduction, data presentation, and conclusion drawing.
The results showed that basically the Head of SD/MI Muhammadiyah in Cilacap
Regency has good entrepreneurial competence although it is not the same from one
to another. Some schools have been able to create very innovative programmes and
have a big impact on the growth of the schools they lead. Entrepreneurial
competence is a very important competency in building a progressive school. The
strategies used by principals in developing the schools they lead are part of the use
of the principal's entrepreneurial competence.
In conclusion, entrepreneurial competence is a very important competence that
must be mastered by the principal in building a progressive school. The principal's
strategy in building the school he leads is an implementation of the principal's
entrepreneurial competence. The factor of building school networks is one of the
factors in increasing the entrepreneurial competence of school principals. Schools
that are connected with more advanced schools tend to be more innovative and
creative in building progressive schools compared to schools that are only busy with
the problems within their schools.