Implementasi Supervisi Akademik Kepala Sekolah dalam meningkatkan Profesionalisme Guru di Madrasah Ibtidaiyah Taufiqiyatul Asna Bukaan Keling Kecamatan Kepung Kabupaten Kediri

ABSTRAK

Kegiatan utama pendidikan di sekolah dalam rangka mewujudkan tujuannya adalah kegiatan pembelajaran, sehingga seluruh aktifitas organisasi di sekolah bermuara pada pencapaian efisiensi, efektifitas dan daya tarik pembelajaran. Untuk memperoleh pengajaran yang baik perlu adanya sistem supervisi yang efektif.

Fokus penelitian ini adalah bagaimana perencanaan supervisi akademik yang dilakukan oleh kepala sekolah, bagaimana teknik supervisi akademik serta bagaimana tindak lanjut hasil supervisi akademik kepala sekolah dalam meningkatkan profesionalisme guru. Penelitian ini menggunakan menggunakan jenis penelitian kualitatif dengan menggunakan pendekatan deskriptif yang mana mengambil lokasi penelitian di MI Taufiqiyatul Asna Bukaan Kepung Kediri. Data-data didapatkan melalui wawancara mendalam, pengamatan peran serta dan dokumentasi. Subyek penelitian adalah Kepala Sekolah, Waka Kurikulum dan guru-guru. Sampel penelitian yang digunakan adalah purposive sampling dengan teknik snowball sampling. Teknik yang digunakan untuk memperoleh keabsahan data adalah triangulasi.

Hasil penelitian ini menunjukkan bahwa, langkah perencanaan supervisi akademik yang dilakukan supervisor dengan melakukan beberapa hal mulai dari menentukan tujuan, dasar, alat bantu, metode/cara yang diperlukan dalam kegiatan supervisi akademik. (2) Supervisi akademik dilaksanakan sebanyak 2 kali dalam satu semester, teknik supervisi yang digunakan yaitu teknik individu dan teknik kelompok. Adapun teknik individu dilakukan dengan kunjungan kelas, pembimbingan kurikulum terhadap pelaksanaan pembelajaran guru dan mengajarkan pengetahuan baru pada guru. Sedangkan teknik kelompok berupa pembinaan rutin melalui rapat bulanan, dan mengikutsertakan guru-guru dalam pelatihan, seminar dan lain sebagainya. (3) Program-program tindak lanjut supervisi akademik yang dilakukan supervisor antara lain yaitu, rapat (pembinaan guru), pemberian motivasi, pemberdayaan guru-guru secara mandiri (sharing teman sejawat) dan pembimbingan pembuatan perangkat pembelajaran.

ABSTRACT

The main activities of education in schools in order to realize the goal is learning activities, so that activities of the organization at the school led to the achievement of efficiency, effectiveness and attractiveness of learning. Good teaching is need for an effective supervision system. The focus of this research is how the planning of academic supervision by the principal in improving the professionalism of teachers, how the academic supervision techniques were performed by the principal in improving academic supervision, and how to follow up the results of academic supervision by the principal in improving academic supervision.

This study uses qualitative research uses the descriptive approach which the study took place in Islamic Elementary School Taufiqiyatul Asna Kediri. Description of the materials obtained through in-depth interviews, participation observation and documentation. Subjects were Principal, coordinator of curriculum and teachers. The sample used was purposive sampling with snowball sampling technique. The technique for credibility is triangulation. The data obtained from informants and subjects studied screened and classified according to the pattern, theme and topic of discussion. Data analysis is done in two stages, namely the stage along with the process of data collection in the field and after the data collection phase.

These results indicate that, step planning academic supervision conducted supervisor by doing several things ranging from setting goals, basic tools, methods necessary academic supervision activities. (2) Supervision of academic periodically 2 times in a semester, the technique used is the individual techniques and group. The individual techniques performed with classroom visitation, mentoring curriculum for teacher learning and implementation of new knowledge in teaching. While techniques such as group coaching through regular monthly meetings, and engage teachers in training, seminars and so forth. (3) follow-up programs conducted academic supervision, among others, namely, meeting, motivation, empowerment of teachers independently and guiding the learning device fabrication.