Electronic Theses and Dissertation

Penelitian ini dilatarbelakangi oleh masih ditemukannya berbagai permasalahan dalam praktik pembelajaran, seperti keterbatasan variasi metode mengajar, pemanfaatan teknologi pembelajaran yang belum optimal, serta ketidakkonsistenan dalam pelaksanaan evaluasi pembelajaran. penelitian ini bertujuan untuk mendeskripsikan dan menganalisis perencanaan, pelaksanaan, evaluasi, serta tindak lanjut implementasi supervisi akademik untuk meningkatkan kompetensi pedagogik guru di sma negeri kota banda aceh. penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. lokasi penelitian dilakukan di sma negeri 1 kota banda aceh, sma negeri 10 fajar harapan kota banda aceh, dan sma negeri 16 kota banda aceh. subjek penelitian yaitu kepala sekolah dan guru. teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan studi dokumentasi. uji keabsahan data dilakukan dengan teknik triangulasi sumber dan metode. data dianalisis melalui tahapan reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. hasil penelitian menunjukkan bahwa: (1) perencanaan supervisi akademik di sma negeri kota banda aceh telah disusun secara sistematis melalui penyusunan program supervisi, penjadwalan kegiatan, penetapan instrumen supervisi, serta sosialisasi kepada guru, meskipun masih terdapat kendala pada penyesuaian jadwal; (2) pelaksanaan supervisi akademik dilaksanakan melalui teknik kunjungan kelas, observasi pembelajaran, dan pembinaan profesional guru dengan pendekatan kolaboratif, namun belum sepenuhnya merata dan berkesinambungan; (3) evaluasi supervisi akademik dilakukan melalui analisis hasil observasi pembelajaran dan refleksi bersama guru, tetapi pemanfaatan hasil evaluasi belum sepenuhnya optimal; dan (4) tindak lanjut supervisi akademik dilaksanakan dalam bentuk pembinaan, pendampingan, dan rekomendasi perbaikan pembelajaran, namun masih menghadapi keterbatasan waktu dan intensitas pendampingan. implementasi supervisi akademik telah dilaksanakan pada aspek perencanaan, pelaksanaan, evaluasi, dan tindak lanjut, namun belum sepenuhnya optimal dan berkelanjutan karena berbagai kendala, sehingga masih diperlukan penguatan supervisi akademik untuk meningkatkan kompetensi pedagogik guru

This study is motivated by the persistence of various problems in instructional practice, including limited variation in teaching methods, suboptimal use of instructional technology, and inconsistent implementation of learning evaluation. The study aims to describe and analyze the planning, implementation, evaluation, and follow-up of academic supervision implemented to enhance teachers‘ pedagogical competence in state senior high schools in Banda Aceh. A qualitative descriptive approach was employed. The research was conducted at SMAN (State Senior High School) 1 Banda Aceh, SMAN 10 Fajar Harapan Banda Aceh, and SMAN 16 Banda Aceh. The research participants consisted of school principals and teachers. Data were collected through in-depth interviews, observations, and document analysis. Data validity was ensured through source and method triangulation. Data analysis was carried out through data reduction, data display, conclusion drawing, and verification. The findings indicate that: (1) academic supervision planning in state senior high schools in Banda Aceh has been systematically organized through the development of supervision programs, scheduling of activities, determination of supervision instruments, and socialization to teachers, although challenges remain in schedule alignment; (2) the implementation of academic supervision is carried out through classroom visits, instructional observations, and professional development activities using a collaborative approach, but it has not yet been evenly implemented or sustained; (3) evaluation of academic supervision is conducted through analysis of classroom observation results and joint reflection with teachers, yet the utilization of evaluation outcomes has not been fully optimized; and (4) follow-up actions are implemented in the form of professional guidance, mentoring, and recommendations for instructional improvement, but they are constrained by limited time and the intensity of mentoring. Overall, academic supervision has been implemented across the planning, implementation, evaluation, and follow-up stages; however, it has not yet been fully optimal or sustainable due to various constraints. Therefore, further strengthening of academic supervision is required to enhance teachers‘ pedagogical competence.