Electronic Theses and Dissertation

STRATEGI SUPERVISI AKADEMIK BERBASIS COACHING MODEL TIRTA DALAM MENINGKATKAN KINERJA GURU PADA
SMA NEGERI DI KABUPATEN PIDIE

Oleh : Syukri
NPM: 2309200050055

Komisi Pembimbing:
1. Dr. Niswanto, M.Pd.
2. Prof. Dr. Nasir Usman, M.Pd.

ABSTRAK

Supervisi akademik berbasis coaching model tirta adalah pendekatan yang menggabungkan prinsip coaching dalam supervisi untuk meningkatkan kinerja guru. Pendekatan ini bertujuan untuk menciptakan hubungan kolaboratif yang mendorong pengembangan profesional guru dan, pada gilirannya, meningkatkan kualitas pembelajaran di kelas. Tujuan penelitian ini yaitu: (a) Menganalisis program supervisi akademik berbasis coaching model tirta dalam meningkatkan kinerja guru; (b) Menganalisis strategi supervisi akademik berbasis coaching model tirta dalam meningkatkan kinerja guru; (c) Kendala pelaksanaan supervisi berbasis coaching model tirta dalam meningkatkan kinerja guru. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan pengumpulan data melalui observasi, wawancara, dan dokumentasi, serta teknik analisis data yang digunakan adalah reduksi data, penyajian data dan penarikan kesimpulan. Berdasarkan temuan penelitian didapati bahwa: (1) Program supervisi akademik berbasis coaching model tirta dilakukan dengan pendekatan yang lebih personal dan kolaboratif, yaitu melalui percakapan yang terbuka, guru merefleksikan praktik mengajarnya dan mengidentifikasi kelemahan, memberikan umpan balik, serta adanya evaluasi berkelanjutan bagi guru. Coaching model tirta di SMAN 1 padang Tiji lebih efektif dan efisien dalam menjalankan program sesuai perencanaan. Sedangkan SMAN Ulumul Qur’an dan SMAN Simpang Tiga juga sudah baik, namun memerlukan dukungan stakeholder agar program terlaksana sesuai dengan perencanaan; (2) Strategi supervisi akademik berbasis coaching model tirta dilakukan dengan melakukan observasi kelas untuk memahami kebutuhan guru (tanya), memberikan umpan balik yang konstruktif, guru termotivasi (ingin) dan merasa lebih percaya diri untuk meningkatkan kualitas pengajaran mereka (refleksi), kepala sekolah memberikan arahan (tindak lanjut), serta menyediakan sumber daya, pelatihan, dan reward (apresiasi) yang diperlukan. (3) Kendala dalam pelaksanaan supervisi akademik berbasis coaching yaitu: kurangnya waktu untuk melakukan sesi coaching secara rutin, resistensi dari beberapa guru yang merasa kurang nyaman dengan pendekatan coaching yang lebih personal, keterbatasan sumber daya, kurangnya dukungan stakeholder, serta adanya perbedaan karakteristik dan kebutuhan tiap guru.
Kata Kunci: Supervisi Akademik Berbasis Coaching Model Tirta, Kinerja Guru.

TIRTA MODEL-BASED ACADEMIC SUPERVISION STRATEGY TO IMPROVE TEACHER PERFORMANCE IN STATE SENIOR HIGH SCHOOLS IN PIDIE REGENCY ABSTRACT (Syukri) The Tirta model-based academic supervision is an approach that integrates coaching principles into supervision practices to enhance teacher performance. This model aims to foster collaborative relationships that support teachers’ professional development, thereby improving the quality of classroom instruction. The objectives of this study were to (a) analyze the implementation of the Tirta model-based academic supervision in improving teacher performance, (b) analyze the strategies used in the Tirta model-based academic supervision to enhance teacher performance, and (c) identify the challenges in implementing the Tirta model-based supervision. This research employed a qualitative descriptive approach. Data were collected through observation, interviews, and documentation. The data analysis techniques included data reduction, data presentation, and conclusion drawing. The findings revealed that (1) Tirta model-based academic supervision programs were implemented through a more personal and collaborative approach, involving open conversations where teachers reflected on their teaching practices, identified weaknesses, received feedback, and participated in ongoing evaluations. At State Senior High School (SMAN) 1 Padang Tiji, the Tirta coaching model was applied more effectively and efficiently in accordance with the planned program. SMAN Ulumul Qur’an and SMAN 1 Simpang Tiga also demonstrated good implementation; however, these schools required greater stakeholder support to ensure alignment with planned objectives. (2) The supervision strategies employed in the Tirta model involved classroom observations in understanding teachers’ needs (“tanya”—inquire”), providing constructive feedback to motivate teachers (“”ingin”—desire), fostering self-confidence and reflection (“”refleksi”—reflection), offering guidance from the principal (“tindak lanjut”—follow”-up), and supplying necessary resources, training, and rewards (“”apresiasi”—appreciation). (3) The challenges in implementing the Tirta model-based academic supervision included limited time for regular coaching sessions, resistance from some teachers uncomfortable with the personalized coaching approach, inadequate resources, insufficient stakeholder support, and variations in teacher characteristics and needs. Keywords: Tirta Model-Based Academic Supervision, Teacher Performance