Electronic Theses and Dissertation

Penelitian ini bertujuan untuk mendeskripsikan kinerja guru penggerak dalam
meningkatkan pengelolaan kelas di Sekolah Menengah Atas (SMA) Kabupaten
Pidie, dengan fokus pada SMAN 1 Mutiara, SMAN 1 Sigli, dan SMAN 3 Unggul
Sigli. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi
kasus serta dengan penyampaian melaui proses deskriptif. Data dikumpulkan
melalui observasi, wawancara mendalam dengan enam guru penggerak dengan
dua guru penggerak dari setiap sekolah dan tiga kepala sekolah, serta
dokumentasi. Hasil penelitian menunjukkan bahwa kinerja guru penggerak dalam
pengelolaan kelas meliputi perencanaan yang matang melalui asesmen diagnostik
non-kognitif dan kognitif, penyusunan Rencana Pelaksanaan Pembelajaran (RPP)
atau Modul Ajar berdiferensiasi, serta kolaborasi dengan guru Bimbingan
Konseling dan kepala sekolah. Pelaksanaan pengelolaan kelas oleh guru
penggerak diwujudkan melalui pembelajaran berdiferensiasi yang mengakomodir
kebutuhan belajar siswa, penerapan budaya positif melalui kesepakatan kelas,
implementasi pembelajaran sosial emosional untuk mengembangkan kesadaran
diri dan empati siswa, serta pemanfaatan teknologi dalam proses pembelajaran.
Evaluasi kinerja dilakukan melalui refleksi pembelajaran dan evaluasi formatif
serta sumatif. Program sekolah dan pengawas pembina juga berperan dalam
mendukung kinerja guru penggerak. Faktor pendukung kinerja guru penggerak
meliputi pelatihan yang meningkatkan kompetensi, dukungan kepala sekolah,
adanya komunitas belajar, serta penerapan pendekatan berdiferensiasi dan budaya
positif. Sementara itu, faktor penghambat meliputi keterbatasan fasilitas dan
media pembelajaran, serta beban kerja administratif guru yang tinggi. Penelitian
ini memberikan implikasi terhadap pentingnya dukungan fasilitas, pengurangan
beban administratif, dan peningkatan kolaborasi untuk mengoptimalkan peran
guru penggerak dalam meningkatkan kualitas pengelolaan kelas di SMA.

This study aims to describe the performance of transformational teachers in enhancing classroom management in Senior High Schools in Pidie Regency, focusing on State Senior High Schools (SMAN) 1 Mutiara, SMAN 1 Sigli, and SMAN 3 Unggul Sigli. Employing a qualitative approach and a case study design, data were collected through observations, document analysis, and in-depth interviews with six transformational teachers (two from each school) and three school principals. The findings indicate that transformational teachers‟ performance in classroom management includes thorough planning through noncognitive and cognitive diagnostic assessments, the development of differentiated lesson plans (RPP) or teaching modules, and collaboration with guidance counselors and school principals. Classroom management practices by transformational teachers are realized through differentiated instruction that accommodates students‟ learning needs, the application of a positive classroom culture through class agreements, the implementation of social-emotional learning to foster self-awareness and empathy, and the integration of technology into the learning process. Performance evaluation is conducted through reflective teaching practices and both formative and summative assessments. School programs and supervisory support also contribute to enhancing the transformational teachers‟ performance. Supporting factors include training that enhances teacher competence, principal support, learning communities, and the adoption of differentiated instruction and a positive culture. In contrast, inhibiting factors include limited facilities and instructional media, as well as a high administrative workload. This study underscores the importance of providing adequate facilities, reducing administrative burdens, and strengthening collaboration to optimize the role of transformational teachers in improving classroom management in senior high schools.