Electronic Theses and Dissertation

Supervisi akademik berbasis coaching sampai saat ini masih menjadi tantangan mendasar dalam upaya meningkatkan kinerja guru di sekolah menengah pertama. Tujuan penelitian ini adalah untuk menganalisis perencanaan, pelaksanaan, evaluasi, serta faktor pendukung dan penghambat supervisi akademik berbasis coaching dalam upaya meningkatkan kinerja guru di tingkat SMP. Metodologi penelitian yang digunakan adalah kualitatif deskriptif dengan menggunakan teknik pengumpulan data observasi partisipatif pasif, wawancara semi-terstruktur, dan dokumentasi. Analisis data meliputi reduksi data, penyajian data, dan verifikasi data. Penelitian dilakukan di SMP Negeri 1 Salang, SMP Negeri 3 Salang, dan SMP Negeri 4 Salang. Jumlah partisipan sebanyak 12 partisipan yang terdiri dari 3 Kepala sekolah, 6 Guru, dan 3 Pengawas sekolah dengan waktu penelitian selama 3 bulan. Informan dipilih secara purposif untuk menyediakan data yang kaya dan relevan. Hasil penelitian menujukkan bahwa (1) perencanaan supervisi disusun pada awal tahun ajaran melalui musyawarah bersama dewan guru dengan analisis kebutuhan, penentuan tujuan, penyusunan instrumen, dan penetapan jadwal; (2) pelaksanaan supervisi mencakup tiga tahap yaitu pra observasi, observasi langsung, dan pasca observasi dengan dukungan struktur kelembagaan dan bimbingan kepala sekolah untuk memastikan kesesuaian antara rencana dan praktik pembelajaran; (3) hasil evaluasi supervisi akademik digunakan untuk meningkatkan program supervisi, menindaklanjuti kendala guru, serta menyesuaikan pendekatan pembinaan; (4) faktor pendukung utama meliputi komitmen kepala sekolah, keterbukaan dan partisipasi guru, dukungan pengawas sekolah, serta ketersediaan sarana dan prasarana yang memadai; sementara itu faktor penghambat mencakup keterbatasan waktu guru, fasilitas, serta sikap sebagian guru yang masih canggung dalam menerima masukan langsung. Kesimpulan penelitian ini menunjukkan bahwa supervisi akademik berbasis coaching berdampak terhadap peningkatan kinerja guru melalui perencanaan yang partisipatif, pelaksanaan terarah dengan dukungan struktur kelembagaan dan interaksi coaching yang reflektif, serta evaluasi berkelanjutan yang mendukung pengembangan profesional. Penelitian selanjutnya disarankan memperluas konteks penelitian, mengembangkan model dan instrumen supervisi berbasis coaching, serta faktor pendukung dan dampak jangka panjangnya.

Coaching-based academic supervision remains a fundamental challenge in efforts to improve teacher performance at the junior high school level. This study aims to analyze the planning, implementation, and evaluation of coaching-based academic supervision, as well as the supporting and inhibiting factors that influence its effectiveness in improving teacher performance. The research employed a descriptive qualitative approach. Data were collected through passive participant observation, semi-structured interviews, and documentation. Data analysis involved data reduction, data display, and data verification. The study was conducted at State Junior High Schools (SMPN) 1, 3, and 4 Salang over a period of three months. A total of 12 participants were involved, consisting of three school principals, six teachers, and three school supervisors, selected through purposive sampling to obtain rich and relevant data. The findings indicate that: (1) supervision planning was formulated at the beginning of the academic year through deliberative meetings with the teaching staff, involving needs analysis, goal setting, instrument development, and scheduling; (2) supervision implementation comprised three stages: pre-observation, direct classroom observation, and post-observation, supported by institutional structures and principals’ guidance to ensure alignment between instructional plans and classroom practices; (3) the results of academic supervision evaluation were utilized to improve supervision programs, address teachers’ constraints, and adjust professional development approaches; and (4) key supporting factors included principals’ commitment, teachers’ openness and participation, support from school supervisors, and the availability of adequate facilities and infrastructure, whereas inhibiting factors encompassed teachers’ time constraints, limited facilities, and the reluctance of some teachers to receive direct feedback. The study concludes that coaching-based academic supervision contributes to improved teacher performance through participatory planning, focused implementation supported by institutional structures, and reflective coaching interactions, as well as continuous evaluation that fosters professional development. Future research is recommended to expand the research context, develop coaching-based supervision models and instruments, and examine supporting factors and long-term impacts.