Electronic Theses and Dissertation

Latar belakang penelitian ini didasari oleh rendahnya mutu pembelajaran akibat lemahnya pelaksanaan supervisi akademik dan terbatasnya kemampuan guru dalam merancang pembelajaran efektif. Model GROW (Goal, Reality, Options, Will) dipilih karena menekankan pada pembinaan reflektif dan kolaboratif untuk pengembangan profesional guru. Penelitian ini bertujuan menganalisis penerapan supervisi akademik berbasis GROW dalam menciptakan proses pembelajaran bermutu di SMP Negeri Kecamatan Pasie Raya, Kabupaten Aceh Jaya. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi yang melibatkan kepala sekolah, wakil kepala sekolah, serta guru dari dua SMP Negeri di Kecamatan Pasie Raya. Analisis data dilakukan secara interaktif melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan untuk memperoleh pemahaman yang mendalam. Hasil penelitian menunjukkan bahwa penerapan model GROW berhasil mengubah paradigma supervisi dari pola tradisional yang menitikberatkan evaluasi menjadi pendekatan coaching yang bersifat humanistik dan kolaboratif. Pada tahap perencanaan, kepala sekolah dan guru bersama-sama merumuskan tujuan pembelajaran yang spesifik dan kontekstual. Tahap pelaksanaan menunjukkan peningkatan interaksi profesional antara kepala sekolah dan guru, di mana proses supervisi berlangsung dalam suasana reflektif dan dialogis. Tahap evaluasi dan tindak lanjut memperlihatkan peningkatan kesadaran reflektif guru, komitmen terhadap pengembangan diri, serta pembentukan budaya refleksi di sekolah. Dampak penerapan GROW terlihat dari meningkatnya profesionalisme guru, efektivitas pembelajaran, serta keterlibatan siswa di kelas. Guru merasa lebih dihargai, termotivasi, dan percaya diri dalam mengelola pembelajaran. Kesimpulannya, supervisi akademik berbasis GROW dapat dijadikan strategi inovatif dalam meningkatkan kualitas pendidikan dan membentuk budaya sekolah yang reflektif, partisipatif, serta berorientasi pada peningkatan mutu pembelajaran.

The background of this study is rooted in the poor quality of learning processes resulting from weak academic supervision and teachers’ limited capacity to design effective instruction. The GROW model (Goal, Reality, Options, Will) was selected because it emphasizes reflective, collaborative coaching to support teachers’ professional development. This study aims to analyze the implementation of GROW-based academic supervision to create high-quality learning processes in public junior high schools in Pasie Raya Subdistrict, Aceh Jaya Regency. Data were collected through observations, in-depth interviews, and documentation involving school principals, vice principals, and teachers from two public junior high schools in Pasie Raya Subdistrict. Data analysis was conducted interactively through data reduction, data display, and conclusion drawing to obtain an in-depth understanding of the phenomenon. The findings indicate that implementing the GROW model successfully shifted the supervision paradigm from a traditional, evaluation-oriented approach to a more humanistic, collaborative coaching model. During the planning stage, principals and teachers jointly formulated specific, contextually relevant learning goals. The implementation stage demonstrated enhanced professional interaction between principals and teachers, with supervisory processes conducted in a reflective and dialogical atmosphere. The evaluation and follow-up stages revealed increased teacher reflective awareness, more substantial commitment to professional development, and the establishment of a reflective school culture. The impact of the GROW model was evident in improved teacher professionalism, more effective learning processes, and greater student engagement in the classroom. Teachers reported feeling more valued, motivated, and confident in managing learning activities. In conclusion, GROW-based academic supervision can serve as an innovative strategy to improve educational quality and foster a reflective, participatory, and quality-oriented school culture.