Electronic Theses and Dissertation

Supervisi akademik konvensional kerap dipersepsikan sebagai pengawasan administratif sehingga kurang mendorong pengembangan kompetensi pedagogik guru. Coaching menawarkan pendekatan kemitraan yang menekankan dialog reflektif, pemberdayaan, dan umpan balik yang membangun. Penelitian ini bertujuan menganalisis implementasi supervisi akademik berbasis coaching dalam mengembangkan kompetensi pedagogik guru melalui pendekatan kualitatif deskriptif. Penelitian dilakukan pada tiga SMP Negeri di Kabupaten Simeulue (SMP Negeri 1 Simeulue Cut, SMP Negeri 2 Simeulue Timur, dan SMP Negeri 3 Teupah Selatan) dengan 18 informan yang terdiri atas tiga kepala sekolah dan lima belas guru. Data dikumpulkan melalui wawancara mendalam, observasi kelas, dan telaah dokumen, kemudian dianalisis menggunakan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa program supervisi akademik berbasis coaching direncanakan secara partisipatif melalui rapat awal semester, penetapan jadwal, instrumen, serta pemetaan kebutuhan guru. Implementasi supervisi dilaksanakan melalui tahapan praobservasi, observasi, dan pascaobservasi dengan menerapkan mekanisme pemberdayaan guru, penggunaan pertanyaan reflektif, pemberian umpan balik konstruktif, serta penyusunan rencana aksi yang spesifik dan terukur. Evaluasi supervisi dilakukan melalui refleksi pascaobservasi berbasis bukti kelas dan forum evaluasi kolektif guru. Tindak lanjut supervisi diwujudkan dalam pelaksanaan rencana aksi, lesson study, forum MGMP internal, serta pendampingan guru secara berkelanjutan. Faktor pendukung pelaksanaan supervisi meliputi komitmen kepemimpinan kepala sekolah, budaya sekolah yang kolaboratif, dan keterbukaan guru, sedangkan faktor penghambat mencakup keterbatasan waktu, sarana pembelajaran, serta resistensi awal sebagian guru terhadap supervisi. Penelitian ini menyimpulkan bahwa supervisi akademik berbasis coaching berkontribusi positif sebagai pembinaan profesional guru yang berkelanjutan, khususnya dalam konteks sekolah kepulauan. Rekomendasi diarahkan pada penguatan dukungan kelembagaan, peningkatan kapasitas kepala sekolah dan guru sebagai coach internal, serta pengembangan Komunitas Belajar Profesional dan lesson study yang sesuai dengan karakteristik sekolah di Kabupaten Simeulue.

Conventional academic supervision is often perceived as administrative oversight and, therefore, tends to provide limited support for the development of teachers’ pedagogical competence. Coaching offers a partnership-based approach that emphasizes reflective dialogue, empowerment, and constructive feedback. This study aims to analyze the implementation of coaching-based academic supervision to develop teachers’ pedagogical competence using a descriptive qualitative approach. The study was conducted at three state junior high schools (SMPN) in Simeulue Regency: SMPN 1 Simeulue Cut, SMPN 2 Simeulue Timur, and SMPN 3 Teupah Selatan, and involved 18 informants, including three principals and 15 teachers. Data were collected through in-depth interviews, classroom observations, and document analysis, and were analyzed using the interactive model proposed by Miles and Huberman. The findings indicate that the coaching-based academic supervision program was planned participatively through meetings at the beginning of the semester, including the determination of schedules and instruments, as well as the mapping of teachers’ needs. Supervision implementation was carried out through the pre-observation, observation, and post-observation stages by applying teacher empowerment mechanisms, using reflective questioning (powerful questions), providing constructive feedback, and developing specific and measurable action plans. Supervision evaluation was conducted through evidence-based post-observation reflection and collective teacher evaluation forums. Follow-up actions were implemented through action plans, lesson study activities, internal Subject Teacher Working Group (MGMP) forums, and continuous teacher mentoring. Supporting factors included principals’ leadership commitment, a collaborative school culture, and teachers’ openness, whereas inhibiting factors comprised time constraints, limited instructional resources, and initial resistance from some teachers to supervision. The study concludes that coaching-based academic supervision makes a positive contribution to sustainable teacher professional development, particularly in island schools. Recommendations are aimed at strengthening institutional support, enhancing the capacity of principals and teachers as internal coaches, and developing Professional Learning Communities and lesson study models aligned with the characteristics of schools in Simeulue Regency.