Electronic Theses and Dissertation

Kualitas pembelajaran di sekolah menengah pertama di Kabupaten Simeulue masih belum optimal, yang ditandai oleh keterbatasan akses pengembangan profesional guru, praktik pembelajaran yang belum sepenuhnya berpusat pada peserta didik, serta budaya kolaborasi antarguru yang masih lemah. Kondisi ini menunjukkan bahwa upaya peningkatan mutu pembelajaran tidak cukup hanya melalui kebijakan kurikulum, tetapi memerlukan peran guru yang mampu menggerakkan perubahan di tingkat satuan pendidikan. Oleh karena itu, Guru Penggerak dipandang strategis sebagai pemimpin pembelajaran yang berperan mendorong inovasi, kolaborasi, dan transformasi pembelajaran secara berkelanjutan. Penelitian ini bertujuan untuk menganalisis kompetensi Guru Penggerak dalam meningkatkan kualitas pembelajaran di sekolah menengah pertama di Kabupaten Simeulue, yang difokuskan pada: (1) kompetensi Guru Penggerak, (2) langkah-langkah yang dilakukan dalam peningkatan kualitas pembelajaran, dan (3) kegiatan pembelajaran yang dilaksanakan untuk mendorong motivasi serta hasil belajar siswa. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data diperoleh melalui wawancara mendalam, observasi pembelajaran, dan analisis dokumentasi. Subjek penelitian terdiri atas tiga Guru Penggerak, tiga kepala sekolah, dan sembilan siswa dari tiga SMP di Kabupaten Simeulue. Analisis data dilakukan dengan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa 1) kompetensi Guru Penggerak tergolong sangat baik, meliputi kompetensi pedagogik, profesional, sosial, dan kepribadian, 2) Langkah-langkah Strategis yang dilakukan Guru Penggerak berperan sebagai inisiator perubahan melalui pelaksanaan In House Training (IHT), pendampingan pembelajaran,3) Penerapan pembelajaran berbasis proyek dan teknologi, serta penguatan budaya positif sekolah. Implementasi kompetensi tersebut berdampak pada meningkatnya motivasi belajar siswa, kapasitas guru sejawat, dan terbentuknya iklim sekolah yang lebih kondusif. Penelitian ini menegaskan bahwa Guru Penggerak memiliki kontribusi nyata dalam meningkatkan kualitas pembelajaran dan membangun ekosistem pendidikan yang berkelanjutan di Kabupaten Simeulue
Kata Kunci: Guru Penggerak, Kompetensi Guru, Kualitas Pembelajaran

The quality of learning in junior high schools in Simeulue Regency has not yet reached an optimal level, as indicated by limited access to teachers‘ professional development, instructional practices that are not fully student-centered, and a weak culture of collaboration among teachers. These conditions suggest that efforts to improve instructional quality cannot rely solely on curriculum policies, but rather require the active role of teachers who are capable of initiating change at the school level. Therefore, Guru Penggerak (Teacher Leaders) are viewed as strategic actors serving as instructional leaders who promote innovation, collaboration, and the sustainable transformation of teaching and learning practices. This study aims to analyze the competencies of Teacher Leaders in improving the quality of learning in junior high schools in Simeulue Regency, with a focus on: (1) the competencies of Teacher Leaders; (2) the strategic actions undertaken to enhance instructional quality; and (3) the learning activities implemented to foster student motivation and learning outcomes. The study employed a qualitative approach using a case study design. Data were collected through in-depth interviews, classroom observations, and document analysis. The research participants consisted of three Teacher Leaders, three school principals, and nine students from three junior high schools in Simeulue Regency. Data analysis was conducted using the Miles and Huberman model. The findings indicate that: (1) the competencies of Teacher Leaders are categorized as very strong, encompassing pedagogical, professional, social, and personal competencies; (2) the strategic initiatives undertaken by Teacher Leaders positioned them as initiators of change through the implementation of In-House Training (IHT) and instructional mentoring; and (3) the application of project-based and technology-enhanced learning, as well as the strengthening of a positive school culture. The implementation of these competencies contributed to increased student learning motivation, enhanced capacity of peer teachers, and the establishment of a more conducive school climate. This study affirms that Teacher Leaders make a tangible contribution to improving instructional quality and to building a sustainable educational ecosystem in Simeulue Regency. Keywords: Teacher leaders, teacher competencies, quality of learning