Electronic Theses and Dissertation

Tantangan guru dalam menciptakan pembelajaran berkualitas menjadi tuntutan dalam pendidikan, berbagai pendekatan melalui pengawasan akademik telah dilakukan sebagai solusi pendekatan untuk mengoptimalkan kinerja guru namun keberhasilan implementasinya masih dipertanyakan. Tujuan dari penelitian ini adalah untuk menganalisis bagaimana pelaksanaan supervisi akademik Kepala Sekolah berbasis coaching dalam mengoptimalisasi kinerja guru. Penelitian ini menggunakan metode kualitatif deskriptif, dengan menggunakan teknik wawancara, observasi dan dokumentasi. Penelitian ini melibatkan 15 orang yaitu Kepala Sekolah, Wakil Kurikulum dan guru di SMP Kecamatan Tapaktuan Kabupaten Aceh Selatan, penelitian ini dilakukan selama 4 bulan. Hasil dari penelitian tentang analisis perencanaan, pelaksanaan, evaluasi dan hambatan dari supervisi akademik berbasis coaching dalam optimalisasi kinerja guru menunjukan bahwa (1) perencanaan supervisi akademik berbasis coaching diawali dengan adanya rapat bersama dan penentuan jadwal, sosialisasi dan persiapan guru dan instument penilaian dari supervisi, (2) pelaksanaan supervisi akademik berbasis coaching memiliki 3 tahapan pelaksanaan supervisi akademik coaching yaitu pra observasi, observasi dan pasca observasi, (3) evaluasi reflektif dilakukan mengacu pada dampak yang dihadapi guru, (4) hambatan yang dihadapi dapat diatasi dengan dialog yang membangun dan pelatihan-pelatihan guru. hasil temuan supervisi akademik coaching menujukkan dengan instrumen pemantik coaching yang membangun dalam supervisi akademik sangat efektif karena melahirkan refleksi diri guru, melalui pola komunikasi yang efektif, guru dapat menemukan solusi secara mandiri atas masalah pembelajaran yang dihadapi serta dapat mendorong guru untuk berkembang. Kesimpulannya supervisi akademik berbasis coaching layak menjadi sebuah pendekatan dalam mengoptimalkan kinerja, dengan pendekatan coaching supervisi akademik bukan sekedar penilaian tetapi lebih memberdayakan guru.
Kata kunci; Supervisi Akademik, Kepala Sekolah, Coaching, Kinerja Guru

The challenge of creating high-quality learning environments has become a central demand in education. Various approaches to academic supervision have been implemented to optimize teacher performance; however, their effectiveness remains questionable. This study aims to analyze the implementation of coaching-based academic supervision by school principals to optimize teacher performance. This research employed a descriptive qualitative method, utilizing interviews, observations, and documentation as data collection techniques. The participants consisted of 15 individuals, including school principals, vice principals for curriculum, and teachers from junior high schools in Tapaktuan Subdistrict, Aceh Selatan Regency. The study was conducted over a period of four months. The findings related to the planning, implementation, evaluation, and challenges of coaching-based academic supervision in optimizing teacher performance indicate that: (1) planning for coaching-based academic supervision begins with joint meetings, scheduling, socialization, teacher preparation, and the development of supervision assessment instruments; (2) the implementation of coaching-based academic supervision consists of three stages, namely pre-observation, observation, and post-observation; (3) reflective evaluation is conducted based on the impacts experienced by teachers; and (4) the challenges encountered can be addressed through constructive dialogue and teacher training programs. The findings further reveal that coaching-oriented triggering instruments in academic supervision are highly effective, fostering teacher self-reflection. Through effective communication patterns, teachers can independently identify solutions to instructional problems and are encouraged to continuously develop professionally. In conclusion, coaching-based academic supervision is a viable and effective approach to optimizing teacher performance. Through a coaching-oriented approach, academic supervision functions not merely as an evaluative mechanism but as a process that empowers teachers to grow and improve professionally. Keywords: Academic supervision, school principal, coaching, teacher performance