Electronic Theses and Dissertation

Penilaian kinerja guru oleh kepala sekolah memiliki peran strategis dalam meningkatkan kualitas pembelajaran dan profesionalisme guru. Penelitian ini bertujuan untuk menganalisis pelaksanaan penilaian kinerja guru oleh kepala sekolah serta pengalaman guru di SMP Negeri 1 Kuala, SMP Negeri 3 Kuala, dan SMP Negeri 11 Kuala Kabupaten Nagan Raya, termasuk hambatan dan strategi yang diterapkan untuk meningkatkan mutu pembelajaran. Penelitian ini menggunakan metode deskriptif kualitatif dengan pengumpulan data melalui observasi, wawancara mendalam, dan studi dokumentasi. Data dianalisis dengan teknik reduksi, penyajian, dan verifikasi, serta diuji keabsahannya melalui triangulasi sumber dan metode, sehingga hasil penelitian bersifat valid dan dapat dipercaya. Hasil observasi menunjukkan bahwa pelaksanaan penilaian kinerja guru mencakup empat aspek utama, yaitu perencanaan pembelajaran, pelaksanaan pembelajaran, penilaian hasil belajar, dan disiplin serta tanggung jawab profesional guru. Guru di ketiga sekolah telah menyusun RPP dan modul ajar sesuai kurikulum, melaksanakan pembelajaran dengan tertib, serta menjaga profesionalitas dalam menyelesaikan tugas. Studi dokumentasi menunjukkan kelengkapan instrumen penilaian kinerja, lembar evaluasi, modul ajar, RPP, dan data kehadiran guru, yang mendukung transparansi dan sistematisasi penilaian. Hasil wawancara mengungkapkan bahwa kepala sekolah menerapkan strategi penilaian kinerja secara partisipatif, kolaboratif, dan berfokus pada pembinaan profesional, dengan menggunakan observasi langsung, analisis perangkat ajar, diskusi reflektif, penyusunan Rencana Hasil Kerja (RHK), dan pemanfaatan platform digital PMM. Hambatan utama yang dihadapi adalah keterbatasan kemampuan guru dalam penggunaan teknologi informasi, yang diatasi melalui pendampingan teknis, workshop, dan dukungan guru TIK. Novelty penelitian menunjukkan bahwa penelitian ini menghadirkan temuan baru terkait integrasi metode partisipatif dan digital dalam penilaian kinerja guru, termasuk pemanfaatan platform PMM secara sistematis untuk meningkatkan transparansi, efisiensi, dan pembinaan profesional guru.
Kata Kunci: Kepala Sekolah, Guru, Penilaian Kinerja, Pembinaan Profesional

Teacher performance appraisal conducted by school principals plays a strategic role in improving the quality of learning and enhancing teacher professionalism. This study aims to analyze the implementation of teacher performance appraisal by principals and to explore teachers‟ experiences in SMPN (State Junior High School) 1 Kuala, SMPN 3 Kuala, and SMPN 11 Kuala in Nagan Raya Regency, including the challenges encountered and the strategies applied to improve learning quality. This study employed a descriptive qualitative method, with data collected through observations, in-depth interviews, and document analysis. The data were analyzed using data reduction, data display, and verification techniques, and their validity was ensured through source and method triangulation, thereby producing credible and trustworthy findings. The observation results indicate that teacher performance appraisal encompasses four main aspects: lesson planning, instructional implementation, assessment of learning outcomes, and teacher discipline and professional responsibility. Teachers in all three schools have prepared lesson plans and teaching modules in accordance with the curriculum, conducted classroom instruction in an orderly manner, and maintained professionalism in fulfilling their duties. Document analysis reveals the completeness of performance appraisal instruments, evaluation sheets, teaching modules, lesson plans, and teacher attendance records, which support the transparency and systematic nature of the appraisal process. Interview findings indicate that principals implement participatory and collaborative appraisal strategies focused on professional development, utilizing direct classroom observation, analysis of instructional tools, reflective discussions, the formulation of Individual Performance Outcome Plans (Rencana Hasil Kerja/RHK), and the use of the Independent Teaching Platform (Platform Merdeka Mengajar/PMM). The main challenge identified is teachers‟ limited capacity in using information technology, which has been addressed through technical assistance, workshops, and support from ICT teachers. The novelty of this study lies in its findings on integrating participatory and digital approaches into teacher performance appraisal, particularly the systematic use of the PMM platform to enhance transparency, efficiency, and teachers‟ professional development. Keywords: School Principal, Teachers, Performance Appraisal, Professional Development