Electronic Theses and Dissertation

Kemampuan potensial guru merupakan faktor krusial dalam mewujudkan
pembelajaran yang berkualitas, namun pengembangan potensi tersebut seringkali
belum optimal tanpa adanya pembinaan yang sistematis dari kepala sekolah
melalui supervisi akademik. Penelitian ini bertujuan untuk mendeskripsikan
perencanaan, pelaksanaan, dan tindak lanjut supervisi akademik kepala sekolah
dalam meningkatkan kemampuan potensial guru di SD Negeri 1, SD
Muhammadiyah 1, dan SD Meutuah YKA Banda Aceh. Penelitian ini
menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian
terdiri atas kepala sekolah dan guru di ketiga sekolah tersebut. Data dikumpulkan
melalui teknik wawancara, observasi, dan studi dokumentasi, kemudian dianalisis
menggunakan model analisis interaktif yang meliputi reduksi data, penyajian data,
dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (1) perencanaan
supervisi akademik dilaksanakan secara terstruktur melalui penyusunan program
supervisi yang mencakup jadwal, instrumen, sasaran pembinaan, serta
mempertimbangkan karakteristik kelas dan kebutuhan guru; (2) pelaksanaan
supervisi akademik dilakukan melalui teknik perorangan berupa kunjungan kelas,
observasi kelas, dan teknik rekan sebaya, serta teknik kelompok berupa
pertemuan/rapat, pelatihan, dan diskusi kelompok, dengan pendekatan yang
bersifat kolaboratif dan demokratis; (3) tindak lanjut supervisi akademik berupa
pemberian umpan balik konstruktif, pendampingan individual, serta program
peningkatan kompetensi guru yang berkelanjutan, sehingga guru menjadi lebih
percaya diri, kreatif, dan inovatif dalam melaksanakan tugasnya

Teachers‘ potential capabilities constitute a crucial factor in achieving high- quality learning outcomes. However, the development of these capabilities is often suboptimal without systematic guidance from school principals through academic supervision. This study aimed to describe the planning, implementation, and follow-up of academic supervision conducted by school principals to enhance teachers‘ potential at State Elementary School 1, Muhammadiyah Elementary School 1, and Meutuah YKA Elementary School in Banda Aceh. This study employed a qualitative approach using a descriptive method. The research participants consisted of school principals and teachers from the three schools. Data were collected through interviews, observations, and document analysis and were subsequently analyzed using an interactive analysis model comprising data reduction, data display, and conclusion drawing. The findings revealed that: (1) the planning of academic supervision was carried out systematically through the development of supervision programs that included schedules, instruments, and developmental targets; (2) the implementation of academic supervision was conducted through various strategies, such as classroom observations, reflective discussions, professional guidance, and training, employing cooperative and democratic approaches; and (3) the follow-up of academic supervision included the provision of constructive feedback, individualized mentoring, and continuous teacher competency development programs, enabling teachers to become more confident, creative, and innovative in carrying out their professional responsibilities. Planned and continuous academic supervision was found to contribute positively to the enhancement of teachers‘ potential capabilities. Nevertheless, challenges remain, particularly those related to time constraints and teachers‘ administrative workload, which require further attention