ANALISIS PELAKSANAAN SUPERVISI AKADEMIK DAN IMPLIKASINYA TERHADAP PENGEMBANGAN KOMPETENSI GURU DI SEKOLAH DASAR
DOI:
https://doi.org/10.34125/jkps.v11i4.3141Keywords:
supervisi akademik; kompetensi guru; supervisi pembelajaran; sekolah dasar; pengembangan profesional guruAbstract
Academic supervision is an essential strategy for improving teachers' competencies and the quality of learning in elementary schools. However, the implementation of academic supervision in educational institutions continues to face several challenges, particularly in classroom observation, constructive feedback, and follow-up activities. This study aims to analyze the implementation of academic supervision and its implications for the development of teacher competencies in elementary schools. The study employed a qualitative approach using a descriptive analysis method by examining three videos of academic supervision practices covering the pre-observation, classroom observation, and post-observation stages. Data were collected through document observation and analyzed using data reduction, data display, and conclusion drawing based on indicators of academic supervision and teacher competencies. The findings indicate that academic supervision was implemented systematically through the stages of pre-observation, classroom observation, and post-observation. Supervisors adopted humanistic, collaborative, and reflective approaches that encouraged teachers to evaluate and improve their instructional practices. The implementation of academic supervision had positive implications for the development of teachers' pedagogical, professional, social, and personal competencies, particularly in lesson planning, classroom management, the use of instructional media, educational communication, and reflective teaching practices.
References
Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. ASCD.
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2018). SuperVision and instructional leadership: A developmental approach (10th ed.). Pearson.
Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125–142. https://doi.org/10.1108/09578231111116699
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Mulyasa, E. (2022). Menjadi kepala sekolah profesional. PT Remaja Rosdakarya.
OECD. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
Republik Indonesia. (2005). Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan Dosen. Sekretariat Negara Republik Indonesia.
Republik Indonesia. (2008). Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 16 Tahun 2007 tentang Standar Kualifikasi Akademik dan Kompetensi Guru. Kementerian Pendidikan Nasional.
Sergiovanni, T. J., & Starratt, R. J. (2014). Supervision: A redefinition (9th ed.). McGraw-Hill Education.
UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO Publishing.
Zepeda, S. J. (2017). Instructional supervision: Applying tools and concepts (4th ed.). Routledge.
Kemendikbud. (2021). Panduan pembelajaran dan asesmen pada Kurikulum Merdeka. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Permendikbud Republik Indonesia. (2022). Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 16 Tahun 2022 tentang Standar Proses pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Schleicher, A. (2018). World class: How to build a 21st-century school system. OECD Publishing.
