Cucun Hasanah, - and Sururi, - and Suryadi, - (2025) EFEKTIVITAS SUPERVISI AKADEMIK BERBASIS COACHING DALAM MENINGKATKAN KINERJA MENGAJAR GURU SD DI KECAMATAN RANCAEKEK KABUPATEN BANDUNG. S2 thesis, Universitas Pendidikan Indonesia.
Abstract
Tujuan utama penelitian ini adalah mendeskripsikan efektivitas supervisi akademik berbasis coaching dalam meningkatkan kinerja mengajar guru SDN di Kecamatan Rancaekek, Kabupaten Bandung. Pendekatan kualitatif model studi multi kasus digunakan, dengan triangulasi sebagai teknik pengumpulan data. Penelitian dilaksanakan di SDN Rancabango, SDN Bojongsalam 4, SDN Buah Dua, dan SDN Rancaekek 6 selama 4 bulan. Sebanyak 41 orang yang terdiri dari kepala sekolah dan guru yang dipilih secara purposive - terlibat sebagai partisipan penelitian. Analisis data mengadopsi teknik analisis tematik yang diformulasikan ke dalam enam tahapan, dengan memanfaatkan Nvivo sebagai alat pendukung. Hasil penelitian menunjukkan bahwa supervisi akademik berbasis coaching terbukti efektif dalam meningkatkan kinerja mengajar guru. Temuan ini dikenali dari kinerja mengajar guru yang berubah antara sebelum dan sesudah mengikuti supervisi akademik berbasis coaching meliputi 9 indikator; 1) Peningkatan kemampuan guru dalam mengelola waktu belajar, 2) Guru menjadi proaktif mencari saran untuk pengembangan kinerja mengajar mereka, 3) Adanya keberanian untuk mengemukakan tantangan dalam kinerja mengajar dari kalangan guru yang sebelumnya cenderung tertutup, 4) Guru menunjukkan refleksi mandiri, 5) Peningkatan perencanaan pembelajaran secara kualitatif dan kuantitatif, 6) Peningkatan kualitas pelaksanaan pembelajaran, 7) Guru saling mengobservasi kegiatan pembelajaran, 8) Guru saling berbagi best practice pembelajaran, dan 9) Peningkatan kualitas pengelolaan kelas. Hasil penelitian ini sangat berharga di tengah supremasi metode coaching dalam supervisi akademik yang belum banyak terbukti – meskipun telah diserukan sejak keberlakuan kurikulum Merdeka. Implikasi penelitian ini menunjukkan bahwa tanpa perencanaan supervisi yang dialogis dan kolektif, pencapaian tujuan pembelajaran dan pengembangan profesional guru menjadi tidak optimal. Implementasi yang tidak konsisten akan menghambat produktivitas guru, sementara pengelolaan dukungan dan hambatan yang tidak sistemik melemahkan adaptabilitas supervisi. Kurangnya pengendalian berbasis dokumentasi dan tindak lanjut juga menurunkan kepuasan stakeholder. Tanpa aktualisasi menyeluruh, supervisi berbasis coaching tidak akan mendorong inovasi pembelajaran secara berkelanjutan. Oleh karena itu, dibutuhkan penguatan kapasitas kepala sekolah, pelatihan coaching, dan instrumen supervisi yang kontekstual. Penelitian lanjutan direkomendasikan untuk mengatasi hambatan dan memperkuat keberlanjutan praktik supervisi. The primary objective of this research is to describe the effectiveness of coaching-based academic supervision in enhancing the teaching performance of elementary school teachers in Rancaekek District, Bandung Regency. A qualitative approach using a multi-case study model was employed, with triangulation as the data collection technique. The research was conducted at SDN Rancabango, SDN Bojongsalam 4, SDN Buah Dua, and SDN Rancaekek 6 for 4 months. A total of 41 people, consisting of school principals and teachers selected purposively, participated as research participants. Data analysis employed thematic analysis techniques, formulated into six stages, and utilized NVivo as a supporting tool. The research results show that coaching-based academic supervision is proven effective in improving teachers' teaching performance. This finding is recognized from the teachers' teaching performance which changed between before and after participating in coaching-based academic supervision, including 9 indicators: 1) Improvement in teachers' ability to manage learning time, 2) Becoming proactive in seeking advice for the development of their teaching performance, 3) Courage to express challenges in teaching performance from teachers who were previously inclined to be closed, 4) Demonstrating self-reflection, 5) Qualitative and quantitative improvement in learning planning, 6) Improvement in the quality of learning implementation, 7) Observing each other's learning activities, 8) Teachers sharing best practices in learning, and 9) Improvement in classroom management quality. The results of this research are highly valuable amidst the dominance of the coaching method in academic supervision, which has not been widely proven, despite being advocated since the implementation of the Merdeka curriculum. The implications of this research show that without dialogic and collective supervision planning, the achievement of learning objectives and teacher professional development will not be optimal. Inconsistent implementation will hamper teacher productivity, while non-systemic management of support and obstacles weakens the adaptability of supervision. Lack of documentation-based control and follow-up also reduces stakeholder satisfaction. Without comprehensive actualization, coaching-based supervision will not encourage continuous learning innovation. Therefore, it is necessary to strengthen the capacity of school principals, provide coaching training, and use contextual supervision instruments. Further research is recommended to address barriers and strengthen the sustainability of supervisory practices.
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| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?view_op=new_profile&hl=id ID SINTA Dosen Pembimbing: Sururi: 6664219 Suryadi: 5978515 |
| Uncontrolled Keywords: | Kinerja Mengajar Guru, Metode Coaching, Supervisi Akademik Academic Supervision, Coaching Method, Teacher's Teaching Performance |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education L Education > LC Special aspects of education |
| Divisions: | Fakultas Ilmu Pendidikan > Administrasi Pendidikan-S2 |
| Depositing User: | Cucun Hasanah |
| Date Deposited: | 08 Sep 2025 07:08 |
| Last Modified: | 08 Sep 2025 07:08 |
| URI: | http://repository.upi.edu/id/eprint/137267 |
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