Implementasi Teknik Supervisi Akademik oleh Kepala Sekolah dalam Meningkatkan Kompetensi Pedagogik Guru di MTsS Darul Amanah

Penelitian ini dilatarbelakangi oleh pelaksanaan supervisi akademik di sekolah yang masih cenderung bersifat administratif dan belum menyentuh peningkatan kualitas praktik pembelajaran secara substantif. Oleh karena itu, diperlukan pendekatan supervisi yang lebih reflektif dan kolaboratif. Penelitian ini bertujuan untuk menganalisis implementasi teknik SUPER KOL (Supervisi Klinis dan Kolaboratif), mengidentifikasi perubahan kompetensi pedagogik guru, serta mendeskripsikan faktor pendukung dan penghambat pelaksanaannya di MTsS Darul Amanah. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Informan penelitian terdiri atas 1 kepala sekolah dan 6 guru. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dijaga melalui triangulasi sumber dan teknik, member checking, serta audit trail. Temuan penelitian menunjukkan bahwa teknik SUPER KOL yang mengintegrasikan tahapan supervisi klinis dengan pendekatan kolaboratif berkontribusi terhadap peningkatan praktik pedagogik guru, terutama dalam perencanaan pembelajaran, pelaksanaan pembelajaran, evaluasi, dan refleksi. Selain itu, keberhasilan implementasi dipengaruhi oleh dukungan kepala sekolah, keterbukaan guru, serta budaya kolaboratif di sekolah, sementara kendala yang dihadapi meliputi keterbatasan waktu dan beban kerja guru. Dengan demikian, teknik SUPER KOL dapat menjadi alternatif pendekatan supervisi akademik yang lebih kontekstual dan bermakna dalam meningkatkan kualitas pembelajaran.

The Social Role of Parents in Children's Education (Case Study of Fishermen's Families in Kuranji Dalang Village, Labuapi District, West Lombok)

Abstract

This study is motivated by the implementation of academic supervision in schools which tends to be administrative and has not substantially improved the quality of teaching practices. Therefore, a more reflective and collaborative supervision approach is needed. This study aims to analyze the implementation of the SUPER KOL (Collaborative and Clinical Supervision) technique, identify changes in teachers’ pedagogical competence, and describe the supporting and inhibiting factors in its implementation at MTsS Darul Amanah. This study employed a qualitative approach with a case study design. The informants consisted of one principal and six teachers. Data were collected through observation, interviews, and documentation. Data analysis used the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation, member checking, and audit trail. The findings indicate that the SUPER KOL technique, which integrates clinical supervision stages with a collaborative approach, contributes to improving teachers’ pedagogical practices, particularly in lesson planning, instructional implementation, assessment, and reflection. Furthermore, its implementation is supported by the principal’s leadership, teachers’ openness, and a collaborative school culture, while the constraints include limited time and teachers’ workload. Thus, the SUPER KOL technique can serve as an alternative approach to academic supervision that is more contextual and meaningful in improving the quality of learning.