Peran Kepala Sekolah sebagai Supervisor dalam Mengembangkan Kompetensi Profesional Guru di SMAI Sabilal Muhtadin Banjarmasin

Penelitian ini bertujuan untuk menganalisis peran kepala sekolah sebagai supervisor dalam mengembangkan kompetensi profesional guru di SMA Islam Sabilal Muhtadin Banjarmasin. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus untuk memperoleh pemahaman mendalam mengenai pelaksanaan supervisi akademik. Subjek penelitian terdiri dari kepala sekolah dan guru yang dipilih secara purposive. Teknik pengumpulan data meliputi sebagai berikut wawancara mendalam, observasi, dan studi dokumentasi, sedangkan analisis data dilakukan melalui reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa supervisi akademik telah dilaksanakan secara sistematis mulai dari tahap perencanaan, pelaksanaan, hingga evaluasi. Pada tahap pelaksanaan, kepala sekolah melakukan observasi kelas serta memberikan umpan balik yang bersifat konstruktif dan dialogis. Supervisi akademik dipersepsikan berkontribusi terhadap pengembangan kompetensi profesional guru, terutama dalam aspek perencanaan dan pelaksanaan pembelajaran. Namun, temuan utama penelitian ini menunjukkan bahwa tindak lanjut supervisi belum optimal karena belum didukung oleh program pendampingan berkelanjutan seperti coaching dan mentoring yang terstruktur. Kebaruan penelitian ini terletak pada penegasan bahwa efektivitas supervisi akademik tidak hanya ditentukan oleh keterlaksanaan tahapan supervisi, tetapi juga oleh keberlanjutan tindak lanjut melalui pendekatan coaching dan mentoring dalam konteks sekolah Islam.

The Principal's Role as Supervisor in Developing Teacher Professional Competence at Sabilal Muhtadin Islamic Senior High School, Banjarmasin

Abstract

This research aims to analyze the role of the principal as a supervisor in developing the professional competence of teachers at SMA Islam Sabilal Muhtadin Banjarmasin. The research uses a qualitative approach with a case study design. The research subjects consisted of 1 principal and 6 teachers who were purposively selected based on their active involvement in academic supervision activities. Data collection techniques include in-depth interviews, classroom observations, and document studies, while data analysis is conducted thru data reduction, data presentation, and conclusion drawing with source and technique triangulation to ensure data validity. The research results show that academic supervision has been carried out systematically thru the stages of planning, implementation, and evaluation. At the implementation stage, the principal conducts classroom observations and provides constructive and dialogic feedback. Academic supervision is perceived to contribute to the development of teachers' professional competencies, especially in the aspects of planning and implementing learning. However, the main findings of this study indicate that the follow-up of supervision is not optimal because it is not supported by a continuous mentoring program such as structured coaching and mentoring. The novelty of this research lies in the assertion that the effectiveness of academic supervision is not only determined by the implementation of the supervision stages but also by the sustainability of follow-up thru coaching and mentoring approaches in the context of Islamic schools.