Supervisi Akademik dengan Pendekatan Kolaboratif dalam Meningkatkan Kinerja Guru di SMK Negeri 2 Banjarmasin - Meriana, Annisa; Norsafitri, Azizah; Metroyadi, Metroyadi; Sakka, Ambo (Empiricism Journal, 2026)
Supervisi akademik di sekolah sering kali masih bersifat administratif dan belum sepenuhnya kolaboratif. Padahal, SMK Negeri 2 Banjarmasin sebagai salah satu sekolah kejuruan di Kalimantan Selatan memiliki peran penting dalam mempersiapkan lulusan yang kompeten dan siap bersaing di dunia kerja. Untuk mendukung tujuan tersebut, guru yang memiliki kinerja profesional dalam melaksanakan proses pembelajaran. Penelitian ini bertujuan untuk menganalisis implementasi supervisi akademik kolaboratif dalam meningkatkan kinerja guru. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Informan penelitian berjumlah 5 orang, terdiri atas 1 orang kepala satuan pendidikan, 1 orang wakil kepala satuan pendidikan, 2 orang guru, dan 1 orang koordinator program keahlian. Data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa supervisi akademik kolaboratif dilaksanakan melalui 4 tahapan, yaitu perencanaan, observasi pembelajaran, umpan balik reflektif, dan tindak lanjut. Pada tahap perencanaan, guru dilibatkan dalam penyusunan jadwal supervisi dan diskusi perangkat pembelajaran. Observasi dilakukan secara langsung di kelas, dilanjutkan dengan umpan balik melalui diskusi reflektif. Tindak lanjut dilakukan melalui evaluasi, pembinaan, dan penyusunan program perbaikan. Supervisi akademik kolaboratif berdampak positif terhadap peningkatan keterampilan mengajar, pengelolaan kelas, penggunaan metode pembelajaran, dan pengembangan profesionalisme guru. Namun, frekuensi supervisi yang masih 1 kali dalam setahun menjadi kendala dalam monitoring berkelanjutan.Academic Supervision Using a Collaborative Approach to Improve Teacher Performance at SMK Negeri 2 BanjarmasinAbstractAcademic supervision in schools is often still administrative in nature and not fully collaborative. Meanwhile, SMK Negeri 2 Banjarmasin, as one of the vocational schools in South Kalimantan, plays an important role in preparing competent graduates who are ready to compete in the workforce. To support this goal, teachers are required to demonstrate professional performance in carrying out the learning process. This study aims to analyze the implementation of collaborative academic supervision in improving teacher performance. This research employed a qualitative approach with a case study design. The informants consisted of 5 individuals, namely 1 head of the educational unit, 1 deputy head of the educational unit, 2 teachers, and 1 vocational program coordinator. Data were collected through in-depth interviews, observation, and documentation, and were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that collaborative academic supervision was implemented through 4 stages: planning, classroom observation, reflective feedback, and follow-up. At the planning stage, teachers were involved in preparing the supervision schedule and discussing instructional documents. Observation was conducted directly in the classroom, followed by feedback through reflective discussions. Follow-up activities were carried out through evaluation, coaching, and the preparation of improvement programs. Collaborative academic supervision had a positive impact on improving teachers’ teaching skills, classroom management, use of instructional methods, and professional development. However, the frequency of supervision, which is still conducted only once a year, remains a limitation in ensuring continuous monitoring.