Analisis Supervisi Akademik Kepala Sekolah Berbasis Coaching Terhadap Kinerja Guru di SMP Ksatrya Jakarta dengan Model Evaluasi CIPP
DOI:
https://doi.org/10.63822/pmdgr817Keywords:
Academic Supervision, Coaching, Teacher Performance, CIPP Evaluation Model, Descriptive Statistics.Abstract
Academic supervision is one of the principal's strategic efforts to enhance teachers' professional competence and performance through continuous professional development. SMP Ksatrya Jakarta has implemented coaching-based academic supervision; however, its implementation has not yet been comprehensively evaluated. This study aims to analyze the implementation of the principal's coaching-based academic supervision on teacher performance using the Context, Input, Process, Product (CIPP) Evaluation Model. This study employed a qualitative approach supported by descriptive quantitative analysis. Data were collected through interviews, observations, documentation, and Likert-scale questionnaires administered to six respondents, consisting of the principal, the vice principal for curriculum, a senior teacher, and teachers who had participated in coaching-based academic supervision. Qualitative data were analyzed using the Miles, Huberman, and Saldaña interactive model, while quantitative data were analyzed using descriptive statistics, including mean scores, percentages, and achievement categories. The findings indicate that all CIPP evaluation components achieved good to very good categories. The implementation of academic supervision was aligned with the school's needs and supported by the principal's competence, teachers' readiness, appropriate supervision programs and instruments, and adequate facilities and infrastructure. The supervision process was systematically conducted through planning, classroom observation, coaching sessions, constructive feedback, monitoring, and follow-up activities. Coaching-based academic supervision was found to improve lesson planning, instructional implementation, learning assessment, teacher professionalism, work motivation, and overall teacher performance at SMP Ksatrya Jakarta.
References
Aedi, N. (2022). Manajemen Pendidik dan Tenaga Kependidikan. PT. Remaja Rosdakarya.
Barnawi, & Arifin, M. (2021). Kinerja Guru Profesional (Cet.10). Ar-ruzz Media.
Bungin, B. (2021). Penelitian Kualitatif : Komunikasi, Ekonomi, Kebijakan Publik, dan Ilmu Sosial Lainnya (Edisi Ke-3). Kencana Predana Media.
Depdiknas. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.
Direktorat Jenderal Guru dan Tenaga Kependidikan. (2023). Panduan Pembelajaran dan Asesmen pada Kurikulum Merdeka. Kemendikbudristek.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2018). SuperVision and Instructional Leadership: A Developmental Approach (10th ed.). Pearson.
Gunawan, A. (2021). Coaching dan Mentoring untuk Pengembangan SDM dan Organisasi. Gramedia Widiasarana Indonesia.
Irayati, M., Wijayanti, M. A., Puspitawati, S., Rafael, S., & Wijayanti, W. (2022). Paket Modul 2 Praktik Pembelajaran yang Berpihak pada Murid, Modul 2.3 Coaching untuk Supervisi Akademik. Kementerian Pendidikan Dan Kebudayaan, Riset Dan Teknologiiset Dan Teknologi, 1–106. https://lms25-gp.simpkb.id/course/view.php?id=1034.
Kasali, R. (2021). Self Driving: Menjadi Driver atau Passenger? Mizan.
Lelatobur, L. E., & Waruwu, M. (2024). Peran Manajemen Supervisi Akademik dalam Meningkatkan Kinerja Guru. Indonesian Journal of Instruction, 5(1), 108–116. https://doi.org/10.23887/iji.v5i1.74953
Luther, P., & Sasongko, R. N. (2021). Supervisi Akademik Kepala Sekolah: Meningkatkan Kompetensi Profesional Guru Bahasa Indonesia. Jurnal Manager Penedidikan, 15, 95–104. https://doi.org/10.33369/mapen.v15i2.17278.
Mabruroh, & Atikah, C. (2024). Penerapan Coaching Dalam Supervisi Akademik. Pendas:Jurnal Ilmu Pendidikan Dasar, 09. https://doi.org/10.23969/jp.v9i4.19113.
Moleong, L. J. (2018). Metode Penelitian Kualitatif (Edisi Revi). PT. Remaja Rosdakarya.
Mulyasa, E. (2019). Manajemen dan Kepemimpinan Kepala Sekolah. Bumi Aksara.
Nurhakim, H. A., & Fahruddin. (2022). Evaluasi Program Pembelajaran Sejarah Daring Dengan Model CIPP. Jurnal Evaluasi Pendidikan, 13, 111–118. https://doi.org/10.21009/jep.v13i2.27456.
Priansa, D. J. (2016). Perencanaan dan Pengembangan SDM. Alfabeta.
Riduwan. (2015). Skala Pengukuran Variabel-Variabel Penelitian. Alfabeta.
Sagala, H. S. (2021). Supervisi Pembelajaran dalam Profesi Pendidikan. Alfabeta.
Santosa, H., & Nusyirwan. (2019). Bahan Ajar Pengantar Supervisi Akademik. DIRJEN Guru Dan Tenaga Pendidikan Kementerian Pendidikan Dan Kebudayaan, Mkb 7056, 1–101.
Sitaasih, D. K. (2020). Supervisi Akademik untuk Meningkatkan Kompetensi Guru Dalam Proses Pembelajaran di SD. 4(2), 241–247. https://doi.org/10.23887/jisd.v4i2.25461.
Stufflebeam, D. L., & Shinkfield, A. J. (2020). Evaluation Theory, Models, and Applications. Jossey-Bass.
Stufflebeam, D. L., & Zhang, G. (2017). The CIPP evaluation model: How to evaluate for improvement and accountability. Guilford Publications.
Sugiyono. (2018). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. https://digi-lib.stekom.ac.id/assets/dokumen/ebook/feb_35efe6a47227d6031a75569c2f3f39d44fe2db43_1652079047.pdf
Supardi. (2021). Kinerja Guru. Rajawali Press.
Suyanto, & Jihad, A. (2021). Menjadi Guru Profesional. Erlangga.
UU. (2005). Undang-Undang No. 14 Tahun 2005 tentang guru dan Dosen. Dewan Perwakilan Rakyat Indonesia, 2.
Whitmore, J. (2020). Coaching for Performance (Edisi Revi). Nicholas Brealey Publishing.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Alvinia Nurhalisa Permata , Anna Ramadhayanti , Dadan Hidayat (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
