SUPERVISI AKADEMIK KEPALA SEKOLAH DALAM MENINGKATKAN MUTU PEMBELAJARAN DI SMK BUDI UTOMO WAY JEPARA LAMPUNG TIMUR

Sugiran Sugiran

doi:10.57146/annur.v12i02.5889

Authors

Sugiran Sugiran Universitas Islam An Nur Lampung

DOI:

https://doi.org/10.57146/annur.v12i02.5889

Keywords:

academic supervision; school principal; learning quality; teaching factory; Center of Excellence

Abstract

This study aims to describe and analyze the implementation of the principal's academic supervision in improving the quality of learning at SMK Budi Utomo Way Jepara, East Lampung, a vocational high school designated as a Center of Excellence (Sekolah Pusat Keunggulan) that implements a teaching-factory-based curriculum, with 60 educators and education personnel and 1,000 students. This study uses a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with the principal, the vice principal for curriculum, and productive and normative-adaptive teachers, supplemented by documentation study of the academic supervision program and teaching factory curriculum documents. Data were analyzed through data reduction, data display, and conclusion drawing, with source and technique triangulation to maintain data validity. The results show that the principal implements academic supervision through three main stages: planning annual and semester supervision programs, implementing classroom and teaching-factory supervision using collaborative and clinical approaches, and following up through coaching, training, and continuous mentoring for teachers. The school's status as a Center of Excellence encourages the principal to develop a supervision model integrated with curriculum alignment and partnerships with the business and industrial world (DUDI). Supporting factors include leadership commitment, government program support, and industry partnerships, while inhibiting factors include the principal's limited time, a high teacher-to-class ratio due to the large student population, and varying levels of teacher readiness for production-based learning. Consistent implementation of academic supervision is shown to contribute to improving teachers' pedagogical and professional competence and strengthening the quality of teaching-factory-based learning.

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