SUPERVISI AKADEMIK KEPALA SEKOLAH DALAM MENINGKATKAN MUTU PRMBELAJARAN SEKOLAH MENENGAH PERTAMA INTEGRASI (SMP IT) ANNAJIYAH KOTA LUBUK LINGGAU

Abstract

Academic supervision is a series of activities to help the teachers in developing their ability to manage the learning process in order to achieve the learning targets. Supervision which was conducted by Sekolah Menengah Pertama Integrasi (SMP IT) Annajiyah Kota Lubuk Linggau was an aid that guides the teacher in planning the learning, implementing the learning process, evaluating the students’ learning outcome, and following up the supervision’s results in order to improve the quality of learning in Sekolah Menengah Pertama Integrasi (SMP IT) Annajiyah Kota Lubuk Linggau. This study aims to: 1) describe and analyze the principal academic supervision Sekolah Menengah Pertama Integrasi (SMP IT) Annajiyah Kota Lubuk Linggau in improving the quality of learning, 2) describe the implementation strategy of principal academic supervision Sekolah Menengah Pertama Integrasi (SMP IT) Annajiyah Kota Lubuk Linggau in improving the quality of learning, 3) describe and analyze the implication of the principal academic supervision Sekolah Menengah Pertama Integrasi (SMP IT) Annajiyah Kota Lubuk Linggau in improving the quality of learning.This study applied descriptive qualitative approach. The source of the data were principal, vice principal of curriculum, vice principal of quality guarantor, teachers Sekolah Menengah Pertama Integrasi (SMP IT) Annajiyah Kota Lubuk Linggau. The data collection techniques used observation, interview, and documentation. As for the validity test using triangulation techniques data and sources, while the data analysis using interactive analysis techniques. Based on the research findings, it could be concluded as follows: (1) the principal’s Sekolah Menengah Pertama Integrasi (SMP IT) Annajiyah Kota Lubuk Linggau academic supervision programs were prepared based on the supervision analysis results and the previous monitoring results of the learning process; the principal’s academic supervision programs were arranged at the beginning of the school year by identifying the problems, setting the goals, and determining the implementation time in advance. Those activities engaged the roles of vice principal of curriculum, vice principal of quality guarantor, and teachers that were done systematically, (2) the implementation strategy of the principal’s academic supervision included: indirect and direct supervision, classroom visit supervision, and observation of the teachers’ activity inside as well as outside the classroom, and the following-up implementation of academic supervision result in the form of personal and group coaching. (3) the implication of principal’s academic supervision were: (a) the improvement in the teachers’ ability in designing learning sets (b) the improvement in the teachers’ ability in implementing the learning process, (c) the improvement in the teachers’ ability in evaluating the students’ learning outcomes.