Implementasi Supervisi Akademik Berbasis Coaching Dalam Meningkatkan Kualitas Pembelajaran Pada Kurikulum Merdeka
DOI:
https://doi.org/10.23917/jmp.v20i1.11296Keywords:
academic supervision, coachingAbstract
This study aims to analyze the implementation of coaching-based academic supervision in improving the quality of learning in the Independent Curriculum. Rooted in the theory of academic supervision and coaching, this study highlights the importance of implementing coaching-based academic supervision in the TIRTA (Objectives, Identification, Action Plan, and Responsibilities) flow. The research method used is qualitative with a case study approach, involving observation, in-depth interviews, and document analysis. The findings of the study show that supervision plays an active role in helping teachers through a participatory and holistic approach, involving classroom observation, self-reflection, and constructive feedback. Supervision helps agree on goals, identify teachers’ weaknesses and strengths, develop development action plans that are directed and in accordance with teachers’ needs, significantly improve the quality of learning in line with the TIRTA model. Motivation and support from supervision encourage teachers to develop innovative ideas, while shared commitment and structured monitoring ensure the successful implementation of the action plan. Obstacles in the implementation of supervision can be overcome with an adaptive, empathetic, and continuous training approach. An important contribution of the research is the development of supervision strategies that empower teachers and support the implementation of a student-cantered curriculum. This study suggests the importance of coaching-based academic supervision as an effective approach in supervision in helping teachers support and empower teachers to improve the quality of learning in the Independent Curriculum.
Downloads
References
Ambarwati, P., & Qurtubi, A. (2023). The Influence of the School Principal’s Coaching Approach on Teacher Performance in the Implementation of Student-Sided Learning. Journal of Educational Administration, 11(1), 10-10.
Amiruddin, Z. (2023). Dampak kurikulum merdeka terhadap kinerja guru di Indonesia. Jurnal Pengembangan Pendidikan, 12(4), 505-520.
Approach to Designing College Courses. San Francisco: Jossey-Bass.
Ayuningsih, W., Syafaruddin, S., & Amiruddin, M. S. (2020). Implementation of Islamic Education Curriculum Development in Al-Ulum Islamic School Medan. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 1033-1044.
Blasko, D., Durgunoğlu, A. Y., & Tan, B. (2022). Peran coaching instruksional dalam mendorong praktik reflektif guru: Sebuah tinjauan sistematik. Teaching and Teacher Education, 115, 103660. https://doi.org/10.1016/j.tate.2022.103660
Chairani, S. P. (2021). Upaya Meningkatkan Kualitas Pembelajaran PKn Melalui Metode Team Game Tournament (TGT) pada Siswa Kelas VII SMP Negeri 06 Lebong TA 2021/2022. CV. Tatakata Grafika.
Darling-Hammond, L. (2000). Teacher Quality and Student Achievement: A Review of State Policy Evidence. Education Policy Analysis Archives, 8(1).
Davis, S. H., McCoy, K. E., & Smith, G. P. (2022). Coaching untuk perbaikan instruksional: Pendekatan komprehensif. Educational Leadership Review, 14(1), 20-36.
Depdiknas. 2007. Supervisi Akademik dalam Peningkatan Profesionalisme Guru. Direktorat Tenaga Kependidikan Ditjen PMPTK Depdiknas.
EMY, SETIANINGSIH., Mohd, Hanif. (2024). 1. Supervisi akademik dengan coaching model tirta untuk meningkatkan kualitas pembelajaran di sekolah. Educational, doi: 10.51878/educational.v4i2.2891
Fauzi, A. (2022). Implementasi kurikulum merdeka di sekolah penggerak. Jurnal Pahlawan| Vol, 18(2), 20-30.
Feldman, K. A. (2007). Identifying Exemplary Teaching: Using Data from Course and Teacher Evaluations. New Directions for Teaching and Learning, 31.
Fink, L. D. (2003). Creating Significant Learning Experiences: An Integrated
Fitriah, I., Ramadhan, A., & Dhiwangkara, B. (2023). Evaluasi efektivitas supervisi akademik dalam pendidikan dasar Indonesia. International Journal of Educational Research, 87(1), 58-72.
Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, and Practice.
Genduk, Widayati. (2023). Upaya meningkatkan keterampilan mengajar guru melalui teknik team teaching method (ttm) di sd negeri kembanglimus. Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI), doi: 10.52060/pti.v4i1.1323
Hakim, A. R., & Nabila, M. (2022). Implementation of The Independent Learning Curriculum in Cirebon District. Journal of Social Science, 3(5),
Hakim, M. N., & Saryulis, M. (2023). Implementasi Supervisi Akademik Dalam Merespon Kebutuhan Peserta Didik Di Sma Negeri 1 Puri Mojokerto. Academicus: Journal of Teaching and Learning, 2(1), 1-9.
Horn, I. S., & Little, J. W. (2022). Kolaborasi: Hubungan baru dalam pembelajaran profesional. Educational Leadership, 80(2), 25-30.
Independent Principal as Manager. International Journal of Innovation and Education Research, 2(1), 53-66.
Indriani, D. S., & Mukhtar, M. (2024). Supervisi akademik untuk pengembangan profesional guru: Studi kasus di Indonesia. Education and Teaching International, 14(3), 327-342.
Kraft, M. A., Blazar, D., & Hogan, D. (2018). Meningkatkan pembelajaran siswa di sekolah menengah: Evaluasi dampak coaching pada praktik instruksional dan hasil siswa. American Educational Research Journal, 55(6), 1106- 1141. https://doi.org/10.3102/0002831218779178
Rismawati, N., Hashim, H., & Radian, H. (2022). Menjelajahi kurikulum merdeka: Peluang dan tantangan bagi guru di Indonesia. Asia Pacific Journal of Education, 42(2), 150-165.
Sari, R. S., & Hamidah, H. (2021). Kepemimpinan transformasional dan kinerja guru dalam konteks supervisi akademik. International Journal of Educational Management, 35(6), 1283-1307. http://dx.doi.org/10.1108/IJEM-02-2021-0060 Setiawan, A., Kusnendi, I., & Rukmini, A. (2023). Kualitas kinerja pendidikan dasar di Pagelaran: Studi tentang praktik supervisi dan hasil belajar siswa. Journal of Educational Policy and Administration, 11(1), 44-60.
Suhardi, E., Budi, S., & Setiawan, M. (2023). Peran supervisi dalam meningkatkan kompetensi guru: Studi di sekolah dasar Indonesia. Journal of Teacher Education and Educational Development, 10(3), 291-301.
Wang, Y., Zhang, Y., & Hu, Z. (2022). Pengaruh pembelajaran kooperatif terhadap keterlibatan siswa dan hubungan interpersonal. Asia Pacific Education Review, 23(1), 13-25. https://doi.org/10.1007/s12564-021-09678-x
West, J. E., Neuman, S. B., & Beidler, S. K. (2023). Coaching sebagai jalur menuju perbaikan instruksional: Pentingnya dan praktisnya. Educational Leadership Review, 15(2), 34-49.
Zohrabi, M. (2021). Meta-analisis penelitian tentang efek coaching instruksional terhadap pengembangan profesional. Journal of Curriculum Studies, 53(3), 383-401. https://doi.org/10.1080/00220272.2020.1851323
