Implementasi Supervisi Akademik Berbasis Coaching Untuk Meningkatkan Kinerja Guru di SMA Pelita Rantepao Kabupaten Toraja Utara

Poleallo, Nikodemus Saung (2026) Implementasi Supervisi Akademik Berbasis Coaching Untuk Meningkatkan Kinerja Guru di SMA Pelita Rantepao Kabupaten Toraja Utara. S2 thesis, Universitas Kristen Indonesia.

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan implementasi supervisi akademik berbasis coaching di SMA Pelita Rantepao, menganalisis peran supervisi tersebut dalam meningkatkan kinerja guru, serta mengidentifikasi dampak positif dan negatif yang muncul selama pelaksanaannya. Pendekatan penelitian yang digunakan adalah kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan analisis dokumen supervisi serta laporan kinerja guru. Hasil penelitian menunjukkan bahwa supervisi akademik berbasis coaching mendorong terciptanya suasana kolaboratif dan reflektif antara supervisor dan guru. Model coaching efektif meningkatkan kompetensi pedagogik guru, inovasi pembelajaran, kemampuan refleksi, dan motivasi kerja. Dampak positif supervisi ini adalah terbentuknya budaya kolaborasi, refleksi, dan pengembangan berkelanjutan bagi guru. Sementara dampak negatif yang ditemukan terkait dengan kecanggungan dalam penerapan awal dan keterbatasan sumber daya. Kesimpulannya, implementasi supervisi akademik berbasis coaching di SMA Pelita Rantepao terbukti efektif dalam meningkatkan kinerja profesional guru, namun pelatihan berkelanjutan dan optimalisasi bukti empiris perlu diperkuat untuk mencapai kualitas pembelajaran yang lebih baik. Kata Kunci: supervisi akademik, coaching, kinerja guru, pendidikan menengah, refleksi pembelajaran / This study aims to describe the implementation of academic supervision based on coaching at SMA Pelita Rantepao, analyze its role in enhancing teacher performance, and identify the positive and negative impacts emerging during its execution. A qualitative approach with case study design was employed. Data were collected through in-depth interviews, participatory observation, and analysis of supervision documents and teacher performance reports. Findings reveal that coaching-based academic supervision fosters a collaborative and reflective atmosphere between supervisors and teachers. The coaching model effectively improves teachers' pedagogical competence, learning innovation, reflection skills, and work motivation. Positive impacts include the formation of a culture of collaboration, reflection, and continuous professional development. Negative impacts involve initial implementation awkwardness and resource limitations. In conclusion, the implementation of coaching-based academic supervision at SMA Pelita Rantepao proves effective in enhancing teachers' professional performance, though ongoing training and empirical evidence optimization are needed to achieve better learning quality. Keywords: academic supervision, coaching, teacher performance, secondary education, learning reflection

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