Supervisi Akademik Dan Kompetensi Pedagogik Sebagai Determinan Kinerja Guru

Abstract

This article aims to examine the impact of academic supervision and pedagogic competence on teacher performance at State Junior High Schools in Ulaweng District, Bone Regency. This type of research is ex-post facto research with a positivistic-quantitative approach. Respondents in this study were 56 teachers at State Junior High Schools in Ulaweng District, Bone Regency as a whole through a saturated sample. The data collection method used is a questionnaire. Questionnaires were distributed to respondents and then analyzed through inferential statistics using multiple linear regression. The results of this study prove that: Academic supervision partially has a positive and significant effect on teacher performance by 12.8%. Pedagogic competence partially has a positive and significant effect on teacher performance by 10.9%. Simultaneously, academic supervision and pedagogic competence have a positive and significant effect on teacher performance by 23.7% at State Junior High Schools in Ulaweng District, Bone Regency. This indicates that the better the implementation of academic supervision and pedagogic competence, the higher the performance of State Junior High School teachers in Ulaweng District, Bone Regency.

Supervisi Akademik Untuk Peningkatan Kinerja Guru dan Prestasi Belajar Siswa

“…Pengajaran Guru Sekolah Dasar) (Suryani, 2015) Jurnal Ilmiah Didaktika Implementasi Supervisi Pendidikan Dalam Meningkatkan Proses Pembelajaran Di Min Sukadamai Kota Banda Aceh (Wardani, Ibrahim, Baharuddin, & Rahman, 2022) Manajemen Pendidikan Supervisi Akademik Dan Kompetensi Pedagogik Sebagai Determinan Kinerja Guru (Lyonga, 2018) Journal of Educational and Social Research Supervision and teachers' work performances primary schools in Konye Sub-Division in Cameroon (Sutihat, Ruhita, & Supriadi, 2022) Edum Kepala sekolah melakukan pelaksanaan supervisi akademik yang meliputi: (1) upaya kepala sekolah untuk mencapai prestasi, melalui bimbingan dan dorongan kepada guru dan siswa dalam kegiatan akademik dan non-akademik, dan menyediakan sarana dan prasarana yang mendukung demi tercapainya prestasi akademik dan non-akademik; (2) program supervisi akademik kepala sekolah, meliputi supervisi kelompok melalui kegiatan kelompok dan supervisi individu strategi pelaksanaan supervisi melalui kegiatan supervisi terjadwal pada semester genap dan supervisi klinis (permintaan guru sendiri sesuai kebutuhan); dan (3) faktor yang mendukung pelaksanaan supervisi akademik kepala sekolah yaitu: dibutuhkan kepedulian yang tinggi dari kepala sekolah untuk melakukan supervisi, guru juga memiliki motivasi tinggi untuk dilakukan supervisi, dan dilengkapi dengan sarana dan prasana yang mendukung ketika proses pelaksanaan supervisi (Marhawati, 2020)…”