OBJEK SUPERVISI PENDIDIKAN: ANALISIS TERHADAP GURU, KURIKULUM, DAN PROSES PEMBELAJARAN

Abstrak

penelitian ini menganalisis objek supervisi pendidikan terhadap guru, kurikulum, dan proses pembelajaran di sekolah negeri Samarinda Kalimantan Timur sebagai respons terhadap tantangan mutu pendidikan akibat perubahan kurikulum dinamis dan tuntutan era digital, di mana supervisi berperan sebagai instrumen pembinaan profesional untuk meningkatkan kinerja guru dan efektivitas pembelajaran. Tujuan penelitian mencakup mengidentifikasi konsep, ruang lingkup, tantangan, serta merumuskan solusi kolaboratif guna mendukung manajemen mutu berbasis sekolah. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus mendalam pada 20 informan purposif (kepala sekolah, guru, pengawas SD/SMP berpengalaman minimal 5 tahun), mengumpulkan data primer melalui wawancara semi-struktural, observasi partisipan, dan FGD, serta data sekunder dari dokumen supervisi dan literatur terkait; analisis tematik dilakukan dengan model Miles dan Huberman melalui reduksi, display, dan verifikasi triangulasi. Hasil menunjukkan supervisi klinis kolaboratif meningkatkan kompetensi pedagogik guru, keselarasan implementasi Kurikulum Merdeka, serta kualitas proses pembelajaran dengan reduksi resistensi guru, selain itu, tantangan seperti keterbatasan waktu diatasi melalui pelatihan berbasis data, mengonfirmasi pengaruh positif terhadap inovasi dan hasil belajar siswa.

This study analyzes the objectives of educational supervision, specifically teachers, the curriculum, and the learning process in public schools in West Java, as a response to challenges in educational quality resulting from dynamic curriculum changes and the demands of the digital era. Supervision serves as a professional development instrument to improve teacher performance and learning effectiveness. The research objectives include identifying the concept, scope, and challenges, as well as formulating collaborative solutions to support school-based quality management. The study employed a qualitative approach with an in-depth case study design with 20 purposive informants (principals, teachers, and elementary/junior high school supervisors with at least 5 years of experience). Primary data were collected through semi-structured interviews, participant observation, and focus group discussions (FGDs), as well as secondary data from supervision documents and related literature. Thematic analysis was conducted using the Miles and Huberman model through reduction, display, and triangulation verification. The results indicate that collaborative clinical supervision improves teachers' pedagogical competence, alignment with the implementation of the Independent Curriculum, and the quality of the learning process by reducing teacher resistance. Furthermore, challenges such as time constraints were addressed through data-driven training, confirming a positive impact on innovation and student learning outcomes.