<![CDATA[Penelitian kuantitatif ini bertujuan menganalisis pengaruh signifikan kegiatan Kelompok Kerja Guru (KKG) dan supervisi akademik terhadap kinerja guru Sekolah Dasar di Gugus VI, Kecamatan Tamalanrea, Kota Makassar. Populasi penelitian mencakup seluruh guru SD dalam gugus tersebut, dengan sampel sebanyak 65 responden yang diambil melalui teknik saturated sampling. Pengumpulan data dilakukan menggunakan kuesioner, observasi, dan dokumentasi, sedangkan analisis data melibatkan statistik deskriptif dan inferensial berbantuan SPSS versi 25. Hasil penelitian mengungkapkan bahwa: (1) Kegiatan KKG berpengaruh positif dan signifikan terhadap kinerja guru (koefisien korelasi Pearson r = 0,986; p < 0,001), di mana partisipasi aktif dalam diskusi dan pelatihan kolaboratif meningkatkan kompetensi pedagogik dan profesional guru; (2) Supervisi akademik oleh kepala sekolah secara signifikan meningkatkan kinerja guru (r = 0,983; p < 0,001), terutama dalam perencanaan pembelajaran, manajemen kelas, dan evaluasi hasil belajar melalui umpan balik konstruktif; (3) Secara simultan, KKG dan supervisi akademik berkontribusi sinergis dalam membentuk lingkungan pengembangan profesional yang holistik (pengaruh kumulatif signifikan pada a = 0,05). Implikasi penelitian menegaskan perlunya optimalisasi agenda KKG berbasis kebutuhan riil kelas serta transformasi supervisi akademik menuju pendekatan kolaboratif. Rekomendasi kebijakan mencakup alokasi dana khusus pelatihan guru dan penyusunan panduan standar supervisi oleh Dinas Pendidikan. This quantitative study aims to analyze the significant influence of Teacher Working Group (KKG) activities and academic supervision on the performance of elementary school teachers in Cluster VI, Tamalanrea District, Makassar City. The research population encompassed all elementary teachers in the cluster, with a sample of 65 respondents selected via saturated sampling technique. Data were collected through questionnaires, observations, and documentation, while analysis employed descriptive and inferential statistics using SPSS version 25. Key findings reveal: (1) KKG activities exerted a positive and significant impact on teacher performance (Pearson correlation coefficient r = 0.986; p < 0.001), where active participation in collaborative discussions and training enhanced pedagogical and professional competencies; (2) Academic supervision by school principals significantly improved teacher performance (r = 0.983; p < 0.001), particularly in lesson planning, classroom management, and learning evaluation through constructive feedback; (3) Simultaneously, KKG and academic supervision synergistically contributed to a holistic professional development environment (cumulative effect significant at a = 0.05). The implications underscore the need to optimize KKG agendas based on classroom needs and transform academic supervision into collaborative approaches. Policy recommendations include special funding allocations for teacher training and standardized supervision guidelines by the Education Office.]]>
