PENINGKATAN KINERJA GURU DALAM PEMBELAJARAN DI KELAS MELALUI SUPERVISI EDUKATIF KOLABARATIF SECARA PERIODIK DI SMA NEGERI 1 STM HILIR TAHUN PELAJARAN 2019/2020 - Elvia Nasda (Jurnal Guru Kita PGSD, 2021)
Abstract: Improvement of Teacher Performance in Learning in The Classroom Through Collabarative Educative Supervision Periodically in Sma Negeri 1 Stm Hilir Study Year 2019/2020. The purpose of this research was to describe the increase in the ability of class teachers in the management of learning in the class of SMA Negeri 1 STM Hilir of the Education Office of North Sumatra Province after taking action of supervision / coaching. This School Action Research was conducted at SMA Negeri 1 STM Hilir, STM Hilir District, Deli Serdang Regency. . The type of action in this research is in the form of real action, namely guiding teachers in carrying out learning activities through academic supervision. The research was conducted in the first semester, to be precise in July - November 2019. The subjects of this school action research were subject teachers at SMA Negeri 1 STM Hilir, STM Hilir District, Deli Serdang Regency with a total of 6 teachers. The results showed that teacher performance increased after taking action in the form of collaborative educational supervision periodically from cycle I to cycle II. This increase includes improvements in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning achievement. 98% while the second cycle 92.44%. Teacher performance in implementing learning cycle I reached 75.49% while cycle II reached 93.81%. Teacher performance in assessing learning achievement in cycle I reached 81.3% while cycle II was 90.56%. Teacher performance in carrying out follow-up assessments of student learning achievement in the first cycle reached 54% while the second cycle was 59.76%. Thus, the average action cycle II was above 83%. Based on the results of this action research, it can be concluded that the teacher's performance has increased in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning achievement. For this reason, researchers suggest that educational supervision in schools carry out collaborative educational supervision periodically. Keywords: Performance, Supervision, Educational Abstrak: Peningkatan Kinerja Guru Dalam Pembelajaran Di Kelas Melalui Supervisi Edukatif Kolabaratif Secara Periodik Di Sma Negeri 1 Stm Hilir Tahun Pelajaran 2019/2020. Tujuan dilakukan penelitian ini adalah untuk mendeskripsikan peningkatan kemampuan guru kelas dalam pengelolaan pembelajaran  di kelas SMA Negeri 1 STM Hilir Dinas Pendidikan Provinsi Sumatera Utara setelah dilakukan tindakan supervisi/pembinaan.Penelitian Tindakan Sekolah ini dilakukan di SMA Negeri 1 STM Hilir Kecamatan STM Hilir Kabupaten Deli Serdang. Jenis tindakan dalam penelitian ini adalah berupa tindakan nyata yaitu membimbing guru dalam melaksanakan kegiatan pembelajaran melalui supervisi Akademik. Penelitian dilakukan pada semester I, tepatnya pada bulan Juli – Nopember 2019. Subjek penelitian tindakan sekolah ini adalah  guru Mata Pelajaran di SMA Negeri 1 STM Hilir,  Kecamatan STM Hilir Kabupaten Deli Serdang dengan jumlah 6 guru. Hasil penelitian menunjukkan bahwa kinerja guru meningkat  setelah dilakukan tindakan yang berupa supervisi edukatif kolaboratif secara periodik dari siklus I ke siklus II. Peningkatan tersebut meliputi peningkatan dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar siswa  Berdasarkan hasil  supervisi edukatif siklus I dan siklus II  kinerja guru meningkat, yakni siklus I Kinerja guru  dalam menyusun rencana pembelajaran siklus I mencapai  71,98 % sedangkan siklus II 92,44 %. Kinerja guru dalam melaksanakan pembelajaran siklus I mencapai 75,49 % sedangkan siklus II mencapai 93,81  %. Kinerja guru dalam menilai prestasi belajar siklus I mencapai 81,3 % sedangkan siklus II  90,56 %. Kinerja guru dalam melaksanakan tindak lanjut penilaian prestasi belajar siswa pada siklus I mencapai 54 % sedangkan siklus II 59,76 %. Dengan demikian tindakan siklus II rata-rata sudah di atas 83 %. Berdasarkan hasil penelitian tindakan tersebut  dapat disimpulkan bahwa kinerja guru meningkat dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar siswa. Untuk itu, peneliti menyarankan agar supervisi edukatif di sekolah-sekolah melaksanakan  supervisi  edukatif kolaboratif secara periodik. Kata Kunci : Kinerja,  Supervisi, Edukatif