UPAYA PENINGKATAN KEMAMPUAN PERENCAAAN GURU SERTA PRESTASI BELAJAR SISWA MELALUI PEMBINAAN AKADEMIK DI SDN 113/VIII JATI BELARIK JAMBI - FETRIYANI FETRIYANI (Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I), 2022)
The results of Academic Supervision in 2020 for teachers show that teachers have teaching tools with 58.68%, and in the learning process in class the percentage of good teacher performance profiles is 47.50%. This happens because the teacher's attention is only on the subject matter, and does not empower students. The results of the research cycle 1 show that the value of academic supervision for teachers in class V 1 = 87, teachers in class V 2 = 85 and teachers in class V 3 = 80, student learning outcomes test, for class V1 the average value of the class = 83, complete learning = 95%; for Class V 2 the average grade = 73, learning completeness = 73%; for class V 3 the average grade = 80, learning completeness = 76%. The results of the study in cycle 2 showed that there was an increase in the results of academic supervision for teachers in class V 1 = 100, for teachers in class V 2 = 95 teachers in class V 3 = 90, student learning outcomes in class V I the average value = 85, student learning completeness = 100%, student learning achievement test for class V 2 average value = 75, complete learning = 85, student learning achievement test for class V 3 average = 83, student learning completeness = 87. It is concluded that through head coaching the school's lesson plans, the ability of teachers to develop lesson plans increases, they are able to organize classes consistently, with active creative discussions of students which have an impact on the ability of teachers to increase interest, creativity, and student achievement. ABSTRAKHasil Supervisi Akademik pada tahun 2020 terhadap para guru menunjukan bahwa guru memiliki perangkat mengajar dengan 58,68%, dan pada proses pembelajaran di kelas prosentase profil kinerja guru yang baik 47,50%. Hal ini terjadi oleh perhatian guru hanya pada materi pelajaran, dan kurang memberdayakan siswa. Hasil penelitian siklus 1 menunjukkan bahwa nilai supervisi akademik untuk guru di kelas V 1 = 87, guru di kelas V 2 = 85 dan guru di kelas V 3 = 80, tes hasil belajar siswa, untuk kelas V1 nilai rata-rata kelas = 83, ketuntasan belajar = 95%; untuk Kelas V 2 nilai rata-rata kelas = 73, ketuntasan belajar = 73%; untuk kelas V 3 nilai rata-rata kelas =80, ketuntasan belajar = 76%. Hasil penelitian pada siklus 2 menunjukkan terjadi kenaikan hasil supervisi akademik untuk guru di pada kelas V 1 = 100, untuk guru pada kelas V 2 = 95 guru pada kelas V 3 = 90, tes hasil belajar siswa kelas V I nilai rata-rata = 85, ketuntasan belajar siswa = 100%, tes hasil belajar siswa kelas V 2 nilai rata-rata = 75, ketuntasan belajar = 85, tes hasil belajar siswa kelas V 3 rata-rata = 83, ketuntasan belajar siswa = 87. Disimpulkan bahwa melalui pembinaan kepala sekolah terhadap RPP, kemampuan guru menyusun RPP meningkat, mampu mengorganisasikan kelas dengan konsisten, dengan diskusi aktif kreatif siswa yang berdampak pada kemampuan guru dalam meningkatkan minat, kreatifitas, dan prestasi belajar siswa.