PENERAPAN SUPERVISI PENDIDIKAN DI SMAS METHODIST 7

Abstrak

Penelitian ini bertujuan untuk mengkaji penerapan supervisi pendidikan di SMAS Methodist 7 Medan dengan menggunakan pendekatan kualitatif studi kasus. Fokus utama penelitian adalah mengevaluasi pendekatan dan teknik supervisi yang digunakan serta dampaknya terhadap pengembangan profesionalisme guru. Hasil menunjukkan bahwa pendekatan supervisi yang dominan bersifat kolaboratif, di mana guru dan supervisor bekerja sama dalam mengevaluasi pembelajaran, membangun hubungan profesional yang suportif. Teknik utama yang digunakan adalah observasi kelas dan diskusi evaluatif yang dilakukan secara bertahap, memperhatikan aspek psikologis guru. Dampak supervisi bervariasi tergantung pada kesiapan guru dan kualitas umpan balik yang diberikan. Beberapa guru menunjukkan peningkatan dalam metode mengajar, sementara yang lain kurang merespons. Penelitian ini menyimpulkan bahwa efektivitas supervisi tidak hanya bergantung pada metode, tetapi juga pada interaksi supervisor-guru serta budaya keterbukaan dan refleksi. Peneliti merekomendasikan integrasi teknologi dalam supervisi dan pengembangan komunitas refleksi guru sebagai bentuk supervisi rekan sejawat. Supervisi pendidikan diharapkan tidak hanya menjadi kewajiban administratif, tetapi juga sebagai instrumen strategis dalam pengembangan profesional berkelanjutan guru serta peningkatan mutu pembelajaran di sekolah.

This study aims to examine the implementation of educational supervision at SMAS Methodist 7 Medan using a qualitative case study approach. The main focus is to evaluate the approaches and techniques applied in supervision, as well as their impact on teachers’ professional development. The findings indicate that the dominant approach used is collaborative supervision, in which supervisors and teachers work together to assess learning processes and build supportive professional relationships. The primary techniques involve classroom observations and evaluative discussions conducted in stages, taking into account the psychological comfort of the teachers. The impact of supervision varies, depending on teacher readiness and the quality of feedback provided. Some teachers showed improvement in teaching methods, while others remained unchanged despite being supervised. The study concludes that the effectiveness of supervision depends not only on methods and techniques but also on the quality of interaction between supervisors and teachers, as well as a culture of openness and reflection. The research recommends integrating digital technology in supervision and developing teacher reflection communities for peer-based supervision. Educational supervision should be viewed not merely as an administrative obligation, but as a strategic instrument for sustainable professional growth and the continuous improvement of teaching quality in schools.