ADMINSITRASI GURU DALAM MENINGKATKAN MINAT BELAJAR PESERTA DIDIK

(Studi Kasus Di SMK Negeri 4 Banjar)

Abstrak

Penelitian ini bertujuan untuk mengkaji dan menganalisis peran administrasi guru dalam meningkatkan minat belajar peserta didik sekolah dasar. Administrasi guru dipahami sebagai bagian integral dari pengelolaan pembelajaran yang mencakup perencanaan, pelaksanaan, serta evaluasi dan tindak lanjut pembelajaran. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif kualitatif, dengan subjek penelitian meliputi guru, peserta didik, serta kepala sekolah atau wakil kepala sekolah bidang kurikulum. Data dikumpulkan melalui observasi, wawancara mendalam, dan studi dokumentasi, kemudian dianalisis menggunakan model analisis interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi, sementara keabsahan data dijaga melalui triangulasi sumber, triangulasi teknik, dan member check. Hasil penelitian menunjukkan bahwa administrasi guru yang dilaksanakan secara terencana, konsisten, dan berkelanjutan mampu mendukung pengelolaan pembelajaran yang sistematis, menciptakan suasana belajar yang kondusif, serta mendorong keterlibatan aktif peserta didik. Evaluasi pembelajaran dan tindak lanjut berupa kegiatan remedial dan pengayaan berperan dalam meningkatkan pemahaman materi, motivasi, dan minat belajar peserta didik. Dengan demikian, dapat disimpulkan bahwa administrasi guru memiliki peran strategis dalam meningkatkan minat belajar peserta didik dan memberikan dampak positif terhadap kualitas pembelajaran secara keseluruhan.

This study aims to examine and analyze the role of teacher administration in enhancing elementary school students’ learning interest. Teacher administration is understood as an integral component of instructional management, encompassing lesson planning, implementation, evaluation, and follow-up activities. This research employed a qualitative approach using a descriptive qualitative method, with research participants consisting of teachers, students, and the principal or vice principal in charge of curriculum affairs. Data were collected through classroom observations, in-depth interviews, and document analysis, and subsequently analyzed using the interactive analysis model proposed by Miles and Huberman, which includes data reduction, data display, and conclusion drawing and verification. Data validity was ensured through source triangulation, technique triangulation, and member checking. The findings indicate that well-planned, consistently implemented, and continuously evaluated teacher administration supports systematic instructional management, creates a conducive learning environment, and encourages active student engagement. Furthermore, evaluation and follow-up activities in the form of remedial and enrichment programs contribute to improving students’ understanding of learning materials, motivation, and learning interest. In conclusion, teacher administration plays a strategic role in enhancing students’ learning interest and has a positive impact on overall instructional quality.