SUPERVISI AKADEMIK PENGAWAS SEKOLAH DALAM PARADIGMA MERDEKA BELAJAR UNTUK MEWUJUDKAN PRESTASI BELAJAR SISWA SMA DI KABUPATEN MANGGARAI TIMUR, NTT

LEONARDUS JAFAR, . (2026) SUPERVISI AKADEMIK PENGAWAS SEKOLAH DALAM PARADIGMA MERDEKA BELAJAR UNTUK MEWUJUDKAN PRESTASI BELAJAR SISWA SMA DI KABUPATEN MANGGARAI TIMUR, NTT. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Supervisi akademik tidak lagi dipahami sebagai pengawasan administratif semata, melainkan sebagai mekanisme pembinaan profesional guru yang diarahkan pada peningkatan kualitas pembelajaran, pemahaman capaian pembelajaran, asesmen autentik, serta penerapan pendekatan pembelajaran yang kreatif dan berpusat pada peserta didik. Penelitian ini bertujuan untuk: (1) mengetahui bentuk dan pelaksanaan supervisi akademik yang diterapkan oleh pengawas sekolah di Kabupaten Manggarai Timur dalam mendukung implementasi paradigma Merdeka Belajar; (2) menganalisis persepsi guru terhadap peran supervisi akademik berdasarkan capaian prestasi belajar siswa; (3) mengidentifikasi strategi guru dalam meningkatkan prestasi belajar siswa pada konteks Merdeka Belajar; serta (4) merumuskan rekomendasi perbaikan supervisi akademik dan strategi pembelajaran. Penelitian ini menggunakan pendekatan mixed method dengan model evaluasi CIPP. Populasi penelitian adalah guru dan pengawas SMA Negeri dan Swasta di Kabupaten Manggarai Timur, Provinsi Nusa Tenggara Timur. Teknik pengumpulan data meliputi kuesioner, wawancara, observasi, dan dokumentasi. Analisis data dilakukan dalam dua fase, yaitu analisis kuantitatif menggunakan statistik deskriptif dan regresi linear sederhana, serta analisis kualitatif melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa 1) Supervisi akademik di Kabupaten Manggarai Timur telah dilaksanakan secara sistematis dan kontekstual melalui analisis kebutuhan guru, pendekatan coaching dan mentoring, serta evaluasi dan refleksi pembelajaran dalam mendukung implementasi paradigma Merdeka Belajar di daerah 3T; Persepsi guru terhadap supervisi akademik berada pada kategori sangat baik dan berpengaruh positif terhadap prestasi belajar siswa, terutama pada aspek manajemen kelas, strategi pembelajaran, dan keterlibatan siswa, meskipun peningkatan hasil belajar secara kuantitatif belum merata; Guru menerapkan strategi pembelajaran yang adaptif dan kontekstual, meliputi pembelajaran berdiferensiasi, Project-Based Learning berbasis konteks lokal, penguatan asesmen formatif, serta refleksi melalui diskusi sejawat; dan 4) Pelaksanaan supervisi akademik masih menghadapi kendala, seperti orientasi administratif, keterbatasan kompetensi supervisi berbasis coaching, keterbatasan sarana prasarana, dan pemanfaatan asesmen formatif yang belum optimal; oleh karena itu diperlukan penguatan pendampingan pedagogik, peningkatan kapasitas pengawas dan kepala sekolah, serta integrasi supervisi dengan sistem penjaminan mutu internal. **** Academic supervision is no longer understood solely as administrative oversight, but rather as a mechanism for teacher professional development aimed at improving the quality of learning, understanding learning outcomes, authentic assessment, and the implementation of creative, student-centered learning approaches. This study aims to: (1) determine the form and implementation of academic supervision implemented by school supervisors in East Manggarai Regency to support the implementation of the Independent Learning paradigm; (2) analyze teacher perceptions of the role of academic supervision based on student achievement; (3) identify teacher strategies for improving student achievement in the Independent Learning context; and (4) formulate recommendations for improving academic supervision and learning strategies. This study used a mixed methods approach with the CIPP evaluation model. The study population was teachers and supervisors of public and private high schools in East Manggarai Regency, East Nusa Tenggara Province. Data collection techniques included questionnaires, interviews, observation, and documentation. Data analysis was conducted in two phases: quantitative analysis using descriptive statistics and simple linear regression, and qualitative analysis through data reduction, data presentation, and conclusion drawing. The research results indicate that 1) Academic supervision in East Manggarai Regency has been implemented systematically and contextually through teacher needs analysis, coaching and mentoring approaches, and learning evaluation and reflection to support the implementation of the Independent Learning paradigm in the 3T (United Territories) areas. Teachers' perceptions of academic supervision are very good and have a positive impact on student achievement, particularly in aspects of classroom management, learning strategies, and student engagement, although quantitative improvements in learning outcomes have not been evenly distributed. 2) Teachers implement adaptive and contextual learning strategies, including differentiated learning, locally context-based project-based learning, strengthened formative assessment, and reflection through peer discussions. 3) The implementation of academic supervision still faces obstacles, such as administrative orientation, limited coaching-based supervision competencies, limited infrastructure, and suboptimal use of formative assessment. Therefore, strengthening pedagogical mentoring, increasing the capacity of supervisors and principals, and integrating supervision with the internal quality assurance system are necessary.

Item Type:	Thesis (Magister)
Additional Information:	1) Dr. Achmad Ridwan, M.Si. 2) Dr. Ir. Mahdiyah, M.Kes.
Subjects:	Pendidikan > Evaluasi Pendidikan
Divisions:	PASCASARJANA > S2 Penelitian Dan Evaluasi Pendidikan
Depositing User:	Leonardus Jafar .
Date Deposited:	30 Mar 2026 08:42
Last Modified:	30 Mar 2026 08:43
URI:	http://repository.unj.ac.id/id/eprint/66070

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