Jurnal Administrasi Pendidikan : Program Pascasarjana Unsyiah
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PELAKSANAAN SUPERVISI KLINIS DALAM MENINGKATKAN KOMPETENSI PROFESIONAL GURU DI MAN BEUREUNUEN
Get PDFABSTRACT: Clinical supervision is a professional guidance given to teachers based on the necessity through systematical cycles and it is an effort to improve teaching skill that can improve professional competence of teachers. This study aimed to find out the programs of clinical supervision, stages of the implementation of clinical supervision, and its supporting and inhibiting factors.The method used in this study was qualitative method. The techniques of data collection were observation, interview, and documentation study. The subjects of this study were principal, supervisor, and teachers. The results of the study were: (1) The programs of clinical supervision in Islamic State Senior High School (MAN) of Beureunuen were arranged based on the problems rose and teachers demands. The programs were made when the teachers asked the clinical supervision. The programs were permanent, in form of official procedures, notes of implementation schedule, and clinical supervision instruments. (2) The stages of clinical supervision to improve the professional competence of teachers in Islamic State Senior High School Beureunuen were conducted through beginning stage, started by creating good relation, determining schedules, and designing instruments. Then, it was started the class observation, where the supervisor carried out the clinical supervision with the instruments and agreement with teachers, and noted everything happened in the process of clinical supervision. After that, it was continued with feedback stage, the supervisor reaffirmed the commitment and motivation of teachers and asked the teachers feeling after the observation, explained the result of supervision and concluded the achievement, and motivated the teachers to continue clinical supervision in the next chance. (3) The supporting factors in the implementation of clinical supervision were the willingness and motivation, the clinical supervision conducted to overcome teachers weakness, innovation, optimal effort of principal and supervisor in running clinical supervision programs. Meanwhile, the inhibiting factors were lack of understanding and knowledge of the importance of clinical supervision, inadequate time, less-motivated teachers, difference of quality and motivation in teaching, teachers forget the methods and teaching media, and heterogeneous teachers.KEYWORDS: clinical supervision, professional competence, and teacherABSTRAK: Supervisi klinis merupakan bimbingan profesional yang diberikan kepada guru berdasarkan kebutuhannya melalui siklus yang sistematis, dan merupakan upaya perbaikan keterampilan mengajar yang dapat meningkatkan kompetensi profesional guru. Penelitian ini bertujuan untuk mengetahui program supervisi klinis, tahapan-tahapan pelaksanaan supervisi klinis, dan faktor pendukung serta penghambat. Metode yang digunakan dalam penelitian adalah kualitatif. Teknik pengumpulan data adalah: observasi, wawancara dan studi dokumentasi. Subjek penelitian adalah: kepala sekolah, pengawas sekolah, dan guru. Hasil penelitian adalah: (1) program supervisi klinis di MAN Beureunuen disusun berdasarkan permasalahan yang timbul dan permintaan dari guru, program dibuat pada saat guru meminta untuk disupervisi klinis. Bentuk program yang dibuat dalam bentuk permanen, berupa prosedur resmi, cacatan jadwal pelaksanaan, serta instrumen supervisi klinis; (2) tahapan pelaksanaan supervisi klinis untuk meningkatkan kompetensi profesional guru di MAN Beureunuen dilakukan dari tahapan awal, yang dimulai dengan guru yang datang kepada supervisor untuk meminta dilakukan supervisi , guru juga menceritakan permasalahan yang terjadi di dalam kelas, sehingga terciptanya hubungan baik, kemudian dilanjutkan dengan mengkaji tujuan pembelajaran, metode, waktu,media, menentukan jadwal sampai dengan menyusun instrument dan teknik pelaksanaan observasi, serta alat bantu dalam melaksanakan observasi, setelah tahap awal selesai dilakukan, maka dimulai observasi kelas, dimana supervisor akan melaksanakan supervisi klinis dengan instrumen serta ketentuan yang telah disepakati dengan guru, mencatat segala hal yang terjadi selama proses supervisi klinis berlangsung, serta mengumpulkan data dan mencatat kinerja guru dengan melihat interaksi antara guru dan siswa, kemudian dilanjutkan dengan tahapan umpan balik, supervisor kembali menguatkan tekad dan motivasi guru serta menanyakan perasaan guru setelah observasi, menerangkan hasil supervisi serta menyimpulkan hal yang telah dicapai, serta memotivasi guru untuk melanjutkan supervisi klinis pada kesempatan berikutnya; dan (3) faktor pendukung pelaksanaan supervisi klinis adalah: adanya kemauan serta motivasi, supervisi klinis dilakukan untuk mengatasi kekurangan guru, adanya inovasi, pengawas dan kepala sekolah sangat maksimal dalam menjalankan program supervisi klinis. Sedangkan faktor penghambatnya adalah: kurangnya pemahaman dan pengetahuan tentang pentingnya supervisi klinis, waktu yang tidak mencukupi, guru kurang bersemangat, perbedaan kualitas dan motivasi dalam mengajar, guru sering lupa metode dan media ajar, dan kondisi guru yang heterogen.KATA KUNCI: supervisi klinis, kompetensi professional, dan gur
MANAJEMEN SARANA PENDIDIKAN PADA SEKOLAH ANAK BERKEBUTUHAN KHUSUS DI SDLB YTC KUTABLANG KABUPATEN BIREUEN
Get PDFABSTRACT: The purpose of this study is: to determine the management of education at school children with special needs in SDLB YTC Kutablang District Bireuen. This research uses qualitative descriptive. Data collection techniques are: interview, observation and documentation. Data analysis techniques with data reduction, data display, draw conclusions and verification. This research subject is the Principal, Vice Principal and Teacher SDLB YTC Kutablang Bireuen. Based on the research results, we conclude that: 1) the planning process begins with school necessities process properly prepared in accordance with the curriculum of 2013; 2) the process of organizing the utilization of educational facilities that have implemented optimally functioning organization as has been stated in the learning device that had been developed previously; 3) treatment process conducted educational facilities has made the students to be active in doing any material which will be taught with existing facilities; and 4) the process of monitoring the use of educational facilities from early learning to the end of the lesson had gone well, so that the achievement of learning goals.KEYWORDS: management, education facilities, and special needsABSTRAK: Tujuan penelitian ini adalah untuk mengetahui manajemen sarana pendidikan pada sekolah anak berkebutuhan khusus di SDLB YTC Kutablang Kabupaten Bireuen. Penelitian ini menggunakan pendekatan kualitatif. Teknik pengumpulan data melalui: wawancara, observasi, dan studi dokumentasi. Teknik analisis data dengan cra reduksi data, display data, mengambil kesimpulan dan verifikasi. Yang menjadi subjek penelitian adalah Kepala Sekolah, Wakil Kepala Sekolah dan Guru SDLB YTC Kutablang Kabupaten Bireuen. Hasil penelitian menunjukkan bahwa: 1). proses perencanaan kebutuhan sarana pendidikan diawali dengan proses yang disusun dengan baik dan benar sesuai dengan kurikulum 2013; 2) proses pengorganisasian pemanfaatan sarana pendidikan yang dilaksanakan telah menjalankan fungsi pengorganisasian secara maksimal sebagaimana yang telah dituangkan dalam perangkat pembelajaran yang telah disusun sebelumnya; 3) proses perawatan sarana pendidikan yang dilaksanakan telah menjadikan siswa untuk dapat aktif dalam melakukan setiap materi yang akan dijarkan dengan sarana yang ada; dan 4) proses pengawasan penggunaan sarana pendidikan yang dari awal pembelajaran hingga akhir pembelajaran telah berjalan dengan baik, sehingga dapat tercapainya tujuan pembelajaran.KATA KUNCI: manajemen , sarana pendidikan, dan berkebutuhan khusu
EFEKTIVITAS PELAKSANAAN SUPERVISI OLEH PENGAWAS DALAM MENINGKATKAN KOMPETENSI PROFESIONAL GURU IPA PADA SMP NEGERI 3 INGIN JAYA KABUPATEN ACEH BESAR
Get PDFOne of the principal's role is to improve the educator professional and the quality of education in the educational institution through the implementation of supervision. This study aims to determine the process of supervisory program preparation, the techniques applied, the implementation of supervision/evaluation conducted and the feedback conducted by supervisors in improving the professional educator through supervision at SMP Negeri 3 Ingin Jaya Aceh Besar District. This research uses qualitative descriptive method and data collection using interview technique, observation, and documentation. The subjects of this study were school supervisors, principals and educators of science subjects. The results of this study indicate: (1) preparation of supervisory program involves all supervisors in Aceh Besar District through stages consisting of annual program, semester program and academic supervision plan (RPA); (2) the techniques applied in the implementation of supervision are individual techniques and group techniques; (3) evaluation of the implementation is carried out after the supervision process takes place and made the data for the supervisor to be collected to know the achievement of the targets that have been set, in order to be followed up with the next coaching program; (4) providing feedback by supervisors orally is to provide comments on the observation of the learning process and the provision of comments in writing to the results of observations of the learning process and followed by Action Plan of strengthening and reward for educators who have reached the standard, educators who have not reached the standard given educational direction and provide opportunities for educators to attend further training or upgrading
HUBUNGAN MOTIVASI DAN DISIPLIN GURU SERTIFIKASI TERHADAP PROSES BELAJAR MENGAJAR PADA SMA NEGERI 1 ACEH BARAT DAYA
Get PDFThe correlation betweeen motivation and discipline of certified teachers may influence the effectiveness of a teaching and learning process. The objective of this research were: (1) finding out the motivation of certified teachers, (2) identifying the discipline of certified teachers, and (3) correlating those teachers motivation and their discipline to the teaching and learning process at State Senior High School (SMAN) 1 of Southwest Aceh Regency. A quantitative approach was used in this research. All of the certified teachers (32 teachers) were the population members in this research and a number of 187 students were chosen as the research samples. The validity of the research instrument was tested with a formula of the Pearson Product Moment Correlation Coefficient (Pearson-r) while the reliability was tested with Alfa Cronbach Formula. The data were analyzed by using a computer program called SPSS. The results showed that (1) the teachers motivation was positively and significantly correlated to the teaching and learning process (r=0.521) with being responsible, having encouragement to be successful, developing skills, and loving challenges as the indicators. Additionally, it was found that (2) there was also a positive and significant correlation between the teachers discipline and the teaching and learning process (r=0.726) with complying with the terms, obeying the rules, wanting to do the tasks, and being responsible as the indicators. In addition, (3) the motivation and the discipline of the certified teachers simultaneously, positively, and significantly influenced the teaching and learning process (72.8%) with making a plan, being professional, evaluating, conducting classroom action reesearch, and cooperating as the indicators. Hence, only 27.2 percent of the teaching and learning process was influenced by other factors.Keywords: Motivation, Discipline, Certified Teacher, Teaching and Learning Proces
KOORDINASI PENGAWAS DAN KEPALA SEKOLAH DALAM SUPERVISI AKADEMIK UNTUK MENINGKATKAN KOMPETENSI PROFESIONAL GURU DI WILAYAH GUGUS 1 KOTA BAKTI KABUPATEN PIDIE
Get PDFCoordination between supervisor and principal is a necessity in performing a supervision. This study aimed at finding out: academic supervision programs and the obstacles faced in performing supervision to all teachers to develop teachers professionalism competence. This study employed descriptive method with qualitative approach. The data in this study were obtained from observation, interview, and documentation. The subjects of this study were supervisors, principals, and teachers. The results showed that: (1) The supervision program to develop teachers professionalism for elementary level had been arranged and documented in the form of annual and semester programs. Supervisors had performed supervision works, counseling, guidance, and direct teachers to help them develop their teaching competence; (2) This supervision was done through class guidance, class observation, unplanned test, case conference, documentation, interview, questionnaire, and printed report; (3) In responding supervision results, the supervisors applied educative and persuasive manner to help teachers who face difficulties in developing their teaching competence by providing discussion, case conference, and question session between supervisors; and (4) distance and wide area were obstacles faced by supervisors to visit each of school. Keywords: Supervisors Coordination, Principal, and Academic Supervisio
GAYA KEPEMIMPINAN KEPALA SEKOLAH DALAM MENINGKATKAN KINERJA GURU DI GUGUS VII KECAMATAN SULTAN DAULAT KOTA SUBULUSSALAM
Get PDFABSTRACT: Leadership style is an attitude or behavior which apply the school leader in implementing the tasks of leadership, depending on the circumstances of a person employed at the time of that person attempts to influence others. The research objective was to determine the principal's leadership style, include: discipline teachers; the ability of the teacher and the teacher's responsibility. This study used a qualitative approach with descriptive methods. Collected through: interviews, observation and documentation. Subjects were principals, teachers and school supervisors in Gugus VII Kecamatan Sultan Daulat. The research found: (1) The leadership style that is applied to the principal in improving discipline teachers, tells style. In addition to informing, principals also apply a participatory style, where the principal invites teachers to discipline and guide teachers on work to be done; (2) The leadership style that is applied to the principal in improving teaching capabilities is a participative style by opening a discussion forum every opportunity to find a solution. In addition to a participative style principals also apply a consultative style to direct teachers to improve his work both in learning and preparing the school administration; and (3) The leadership style is applied principals in improving teachers' responsibility is discretionary style by directing teachers to prepare school programs, solve problems independently and decide which solution is best for educational purposes. In addition, principals also apply where the participative with this style, teachers have contributed to the decision making process.KEYWORDS: Leadership, Style, Principal and Teacher PerformanceABSTRAK: Gaya kepemimpinan adalah sikap atau prilaku yang diterapkan pemimpin sekolah dalam melaksanakan tugas kepemimpinannya, tergantung pada situasi dan kondisi yang dipergunakan seseorang pada saat orang tersebut mencoba mempengaruhi orang lain. Tujuan penelitian adalah untuk mengetahui gaya kepemimpinan kepala sekolah, meliputi: disiplin guru; kemampuan guru dan tanggung jawab guru. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Pengumpulan data dilakukan melalui: wawancara, observasi, dan studi dokumentasi. Subjek penelitian adalah kepala sekolah, guru dan pengawas sekolah di Gugus VII dalam Kecamatan Sultan Daulat. Hasil penelitian ditemukan: (1) Gaya kepemimpinan yang diterapkan kepala sekolah dalam meningkatkan disiplin guru yaitu gaya memberitahukan (telling). Selain memberitahukan, kepala sekolah juga menerapkan gaya partisipasif, dimana kepala sekolah mengajak guru untuk disiplin serta mengarahkannya tentang tugas yang harus dikerjakan; (2) Gaya kepemimpinan yang diterapkan kepala sekolah dalam meningkatkan kemampuan mengajar guru adalah gaya partisipatif dengan membuka forum diskusi setiap kesempatan untuk mencari solusi. Selain gaya partisipatif kepala sekolah juga menerapkan gaya konsultatif (selling) untuk mengarahkan guru dalam meningkatkan kemampuan kerjanya baik dalam pembelajaran maupun menyusun administrasi sekolah; dan (3) Gaya kepemimpinan yang diterapkan kepala sekolah dalam meningkatkan tanggung jawab mengajar guru adalah gaya delegatif dengan mengarahkan guru untuk menyusun program sekolah, mengatasi permasalahan secara mandiri dan memutuskan solusi yang terbaik untuk kepentingan pendidikan. Selain itu, kepala sekolah juga menerapkan gaya partisipatif, dengan gaya ini guru mempunyai andil dalam pengambilan keputusan.KATA KUNCI: Gaya Kepemimpinan Kepala Sekolah Terhadap Kinerja Gur
EFEKTIVITAS MANAJEMEN KEUANGAN PADA SMA NEGERI 1 INDRA JAYA KABUPATEN ACEH JAYA
Get PDFABSTRACT: Finance in the education sector in schools is essential. Therefore money need to be managed effectively and efficiently in order to help meet the goals of education. The approach used in this study is a qualitative approach with descriptive methods. Data collection techniques used were observation, interview and documentation. Subjects of this study were principal, vice principals, treasurers and teachers. The main purpose of this study was to determine the relevance of financial planning system, the mechanism of financial processes and financial accountability. For the data analysis, this study used descriptive techniques which the implementation was done in three flow of activities, that is, data reduction, data presentation, and conclusion or verification. The results showed that: (1) The relevance of the planning system of school finance plan was agree with the school plan as a whole, both short-term plan and the medium-term. The short-term plans is one-year plan, while the medium-term plan is 4-year plan; (2) Financial planning was focused on the existing budget, that is, School Finance Assistant, and School Budget Planning (RKAS) was compiled based on school strengths in education; (3) The mechanism of financing process was carried out by analyzing the cost per item or per unit of activity, by managing the budget item, that is, the classification of the budget to finance a particular activity. To analyze the cost per item of activity, it needs to create a Budget Plan (RAB) of any activity, so that it finds how much the cost needed by matching the other balanced or no-balanced activities in accordance with the priority scale, and (4) the financial accountability was done by the principal assisted by treasurer, which is reported to government, especially to Regional Education Office.KEYWORDS: effectiveness, management, financeABSTRAK: Keuangan dalam pendidikan disuatu sekolah merupakan hal yang esensial. Oleh karena itu uang perlu dikelola denga efektif dan efisien agar membantu pencapaian tujuan pendidikan. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan metode deskritif. Teknik pengumpulan data dengan menggunakan: observasi, wawancara mendalam dan dokumentasi. Subjek penelitian terdiri dari kepala sekolah, wakil kepala sekolah, bendahara dan guru. Tujuan utama penelitian ini adalah: untuk mengetahui relevansi sistem perencanaan keuangan, mekanisme proses keuangan dan pertanggungjawaban keuangan. Analisis data menggunakan teknik deskriptif yang penerapannya dilakukan dalam tiga alur kegiatan, yaitu reduksi data, penyajian data, dan penarikan kesimpulan atau verifikasi. Hasil Penelitian menunjukkan bahwa: (1) Relevansi sistem perencanaan keuangan sekolah disesuaikan dengan rencana sekolah secara keseluruhan, baik rencana jangka pendek maupun jangka menengah. Rencana jangka pendek berupa rencana 1 (satu) tahunan, sedangkan rencana jangka menengah untuk 4 (empat) tahunan pendidikan; (2) Mekanisme proses pembiayan dilakukan dengan cara menganalisis biaya per item atau per unit kegiatan, dengan cara mengatur mata anggaran-mata anggaran, yaitu klasifikasi anggaran untuk membiayai suatu kegiatan tertentu. Menganalisis Kebutuhan biaya per item aktivitas adalah dengan membuat Rencana Anggaran Biaya (RAB) setiap aktivitas sehingga terlihat berapa biaya yang diperlukan dengan mencocokkan dengan aktivitas lain seimbang atau tidak seimbang sesuai skala prioritas dan mendesak dan (3) Pertanggungjawaban keuangan dilakukan oleh kepala sekolah yang dibantu oleh bendahara dalam pembuatan pelaporannya, yang akan dilapor ke pemerintah khususnya Dinas Pendidikan setempatKATA KUNCI: efektivitas, manajemen, keuanga
KINERJA GURU DALAM IMPLEMENTASI KURIKULUM 2013 PADA SMA NEGERI 5 LHOKSEUMAWE
Get PDFABSTRACT: Teacher performance is a necessity in improving the quality of learning service involving the implementation of a curriculum to all subject components. A curriculum is a collection of contents, objectives, and methods used by teachers to achieve education objectives at schools. The purpose of this study was to know the understanding, implementation, and obstacle faced by teachers at State Junior Hight School (SMA Negeri) 05 of Lhokseumawe in implementing of curriculum 2013. To achieve the objectives, descriptive qualitative approach was used in this research. The techniques of data collection used in this study were interview, observation, and documentation study. The procedure of data analysis done were data reduction, data display, and verification. The subjects in this study were principal, vice principal for curriculum and teaching affairs, and teachers. The result of this study showed that: (1) The ability of teachers in planning, implementing and evaluating the learning process and results in Curriculum 2013 has been good but not optimal particular the management of time in learning less effective and the use of ratings K-13 yet authentic, (2) motivation of teachers in the implementation of the K-13 is high when in view of the implementation of the tasks, moral responsibility in teaching, and the need to cooperate with others, (3) commitment and responsibility of teachers in the implementation of the K-13 also looks good to show their personality, dedication, and high loyalty to the task of teaching, (4) supporting factors and obstacles in the implementation of Curriculum 2013, among others; (A) coordination undertaken by the principal to the realization of the implementation of the K-13 is right on target, (b) good communication between the various parts in the implementation of Curriculum 2013 has been carried out, (c), but supervision of the school principal and teacher assistant for teachers SMAN 5 Lhokseumawe not optimal in learning and assessment process.Keywords: Teacher Performance, Curriculum 2013ABSTRAK: Kinerja guru menjadi suatu keharusan dalam peningkatkan kualitas layanan pembelajaran yang mencakup pelaksanaan kurikulum untuk semua komponen mata pembelajaran. Kurikulum merupakan kumpulan; isi, tujuan, dan cara yang digunakan oleh guru untuk mencapai tujuan pendidikan di sekolah. Penelitian ini bertujuan untuk mengetahui kinerja guru dan hambatan yang dihadapi guru SMA Negeri 5 Lhokseumawe dalam implementasi Kurikulum 2013. Untuk mencapai tujuan tersebut, penelitian ini mengunakan pendekatan kualitatif deskriptif. Teknik pengumpulan data dilakukan melalui wawancara, observasi, dan studi dokumentasi. Prosedur analisis data adalah reduksi data, display data, dan verifikasi data. Sedangkan subjek penelitian adalah pengawas sekolah, kepala sekolah, wakil kepala sekolah bidang kurikulum, guru pendamping K-13 dan guru mata pelajaran. Hasil penelitian menunjukkan bahwa: (1) Kemampuan guru dalam perencanaan, pelaksanaan, dan penilaian proses dan hasil pembelajaran dalam Kurikulum 2013 sudah baik namun belum optimal dalam perencanaan, proses pembelajaran dan penilaian khususnya pengelolaan waktu dalam pembelajaran kurang efektif dan penggunaan penilaian K-13 belum autentik. (2) Motivasi guru dalam implementasi K-13 sudah tinggi bila dilihat dari pelaksanaan tugas, tanggung jawab moral dalam mengajar, dan kebutuhan bekerjasama dengan orang lain. (3) Komitmen dan tanggung jawab guru dalam implementasi K-13 juga terlihat baik dengan menunjukkan kepribadian, dedikasi, dan loyalitas yang tinggi terhadap tugas mengajar. (4) faktor pendukung dan penghambat dalam implementasi Kurikulum 2013 antara lain: (a) koodinasi yang dilakukan oleh kepala sekolah untuk terwujudnya penerapan K-13 sudah tepat sasaran (b) komunikasi yang baik antar berbagai bagian dalam pelaksanaan Kurikulum 2013 sudah dilakukan (c) namun supervisi kepala sekolah dan guru pendamping terhadap guru SMAN 5 Lhokseumawe belum optimal dalam proses pembelajaran dan penilaian.Kata kunci:Kinerja Guru dan implementasi Kurikulum 201
KINERJA GURU SERTIFIKASI DALAM MENINGKATKAN PEMBELAJARAN PADA MADRASAH ALIYAH NEGERI (MAN) BEUREUNUEN KABUPATEN PIDIE
Get PDFAbstract: This study aims to examine the performance of post-certification schools teachers in their learning process, including: their ability, motivation, discipline, responsibility of school teachers in learning with existing supports and challenges. This study applies qualitative approach. Data is collected using interview, observation techniques, and documentation study. The subjects of this study are schools principals, schools representatives for curriculum affairs, schools supervisor, and schools teachers of Islamic State Senior High School of Beureunuen of Pidie Regency. The results of the study indicate that: (1) in general, the ability of the teachers in the learning process including the ability of planning and implementing learning administration has been optimal although there are still a number of teachers that consider learning administration is only complementary to the learning materials. The ability of teachers in evaluating the learning outcome, however, is still not optimal. The lack of learning evaluation ability was identified to be resulted from lack of continuous guidance from principals and supervisors, low ability of teachers in using Internet, and lack of opportunities in skill training, such as MGMP (Teacher Education Consensus Points). (2) The motivation of learning is also identified to be low in this study. The low motivation of teachers is identified to be affected by the factors such as lack of schools facilities and infrastructure. The findings also suggest that schools principal can play a key role in improving the teachers motivation. (3) The discipline and responsibility of certified teachers is relatively high, which is supported by monitoring effort of stand-by teachers and finger-print scanner to record attendance at the Ministry of Religious Affair offices. (4) The results also suggest that supporting factors for teachers could be derived from the good school environment, while the challenging factors arise from the lack of facilities and infrastructure within the school.Keywords: Teacher Performance, Certification, and LearningAbstrak: Kinerja merupakan prestasi, hasil atau kemampuan yang dicapai dalam pelaksanaan tugas dan tanggung jawab. Guru sertifikasi hendaknya mempunyai kinerja yang optimal dalam melaksanakan proses pembelajaran untuk meningkatkan mutu pembelajaran. Sertifikasi adalah proses pemberian sertifikat kompetensi atau surat keterangan sebagai pengakuan terhadap kemampuan seseorang dalam melakukan suatu pekerjaan setelah lulus uji kompetensi. Tujuan penelitian ini adalah untuk mengetahui kinerja guru sertifikasi dalam pembelajaran, meliputi: kemampuan guru sertifikasi dalam pembelajaran, motivasi guru sertifikasi dalam pembelajaran, disiplin dan tanggung jawab guru sertifikasi dalam pembelajaran dan faktor pendukung serta penghambat guru sertifikasi. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Teknik pengumpulan data dilakukan melalui: wawancara, observasi, dan studi dokumentasi. Subjek penelitian adalah kepala madrasah, wakil bidang kurikulum, pengawas dan guru sertifikasi di MAN Beureunuen Kabupaten Pidie. Hasil penelitian menunjukkan bahwa: (1) kemampuan guru sertifikasi dalam pelaksanaan proses pembelajaran sudah optimal sebagaimana yang diharapkan. Meskipun masih ada sebagian guru yang menganggap administrasi pembelajaran hanya pelengkap bahan ajar semata. Sedangkan kemampuan guru sertifikasi dalam mengevaluasi hasil pembelajaran, belum memenuhi kriteria penilaian. Hal ini disebabkan karena guru sertifikasi kurang mendapat kesempatan untuk mengikuti pelatihan mengenai teknik evaluasi; (2) motivasi guru sertifikasi masih perlu ditingkatkan karena dipengaruhi oleh faktor sarana dan prasarana yang masih kurang memadai serta kepala madrasah merupakan motivator terbesar untuk meningkatkan motivasi guru; (3) Disiplin guru sertifikasi dan tanggung jawab sudah cukup tinggi ditambah lagi dengan pemberdayan guru piket beserta fingerprint dijajaran kantor Kementerian Agama; (4) faktor pendukung guru sertifikasi dalam pembelajaran berasal dari lingkungan sekolah yang nyaman, sedangkan faktor penghambat kurang tersedianya sarana, serta tidak tercukupi jam mengajar 24 jam perminggu.Kata Kunci: Kinerja Guru, Sertifikasi dan Pembelajara
PEMBIAYAAN BANTUAN OPERASIONAL SEKOLAH DALAM MENINGKATKAN MUTU PENDIDIKAN PADA SMP NEGERI 1 SYAMTALIRA BAYU KABUPATEN ACEH UTARA
Get PDFFinancing education most important input components in the implementation of educational programs in schools and the need for guidance as a foundation of the foundation so that the financial management of schools can be done well. The objective of this research was to determine the understanding of the school of government policies related to financing school operational assistance, financing management of school operational assistance and its relevance to education quality improvement initiatives, and school problems in the process of financing school operational assistance in improving the quality of education at SMPN 1 Syamtalira Bayu North Aceh District. This study uses a qualitative approach to data collection through interviews, observation and documentation. The data analysis was done through data reduction, data display, and verification. Subjects were principals, vice principals, and teachers. Keywords: Financing Education, SOA, and Quality of Education