IMPLEMENTASI MANAJEMEN KINERJA GURU DALAM MENINGKATKAN PROFESIONALISME DI MTsN 1 BANDAR LAMPUNG

RIZKA, KHUSNUL KHOTIMAH (2026) IMPLEMENTASI MANAJEMEN KINERJA GURU DALAM MENINGKATKAN PROFESIONALISME DI MTsN 1 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatar belakangi oleh pentingnya manajemen kinerja guru dalam meningkatkan profesionalisme. sebagai salah satu faktor penentu keberhasilan pendidikan. Guru yang profesional tidak hanya dituntut mampu melaksanakan pembelajaran secara efektif, tetapi juga memiliki kompetensi yang terus berkembang sesuai dengan tuntutan pendidikan. MTsN 1 Bandar Lampung sebagai salah satu madrasah unggulan terus berupaya meningkatkan profesionalisme guru melalui penerapan manajemen kinerja guru yang meliputi perencanaan, pengorganisasian, pelaksanaan, dan pengawasan. Penelitian ini bertujuan untuk mengetahui implementasi manajemen kinerja guru dalam meningkatkan profesionalisme di MTsN 1 Bandar Lampung. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Subjek penelitian meliputi kepala madrasah, wakil kepala madrasah bidang kurikulum, dan guru. Teknik analisis data yang terdiri dari reduksi data, penyajian data, serta verifikasi dan penarikan kesimpulan. Uji keabsahan data dilakukan melalui triangulasi sumber. Hasil penelitian menunjukkan bahwa: (1) Perencanaan kinerja guru dalam meningkatkan profesionalisme dilakukan melalui penyusunan Sasaran Kinerja Pegawai (SKP), e-kinerja, perangkat pembelajaran, rapat koordinasi, serta perencanaan program pengembangan kompetensi guru berupa workshop, seminar, pelatihan, MGMP, dan supervisi; (2) Pengorganisasian kinerja guru dilaksanakan melalui pembagian tugas mengajar sesuai kompetensi, pemberian tugas tambahan, pengaturan kegiatan pengembangan kompetensi, serta koordinasi yang berkelanjutan antara kepala madrasah, wakil kepala madrasah, dan guru; (3) Pelaksanaan kinerja guru dilakukan melalui kegiatan pembelajaran sesuai perangkat pembelajaran, pelaksanaan tugas tambahan, pengisian SKP dan e-kinerja, serta keterlibatan aktif dalam workshop, seminar, pelatihan, MGMP, dan supervisi sebagai upaya peningkatan profesionalisme; (4) Pengawasan kinerja guru dilakukan melalui supervisi akademik, supervisi administrasi, monitoring kedisiplinan, evaluasi kinerja, serta pemberian pembinaan dan tindak lanjut untuk meningkatkan kualitas kerja guru secara berkelanjutan. Implementasi manajemen kinerja guru tersebut memberikan kontribusi positif terhadap peningkatan profesionalisme guru di MTsN 1 Bandar Lampung. ABSTRACT This research is motivated by the importance of teacher performance management in improving professionalism as one of the determining factors of educational success. Professional teachers are not only required to be able to carry out learning effectively, but also to possess competencies that continue to develop in accordance with educational demands. MTsN 1 Bandar Lampung, as one of the leading madrasahs, continuously strives to improve teacher professionalism through the implementation of teacher performance management which includes planning, organizing, implementation, and supervision. This study aims to determine the implementation of teacher performance management in improving professionalism at MTsN 1 Bandar Lampung. This study uses a qualitative approach with a descriptive research design. Data collection techniques were carried out through observation, interviews, and documentation. The research subjects included the principal of the madrasah, the vice principal for curriculum affairs, and teachers. The data analysis technique consisted of data reduction, data presentation, and verification and conclusion drawing. Data validity was tested through source triangulation. The results of the study indicate that: (1) Teacher performance planning in improving professionalism is carried out through the preparation of Employee Performance Targets (SKP), e-performance reports, learning instruments, coordination meetings, as well as planning teacher competency development programs in the form of workshops, seminars, training programs, MGMP activities, and supervision; (2) The organization of teacher performance is implemented through the distribution of teaching assignments according to competencies, the assignment of additional responsibilities, the arrangement of competency development activities, and continuous coordination among the principal, vice principal, and teachers; (3) The implementation of teacher performance is carried out through learning activities based on learning instruments, the execution of additional duties, the completion of SKP and e-performance reports, as well as active participation in workshops, seminars, training programs, MGMP activities, and supervision as efforts to improve professionalism; (4) Teacher performance supervision is conducted through academic supervision, administrative supervision, discipline monitoring, performance evaluation, as well as guidance and follow-up actions to continuously improve the quality of teachers’ work. The implementation of teacher performance management has made a positive contribution to improving teacher professionalism at MTsN 1 Bandar Lampung.

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