MANAJEMEN STRATEGI PENGEMBANGAN KOMPETENSI PROFESIONALISME GURU UNTUK MENINGKATAN MUTU PEMBELAJARAN DI SMAS SURYA DHARMA 2 BANDAR LAMPUNG

ANA, FATIMAH FITRIANI (2026) MANAJEMEN STRATEGI PENGEMBANGAN KOMPETENSI PROFESIONALISME GURU UNTUK MENINGKATAN MUTU PEMBELAJARAN DI SMAS SURYA DHARMA 2 BANDAR LAMPUNG. Masters thesis, UIN RADEN INTAN LAMPUNG.

	PDF Download (6MB)
	PDF Restricted to Repository staff only Download (7MB)

Abstract

ABSTRAK Mutu pembelajaran merupakan salah satu factor utama yang menentukan kualitas penddikan sekolah, namun hingga saat ini di SMAS Surya Dharma 2 Bandar Lampung masih menghadapi kendala karena manajemen strategi pengembangan kompetensi profesional guru belum terarah dan terstruktur karena masih adanya ketidaksesuaian disiplin ilmu, kualifikasi akademik yang masih belum memenuhi standar, faktor internal guru sehingga berdampak pada capaian belajar siswa. Oleh karena itu, penelitian ini bertujuan menganalisis perencanaan, pelatihan dan pengembangan, serta pengawasan dan evaluasi kinerja guru dalam meningkatkan mutu pembelajaran, sekaligus mengidentifikasi strategi yang paling efektif untuk memperkuat kualitas pendidik di sekolah tersebut. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data melalui wawancara mendalam, observasi, dokumentasi. Subjek penelitian meliputi kepala sekolah, wakil kepala sekolah bidang kurikulum, guru serta tata usaha dan peserta didik. Analisis data dilakukan melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan secara sistematis dan berkelanjutan. Uji keabsahan data dilakukan dengan teknik triangulasi sumber untuk memastikan validitas dan kredibilitas temuan penelitian Hasil penelitian menunjukkan bahwa manajemen strategi pengembangan kompetensi profesional guru direncanakan melalui perumusan visi, misi, tujuan, dan sasaran yang dibahas dalam rapat rutin minimal 2 kali dalam 1 tahun ajaran. Implementasi dilakukan melalui program MGMP, IHT, pelatihan, serta penguatan budaya sekolah baik internal maupun eksternal. Evaluasi dilaksanakan dua kali per tahun oleh kepala sekolah, wakil kurikulum, dan tim manajemen melalui monitoring, supervisi akademik, serta evaluasi kinerja yang melibatkan pengawas dinas, kemudian ditindaklanjuti dengan pembinaan dan pelatihan lanjutan secara efektif. ABSTRACT Learning quality was one of the main factors determining the quality of education in schools however, SMAS Surya Dharma 2 Bandar Lampung still faced challenges because the strategic management of professional competence development for teachers was not well directed and structured. There were mismatches in academic disciplines, qualifications that did not fully meet standards, and internal teacherrelated factors, which affected students’ learning achievement. Therefore, this study aimed to analyze planning, training and development, as well as supervision and performance evaluation of teachers in improving learning quality, and to identify the most effective strategies to strengthen teacher quality in the school. This study used a descriptive qualitative approach. Data were collected through in-depth interviews, observations, and documentation. The research subjects included the principal, vice principal for curriculum, teachers, administrative staff, and students. Data were analyzed through data reduction, data display, and conclusion drawing in a systematic and continuous manner. Data validity was ensured through source triangulation to maintain the credibility of the findings. The results showed that the strategic management of teacher professional competence development was planned through the formulation of the school’s vision, mission, goals, and objectives, which were discussed in routine meetings held at least twice in one academic year. Implementation was carried out through MGMP, In-House Training (IHT), training programs, and the strengthening of school culture both internally and externally. Evaluation was conducted twice a year by the principal, vice principal for curriculum, and the school management team through monitoring, academic supervision, and performance evaluation involving supervisors from the education office, and it was followed up with coaching and further training effectively.

Actions (login required)

View Item