Pelaksanaan Supervisi Kepala Sekolah Dalam Meningkatkan Kinerja Guru Pendidikan Agama Islam Di Smp Negeri 6 Bandar Lampung

Abstrak

This  study  aims  to  determine:  (1)  Supervision  of  school  principals  in  improving  the performance of Islamic Religious Education teachers, (2) Performance of Islamic Religious Education teachers, and (3) factors that support and hinder the implementation of school principal supervision in SMP Negeri 6 Bandar Lampung . This research uses descriptive qualitative method. The research was conducted at SMP Negeri 6 Bandar Lampung  The research subject is the principal. The research informants were the teachers of Islamic Religious Education. Data collection techniques using the method of observation, interviews and  documentation.  Testing  the validity  of  the data  obtained  using  triangulation  of  sources and methods. The data analysis technique used interactive model analysis, namely data reduction, data presentation and conclusion. The results showed that: (1) The supervision of the principal was running well, but the results were not optimal. The implementation of supervision includes 1) Preparation which includes: (a) preparing instruments, (b) preparation of supervision schedules, (c) informing Islamic Religious Education teachers, and (d) asking learning materials to PAI teachers before conducting  supervision.   2)  the  implementation   of   supervision   which   includes:   (a)   classroom observations, (b) supervision is carried out periodically, (c) supervision is carried out using class visit techniques, and (d) supervision is carried out using individual

speaker techniques. 3) Follow-up and Evaluation  which  includes:  (a) providing  feedback to teachers  who have been supervised,  and (b) evaluating  supervision.  (2)  The  results  of  the  increase  in  the  performance  of  Islamic  Religious Education teachers have gone quite well. This is evident from the fact that the Islamic Religious Education teacher has done several things including (a) the teacher has made and compiled learning tools, (b) the teacher is able to create PAIKEM learning, (c) the teacher brings lesson plans when teaching, and (d) the teacher evaluates after teaching and learning process activities. 3) factors that support and hinder the supervision of the principal. (1) Supporting factors include: (a) professional competence of supervisors,   (b)   professional   teachers,   (c)   conducive environment,   and   (d)   support   from  madrasa   citizens, government and society. (2) Inhibiting factors include: (a) aspects of the educational bureaucratic structure and (b) cultural aspects.