Implementation of Educational Supervision by School Principals: Analysis of Impact on Catholic Religious Education Teacher Performance and Educational Quality in Elementary Schools

Maria Koriyanti Nona Yevi; Yoseph Belen Keban; Alfonsus Mudi Aran

doi:10.61132/ijcep.v2i3.382

Authors

Maria Koriyanti Nona Yevi Sekolah Tinggi Pastoral Reinha Larantuka
Yoseph Belen Keban Sekolah Tinggi Pastoral Reinha Larantuka
Alfonsus Mudi Aran Sekolah Tinggi Pastoral Reinha Larantuka

DOI:

https://doi.org/10.61132/ijcep.v2i3.382

Keywords:

catholic religious education, educational quality, educational supervision, elementary school, teacher performance

Abstract

Educational supervision serves as a key instrument in improving educational quality; however, its implementation in elementary schools often faces systemic challenges that affect teacher performance and learning quality. This study aims to analyze the implementation of educational supervision by school principals to improve the performance of Catholic Religious Education (CRE) teachers in enhancing educational quality at Inpres Natarita Elementary School. The research employs a descriptive qualitative approach with the school principal and CRE teacher as research subjects. Data collection was conducted through in-depth interviews, participatory observation, and documentation. Data analysis used the interactive model of Miles and Huberman with stages of data reduction, data presentation, and conclusion drawing.The findings reveal significant disparities between the implementation of administrative supervision and academic supervision. Administrative supervision is consistently implemented but remains procedural-mechanistic in nature, while academic supervision experiences systematic deficits with minimal frequency (once per semester). This condition impacts the competence-performance gap phenomenon in CRE teacher performance, characterized by the dominance of lecture methods, limited learning innovation, and minimal professional initiative. Educational quality shows acceptable achievement in graduation rates but has not been optimal in potential realization and educational value-added.Educational supervision at SDI Natarita has not achieved optimal effectiveness due to a paradigm that remains compliance-oriented rather than development-oriented. A fundamental reorientation toward holistic and transformative supervision is needed to optimize teacher performance and educational quality.

References

Addini, A. S., Tanjung, H. B., Wulandari, I. S., Dianti, I. A., & Sipahutar, N. A. (2022). Konsep dasar supervisi pendidikan. Jurnal Wahana Pendidikan, 9(2), 179-185.

Alamsyah, M., Ahmad, S., & Harris, H. (2020). Pengaruh kualifikasi akademik dan pengalaman mengajar terhadap profesionalisme guru. Journal of Education Research, 1(3), 183-187.

Aran, P. B. (2022). Pelaksanaan supervisi kepala sekolah dalam meningkatkan kinerja guru di SDK Koliwutun. Jurnal Agama, Pendidikan, dan Budaya, 3(1), 159-169.

Azam, U., Ismaniati, C., & Ndayani. (2023). Supervisi akademik dengan pendekatan elektik. CV. Win Media.

Budiarti, W., Suyanto, S., & Rahman, A. (2015). Pelaksanaan supervisi akademik dalam rangka peningkatan kinerja guru kimia di SMAN 1 Teunom Aceh Jaya. Jurnal Administrasi Pendidikan, 3(2), 20-35.

Ento, Y. (2024, April 20). Wawancara kepala sekolah SDI Natarita tentang pelaksanaan supervisi pendidikan [Wawancara].

Fadli, M. R. (2021). Memahami desain metode penelitian kualitatif. Jurnal Humanika, 21(1), 33-54.

Faujiah, S., Syaifuddin, S., & Tambak, S. (2023). Fungsi dan urgensi supervisi pendidikan. Jurnal Manajemen Pendidikan dan Ilmu Sosial, 3(2), 1239-1247.

Gravissimum Educationis. (1965). Pernyataan Konsili Vatikan II tentang pendidikan Kristen. Vatikan.

Halawa, A. N., & Mulyanti, D. (2023). Faktor-faktor yang mempengaruhi peningkatan kualitas mutu pendidikan. Jurnal Riset Pendidikan dan Bahasa, 2(2), 55-65.

Harahap, S. R. (2018). Kurikulum dan metode pembelajaran tipe jigsaw di sekolah dasar negeri 01 Tugu. Journal of Education, 6(2), 53-58.

Hekin, M. E. (2022). Pelaksanaan supervisi kepala sekolah dalam meningkatkan kinerja guru. Jurnal Agama, Pendidikan, dan Budaya, 3(1), 68-76.

Idris, M. (2023). Implementasi administrasi dan supervisi pendidikan. Jurnal Ilmu Sosial, Bahasa dan Pendidikan, 3(1), 46-55.

Ilham, M. W. (2017). Supervisi pendidikan dalam perspektif epistemologi Islam. Jurnal Pedagogik, 4(1), 29-46.

Iriani, E., Ningrum, K., & Sobandi, A. (2021). Analisis faktor-faktor determinan kinerja guru. Jurnal Pendidikan Manajemen Perkantoran, 6(2), 225-237.

Istiqomah, N. (2020). Upaya kepala sekolah dalam meningkatkan motivasi kerja guru di SDIT Taqiyya Rosyida Kartasura Sukoharjo. Journal of Education Policy and Elementary Education Issues, 1(1), 43-53.

Kamijan, Y. (2021). Faktor internal dan faktor eksternal terhadap kinerja guru di masa pandemi Covid-19. Jurnal Ekonomi Manajemen Sistem Informasi, 2(5), 630-638.

Magdalena, I., Sundari, T., Nurkamilah, S., Amalia, D. A., & Tangerang, U. M. (2020). Analisis bahan ajar. Jurnal Pendidikan dan Ilmu Sosial, 2(2), 311-326.

Maria, A., Bhoki, H., & Keban, Y. B. (2023). Supervisi akademik kepala sekolah terhadap kinerja guru PAK dalam meningkatkan hasil belajar. Jurnal Agama, Pendidikan, dan Budaya, 4(2), 105-118.

Mitan, M. N. (2024, April 20). Wawancara guru PAK SDI Natarita tentang pelaksanaan supervisi pendidikan [Wawancara].

Napis, A. D., & Noor, N. A. (2021). Supervisi pendidikan dalam meningkatkan kualitas pembelajaran. Jurnal Inovasi Penelitian, 2(1), 220-230.

Nurfatimah, S. A., Hasna, S., & Rostika, D. (2022). Membangun kualitas pendidikan di Indonesia dalam mewujudkan program sustainable development goals. Jurnal Basicedu, 6(4), 6145-6154.

Petra, U. K., Goenawan, S. A., Komunikasi, P. I., & Petra, U. K. (1979). Proses komunikasi antara guru dengan peserta didik di Elyon International Christian School dengan menggunakan second language. Jurnal E-Komunikasi, 2(3), 1-8.

Putri, K., & Dirgantoro, S. (2018). Inisiatif mahasiswa guru sebagai bentuk pembelajaran. Journal of Language, Literature, Culture and Education, 1(1), 85-95.

Rahman, A. (2021). Supervisi dan pengawasan dalam pendidikan. Jurnal Kajian Islam Kontemporer, 12(2), 50-65.

Rawung, W. H., Nicodemus, V., Rotty, J., & Pardanus, R. H. W. (2022). Pengaruh supervisi akademik terhadap hasil belajar siswa pada masa pandemi Covid-19 di SMA. Jurnal Wunong of Educational Research, 1(1), 1-8.

Republik Indonesia. (2003). Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Sekretariat Negara.

Siemze, J., Sukoco, A., & Gunawan, I. (2022). Kinerja guru: Pendekatan kepemimpinan transformasional kepala sekolah dan motivasi kerja guru. Magama.

Wahyudi, L. E., Mulyana, A., Dhiaz, A., Ghandari, D., Putra, Z., Fitoriq, M., & Hasyim, M. N. (2022). Mengukur kualitas pendidikan di Indonesia. Journal of Education, 1(1), 18-22.

Zulqaidah, Z., Nasution, T., & Harahap, R. D. (2023). Strategi supervisi akademik dalam meningkatkan kinerja guru. Journal Islamic Education, 3(1), 8-14.