Synergy of Education Inputs and Supervision Management in Improving the Quality of Education
Keywords:
Educational Inputs, Supervision Management, Continuous SupervisionAbstract
This study aims to examine the synergy between educational inputs and supervisory management in enhancing the quality of education at the junior secondary school level. A qualitative approach was employed, focusing on two schools with contrasting characteristics: SMP Negeri 26 Pekanbaru and SMP Negeri Satu Atap Batu Sanggan. The findings indicate that the presence of qualified educators, adequate infrastructure, and the implementation of a relevant curriculum significantly support effective teaching and learning processes. However, irregular and unsustained supervision hampers teacher professional development and limits pedagogical innovation. Supervision tailored to school-specific needs has shown to boost teacher motivation, yet its impact is often short-lived without consistent follow-up and ongoing evaluation. Key challenges in implementing effective supervision include infrequent supervisory practices, limited professional development opportunities, and excessive teacher workloads. Consequently, this study recommends the reinforcement of guidance-oriented supervision accompanied by structured follow-up mechanisms to enhance learning outcomes and graduate competitiveness.
Downloads
References
Arisanti Yossa & Rifma. (2019). Supervisi Korektif Terhadap Proses Pelaksanaan. 3(2), 1034–1045. Akinwumi, F. (2004). Mode of Supervision and Teacher Productivity. Nigerian Journal of Clinical and
Counselling Psychology, 8(2), 219-228. https://doi.org/10.4314/njccp.v8i2.23926
Bafadal, I. (2013). Manajemen Peningkatan Mutu Sekoah Dasar dari Sentralisasi Menuju Desentralisasi. Jakarta: Bumi Aksara
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). SAGE Publications.
Hamalik, O. (2008). Manajemen Pengembangan Kurikulum. Bandung: Remaja Rosdakarya
Hermanto, M. (2018). Manajemen Mutu Terpadu dalam Pendidikan Islam. Al-Muaddib: Jurnal Ilmu- Ilmu Social dan Keislaman, 3(1), 228-248. http://dx.doi.org/10.31604/muaddib.v1i1.471
Maralih, M. (2014). Peranan Supervisi dalam Peningkatan Kualitas Pendidikan. Qathruna, 1(10), 179- 192.
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). SAGE Publications.
Mukhlasin, A. (2020). Manajemen Supervisi Kepala Sekolah dalam Meningkatkan Profesionalitas Guru di SD Swasta Al-Ittihadiah Laut Dendang Kecamatan Percut Sei Tuan Kabupaten Deli Serdang. Journal of Education and Teaching Learning (JETL), 2(3), 9–19.
Muriah, S. (2012). Peran Supervisi dalam Meningkatkan Mutu Pendidikan Islam. Dinamika Ilmu. Nasution, T. A. (2019). Peran Supervisi Pendidikan dalam Meningkatkan Mutu Pendidikan di Indonesia. Pidarta, M. (2015). Pemikiran tentang Supervisi Pendidikan. Jakarta: Bumi Aksara
Rahmat, S. (2015). Supervisi Pendidikan Guru Profesional.
Rifma, A. R. &. (2016). Pelaksanaan Supervisi Klinis Di SDN 08 Tabek Panjang. 3(2), 1046–1057. Sahertian, P. A. (2016). Konsep Dasar dan Teknik Supervisi Pendidikan. Jakarta: Rineka Cipta
Sabandi, M. (2013). Manajemen Supervisi Pendidikan. Bandung: Remaja Rosdakarya.
Subandi, A. (2013). Supervisi Pendidikan untuk Pengembangan Profesionalitas Guru Berkelanjutan.
Jurnal Ilmiah Ilmu Pendidikan, XIII(2), 1–9.
Suhardan, D. (2010). Supervisi Profesional. Bandung: Alfabeta
Sutarjo. (2014). Supervisi Pengawas dan Kepala Sekolah Dalam Peningkatan Mutu Pembelajaran (Studi Kasus pada SMA Negeri di Kabupaten Karawang). Jurnal Pendidikan Unsika, 2(1), 105-117.
Syafaruddin. (2002). Manajemen Mutu Terpadu dalam Pendidikan. Jakarta: Grasindo. Vioretha, N. (2019) Peran Kepala Sekolah dan Pengawas Sebagai Supervisor Pendidikan Untuk Meningkatkan Mutu Pendidikan.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
