SUPERVISI PEMBELAJARAN BERBASIS REFLEKSI DAN COACHING UNTUK MENINGKATKAN MANAJEMEN KELAS DI SDIT ALAM BIRUNI

Abstrak

Penelitian ini bertujuan membantu guru meningkatkan kemampuan mengelola kelas melalui pembelajaran berbasis refleksi dan coaching di SDIT Alam Biruni. Riset ini mengadopsi desain kualitatif guna membedah secara komprehensif implementasi supervisi serta implikasi sistemiknya terhadap tata kelola ruang kelas. Konstruksi data dibangun melalui triangulasi yang melibatkan studi literatur, observasi dinamika instruksional, serta wawancara mendalam dengan personil edukatif. Proses analisis dilakukan melalui prosedur kondensasi, penyajian temuan, dan penarikan inferensi guna mengidentifikasi pola tematik yang relevan. Hasil investigasi mengonstatasi bahwa supervisi reflektif merupakan instrumen kritikal bagi pendidik dalam menilai praktik mengajar, mengenali dikotomi kekuatan-kelemahan, serta menyusun cetak biru perbaikan, yang berimplikasi pada terciptanya ekosistem kelas yang lebih kondusif. Intervensi coaching juga memberikan kontribusi signifikan terhadap eskalasi profesionalisme guru melalui pemahaman problematika kelas dan stimulasi inovasi metode pembelajaran. Sinergi antara refleksi dan coaching terbukti mampu mengamplifikasi kompetensi manajerial, mengoptimalkan atensi peserta didik, dan menstimulasi atmosfer belajar yang positif. Faktor akselerasi keberhasilan mencakup keterbukaan intelektual guru dan dukungan manajerial, sementara hambatan yang teridentifikasi meliputi keterbatasan temporal dan disparitas kesiapan profesional. Studi ini menegaskan urgensi supervisi yang kontinu dan kolaboratif dalam mengelevasi kualitas manajemen kelas serta luaran pembelajaran.

This inquiry aims to optimize pedagogical efficacy in classroom management by strategically integrating reflection-based learning and clinical coaching at SDIT Alam Biruni. Utilizing a qualitative framework, the study seeks to deconstruct the operational mechanics of supervision and its subsequent impact on instructional governance. Empirical evidence was synthesized via literature review, systematic classroom observations, and semi-structured interviews with participating educators. The analytical process involved data reduction, thematic display, and inferential synthesis to identify core patterns. Findings indicate that reflective supervision facilitates critical self-evaluation, enabling teachers to identify their professional competencies and formulate targeted improvements, thereby fostering a more structured and effective didactic environment. Furthermore, coaching bolsters professionalism by enhancing problem-solving capacities and motivating methodological diversification. Ultimately, the synergy of reflection and coaching has been empirically proven to strengthen managerial skills, enhance student engagement, and foster a positive learning environment. Supporting factors include teachers’ openness to feedback, support from the school principal, and a strong teamwork culture. Meanwhile, the main challenges are limited time, reliance on monotonous teaching methods, and different levels of teacher readiness. This study emphasizes the importance of continuous, systematic, and collaborative supervision in enhancing classroom management and improving student learning outcomes.