ANALISIS MANAJEMEN PENDIDIKAN DAN SUPERVISI KURIKULUM TERHADAP PROFESIONALISME GURU: STUDI KASUS MISMATCH GURU DI SMAS YAPIM MABAR

Abstrak

Penelitian ini dilatarbelakangi oleh lemahnya manajemen pendidikan dan supervisi kurikulum yang memengaruhi profesionalisme tenaga pendidik, khususnya terkait fenomena mismatch guru di SMAS YAPIM MABAR. Penelitian bertujuan untuk menganalisis pengaruh manajemen pendidikan dan supervisi kurikulum terhadap profesionalisme tenaga pendidik serta mengetahui persepsi siswa terhadap proses pembelajaran, kedisiplinan sekolah, hubungan sosial, dan fasilitas pembelajaran. Penelitian menggunakan pendekatan metode campuran dengan jenis penelitian deskriptif. Teknik pengumpulan data dilakukan melalui observasi, kuesioner menggunakan skala likert, dan wawancara semi terstruktur. Subjek penelitian terdiri atas siswa dan salah satu guru di SMAS YAPIM MABAR. Hasil penelitian menunjukkan bahwa sebagian besar siswa memberikan penilaian positif terhadap kompetensi pedagogi, profesional, sosial, dan kepribadian guru. Namun, hasil wawancara menunjukkan masih terdapat kendala berupa ketidaksesuaian kompetensi guru, keterbatasan fasilitas pembelajaran, dan supervisi kurikulum yang belum berjalan optimal sehingga pembelajaran masih didominasi metode ceramah dan kurang inovatif. Penelitian ini menyimpulkan bahwa profesionalisme tenaga pendidik tidak hanya dipengaruhi oleh kompetensi individu guru, tetapi juga dipengaruhi oleh manajemen pendidikan, supervisi kurikulum, fasilitas sekolah, dan lingkungan sosial sekolah.

This study was motivated by weak educational management and curriculum supervision that affect the professionalism of educators, particularly the phenomenon of teacher mismatch at SMAS YAPIM MABAR. The study aimed to analyze the influence of educational management and curriculum supervision on teacher professionalism and to identify students’ perceptions of the learning process, school discipline, social relationships, and learning facilities. This research employed a descriptive mixed-methods approach. Data were collected through observation, questionnaires using a likert scale, and semi-structured interviews. The research subjects consisted of students and one teacher at SMAS YAPIM MABAR. The results showed that most students gave positive assessments regarding teachers’ pedagogical, professional, social, and personal competencies. However, interview findings revealed several obstacles, including teacher mismatch, limited learning facilities, and curriculum supervision that had not been optimally implemented, causing the learning process to still be dominated by lecture methods and lacking innovation. This study concludes that teacher professionalism is influenced not only by individual teacher competencies but also by educational management, curriculum supervision, school facilities, and the social environment of the school.