Penelitian ini bertujuan untuk (1) memahami dan menganalisis supervisi akademik kepala Madrasah dalam meningkatkan kinerja guru di MAN 1 dan MAN 2 di kota Semarang, (2) untuk mengetahui kendala-kendala yang dihadapi dalam pelaksanaan supervisi akademik kepala Madrasah untuk meningkatkan kinerja guru di MAN 1 dan MAN 2 di kota Semarang.
Metode penelitian yang digunakan adalah metode deskriptif dengan pendekatan kualitatif. Metode pengumpulan data melalui observasi, wawancara dan dokumentasi. Teknik analisis data mencakup empat komponen yaitu, pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan.
Hasil Penelitian menunjukkan bahwa supervisi akademik kepala madrasah dalam meningkatkan kinerja guru di MAN 1 Semarang meliputi pengembangan silabus, program tahunan, program semester, RPP dan KKM yang disesuaikan dengan karakteristik peserta didik dan teori pendidikan yang relevan. Model supervisi yang digunakan adalah model supervisi klinis dan supervisi artistik dengan pendekatan direktif, non-direktif, dan pendekatan kolaboratif, kemudian teknik yang digunakan kepala madrasah yaitu teknik per kelas, terjadwal dan terprogam, serta teknik pembicaraan individual, diskusi kelompok, dan rapat madrasah. Sedangkan supervisi akademik di MAN 2 Semarang meliputi pemeriksaan silabus, program tahunan, program semester dan RPP yang dibuat guru secara periodik. Model supervisi yang digunakan adalah model supervisi klinis dengan pendekatan kolaboratif dan teknik yang digunakan yaitu teknik individual dan kelompok. Secara terjadwal supervisi dilakukan setiap awal dan akhir semester, sedangkan secara non formal dilakukan setiap hari dalam bimbingan atau pembinaan.
Kendala-kendala yang dihadapi dalam pelaksanaan supervisi akademik kepala madrasah di MAN 1 Semarang meliputi waktu, sarana, dana personil, juga kendala dalam praktik pelaksanaan supervisi. Sedangkan di MAN 2 kendala utama adalah waktu. Faktor-Faktor yang mempengaruhi supervisi secara umum baik di MAN 1 dan MAN 2 meliputi faktor internal seperti kemampuan intelektual dan kepribadian, motivasi mengajar, kepedulian kepala madrasah, kedisiplinan dan kehadiran para guru dan faktor eksternal yang seperti situasi dan kondisi madrasah, kerja sama yang terbentuk antara guru dan sarana prasarana.

ABSTRACT:

This research aims to (1) understand and analyze academic supervision of Madrasah principle in improving teachers’ performance in MAN 1 and MAN 2 Semarang, (2) find out constraints faced in the implementation of the academic supervision by Madrasah principle in improving teachers’ performance in MAN 1 and MAN 2 Semarang.
This research used descriptive method with qualitative approach. The data will be collected by observation, interview, and documentation. Then, will be analyzed by using four components, those are data collection, data presentation, data reduction, and conclusion. Finally, the data validity will be checked with credibility, Transferbility, Dependabilitas, and Konfermabilitas.
The research result showed that the academic supervision of Madrasah principle in improving the performance of the teacher in MAN 1 Semarang includes developing annual program, syllabus, semester program, lesson plan, and completeness minimum criteria (KKM) that had been appropriated with students’ characteristics and educational theories. The Supervision model used clinical and artistic supervision with directive, non-directive, and collaborative approach that had been adapted to the situation and condition of the teachers. The techniques used by principle Madrasah are per-class, scheduled and programmed, individual talks, group discussions, and meeting. While, the academic supervision in MAN 2 includes syllabus checking, annual program, semester program, and lesson plan made by teachers periodically. The supervision model used clinical supervision with a collaborative approach by conducting individual and group techniques. The supervision conducted every beginning and end of the semester, while in the informal performed daily in guidance or coaching.
Then, the constraints encountered in academic supervision in MAN 1 are time, means, personnel Fund, and implementation of the supervision. Its different with MAN 2 which has constrain in time. Generally there are two factors faced by MAN 1 and MAN 2 that affect the supervision, those are internal factor such as supervision intellectual abilities and personality, teaching motivation, principle’s caring, lack of discipline, and the presence of teachers. And external factor such as circumstance and condition of Madrasah, and teachers’ infrastructure utilization