Tesis ini membahas supervisi akademik pengawas dalam meningkatkan kinerja guru Madrasah Ibtidaiyah di Kecamatan Bonang Demak. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Penelitian dilakukan di Madrasah Ibtidaiyah Kecamatan Bonang Demak. Teknik pengumpulan data dengan metode wawancara, observasi dan dokumentasi. Hasil dari penelitian ini menyimpulkan bahwa supervisi akademik yang dilakukan oleh pengawas madrasah sudah dilakukan secara sistematis dan terprogram, sehingga guru-guru merasakan adanya bantuan dari pengawas madrasah dalam meningkatkan kinerjanya. Faktor yang mendukung keberhasilan pelaksanaan supervisi akademik pengawas adalah faktor dari kepala madrasah dan guru yang mempunyai keinginan untuk memperbaiki kinerjanya melalui kegiatan supervisi akademik ditunjukan dengan sikap yang kooperatif terhadap proses supervisi. Sedangkan hambatan yang dialami pengawas dalam supervisi akademik adalah kurangnya tenaga pengawas, banyaknya guru yang harus dibina dan kurangnya intensitas supervisi akademik terhadap guru. Sedangkan solusi dari kendala tersebut adalah rekrutmen pengawas baru, peningkatan intensitas supervisi kunjungan kelas dan peningkatan program pembinaan supervisi pengawas secara berkala dan berkesinambungan.

ABSTRACT:

This thesis discusses the supervisor academic supervision in improving the performance of Islamic Elementary teachers in Bonang Demak District. This study uses a descriptive qualitative approach. The research was conducted in Islamic Elementary Bonang Demak District. The technique of collecting data is by interview, observation and documentation. The results of this study concluded that academic supervision carried out by madrasa supervisors had been systematically and programmed, so that teachers felt that there was assistance from madrasa supervisors in improving their performance. Factors that support the successful implementation of supervisory academic supervision are the factors of the head of the madrasa and teachers who have the desire to improve their performance through academic supervision activities are shown by a cooperative attitude towards the supervision process. As much as the obstacle experienced by supervisors in academic supervision is the lack of supervisors, the number of teachers that must be fostered and the lack of intensity of academic supervision of the teacher. While the solution to these obstacles is the recruitment of new supervisors, an increase in the intensity of supervision of class visits and an increase in supervisory supervision programs periodically and continuously.