Pendekatan Supervisi Kepala Sekolah yang Efektif dalam Meningkatkan Profesionalisme Guru: Systematic Literature Review

Abstract

Penelitian ini bertujuan untuk mengkaji pendekatan supervisi kepala sekolah yang efektif dalam meningkatkan profesionalisme guru melalui metode Systematic Literature Review (SLR). Profesionalisme guru merupakan aspek penting dalam peningkatan mutu pendidikan, dan kepala sekolah memegang peranan strategis sebagai supervisor akademik dalam membina kompetensi guru. Sebanyak 15 artikel jurnal ilmiah yang relevan dari tahun 2020 hingga 2025 dianalisis secara sistematis untuk mengidentifikasi strategi supervisi yang terbukti efektif, tantangan pelaksanaan, serta dampak supervisi terhadap kualitas guru. Hasil kajian menunjukkan bahwa pendekatan supervisi seperti supervisi klinis, kolegial, berbasis TQM, serta pendekatan demokratis dan partisipatif terbukti mampu meningkatkan kompetensi guru. Namun, ditemukan pula sejumlah kendala seperti kurangnya tindak lanjut supervisi, dominasi pendekatan administratif, dan keterbatasan inovasi dalam teknik supervisi. Oleh karena itu, diperlukan perumusan strategi supervisi yang lebih aplikatif dan berorientasi pada pengembangan berkelanjutan. Penelitian ini merekomendasikan kepala sekolah untuk lebih aktif dan kolaboratif dalam menerapkan pendekatan supervisi guna mendukung guru yang profesional di era digital.This study aims to examine the effective supervision approaches of school principals in improving teacher professionalism through a Systematic Literature Review (SLR) method. Teacher professionalism is a crucial factor in improving the quality of education, where the principal acts as an academic supervisor. A total of 15 relevant scientific articles from 2020 to 2025 were systematically analyzed to identify supervision strategies, implementation challenges, and their impact on teacher quality. The study results indicate that approaches such as clinical, collegial, Total Quality Management (TQM)-based supervision, as well as democratic and participatory approaches are effective in improving teachers' pedagogical, professional, social, and personal competencies. However, several obstacles were also identified, such as minimal follow-up, the dominance of administrative approaches, and a lack of innovation in supervision implementation. The novelty of this study lies in the synthesis of supervision models that are contextual and relevant to the challenges of education in the digital era. This study provides theoretical and practical contributions by offering recommendations for applicable, sustainable, and collaborative supervision strategies to support teacher professional development in various educational units.