Hubungan Antara Supervisi Akademik Kepala Sekolah dengan Kompetensi Pedagogik Guru SD Negeri di Kecamatan Kalidawir Kabupaten Tulungagung

Abstract

This study was based on the issue of academic supervision that was not running optimally in elementary schools in Kalidawir district, even though academic supervision is important for improving teachers' pedagogical competence. This study aimed to determine whether there was a relationship between the principal's academic supervision and the pedagogical competence of elementary school teachers in Kalidawir district, Tulungagung regency. This study uses quantitative data analysis with a correlational research design through normality, linearity, Pearson product moment correlation, and coefficient of determination tests. Based on the data analysis results, it was found that there is a positive relationship between academic supervision and teachers' pedagogical competence with a correlation value of 0.510 in the moderate category. The contribution of academic supervision by school principals to teachers' pedagogical competence was 26.01%. The research results with a moderate correlation category indicate that there are still many ways to improve academic supervision to create good pedagogical competence. Understanding the relationship between academic supervision and teachers' pedagogical competence is expected to lead to more strategic steps to improve the quality of education. This study shows that there is potential to improve teachers' pedagogical competence through more structured and sustainable academic supervision. School principals can utilize the results of supervision to design development programs tailored to teachers' needs. The importance of the principal's role in implementing planned, structured, and sustainable academic supervision to achieve quality learning in schools.