MANAJEMEN PENGEMBANGAN KINERJA GURU DALAM KONTEKS KEBIJAKAN OTONOMI DAERAH : Studi Perencanaan, Pelaksanaan, Dan Pengawasan Pengembangan Kinerja Guru Sekolah Dasar Di Kota Tegal

摘要

Penelitian ini bertujuan untuk mengetahui kondisi faktual manajemen pengembangan kinerja guru SD di Kota Tegal, yang difokuskan ke dalam pernyataan-pertanyaaan penelitian, bagaimana perencanaan, pelaksanaan, pengawasan dan evaluasi, serta dampak pengembangan mutu guru SD di Kota Tegal? Pertanyaan reflektifnya, bagaimana model konseptual manajemen pengembangan kinerja guru SD yang mungkin diimplementasikan dalam kerangka peningkatan mutu pendidikan SD di Kota Tegal?ududSecara teoretik, pertanyaan penelitian tersebut dijelaskan oleh konsep-konsep pengembangan sumber daya manusia; pengembangan mutu guru dalam kebijakan otonomi daerah; dan prosedur manajerial pengembangan mutu guru. ududPenelitian ini menggunakan pendekatan kualitatif, dengan teknik pengumpulan data berupa wawancara, observasi, dan studi dokumentasi. Temuan penelitian diringkaskan berikut ini.ududPertama, rencana pengembangan mutu guru SD di Kota Tegal, tidak terlepas dari perencanaan strategik (Renstra) pengembangan pendidikan sebagai rujukannya. Kedua, aspek penting pelaksanaan pengembangan mutu guru SD, yaitu perekrutan dan seleksi calon peserta. Dalam hal itu terdapat kecenderungan lebih mengutamakan guru-guru yang memiliki kedekatan hubungan dengan pihak penentu kebijakan di Dinas Pendidikan maupun Badan Kepegawaian Daerah.ududKetiga, terdapat dua pola pengawasan yang dijalankan dalam pengembangan mutu guru SD di Kota Tegal, yaitu pengawasan langsung dan tidak langsung. Pengawasan langsung dilakukan melalui pertemuan berkala antara Dinas Pendidikan dengan para guru yang sedang menempuh program pengembangan. Pengawasan tidak langsung dilakukan melalui analisis laporan kemajuan peserta program pengembangan.ududKeempat, pengembangan mutu guru telah meningkatkan proporsi guru SD yang beratar belakang pendidikan S1, yaitu 18,27% pada tahun 2003; 21,30% pada tahun 2005; dan 24% pada tahun 2007; juga proporsi jumlah guru SD yang diikutsertakan dalam pengembangan mutu guru melalui program-program pelatihan. Pada tahun 2003, terdapat sekitar 11,29% guru kelas SD, meningkat menjadi 15% (2005), dan 34,30% (2007). Dampak positifnya adalah perbaikan dan peningkatan: (1) latar belakang pendidikan guru; (2) kelayakan mengajar guru; (3) taraf penguasaan mata pelajaran dan wawasan kependidikan; (4) kinerja mengajar guru kelas; dan (5) angka efisiensi edukasi SD.ududModel konseptual manajemen pengembangan kinerja guru SD yang dapat diimplementasikan dalam kerangka peningkatan mutu pendidikan SD di Kota Tegal, adalah yang memenuhi asumsi standar kompetensi guru, posisi strategik SD dan guru SD, serta otonomi manajemen sumber daya pendidikan. Adapun elemen-elemennya meliputi visi, perencanaan, dan kriteria pelaksanaannya, yang secara keseluruhan harus mendukung semangat peningkatan efisiensi, relevansi, efektivitas dan akuntabilitas manajemen pengembangan kinerja guru di dalam kerangka kebijakan otonomi daerah. udud ududABSTRACTududududThis study aims to determine the factual conditions of the management of development of primary school teachers’ performance in Tegal focused some research questions: what are the planning, implementation, monitoring and evaluation, as well as the impact of development of quality of primary school teachers in Kota Tegal? The reflective question is “what is the conceptual model of quality development management performance of primary school teachers that may be implemented within the framework of improving the quality of education at primary schools in Tegal?ududTheoretically, the research question is explained by the concepts of human resource development; development of quality teachers in the regional autonomy policy, and managerial procedures of development of teachers’ quality.ududThis research uses a qualitative approach, interviews, observation, and study documentation as techniques of data collection. Research findings are summarized below.ududFirst, the quality development plan primary school teachers in Tegal, is inseparable from the strategic plan (Strategic Plan) development of education as the reference. Second, the important aspects of the implementation of quality development of primary school teachers, the recruitment and selection of candidates. In this case, there is a tendency to prioritize teachers who have a close relationship with the policy makers in the Department of Education and the Regional Employment Board.ududThird, there are two patterns of supervision undertaken in the development of quality of primary school teachers in Tegal, Central Java, namely and indirect direct supervision. Direct supervision is carried out through regular meetings between the Office of Education with teachers who attend the development programs. Indirect supervision is carried out through analysis of the progress report of participants’ improvement.ududFourth, the development of quality teachers has increased the percentage of S1-graduated primary school teachers ie., 18.27% in 2003; 21.30% in 2005; and 24% in 2007, and the number of primary school teachers participating in the development of quality of teachers through training programs. In 2003, there were approximately 11.29% elementary school teachers, increased to 15% (2005), and 34.30% (2007). Its positive impact is the improvement: (1) educational background of teachers; (2) the ability to teach; (3) the level mastery of subjects and educational perspectives; (4) teachers’ performance, and (5) elementary education efficiency rate.ududConceptual model of management of quality performance development of primary school teachers which can be implemented within the framework of improving the quality of elementary education in Tegal, Central Java, is the one that meets the assumption of standards of teachers’ competence, the strategic position of primary schools and elementary school teachers, and the autonomy of educational resource management. The elements include the vision, planning, and implementation criteria, which as a whole must support the spirit of improving the efficiency, relevance, effectiveness and accountability of management performance development of quality teachers within the framework of the decentralization policy.