Peran kepala madrasah sebagai supervisor di Madrasah Tsanawiyah Negeri Kota Batu

ABSTRAK kepala madrasah sebagai tokoh yang sangat sentral dalam dunia pendidikan mempunyai peran sebagai supervisor. Sebagai Supervisor Kepala madrasah harus mampu mengatur, membina, membantu , memberi, memotivasi, serta mengelolanya beserta staf-staf lainnya yang dapat mengantarkan kemajuan madrasah. Berdasarkan latar belakang di atas, maka permasalahan yang timbul adalah (1) Bagaimana bentuk-bentuk supervise kepala madrasah dalam mengembangkan lembaga pendidikan islam di MTs Negeri Kota Batu (2) Apakahfaktor-faktor yang mendukung dan menghambat kepala madrasah selaku supervisor dalam pengembangan lembaga pendidikan islam di MTs Negeri Kota Batu Adapun Tujuannya adalah (1)Untuk mengetahui bentuk-bentuk supervisi kepala madrasah dalam mengembangkan pendidikan islam di MTs Negeri Kota Batu. (2) Untuk mengetahui faktor-faktor yang mendukung dan menghambat kepala madrasah sebagai supervisor dalam pengembangan lembaga pendidikan Islam di MTs Negeri Kota Batu. Menurut jenisnya penelitian ini termasuk penelitian kualitatif diskriptif dengan pendekatan fenomenologis. Metode pengumpulan data menggunakan metode Observasi, interview dan dokumentasi dan analisa datanya adalah diskriptif kualitatif. Dari hasil penelitian dapat disimpulkan bahwa Peran kepala madrasah sebagai supervisor dalam upaya mengembangkan lembaga pendidikan islam di MTsN Kota Batu sangatlah baik dan memuaskan dan bentuk-bentuk supervisinya adalah (1) supervisi kelompok yang meliputi rapat guru, diskusi dan seminar. (2) supervisi individual yang meliputi kunjungan kelas, observasi kelas, factual record, pertemuan individual. Adapun faktor pendukungnya adalah (1) Status lembaga negeri.(2) Adanya masjid masyarakat disamping madrasah (3) Pinjaman lahan kosong dari desa (4) Adanya program sertifikasi guru.(5) Besarnya bantuan dana dari berbagai pihak baik swasta, masyarakat maupun pemerintah. (6) Masih terjalinnya hubungan kerjasama dengan swasta. Disamping itu sebagai faktor penghambatnya adalah (1) Orang tua siswa yang heterogen. (2) Bantuan pemerintah yang dirasa kurang memenuhi harapan akan kebutuhan madrasah (3) Rendahnya motivasi guru untuk melanjutkan S2. ABSTRACT Principal as a very central figure in the world of education had role as a supervisor. As the head of the Islamic school supervisor must have been able to organize, develop, help, give, motivate, and manage them along with other staffs who could deliver the progress of Islamic school. Based on the background above, the problems that arised were (1) What kind of supervision principal in developing Islamic educational institutions in the Batu City MTs (2) What were the factors that supported and obstructed the principal as a supervisor in the development of Islamic educational institutions in the Batu City MTs The objective were (1) To determine the kinds of supervision principal in developing Islamic education in the Batu City MTs. (2) To determine the factors that supported and obstructed the principal as a supervisor in the development of Islamic educational institutions in the Batu City MTs. According to its kind, this study was included as a descriptive qualitative study with a phenomenological approach. Methods of data collection used observations, interviews and documentation, and data analysis was descriptive qualitative. From the results, it can be concluded that the role of the principal as a supervisor in an effort to develop Islamic educational institutions in the City of Stone MTsN was very good and satisfying and the supervision forms were (1) supervision group that included teachers meeting, discussions and seminars. (2) individual supervision which included classroom visit, classroom observation, factual record, and individual meetings. The supporting factors were (1) Status of domestic institutions. (2) The existence of the mosque community besides islamic school (3) Loans vacant land from the village (4) The presence of teacher certification program. (5) The amount of financial support from various parties, both private, public and government . (6) There were relations of cooperation with the private sector. Besides, as an inhibiting factor were (1) Parents were heterogeneous. (2) perceived lack of government assistance to meet the expectations of the needs of Islamic school (3) The low motivation of teachers to continue to second degree