How to Improving the Professionalism of Educators of Islamic Religious Education Subjects at SMA Negeri 1 Malili, Kab

Kontigensi: Scientific Journal of Management Vol 8, No. 2, Nopember 2020, pp. 155 - 169 ISSN 2088-4877

The Principal's Role as Supervisor: How to Improving the Professionalism of Educators of Islamic Religious Education Subjects at SMA Negeri 1 Malili, Kab. Luwu Timur

Nurlinda MTs Negeri Luwu Timur, Sulawesi Selatan, Indonesia E-mail : [email protected]

ABSTRACT

This study aims to describe the steps implemented by school principals as supervisors in improving the professionalism of educators of Islamic religious education subjects at SMA Negeri 1 Malili, East Luwu Regency. Examine the contribution of school principals as supervisors to increase the professionalism of educators in Islamic religious education subjects, identify the obstacles experienced, and see the principal's efforts in improving the professionalism of educators in Islamic religious education subjects. This research uses pedagogical, juridical, sociological, and normative theology approaches—data sources, primary data taken through interviews with competent parties. At the same time, secondary data is library data and school documentation that is related to research. The instrument used in collecting data is the researcher himself, who acts as a human instrument, whose function is to determine the focus of the research, select informants as data sources, collect data, assess data quality, analyze data, interpret data and draw conclusions from the findings, while the guidelines for interviews, observations, and documents as complementary instruments. The analysis used is descriptive-analytical by reducing data, presenting data, and drawing conclusions. The results of the research and analysis concluded that: 1) the steps implemented by the principal of SMA Negeri 1 Malili as a supervisor in increasing the professionalism of educators of Islamic religious education subjects were by the corridor of supervision implementation. 2) The principal as a supervisor has contributed to increasing the professionalism of educators in Islamic religious education subjects at SMA Negeri 1 Malili, East Luwu Regency. 3) The obstacles faced by the principal of SMA Negeri 1 Malili in improving the quality of PAI learning at SMA Negeri 1 Malili stem from two factors, namely internal and external factors.

Keywords: principal, educator professionalism, Islamic religious education

INTRODUCTION face of increasingly complex and unresolved problems that arise. National education is undergoing essential These changes require various kinds of work changes, especially concerning the National that educators and other education personnel Education System Law (SISDIKNAS Law), must complete by their respective roles and management, and curriculum, followed by other functions. As the spearhead of implementing technical changes; these changes are intended to education, the principal plays the most role and solve educational problems. In addition, these greatly determines the quality of education. As a changes are expected to create a more conducive central figure, the principal Thus, professional educational climate for improving the quality of school principals must prepare themselves and education and developing human resources in the be able to make changes to improve the performance of educators by improving planning

155 Kontigensi: Scientific Journal of Management Vol 8, No. 2, Nopember 2020, pp. 155 - 169 ISSN 2088-4877 and implementation and evaluating various The task of educators is closely related to programs that are carried out effectively and improving human resources through the efficiently. education sector, so efforts are needed to The principal has the task of developing the improve the quality of educators to become performance of personal (especially educators) professionals. In order to improve the quality of towards the expected professionalism. In education can be successful. As stated by Tilaar, addition, as a formal leader, the principal is improving the quality of education depends on responsible for achieving educational goals many things, especially the quality of the through efforts to move subordinates towards educators. achieving the educational goals that have been Continuous and continuous coaching should set. The principal, in this case, is tasked with be held to make educators professionals, making carrying out leadership functions, both functions educators as workers need to be considered, related to achieving educational goals and appreciated, and recognized for their creating a climate within the academic unit he professionalism. Educators should become leads, which is conducive to the implementation professionals to increase their competence either of the teaching and learning process effectively through the provision of upgrading, training, or get and efficiently. the opportunity to learn again but also need to pay Responsibility relates to the risks faced by a attention to educators from other aspects such as leader, either in the form of sanctions from increasing discipline, providing motivation, superiors or other parties related to the actions providing guidance through supervision, and taken and those carried out by subordinates, providing guidance incentives, decent salaries educators, employees, and education staff. with his professionalism to enable educators to be Efforts to improve the quality of human resources satisfied in working as educators. (HR) can be done by improving the quality of The performance of educators or work education and teaching services, both in formal performance results from work achieved by a teaching in schools and specific skills training. person in carrying out the tasks assigned to him Scientific learning and provision of skills are based on skills, experience, sincerity, and time. intended so that students can live independently, The performance of educators will be good if prosper physically and mentally so that they live educators have carried out elements consisting of calmly (sakinah) and productively. To achieve high loyalty and commitment to teaching tasks, these quality expectations, it takes a leader who mastering and developing lesson materials, can influence the behavior of others in his work by discipline in teaching, and other tasks. Creativity using power, namely the ability to direct, influence in teaching implementation, cooperation with all others in connection with the tasks that must be school members, leadership that becomes role carried out. models for students, pleasing personality, honest Educators are professionals in charge of and objective in guiding students, and planning and implementing the learning process, responsibility for their duties. The task of a assessing learning outcomes, conducting principal as a manager is to assess the guidance and training, and conducting research performance of educators. This assessment is and community service, especially for educators essential to consider its function as a motivational in higher education. To carry out the duties and tool for leaders to educators and educators responsibilities above, an educator must have themselves. specific abilities and skills. These abilities and School leaders in improving the performance skills are part of the professional competence of of educators can carry out supervision and educators. Competence is an absolute ability motivation activities. Supervision and motivation possessed by educators so that their duties as of school principals will have a psychological educators can be carried out correctly. effect on educators' professional performance. Educators who are satisfied with the supervision

156 Kontigensi: Scientific Journal of Management Vol 8, No. 2, Nopember 2020, pp. 155 - 169 ISSN 2088-4877 and motivation of principals will work with sincerity 1. There is no Islamic Religious Education and improve their professionalism in educating Supervisor, so that it is practical; the and directing students. However, if educators are supervisor function is carried out directly by not satisfied with implementing the supervision the principal at SMA Negeri 1 Malili. and motivation of school principals, educators in 2. The Islamic Religious Education Subject educating will be less enthusiastic, resulting in Educators Meeting (MGMP-PAI) role is less educators' decreased professional performance. than optimal due to the absence of State Senior High School 1 Malili, from now on supervisors as directors, mentors, coaches, abbreviated as SMA Negeri 1 Malili, is an and role models in each MGMP activity. excellent public high school and the most favorite 3. The learning model of Islamic Religious school in Malili City, the capital of East Luwu Education is still centralized (teaching center) Regency. As an excellent and favorite school, this due to educators' lack of competence and school has produced many alumni scattered creativity in learning. throughout the country, and some of its alumni SMA Negeri 1 Malili is one of the front lines have now occupied essential positions, especially whose existence is expected to help shape a in East Luwu Regency. As a school with responsive model of contextual Islamic education achievements and potential, especially in to society's tendencies and future development in fostering and teaching students, SMA Negeri 1 East Luwu Regency, characterized by multiple Malili must have professional and high-quality systems and cultures and religions. The teaching staff. supervisory function of the principal, especially in The professionalism of educators, especially the subject of Islamic religious education, is vital educators of Islamic religious education subjects in forming educators with character and at SMA Negeri 1 Malili, is reflected in the professionalism. Thus, at the level of developing achievements in Islamic religious education Islamic religious education, a study on the role of subjects that have been achieved by this school principals as supervisors in improving the academic unit, including winning the Musabaqah professionalism of educators in Islamic religious Tilāwatil Qur'an (MTQ) district level in East Luwu. education subjects at SMA Negeri 1 Malili, Kab. This activity is part of the school's vision, which East Luwu becomes something that deserves to aspires to excel in achievement, faith and piety, be raised into a study. science, technology, and personality. Seeing from the vision proclaimed by SMA METHOD Negeri 1 Malili, this academic unit requires its educators, especially educators of Islamic The type of research used is qualitative Religious Education subjects, to serve research. This study provides a systematic, professionally in fostering the morals and thorough, and accurate description of the role of behavior of students at SMA Negeri 1 Malili. school principals in increasing the Professional educators in question are educators professionalism of educators in Islamic religious who can manage Islamic Religious Education education subjects. So, the data generated in this learning by the school learning curriculum as the study is not in the form of numbers, but data that ideals and goals of national education. Educators is expressed symbolically in the form of written or of Islamic Religious Education subjects carrying written words, non-verbal responses, literal oral or out their professionalism require supervision, descriptive. The approaches used in this research direction, and guidance from superiors, namely include pedagogical, juridical, sociological, and the principal and supervisor of Islamic Education. normative theological approaches. This research Based on the results of observations made by the will be conducted at SMA Negeri 1 Malili, located author in the field, there are several problems as on Jalan Montolalu, Kec. Malili, Kab. East Luwu, follows: South Sulawesi Province. Data sources in this study can be divided into primary data sources

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(school officials, government officials, educators) Supervision Program, and (3) the Academic and secondary data sources (documentation Supervision Plan (RKA). regarding school profiles, curriculum documents, technical instructions for student admissions, and b. Preparation of Supervision Instruments learning tools for Islamic Education KTSP). Every educator in charge of an educational Data collection methods that will be used in institution must know and understand the this study are observation, interviews, and instrument of the learning program that will be documentation. The data collected was implemented, both as a whole (outlines) and in processed using qualitative methods, namely, detail about programs related to their fields. The parsing the data obtained through observation, program of an educational institution, in general, documentation, and interviews. Data analysis has been arranged in a book called a systematically searches and compiles data curriculum/lesson plan or guide book or syllabus, obtained from interviews, field notes, and which contains the types of activities that can be documentation by organizing data into categories, carried out to achieve school goals. It is one part describing them into units, synthesizing, of the completeness in the supervision compiling into patterns, choosing which ones are instrument. The principal of SMA Negeri 1 Malili, important and which will be learned, and make in preparing the PAI supervision instrument at conclusions so that they are easily understood by SMA Negeri 1 Malili, requires two things, namely themselves and others. information or supervision data and sources of supervision data. It is considered important as RESULT and DISCUSSION material for coaching, not only obtained from class observations by the principal. In addition, Steps Taken by the Principal as Supervisor in the principal believes that developing supervision Improving the Professionalism of Educators instruments from year to year will have a good of Islamic Religious Education Subjects impact at SMA Negeri 1 Malili. a. Preparation of Work Plan and Supervision c. School Meetings, Socialization of Supervision Schedule Instruments The work plan and supervision schedule is Before carrying out academic supervision the first agenda that must be carried out by every operations at SMA Negeri 1 Malili, the principal supervisor (principal and supervisor) in the first held a joint meeting attended by the school school. In general, supervision is divided into two supervisor, deputy principal, and types of supervision, namely annual supervision educators/teachers. In the meeting, the principal and semester supervision. There are several of the school gave directions on the preparations things to consider in preparing the work plan and that must be prepared by each educator, supervision schedule at SMA Negeri 1 Malili. especially the PAI subject educator, before What is a very dilemmatic thing at SMA Negeri 1 supervision was carried out. School meetings Malili is that there is no PAI subject supervisor, so play an essential role because school meetings practically, the principal takes over the duties and have a particular purpose: leading educators and functions of the supervision. From the explanation education staff to enter a new working given by the resource persons, it can be seen that environment. Therefore, in school meetings, the at SMA Negeri 1 Malili, the principal and the principal and school supervisor's socialization of school supervisor have complete control over the work and supervision programs is usually supervision of subjects. Especially in PAI accompanied by questions and answers and subjects, the principal directly supervises the presentations of all school activities and educators concerned. The principal also makes a situations. supervisory program consisting of (1) the Annual Supervision Program, (2) the Semester d. Supervision Operational Implementation

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As the head of the school, the principal must educators. Thus, through this report, the foster the ability of his educators; in other words, supervision process is carried out and how school the principal should be able to carry out progress is carried out after the supervision supervision effectively. However, from the treatment is carried out. author's observation, supervision, especially on Despite the strengths and weaknesses of the PAI subjects at SMA Negeri 1 Malili, is still principal, the principal is faced with challenges general. Aspects that should be of concern are and opportunities to create a transparent not apparent, so that giving feedback is too reporting system. Preparing the supervision general and does not lead to the aspects needed report will provide opportunities for those who are by educators. Meanwhile, PAI subject educators corrected or supervised to be fully aware of the at SMA Negeri 1 Malili seem not to understand the shortcomings or failures in their performance so benefits of supervision. It may be due to the far. Therefore, the principal should find a reporting maximum involvement of educators in planning model for the supervision system that can the implementation of supervision. Implementing accommodate public interests but still uphold supervision involving educators from the planning professionalism values. The supervisor's ability to stage allows educators to know the benefits of prepare reports during the supervision process is supervision for themselves. essential. School principals are expected to understand By adopting the supervision report as outlined and carry out supervision on PAI subjects at an in the 2013 learning curriculum, in the supervision ideal level by involving PAI educators to the report of SMA Negeri 1 Malili related to PAI fullest. The involvement of PAI subject educators subjects, the reporting objectives can be is very influential and starts from the planning described as follows: stage to analyzing its success. One of the efforts 1) Collect, process, analyze, and interpret data to improve the quality of PAI subject educators is that can describe the efforts made by PAI through the learning process, and educators are subject educators and the level of success components of human resources that must be they have achieved. fostered and developed continuously to carry out 2) Collect, process, analyze and interpret data their functions professionally. In order for the that can describe the feasibility of teaching professionalism of educators to be measured and PAI subject educators. observed, here are some indicators of 3) Help solve problems faced by PAI subject Professional Educators. This indicator is educators through clinical services, significant for policymakers, school managers, especially for problems related to improving school principals, and even educators themselves the learning process, utilization of learning to improve their performance, improve the quality media, information technology facilities, and of education, and the progress of educators libraries. themselves. The seven indicators are (1) having 4) Prepare an action plan/follow-up program good teaching skills, (2) having broad insight, (3) plan that PAI subject educators must carry mastering the curriculum, (4) mastering learning out by supervision results. media, (5) mastering technology, (6) having a good personality, ( 7) Be a good role model. The Contribution of the Principal as an Advisor in Improving the Professionalism of e. Preparation of supervision reports Educators of Islamic Religious Education Reporting is the final stage of the education Subjects supervision program. After carrying out supervision activities for a certain period, the a. PAI Learning Process Facilitator supervisor should compile a report on the As a facilitator in supporting learning in supervision activities. The report must also schools, the principal must assist educators in describe the condition of the supervised various ways if educators need assistance in

159 Kontigensi: Scientific Journal of Management Vol 8, No. 2, Nopember 2020, pp. 155 - 169 ISSN 2088-4877 learning and educational activities in general. A principal who cane the necessary facilities in the c. PAI Learning Process Evaluator teaching and learning process so that students Evaluation is carried out on the planning, can funders better understand Principals must implementation, and assessment of the learning also be able to become leaders in learning by process. Evaluation activities take place after the focusing on learning that consists of several implementation of supervision. If monitoring is a components: curriculum, teaching and learning description of the initial conditions, supervision processes, assessment of learning outcomes, improves or improves, and evaluation determines assessment and development of educators, quality. It means to see whether the planning, excellent service in learning, and building learning implementation, and assessment of the learning communities schools. process has met the quality standards or not. The school principal has been trying to Thus the evaluation is at the level to see the facilitate learning activities at SMA Negeri 1 Malili. results of supervision. He has made many innovations during his tenure The final product of the evaluation conducted as principal at SMA Negeri 1 Malili. He always at SMA Negeri 1 Malili is an overall picture of the tries and encourages educators to consistently performance of educators in the learning process implement learning models that interest their (planning, implementing, and assessing). From students in taking place well, and students the product, it will be seen that educators have become happy and comfortable in the learning met process and competency standards and process. educators who have not met process and competency standards. SMA Negeri 1 Malili can b. PAI Learning Process Monitors and be classified as an academic unit whose Supervisors personnel administration is well organized; this is Monitoring activities carried out at SMA because each educator has an annual Negeri 1 Malili include planning, implementing, performance report or a kind of educator report and assessing the learning process. The card. Thus the head of the education unit at SMA monitoring results appear in the form of data in Negeri 1 Malili has a clear map of the competence natural conditions, facts, and authentic facts. of educators in that school. Therefore, the monitoring carried out by the principal of SMA Negeri 1 Malili is notes, Obstacles Faced by Principals in Improving recordings, and documentation. the Professionalism of Educators of Islamic The data or information obtained through the Religious Education Subjects monitoring is then processed and interpreted to a. External Constraints make it meaningful. The results of the 1. Preparation of supervised educators interpretation of the data or information require According to the principal, PAI educators at further action. According to Kasman, if the data SMA Negeri 1 Malili are still unaware of the shows that the planning, implementation, and importance of supervision for improving the assessment of the learning process has met the quality of learning. The research results at SMA standards, the principal and school supervisors Negeri 1 Malili also showed that the motivation of strive to develop to a higher level above the educators to be supervised was considered standard. Meanwhile, if the data states that they lacking; this was due to the inherent assumption do not meet the standards, their efforts increase of educators that supervision was merely an them to become standards. Kasman carries out activity to find fault. Even though the these activities under supervision. So, implementation of educational supervision is supervision carried out by the principal of SMA carried out with an advance notification to the Negeri 1 Malili can only be carried out if there is educators who will be supervised, the educators meaningful data and information from the results who will be supervised are still not well prepared. of monitoring at his school. 2. Educator Discipline

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Discipline is one of the critical factors that consists of: (a) an annual supervision program, support the learning process. The purpose of (b) a semester supervision program. The annual discipline for educators in schools is to improve supervision program is structured with the scope school quality or quality of education. Because of supervision activities in schools within one with the existence of a rule, order, norms, and year. The principal prepares the annual provisions that must be occupied and obeyed and supervision program with the involvement of the implemented by educators in schools, the school school supervisor. The semester supervision will be perfect. In addition, discipline can improve program is a description of the annual supervision the quality of education and teaching due to order program prepared by the principal of SMA Negeri and regularity about the matter above. 1 Malili according to the school's objective 3. Limited facilities and infrastructure conditions. In general, in compiling a work plan Although SMA Negeri 1 Malili is classified as and supervision schedule as was done at SMA a superior school, this school still lacks learning Negeri 1 Malili, always pay attention to the facilities and infrastructure, especially PAI following eight main components: learning. It was acknowledged by SMA Negeri 1 1) Problem aspects, in the form of identifying the Malili principal, who stated that the limited school results of previous supervision as a priority in budget made this school have to sort out the the supervision plan (guidance, monitoring, urgent basic needs for schools to take assessment) precedence over facilities and infrastructure 2) Monitoring objectives to be achieved. supporting learning activities. In addition, 3) Success indicators, in the form of targets, to government assistance through programs or be achieved grants is usually more focused on learning other 4) Strategies/work methods/supervision than PAI learning. techniques, such as monitoring and b. Internal Constraints evaluation, reflection and Focused Group The educational supervision activity program Discussion, Delphi method, workshops, class cannot be carried out by the principal alone. The visits, class observations, individual complexity of the principal's managerial duties meetings, visits between classes) results in a principal unable to handle the 5) Activity scenarios, in the form of systematic implementation of educational supervision alone, and logical steps or stages of supervision that especially supervision that emphasizes the are adjusted to the schedule and time. learning aspect. The study results also showed 6) The required resources can be in the form of that the busyness of SMA Negeri 1 Malili materials, facilities, people. sometimes made the supervision activities 7) Assessment and instruments, types, and delayed from the originally planned schedule. forms are adjusted to the aspects/problems to However, SMA Negeri 1 Malili still tries to carry be solved. out these activities even though they have to 8) A follow-up plan can be in the form of replace them at other times and occasions. stabilization; continuous improvement adapted to the method of supervision. Discussion Steps Implemented by the Principal as The supervision work program should Supervisor in Improving the Professionalism consider the criteria abbreviated as "SMART" of Educators of Islamic Religious Education (Specific, Measurable, Achievable, Realistic, and Subjects Time-Bound). 1) Specific, meaning that the prepared program a. Preparation of Work Plan and Supervision has a clear focus and covers a particular field Schedule in particular. Based on the period or period of work, the 2) Measurable, meaning that the selected supervision program at SMA Negeri 1 Malili programs and activities can be measured.

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3) Achievable, meaning that programs designed as priorities in the supervision plan (guidance, are affordable to achieve, both in terms of monitoring, assessment). Based on these time, cost, and existing conditions. problems, specific objectives of supervision 4) Realistic means that programs are based on activities to be achieved are set in line with data or natural conditions and needs of the the vision and mission of the target schools. target schools and are not made up. 2) The target of supervision, namely the 5) Time-Bound, meaning that the program components of the education system in designed has a precise time limit for schools that are considered the most achievement or implementation. important, receive special attention based on As a form of planning, the supervision the results of supervision in the previous year program at SMA Negeri 1 Malili is related to a and indicators of success in the form of series of actions or activities that will be carried targets to be achieved, out to achieve the objectives of supervision. By 3) The description of the strategy/work taking into account the main planning steps, there method/supervision technique includes the are four stages of activities carried out in the work method/technique to be used, as well as preparation of the school supervision program at the steps for implementing supervision SMA Negeri 1 Malili, which include: activities, such as monitoring and evaluation, 1) Setting a goal or set of goals reflection and Focused Group Discussion, 2) Determine the current situation help method, workshops, class visits, class 3) Identifying goals supporting and hindering observations, individual meetings, visits 4) Develop a set of actions to achieve the goal. between classes, group supervision, etc.), activity scenarios in the form of steps for b. Preparation of Supervision Instruments implementing supervision activities or stages There are four types of supervision activity of systematic and logical supervision. instruments outlined in the annual supervision 4) The required resources can be in the form of work program of the SMA Negeri 1 Malili principle, materials, facilities, people, namely: 5) Assessment and instrument types and forms 1) Identification of the results of supervision in are adjusted to the aspects/problems to be the previous year and policies in the field of solved education 6) The follow-up plan can be in the form of 2) Processing and analysis of results and stabilization; continuous improvement evaluation of the previous year's supervision adapted to the method of supervision. 3) Formulation of annual and semester 7) The schedule/time for implementing activities supervision program designs can be arranged in a different schedule 4) Consolidation and refinement of the annual format for all target schools. supervision program design. The substances developed in the semester The preparation of the supervision program to supervision program include the following be more focused can be stated in the form of a aspects. matrix before being described narratively. The 1) Aspects/ Identification of problems faced by model format used by the principal of SMA Negeri the target schools and their solutions. 1 Malili is as follows: Alternatively, identifying problems that are set

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Figure 1. Matrix Model Format for the Supervision Program of SMA Negeri 1 Malili c. School Meetings, Socialization of Supervision The operational supervision carried out by the Instruments principal of SMA Negeri 1 Malili is as follows: In the plenary meeting of educators, the 1) Class observation principal conveys the supervision schedule and Class observation is one of the best ways to the supervision instruments to be assessed. provide learning supervision because it can Furthermore, it is also determined the directly see educators, students, and problems organization of the division of tasks, as a place to that arise. In principle, there are three types of participate according to their skills, coordination observations conducted at SMA Negeri 1 Malili, and communication, work programs and namely by notification, without notification, and by direction, and more. The principal gives invitation. confidence to all educators so that each feels 2) Observation mechanism recognized and valued as an equal group. The preparations that are considered in Supervision is carried out by actively participating carrying out activities are as follows: in work. Sometimes it is upfront to be an example, a) The principal notifies educators that the sometimes it is in the middle to encourage, and principal will make observations. sometimes it is behind to give educators freedom b) The agreement between the principal and to work but influence them. educators is the benchmark on what is Based on the results of his supervision, he observed. and other educators are trying to get the 3) Observation in class necessary conditions and trying to eliminate a) greets the teacher who teaches and harmful conditions that hinder the smooth path of looks for an unobtrusive seat school life and get methods of working together b) must not reprimand the teacher's efficiently, productive according to local mistakes in class but record every conditions. Differences of opinion, disputes that activity. It is recommended to use may arise are sought for resolution and electronic devices: tape recorders, deliberation. Errors in how to work are cameras immediately known, so they do not drag on. c) prepare the contents in the form of a Educators who lack dedication or lack enthusiasm checklist are led and convinced to carry out their duties 4) Discussing the results of observations properly. The recorded results are discussed with the d. Supervision Operational Implementation educator, and some things need to be said:

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a) The principal prepares (can ask directly to Based on the scope of activity targets, there the resource person or use the room in are two types of supervision reports prepared by the library) the time and place of the the principal of SMA Negeri 1 Malili in each conversation semester, namely: b) A sympathetic, friendly attitude does not 1) Report the results of all activities. This report buy up conversations, and conversations is more focused on achieving each item of should not come out of observation data school supervision activities carried out in c) Educators are given the opportunity to each subject at SMA Negeri 1 Malili. dialogue and express opinions and show 2) Report the results of supervision in all the weaknesses of educators to become subjects as much as one report with a educators' motivation in improving predetermined systematic. This report is weaknesses more comprehensive information about the d) Suggestions for improvement are easy implementation, the results achieved, and the and practical so that the repair agreement obstacles the principals and educators face in is mutually agreed upon. carrying out the main tasks in each lesson. 5) Conversation report The principal of SMA Negeri 1 Malili made a a) The results of the conversation are school report submitted to the school supervisor. documented according to each educator Furthermore, the supervisor will summarize who has been observed reports from all high school principals in the Malili b) The contents of the document starting sub-district to be submitted to the Department of from the date, the purpose of the data Education, Culture, Tourism, Youth and Sports obtained, discussion notes, problem- (DIKBUDPARMUDORA) East Luwu Regency. solving, and suggestions Supervision report writing must be complete, with accurate data, standard language, e. Preparation of supervision reports communicative and easy to understand, attractive The supervision report aims to provide an presentation, and easy to read. Likewise, the data overview of the improved quality of schools after presented in the supervisor's report must be implementing supervision. The purpose of the accurate, meaning that it corresponds to the data supervision report is to communicate the contained in the school he is fostering. The strengths and weaknesses of the school, language used in the report uses standard, including its overall quality, performance communicative, and easy to understand standards for educators and other education language, namely using good and correct personnel in schools that lead to student Indonesian; the sentences are simple and easy to achievement, and what should be done to understand by the report readers. improve what is needed. In detail, the report on the results of the learning supervision conducted The Contribution of the Principal as at SMA Negeri 1 Malili was prepared with the Supervisor to Improving the Professionalism following objectives: of Educators of Islamic Religious Education 1) Provide an overview of each item of learning Subjects at SMA Negeri 1 Malili, East Luwu activities that are the main tasks of educators. Regency 2) Informing various supporting and inhibiting a. PAI Learning Process Facilitator factors in the implementation of each item of The attitude and behavior of the principal as a school supervision activities. facilitator in the learning process are related to 3) The performance of educators in planning, discipline and leadership. It is about how a implementation, and research in the learning facilitator manages time and responsibilities, process based on the applicable curriculum. builds networks, and treats educators and 4) Application of various educational and students proportionally. In addition, the integrity learning innovations carried out by educators. factor is needed by a school principal as a facilitator. It relates to honesty, firmness, and

164 Kontigensi: Scientific Journal of Management Vol 8, No. 2, Nopember 2020, pp. 155 - 169 ISSN 2088-4877 adherence to norms and ethics, while cooperation person in charge of curriculum preparation at the and initiative relate to how the facilitator is willing education unit level is the head of the education to accept opinions that develop, especially in the unit. learning process. The principal also must not While the PAI learning implementation plan dictate to educators or dominate what educators (RPP) is prepared by PAI educators based on the must do in the learning process that educators do. characteristics of students in their class, the However, the principal must be able to ask preparation of the PAI RPP at SMA Negeri 1 Malili questions, give advice in a balanced manner, and is done individually, although it is not prohibited in control himself according to the situation and groups. If the RPP is problematic, it means that environment to create a conducive and the responsible educator is the educator comfortable learning atmosphere for students. concerned. So, in planning the learning process b. PAI Learning Process Monitors and at SMA Negeri 1 Malili, there has been a Supervisors dichotomous (separation) of responsibilities Monitoring and supervision of the PAI between the principal and educators. Syllabus of learning process at SMA Negeri 1 Malili is carried the responsibility of the head of the education unit out by the principal and educators. The plan is in and the lesson plan of the educator. the form of a syllabus and lesson plan (RPP). The c. PAI Learning Process Evaluator implementation of the learning process is carried The substance of the supervision report is the out by educators based on the planning of the results of monitoring, supervision results, and learning process. It is an event in the study room evaluation results. As explained earlier, between and structured assignments and independent monitoring, supervision, and evaluation of the assignments to students. SMA Negeri 1 Malili is learning process, there is a hierarchical responsible for monitoring events in the relationship, a top-down relationship. In addition, classroom, including initial activities, core it contains meaningful data or information. It is activities, and final activities. Educators and hoped that the data and information can be used school principals assess learning processes and to make decisions for education professionals or outcomes at the education unit level. The tangible those with interest in education. Finally, of course, form of the assessment is a daily test, mid- reports are organized in a systematic form by the semester test, semester test, and grade rules of formal reporting. promotion test. So broadly speaking, the The final part of the monitoring activity is the supervision carried out by the principal of SMA follow-up. The follow-up carried out includes three Negeri 1 Malili is monitoring, supervision, things, namely: (a) reinforcement and awards are evaluation, reporting, and follow-up. given to educators who have met the standards; The four activities of the learning process are (b) an educational warning is given to educators one unit with a clear responsibility. Planning is the who do not meet the standards, and (c) educators primary basis of all activities. Correct planning is are allowed to participate in further assumed to lead to correct implementation. training/upgrading. In essence, follow-up is a Planning is carried out by the head of the continuation of evaluation activities. The education unit and educators. The subject evaluation results inform educators who meet syllabus and local content syllabus for PAI educational standards and those who do not meet subjects were prepared by the PAI educator standards. So, the limit of authority between the concerned and his team, chaired by SMA Negeri principle of SMA Negeri 1 Malili and the school 1 Malili. If the syllabus does not meet the required supervisor in supervising the learning process is standards, the person in charge is the head of the reflected in the last activity, namely follow-up. education unit. In addition, the syllabus is a curriculum device whose responsibility category is in the hands of the head of the education unit. Constraints Faced by Principals in Improving Moreover, in the 2013 Curriculum, the syllabus is the Professionalism of Educators of Islamic a document in the form of two curricula, while the

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Religious Education Subjects at SMA Negeri 1 advanced from year to year. It is evident from the Malili addition of library books and teaching aids. In a. External Constraints addition, the principle of SMA Negeri 1 Malili also 1. Preparation of supervised educators seeks to improve other supporting facilities such Although the motivation of educators to be as providing a healthy canteen, a break room for supervised is still considered lacking, due to the educators, and a learning park for students. inherent assumption of educators that supervision This effort is also fully supported by the is merely an activity to find fault, some changes Regional Government of East Luwu Regency. As have occurred, especially with the frequent one of the leading schools in the East Luwu participation of educators in training activities. Regency, the government has allocated several Furthermore, improving academic quality, among regional APBD funds to construct facilities and others, by participating in PAI MGMP activities infrastructure for this education unit. and religious educator coaching workshops held by the Department of Education, Culture, b. Internal Constraints Tourism, Youth and Sports Although the principal of SMA Negeri 1 Malili (DIKBUDPARMUDORA) Ministry of Religion of realizes that his weakness is the difficulty of East Luwu Regency. However, even PAI dividing time between the supervision schedule educators are sometimes sent to Makassar City and other tasks, this does not become a to participate in similar activities on a regional significant burden on the ground for the principle scale. of SMA Negeri 1 Malili. The way that the principal 2. Educator Discipline does this is to divide the tasks with the vice Educators need to be aware of and instill the principals maximally. It is done so that academic values contained in various knowledge supervision activities can be carried out more accompanied by examples and examples as well optimally by the principal of SMA Negeri 1 Malili. as a discipline because discipline is an internal training so that all actions and behavior of a CONCLUSION person always obey the applicable regulations and do not conflict with the rules that have been Based on the description and discussion both set outlined. Educators as enforcers of discipline, sourced from the results of library research and both in the classroom and outside the classroom, field research carried out, several conclusions must be role models for implementing a discipline can be drawn as follows: and guide their students as members of a 1. The steps implemented by the principal of disciplined society. SMA Negeri 1 Malili as a supervisor in Thus, discipline is very influential in improving improving the professionalism of educators of the quality of education because with discipline, Islamic religious education subjects at SMA all provisions and actions, especially regarding Negeri 1 Malili, East Luwu Regency have the teaching and learning process in schools, can been by the corridors of supervision run well and smoothly. In schools, educators play implementation, which include: preparation of a very decisive role in the smooth teaching and work plans and supervision schedules; learning process because without educators; it is preparation of supervision instruments; impossible for the teaching and learning process plenary meetings of teachers, socialization of to run. Therefore, the discipline of educators is supervision instruments; implementation of very decisive or influences other disciplines operational supervision; and finally prepare because educators influence students in a school. the supervision report. 3. Limited facilities and infrastructure 2. The principal, as a supervisor, has Although limited facilities and infrastructure contributed to increasing the professionalism are obstacles at SMA Negeri 1 Malili, this does not of educators in Islamic religious education necessarily go unnoticed. As a superior school, subjects at SMA Negeri 1 Malili, East Luwu this school always pushes itself to be more Regency. It is done in 3 ways: a. facilitate the

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learning process by focusing on several Ali, St. Hasniyati Gani. Implementasi components of learning, namely curriculum, Profesionalisme Pengawas dalam teaching and learning process, assessment Meningkatkan Kreativitas Guru Pendidikan of learning outcomes, assessment and Agama Islam Studi tentang Pengelolaan development of educators, excellent service Pembelajaran pada Madrasah Aliyah Negeri di in learning, and building learning Provinsi Sulawesi Tenggara, Disertasi, communities schools; b. monitoring and Makassar, Program Pascasarjana Universitas supervising the PAI learning process, this is Islam Negeri UIN Alauddin Makassar, 2012. done by collecting data, information, and Ali, Zainuddin. Pendidikan Agama Islam. Cet. III; facts about the actual conditions of the Jakarta: Bumi Aksara, 2010. planning, implementation, and assessment of Anwar, Idhochi Moch. Administrasi Pendidikan dan the learning process at SMA Negeri 1 Malili; Manajemen Biaya Pendidikan Cet. 1; Bandung: and c. evaluate the planning, implementation, Alfabeta, 2003. and assessment of the learning process Arif, Armai. Pengantar Ilmu dan Metodologi carried out by educators on students. Pendidikan Islam Cet. I; Jakarta: Ciputat Pers, 3. Obstacles in improving the quality of PAI 2002. learning at SMA Negeri 1 Malili come from Arikunto, Suharsimi. Dasar-Dasar Supervisi, Cet. I; two factors, namely internal and external Jakarta: Rineka Cipta, 2004. factors. Internal factors come from within the Aswar, N. (2012). Peningkatan Kemampuan principal, namely the complexity of the Membaca melalui Teknik Ecola (Extending principal's managerial duties, which resulted Concept Through Language Activities) Siswa in SMA Negeri 1 not being able to handle Kelas XII SMK Kesehatan Plus Prima Mandiri educational supervision alone, especially Sejahtera Makassar (Doctoral dissertation, supervision that emphasizes the learning PPS). aspect. Meanwhile, external constraints Atang Abd. Hakim dan Jaih Mubarok, Metodologi come from outside the principal: lack of Studi Islam, Cet. V; Bandung: Remaja motivation and preparation of educators to be Rosdakarya, 2009. supervised, lack of discipline of educators, Aziz, Hamka Abdul. Karakter Guru Profesional, and limited facilities and infrastructure. Melahirkan Murid Unggul Menjawab Tantangan Masa Depan,Cet.1; Jakarta: Al-Mawardi Prima, REFERENCES 2012. Cambang, Muhajir. Efektivitas Kinerja Pengawas Abdullah, Shodiq. Rekonsiliasi Epistemologi, Ikhtiar dalam Meningkatkan Profesionalisme Guru di dalam Mengatasi Dikhotomik Ilmu dalam SMA Negeri 1 Toli-Toli, Tesis, Makassar, Pendidikan Islam, dalam Abdul Khaliq dkk (ed), Program Pascasarjana Universitas Islam Cet. I; Yogyakarta: Pustaka Pelajar, 2011. Negeri UIN Alauddin Makassar, 2012. al-Abrasi, Moh. Athya. Dasar-dasar Pendidikan Daradjat, Zakiah dkk. Ilmu Pendidikan Islam Edisi Islam terjemahan Bustami A. Gani dan Djohar Revisi, Cet. XI, Jakarta : Aksara: Dirjen Bahry, Cet. IX; Jakarta: Bulan Bintang, 2007. Pembinaan Kelembagaan Agama Islam Ahmad, Muhammad Abdul Qadir. Metodologi Departemen Agama. 2002. Pengajaran Agama Islam. Cet. I; Jakarta: Departemen Agama RI., Al-Qur’an dan Rineka Cipta, 2008. Terjemahnya. Jakarta: Darus Sunnah, 2002. Aisyah, S. (2012). Dampak Teknologi Informasi dan Departemen Pendidikan dan Kebudayaan, Kamus Komunikasi Terhadap Pembentukan Akhlak Besar Bahasa Indonesia. Edisi Kedua. Cet. IV; Peserta Didik Perspektif Pendidikan Islam di Jakarta: Balai Pustaka, 1995. MTs. Olang Kecamatan Ponrang Selatan Firman, F., Aswar, N., Sukmawaty, S., Mirnawati, Kabupaten Luwu. Jurnal Konsepsi, 1(1), 23-32. M., & Sukirman, S. (2020). Application of the Ali, Mohammad Daud. Pendidikan Agama Islam, Two Stay Two Stray Learning Model in Cet. 11; Jakarta, Raja Grafindo Persada, 2011. Improving Indonesian Language Learning

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