Integrasi Manajemen Mutu Terpadu dan Supervisi Pendidikan: Kerangka Konseptual untuk Peningkatan Mutu Sekolah Menengah

Vip Paramarta; Ridho Anwar Tumbuan

doi:10.51574/jrip.v6i3.5889

Authors

Vip Paramarta Program Studi Magister Manajemen, Pascasarjana Manajemen, Universitas Sangga Buana YPKP Bandung, Indonesia
Ridho Anwar Tumbuan Program Studi Magister Manajemen, Pascasarjana Manajemen, Universitas Sangga Buana YPKP Bandung, Indonesia

Keywords:

Manajemen Mutu Terpadu, Supervisi Pendidikan, Manajemen Pendidikan, Mutu Sekolah, Sekolah Menengah

Abstract

Peningkatan mutu sekolah menengah memerlukan sistem pengelolaan yang mampu menghubungkan prioritas organisasi dengan praktik pembelajaran di kelas. Namun, Manajemen Mutu Terpadu (MMT) dan supervisi pendidikan kerap berjalan secara terpisah, terutama ketika mutu dipahami sebatas pemenuhan dokumen administratif dan supervisi terbatas pada pengawasan kinerja. Penelitian ini bertujuan merumuskan kerangka konseptual yang mengintegrasikan MMT dan supervisi pendidikan untuk mendukung peningkatan mutu sekolah menengah. Penelitian menggunakan pendekatan kualitatif melalui tinjauan literatur integratif. Literatur yang relevan ditelaah dan disintesis secara tematik melalui tahapan reduksi data, kategorisasi konsep, sintesis teoretis, dan penarikan kesimpulan deskriptif-analitis. Hasil sintesis mengidentifikasi tiga tema utama, yaitu orientasi penerapan MMT, fungsi supervisi dalam pembelajaran, serta keterhubungan antara pengelolaan mutu sekolah dan praktik pembelajaran. Berdasarkan ketiga tema tersebut, penelitian ini menghasilkan kerangka integrasi empat tahap: identifikasi kebutuhan, pendampingan implementasi, refleksi berbasis bukti, serta coaching dan tindak lanjut. Kebaruan kajian terletak pada penempatan supervisi sebagai infrastruktur umpan balik yang menghubungkan sasaran mutu sekolah dengan perbaikan praktik pembelajaran secara berkelanjutan. Kerangka ini menawarkan landasan konseptual bagi pengembangan sistem mutu sekolah yang lebih terintegrasi. Namun, karena kajian ini bukan tinjauan sistematis dan tidak menghitung ukuran efek, validitas serta keterlaksanaannya perlu diuji secara empiris pada beragam konteks sekolah menengah.

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