IMPROVING TEACHER WORK MOTIVATION THROUGH ACADEMIC SUPERVISION IN SDN SENDANGMULYO 04 SEMARANG CITY

ABSTRACT


INTRODUCTION
Teacher work motivation determines the quality of teacher work in learning, including determining the learning spirit of elementary school students (Ates et. al., 2018;Nikou, 2023). This is a formula that the teacher, not someone else, determines the core of learning in the classroom (Aprillinda, 2019;Amril et. al., 2023). However, in reality, several studies have found that the performance of elementary school teachers in Indonesia still needs to improve in terms of work motivation in learning or school activities in general. When motivation is low, it will impact competence, job satisfaction and the quality of the school (Ibda & Wijayanti, 2017;Firman et. al., 2023;Awaluddin et. al., 2023). Based on these academic problems, whether recognized or not, the quality of learning is determined mainly by teacher motivation, teacher performance, and teacher performance can be improved through academic supervision conducted by elementary school principals. Therefore, field research is needed to prove the theoretical study.
Several recent studies limited to 2023 have explored academic supervision in improving teacher performance. For example, research on the influence of work motivation on elementary school teachers in Gugus 3, West Adonara sub-district, East Flores (Yosefina et. al., 2023), which found that the results of work motivation had an impact of 51.60% on teacher performance; research at SD Negeri 1 Sukacari Batanghari East Lampung said teacher work motivation was relevant through strengthening work culture (Sandi et. al., 2023), research in Indramayu states that there is an influence between the principal's leadership style and work motivation on teacher job satisfaction (Zulfah, 2023), research at SD Muhammadiyah Sidoarjo which is influenced by the compensation and reward system (Raden et. al., 2023), and research on elementary school teacher motivation is strongly influenced by innovations made by principals (Nopiyanti, 2023). The five studies generally have similarities in teacher motivation/work enthusiasm. However, they have yet to be researched in elementary schools whose status is a Movers School (in Indonesia: Sekolah Penggerak), and as a piloting school that implements Merdeka Curriculum Implementation (IKM) by applying the school action research method as conducted in this research at SD Negeri Sendangmulyo 04 Semarang City.
The results of the initial study conducted at SD Negeri Sendangmulyo 04 Semarang City found that the headmaster of SD Negeri Sendangmulyo 04 Semarang City has tried to improve teacher performance through academic supervision to increase teacher motivation. From the results of the initial study at SD Negeri Sedangmulyo 04, it was found that many teachers still come to teach only naturally without a high work ethic and a desire to be more innovative in learning. Many teachers still have not conducted diagnostic assessments at the beginning of learning and reflection at the end of learning. This differs from the learning characteristics in the Merdeka Curriculum, especially SD Negeri Sendangmulyo 04, also a Movers School. Based on the background of the problem above, the problem formulated in this research is how to increase teacher work motivation through academic supervision in SD Negeri Sendangmulyo 04 Semarang City?

METHODS
This school action research refers to action research with the type of practical action research to increase teacher work motivation through action research cycles which have implications for improving the learning process in the classroom with an increase in teacher performance motivation (Creswell & Clark, 2011;. This research is school action research with the subject of 28 teachers of SD Negeri Sendangmulyo 04 Semarang City. The selection of SD Negeri Sedangmulyo 04 Semarang City is because the government designates this school as a Movers School and as a piloting implementation of the Merdeka Curriculum Implementation. However, the work motivation of the teachers there in the initial study obtained data still needs to be higher. Therefore, the researcher wants to conduct school action research at the school because it has exciting problems compared to other schools.
The research time was from July 11 to October 4, 2022, in the first semester of the 2022/2023 academic year. The research location is SD Negeri Sendangmulyo 04 Semarang City. The research instruments in this study used rating scales and observation sheets. The quantitative data collection technique used non-test techniques, and the qualitative data collection used observation, interview, and document study techniques. The data analysis used in this research is qualitative data analysis sourced from primary and empirical. This data is used to determine whether or not there is an increase in competence in applying innovative learning models carried out by teachers. This research was conducted with two cycles of action through planning, action implementation, observation and reflection.

Pre-Cycle Condition
Before the cycle I action began, researchers collected data on the supervision results in the previous year's semester to compare the quality improvement in cycle I. The pre-cycle recap table is shown below. Meanwhile, there are still 20 teachers whose lesson plan assessment instruments are incomplete or 68.96%, 15 teachers who have not implemented learning according to the lesson plan correctly 51.72%, there are 21 teachers who do not have complete administration or 72.41%; and there are still 16 teachers who are less active in school activities or 55.17%.

Cycle I
Activities in cycle I were carried out from July 11, 2022, to August 31, 2022, beginning with general coaching by the principal. Coaching activities are carried out after school so they do not interfere with learning activities. The material presented by the principal reflects on the supervision results as a pre-cycle condition for the even semester of 2021/2022, namely that the results still need to be more optimal. The principal conveyed the reflection of the pre-cycle results and conveyed to improve performance from the aspect of preparing learning tools, including preparing learning objectives, preparing learning steps, and preparing learning assessments in lesson plans. The recap of the results of the lesson plan assessment in cycle I am as follows: The data above uses a score range of 1-5. The average score is obtained from the number of scores obtained / maximum score x 100. The data shows that 17 teachers, or 58.62%, still score below the minimum completion criteria (KKM), and 12 or 41.38%, of teachers, can make lesson plans according to the components. The following instrument is an assessment of academic supervision during the learning process. From the results of supervision, the results are obtained as shown in the table below.  80  82  80  80  80,5  25  EP  75  78  75  78  76,5  26  AR  74  76  74  78  75,5  27 WM  74  75  75  75  74,75  28  HS  73  78  74  75  75  29 MAU  73  76  75  78  75,5 From the table above, it is known that there are still 15 teachers, or 51.72%, who are still less innovative and have yet to use diagnostic assessments during the learning process. In comparison, 14 teachers or 48.28%, have implemented fun learning and have used diagnostic assessments. The instrument used from the third supervision result is a class administration completeness instrument. A recap of the results of the completeness of class administration can be seen in the table below. From the recapitulation table of the supervision results of the completeness of class administration, it was found that 14 teachers did not have complete administration or 48.28%. In comparison, 51.72% of 15 teachers had complete administration. The last date for the supervision instrument is activeness in school activities. From the recap, the data shows that 12 new teachers are active in every activity or 41.37%, and 17 or 58.63%, of teachers, still do not participate in every activity. The data is presented in the value recap table as follows. The four recaps of the supervision results are then entered into the data table for the recap of cycle 1, which presents the following data. Compared to the pre-cycle, the overall quality of teacher performance at SD Negeri Sendangmulyo 04 Semarang City increased by 12.06%. The average pre-cycle result was 37.93%, and the result in cycle I only reached 50%. The performance improvement from pre-cycle and cycle I was 12.07%. This is yet to be by the performance indicators set, namely the minimum performance increase is 60% with an average teacher score of 92, so the research is continued in cycle II.

Cycle II
Cycle II activities were carried out from September 8, 2022, to October 4, 2022. Cycle II was carried out based on the results of reflection on cycle I including (1) lesson plan instrument, (2) learning implementation, (3) completeness of teacher administration from the results of principal supervision, and (4) active involvement of teachers in every activity. The advantages in cycle I that must be maintained and improved are the completeness of teacher administration and teacher activeness in every school activity. This situation must be maintained and further improved, which comes from the teachers' motivation to improve cycle II performance. The next step was to carry out academic supervision as in cycle I. Before cycle II, general coaching was conducted by the principal. The results in cycle II can be seen in the table below. Recap of the results of supervision in cycle II, the lesson plan assessment instrument shows that there 5 teachers or 17.24% of teachers have not been able to make lesson plans according to the contents of the components, and 24 teachers, or 82.76%, have lesson plans that are by the components of the lesson plan assessment. The data recap is as follows. The second instrument is academic supervision of learning process assessment. In this cycle II, there were only 3 teachers or 10.34%, with a than the optimal learning process. Of 26 teachers, or 89.66%, have conducted diagnostic assessments before learning, reflecting at the end of learning with creative and innovative learning. Recap data on the learning process in cycle II is shown in the table below.  85  80  88  85  84,5  26  AR  80  80  80  85  81,25  27 WM  85  85  85  80  83,75  28  HS  80  80  88  85  83,25  29 MAU  73  76  75  78  75,5 The third instrument is the results of supervision of the completeness of classroom administration. The recap of the supervision results of the completeness of classroom administration shows that only 7 teachers, or 24.13%, still need complete administration. Meanwhile, 22 teachers or 75.87%, already have complete classroom administration and are neatly organized. The data recap is as follows. The fourth data instrument for using the results of supervision to improve teacher performance is the instrument of activeness in school activities. The recap of the results of supervision of teacher activeness in school activities in cycle II shows that only 9 teachers, or 31.03%, have actively participated in activities but have yet to maximize participation. 20 teachers or 68.97% of teacher activeness increased. Activeness can be seen in cooperation and participation in every activity organized by the school. The recap data of the supervision results of teacher activeness in school activities are shown in the table below. From all the data on the results of supervision of the four instruments in cycle II, presented in tabular form is as shown below.

Questionnaire Results of Teachers' Responses to the Assessment of academic supervision results to improve teacher performance
To find out the teachers' responses to the results of academic supervision, teachers were given a questionnaire containing 10 questions according to the implementation of supervision. This focuses on implementing supervision and its results which can be used as motivation to improve teacher performance. The results of the questionnaire can be seen in the table below. The answers to the questions were designed for option A as very positive, option B as positive, option C as less optimistic, and option D as not positive (unfavorable). From Table 4.5, the response of SD Negeri Sendangmulyo 04 Semarang City teachers to the results of academic supervision to improve teacher motivation is excellent. This can be seen from the percentage of answer B is 47.1%, and the percentage of answer A is 47.9%, so the total is 95%.

Improving Teacher Work Motivation
Satisfactory results were obtained from the implementation of actions taken using academic supervision. This can be seen by the increase in the average supervision results, from 83.87 in cycle I to 87.18 in cycle II. The application of using the results of academic supervision to increase teacher motivation. Assessment instruments for lesson plans, learning implementation, teacher administration completeness, and school activities' activeness.

CONCLUSION
The implementation of academic supervision at SDN Sendangmulyo 04 Semarang City can be used to improve teachers' performance. Teachers at SDN Sendangmulyo 04 Semarang City responded positively to the questionnaire results about the supervision results. Of the 10 questions in the questionnaire, 47.7% answered A, 47.1% answered B, and 5% answered C. This means the teacher's response to the supervision results is excellent. Satisfactory results were obtained from the implementation of actions taken using academic supervision. This can be seen from the increase in the average supervision results, namely 83.87 in cycle I to 87.18 in cycle II. It is said that the increase in the quality of teacher learning from Cycle I to Cycle II is 29.31%-using the results of academic supervision to increase teacher motivation. To achieve maximum learning, teachers should prepare lesson plans in advance. Carry out learning according to the lesson plan with an innovative, creative, fun learning model. Before teaching, teachers should make a diagnostic assessment and reflection at the end of the lesson. This can create students' happiness in learning. Teachers should be open to supervision because supervision is not judgmental but can be a means of communication and improvement in learning.