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Call Paper
Seminar Ikatan Sarjana Pendidikan Indonesia Jawa Tengah
ABSTRACT
Academic Supervision Management
The State Primary School Mijen 2 Kebonagung Demak
Mufarikin, S.Pd. M.Pd
Instansi: SD Negeri Mijen 2 Kebonagung Demak HP.081226927337 / 085848887392.
mufarikin@gmail.com
Dr. Bambang Ismanto, M.Si
Program Pascasarjana MMP UKSW Salatiga
bam_ismanto@yahoo.com
The focus of this study is to investigate the management of academic supervision at State Primary School Mijen 2 Kebonagung Demak. The goal is to obtain an overview of the characteristics of supervision planning, implementation supervision, feedback supervision by the principal. This study used a qualitative approach to the subject is the principal and teachers Mijen 2 Public Elementary School Kebonagung Demak. Methods collection of data using observation, an interview, The focus group discussions, and documentation. Data analysis techniques consists of reduction data, presentation data, and conclusions. The validity test data using credibility, tranferabilitas, konfirmabilitas and dependabilitas. This research are (1) Planning supervision academic planning goals, time, place, and instrument for development has been done by teachers learning situation in the classroom. (2) Implementation supervision academic done with a visit to class regularly, carrying out activities that involve teachers and students, the execution new curriculum, upgrading performance evaluation teachers and reward promised; (3) feedback form of providing a strengthening supervision academic, satisfaction, cooperation, motivation intervention to help didactis or guidance, supervision for yourself and given further knowledge. A follow-up supervision result form academic gains, with the objective analysis teaching, target analysis skills learning, conclude the result of what he had acquired during supervision academic, encourage teachers to planned exercise, as well as set next plan.
Key words: supervision, management, learning.
1. Mufarikin,S.Pd. M.Pd. Gr SD Negeri Mijen 2 Kebonagung Demak, mufarikin@gmail.com
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ABSTRAK
Pengelolaan Supervisi Akademik
di SD Negeri Mijen 2 Kebonagung Demak
Mufarikin, S.Pd. M.Pd.
Instansi: SD Negeri Mijen 2 Kebonagung Demak HP.081226927337 / 085848887392.
mufarikin@gmail.com
Dr. Bambang Ismanto, M.Si
Kaprodi Program Pascasarjana MMP UKSW Salatiga
Fokus Penelitian ini adalah untuk mengetahui pengelolaan supervisi akademik di SD Negeri Mijen 2 Kebonagung Demak. Tujuannya adalah untuk memperoleh gambaran mengenai karakteristik perencanaan supervisi, pelaksanaan supervisi, umpan balik supervisi oleh kepala sekolah. Penelitian ini menggunakan pendekatan kualitatif dengan subjeknya adalah kepala sekolah dan guru SD Negeri Mijen 2 Kebonagung Demak. Metode pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Teknik analisis data terdiri dari; reduksi data; penyajian data, dan pengambilan kesimpulan. Uji keabsahan data menggunakan kredibilitas, tranferabilitas, konfirmabilitas dan dependabilitas. Hasil penelitian ini berupa (1) Perencanaan supervisi akademik berupa perencanaan tujuan, sasaran, waktu, tempat, dan instrumen untuk pengembangan situasi pembelajaran yang dilakukan guru di kelas. (2) Implementasi supervisi akademik dilakukan dengan kunjungan kelas secara rutin, melakukan kegiatan yang melibatkan guru dan siswa, pelaksanaan penataran kurikulum baru, penilaian kinerja guru dan reward yang dijanjikan; (3) Umpan balik supervisi akademik berupa pemberian penguatan, kepuasan, motivasi, kerja sama, intervensi memberi bantuan didaktis atau bimbingan, supervisi terhadap diri sendiri dan diberi pengetahuan tambahan. Tindak lanjut hasil supervisi akademik berupa penguatan, meganalisis pencapaian tujuan pembelajaran, menganalisis target keterampilan pembelajaran, menyimpulkan hasil dari apa yang diperolehnya selama supervisi akademik, mendorong guru untuk merencanakan latihan-latihan, sekaligus menetapkan rencana berikutnya
Kata kunci: pengelolaan, supervisi, akademik
1. Mufarikin,S.Pd. M.Pd. SD Negeri Mijen 2 Kebonagung Demak mufarikin@gmail.com
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Preliminary
Teachers as agent of learning, occupies a strategic position in improving the quality of primary school graduates. Its activities conducted from planning, managing teaching and learning process, and assess the achievement of the objectives of education. The development in information technology and the pace of global life will not change or negate the educators in the education process. As professionals, to improve supervision duties performed. This shows the commitment of the teachers in performing their functions as learning agent. Supervision is always refers to activities improve the learning process. Such activities can not be separated from each school's ultimate goal, which are producing quality graduates.
Preliminary studies in Public Elementary School Mijen 2 Kebonagung Demak shows that planning is done in less attention to the performance of the previous year. The dynamics of the development of education and changes outside the school at any time to change. Plan that is prepared in the next year there should be a change for the better from the previous year. Along with the dynamic development of education, the teacher must change the planning of teaching each year. Improving education is currently reflected in the development of technology, the planning and the learning process should take advantage of the technology.
The Main Tasks of the Principal
The key to the success of the school lies in the efficiency and effectiveness of a school principal. Basic skills that need to be owned by the principal that is reflected by traits: honesty, confidence, responsibility, risk-taking and decision, high-minded, emotionally stable and exemplary. Basic properties such as that by itself would be followed by a teacher or staff work. With regard to the duties and functions of the principal, there is a concept that is easy to remember EMASLIM (Educator, Manager, Administrator, Supervisor, Leader, Innovator, Motivator). From the professional leadership also means a move process, influencing, motivating and directing people in educational institutions. Surely it would be easier to achieve the goals that have been formulated. Other demands associated with the principal task of having good basic personal competence, managerial, supervisory and entrepreneurship. Managerial competence is also needed a school principal. Among of these competencies, which is no less important is the competence of supervision. Customized implementation procedures and techniques as appropriate.
4 In order to carry out the responsibilities and duties well, the teacher is required to have certain skills and abilities. It is the embodiment of the professional competence of teachers. Referring to the law no.14 of 2005 on teachers and lecturers, the teacher must have a four competencies, namely professional competence, pedagogical, personal, and social. Of the four competencies can be interpreted as the roundness of knowledge, skills and attitudes which are manifested in the act of intelligent and responsible in their duties. At the national education minister's decision no. 045/U/2002 also mentioned that competence is a set of intelligent action and full responsibility to perform duties in accordance with the specific job. Emphasized again more from the education minister pursed in regulation 16 of 2007 on the national standards of academic competence and the competence of the teacher, that teacher competency standards consist of the core competencies of teachers and professional competence of teachers. From the bottom of the purposes of the professional competence of teachers is the ability and authority of the teacher in carrying out his profession as a teacher.
Management of Academic Supervision
Academic supervision is a series of activities to help teachers develop the ability to manage the learning process for the achievement of learning objectives. It did not assess the performance of teachers in managing the learning process, but to help teachers develop their professional capability. It is not solely focused on improving teachers' knowledge and skills, but also on increasing the commitment or willingness or motivation of teachers, because by increasing the ability and motivation of teachers, the quality of learning will increase. Efforts to improve the quality of learning, the necessary data sources supervision known as the target of supervision. Implementation of academic supervision is done by way of discussion, training, and consulting. The process is done in several stages, including the stages of planning, implementation, and feedback.
Planning Academic Supervision
Planning is one absolute requirement for any organization or agency and for any activities, either individually or in groups. Planning starts from the initial meeting, class observations, interviews and follow-ups to the discussion. Related to this is that planning include: planning purposes, the time, place and the instruments necessary for the smooth process of supervision. Details of planning developed jointly between the superintendent, principals and teachers. It is intended to create coordination between the two, so that the implementation of supervision do not overlap. In planning the instructional supervision of teachers and principals bring together supervisors discuss the work plan for a certain period, in one year and then divided into quarterly plans and months.
5 Activity is the execution of the academic supervision of the implementation plan has been prepared. Implementation of academic supervision can be done in various ways according to local circumstances. Supervision techniques can be grouped into two, namely the technique of individual supervision and group supervision techniques. This classification is to facilitate reaching goals. In its implementation need to adjust local conditions and situations. The influence or effect of the moment on the pitch should be noted to find a solution, as well as the subsequent supervision of repair materials.
Feedback Academic Supervision
Meetings feedback immediately after carrying out teaching observations. But first perform an analysis of the results of observation. Feedback meeting is an important step for developing a teacher's behavior by providing specific feedback. This feedback form of reinforcement, satisfaction, motivation, collaboration, intervention didactic aid or guidance, supervision of myself and given the additional knowledge. Follow-up in the form of reinforcement, analyze achieving goals of teaching, learning skills to analyze the target, summed up the results of what they have learned during the academic supervision, encouraging teachers to plan the exercises, as well as set the next plan. The provision of feedback by Dharma (2004 : 8) can be described as follows:
Figure 1 Scheme Providing Feedback
Based on this, it can be concluded that the feedback function in the conduct of supervision is to communicate the results of the supervision of the teacher, as opposed to correct the error with the follow-up. Given this feedback can affect the desired learning (feedback motivation) and affect the shape of the desired learning (formative feedback). Feedback is expected to have improved the learning process.
Method of Research
procession
condition outcome
6 Looking at the issues and objectives of this study, it was seen as a pattern type is interactive relationship. Therefore, this study used a qualitative approach. This is evident characteristics that are descriptive, not reduce the number, and the data in the form of words or images. The author would like to reveal human behavior in the context of natural or natural, rounded, thorough and candid. The subjects were principals and teachers. The location of this study at a public elementary school Mijen 2 Kebonagung Demak in Central Java province of Indonesia. The technique used in this study is the observation through participation, observation, interviews, documentation, and focus group discussion.
1. Observation through meaningful participation of observer participation in research activities. handbooks, diaries, and official reports of meeting minutes.
5. Focus Group Discussion (FGD) is to explore the more specific term. It relates to the topics discussed, so this technique avoids the wrong meaning of the researchers on the problem under study.
Data Analysis Techniques and Checking the Validity of Data
The analysis technique used in this study is a descriptive analysis. Data were analyzed using the interactive model, namely data collection, data reduction, data display and conclusion drawing/ verification. To obtain the appropriate interpretation, implementation is based on (1) the degree of confidence (credibility), (2) transferability, (3) dependability, (4) confirmability. Triangulation is used in a variety of ways, namely: triangulation; triangulation method; confirmation; and dependability.
Research Results
Planning academic supervision carried out by a public elementary school principals Mijen 2 Kebonagung Demak to provide services and assistance to teachers, the goal in order to develop learning situations that teachers do in the classroom. In addition, to coordinate, stimulate, encourage towards teaching profession and improve the process. The results obtained growth in this study a planning purpose, time, place, and instruments. Of the four results need to be developed according to the learning situation that teachers do in the classroom.
7 schedule or plans that have been communicated to the teachers. The head of the school set up in accordance with the schedule drawn up, then held a class visit and observation. Results of the implementation of this academic supervision in the form of visits classes regularly, doing activities that involve teachers and students, the implementation of the upgrading and work-soap curriculum, teacher performance appraisal and rewards promised. On the whole process of results or feedback supervision carried out by the principal in a public elementary school Mijen 2 can be summarized or illustrated in the schematic drawings as follows:
Figure 2
Feedback scheme results supervision
The results of this study for the provision of reinforcement, satisfaction, motivation, collaboration, intervention didactic aid or guidance, supervision of myself and given the additional knowledge. Follow-up results of academic supervision in the form of reinforcement, analyze achieving goals of teaching, learning skills to analyze the target, summed up the results of what they have learned during the academic supervision, encouraging teachers to plan the exercise, as well as set the next plan.
Discussion of Research
8 Implementation of academic supervision by observation and communication with the teacher. A concrete steps by way of classroom visits, observations of learning, teacher administration, then communicated with the teacher, if required principals to participate in providing solutions for successful learning. Meetings are held at regular intervals to evaluate the implementation of academic supervision.
Feedback from the academic supervision conducted by the principal form of reinforcement, satisfaction, motivation, collaboration, intervention didactic aid or guidance, supervision of myself and given the additional knowledge. feedback is a series of talks with the head of school teachers, in this case the principal attempted to teacher motivation. This feedback is given directly after completion supervising principals. If an agreement has been communicated and shared the appropriate follow-up is a problem faced by every teacher.
Follow-up of academic supervision in the form of reinforcement, analyze achievement of the objectives of teaching, learning skills to analyze the target, summed up the results of what they have learned during the academic objectives. In sequence obtained was: (1) academic supervision planning an initial plan to provide services and assistance to teachers, namely planning objectives, time, place, and instruments for the development of learning situations that teachers do in the classroom. (2) Implementation of academic supervision is the realization of planning supervision. Concrete implementation of the supervision mechanism of learning is done by classroom visits regularly, doing activities that involve teachers and students, the implementation of the new curriculum upgrading, teacher performance appraisal and reward promised. (3) Feedback academic supervision for the provision of reinforcement, satisfaction, motivation, collaboration, intervention didactic aid or guidance, supervision of myself and given the additional knowledge. (4) Follow-up results in the form of strengthening supervision academic, analyze achievement of the objectives of teaching, learning skills to analyze the target, summed up the results of what they have learned during the academic supervision, encouraging teachers to plan the exercises, as well as set the next plan.
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First: the teacher must always be ready also capable of performing the
task responsibilities properly, can maintain and enhance the value of work performance in the lesson plan, implementation of the learning process, evaluation and discipline of learning tasks, so that the result is always increasing teacher performance and competent. Second: the principals should use methods that vary in supervising the implementation of learning so that all teachers feel motivated always ready to fix its shortcomings. Third: For the supervisors are expected to assist in the supervision of academic programs at the school in the form of reinforcement, analyzing skill objectives, analyzing the target achievement by facilitating feedback programs as an effective coaching activities.
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