Administrative Supervision of Lesson Planning, Learning Activities, and Assessment in an Elementary School Setting

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Website: http://ecampus.iainbatusangkar.ac.id/ojs/index.php/jies Email: [email protected]

Volume 3 Number 2 (2023) Pages 136-145

Journal of Islamic Education Students

Administrative Supervision of Lesson Planning, Learning Activities, and Assessment in an Elementary School Setting

Nadia Putri Anggreini ¹^, Ma’mun Hanif ²

Pendidikan Agama Islam, UIN K.H. Abdurrahman Wahid Pekalongan, Indonesia^1,2 Email: [email protected]¹, [email protected]²

DOI: 10.31958/jies.v3i2.10861

Article info Abstract

Article History Recieved:

04/11/2023 Accepted:

15/11/2023 Published:

30/11/2023



Corresponding author

This study aims to elucidate educational supervision related to learning assessment at Elementary School. A qualitative descriptive approach was utilized through observation and interviews. The research results provide feedback for the school principal and teachers at SD Negeri Salit Kajen, enhancing readers' understanding. Supervision of administrative lesson planning, instructional activities, and learning assessment is deemed effective. The school principal conducts supervision annually, involving the preparation of documents such as Annual Programs, Semester Programs, ATP, Teaching Modules, Academic Calendars, and others. Data analysis indicates that instructional supervision occurs directly in classrooms, and assessment supervision aims to enhance educational quality by encouraging teachers' self-evaluation annually.

Keywords: Planning Supervision, Learning Activities, Assessment, Elementary School

Abstrak

Penelitian ini bertujuan untuk menjelaskan supervisi pendidikan terkait penilaian pembelajaran di Sekolah Dasar. Pendekatan deskriptif kualitatif digunakan dengan metode observasi dan wawancara. Hasil penelitian memberikan masukan kepada kepala sekolah dan guru di SD Negeri Salit Kajen serta meningkatkan wawasan pembaca. Supervisi administrasi perencanaan pembelajaran, supervisi kegiatan pembelajaran, dan supervisi penilaian pembelajaran dianggap baik.

Kepala sekolah melakukan supervisi setiap tahun, termasuk persiapan dokumen seperti Program Tahunan, Program Semester, ATP, Modul Ajar, Kalender Pendidikan, dan lainnya. Analisis data menunjukkan bahwa supervisi kegiatan pembelajaran dilakukan secara langsung di kelas, dan supervisi penilaian pembelajaran bertujuan untuk meningkatkan mutu pendidikan dengan mendorong evaluasi diri guru setiap tahun.

Kata Kunci: Supervisi Perencanaan, Kegiatan Pembelajaran, Penilaian. Sekolah Dasar

INTRODUCTION

In the context of educational institutions, there is a system that regulates the organizational structure that must be run by school institutions (Munir, 2019; Sari &

Setyaningsih, 2023; Wulandani & Putri, 2022). The organizational structure includes the roles and tasks defined to guide the functioning of the educational institution. In this case, there is a leader who has a role as an innovator and as a supervision of the role of carrying out duties and responsibilities (Timor et al., 2018).

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Administrative Supervision of Lesson Planning, Learning Activities, and Assessment in an Elementary School Setting DOI: 10.31958/jies.v3i2.10861

In general, the term supervision in English is called Supervision. This is given the same meaning as surveillance. People who supervise in education are better known as supervisors, owners, or supervisors. Based on the formation of the word supervision comes from two words, namely super and vision (Warmansyah, 2020; Yusmadi et al., 2011). The position and position of supervisor is the most important position, because a supervisor must have more experience, education, skills, and personality than the person in supervision (Umam, 2018). With these advantages, supervisors are able to do, see, and supervise those supervised. In the school education sector, school principals play a major key role in determining the progress and success of educational institutions. In the world of education, school principals and supervisors are known as educational supervision (Ammon & Rajib Bustami, 2021).

The purpose of this supervision is to improve the performance of teachers and other education staff through input and guidance on ways and methods that are appropriate to the implementation of the learning process (Zagoto & Laurence, 2019).

In essence, as in education, it is carried out on the basis of the belief that the quality of the learning process is strongly influenced by the professional ability of the teacher, so that supervision of the implementation of the learning process (PBM) should pay primary attention to improving the professional ability of teachers which in turn will improve the quality, process, and learning outcomes. Proper and continuous coaching given to teachers contributes to improving the quality of learning (Yusmadi et al., 2011).

Improving the quality of education through professional development of teachers is based on the belief that the quality of learning can be improved in the best way at the school or classroom level through direct coaching from people who work together with teachers to improve the quality of learning (Eddy Junaedi, 2018). Effective supervision can create decent conditions for teachers' professional growth. This condition is fostered through participatory leadership where teachers feel valued and needed. In such a situation, mutual trust will be born between the supervisor and the teachers(Turrahmi &;

Amra, 2021).

Teachers will feel free to discuss their work with the coach or supervisor if there is confidence that the coach will respect his thoughts and opinions (Febriyenti &;

Jamilus, 2023). Effective supervision can give birth to a forum for cooperation that can bring together the professional needs of teachers. Through this platform, teachers have the opportunity to think and work in a professional group atmosphere to identify and solve problems faced daily under the guidance of coaches in an effort to improve the learning process (Mustika Sari &; Amin, 2020). Effective supervision can also help teachers gain direction, understand the problems faced on a daily basis, learn to solve their own problems faced daily imaginatively and creatively, in such an atmosphere thinking and alternative problem solving as well as innovative ideas will emerge from below in an effort to perfect the learning process without waiting for instructions or instructions from above (Aini &; Fitria, 2021).

Thus, effective supervision can stimulate teacher creativity to come up with ideas of change and renewal aimed at improving the learning process. Effective

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supervision should also be able to establish conditions that enable teachers to perform their work professionally (Febriyenti et al., 2024). The availability of necessary educational resources provides opportunities for teachers to develop better learning processes. In the implementation of supervision, supervisors are expected to be able to apply various appropriate methods and techniques based on data about teachers who need supervise services (Princess & Mardison, 2021). With the development of supervision in the world of education has a significant influence on the education sector in Indonesia. To get a good quality of education, educators must have creative, active, effective, and innovative competencies (Taufiqurrahman, 2019)

In this case, it will improve the quality of education better and can develop educational institutions at the international level. For school staff and teachers, who are the main actors in school activities as much as possible to be able to understand about the quality of education they manage (Lince, 2022). This knowledge will help teachers in carrying out their duties as managers of teaching and learning activities. Therefore, each teacher is supervised to evaluate learning activities in class (Rahmadayanti Dewi, 2021).

Activities carried out by school principals to evaluate learning techniques in schools and to foster excellence in education are called educational supervision (Khakim, 2018). This serves to improve the teacher's personality, develop a career as a teacher, improve skills in interacting and socializing, and contribute to improving welfare as a teacher (Anam et al., 2021). In educational supervision, administrative supervision of learning planning, supervision of learning activities, and supervision of learning assessment must be carried out. These activities also cannot be separated from the ultimate goal of each school, which is to create excellent graduates (Samsilayurni &;

Sumarni, 2018).

METHODS

In administrative supervision research planning learning activities and assessment at SD Negeri Salit Kajen, using descriptive qualitative methods. The subjects of the study were the principal and teachers of SD Negeri Salit Kajen. Research place at SD Negeri Salit Kajen. To make it easier to carry out research in the field, the author uses data analysis techniques, namely observation and interviews.

The observation method is the systematic observation and recording of the symptoms that appear in the object of research. This is done by researchers through direct observation in the place to be studied. This method is used for data collection through field observations of existing phenomena regarding administrative supervision, planning, learning activities, and assessment at SD Negeri Salit Kajen. The interview method is something done by someone through direct question and answer. This method is used to obtain information by asking the principal, administrative supervision, planning of learning activities and assessment at SD Negeri Salit Kajen.

RESULTS AND DISCUSSION

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Supervision of Learning Planning Administration at SD Negeri Salit Kajen

In the implementation of the provisions supervision is a supervisory task by the principal who must be professional. The function from task to supervision is to improve the quality of schools based on adequate planning and supervision rules. Supervision becomes a benchmark on the principal's skills. To improve the principal's skills, this must be done with increased rules and planning (Tutus Pramono, 2022). Then the principal must provide the rules of the plan, approach, how to implement and conduct evaluations. The principle of supervision is to improve student learning outcomes through improving teacher skills (Aan Ansori, 2020). This in supervision is a teacher activity to improve the quality of education in schools from learning outcomes. So the principal must be professional in academic provision (Yohanes Manggar and Yuli Cahyono, 2017).

The leader in the school must be able to manage on the program in his school called the principal. One of the supervision is to administer learning planning. Planning is something that is done at the beginning to achieve a goal. Planning is commonly called planning. Learning is something carried out by educators for the learning process of students. So learning planning is a process carried out in preparation aimed at achieving teaching and learning activities (Yohanes Manggar and Yuli Cahyono, 2017).

The principal must observe in supervising such as how he will supervise, when the supervision is carried out, how to act in supervision to be planned and systematic, how to supervise the administration of good learning planning, and how to succeed in a supervision program (Amiruddin Tumanggor, 2021). In supervising starting from the planning that has been made correctly, the management function will be good (Sherly et al, 2020).

Supervision is closely related to teachers to improve their ability to direct teaching and learning techniques in order to achieve supervision (Amiruddin Tumanggor, 2021). This is to be a guideline for the principal in conducting a supervision program which begins with administering learning planning. The document that needs to be done by the teacher in supervising the administration of lesson planning is in chapter 1 contains an introduction. Chapter 2 contains implementation plans related to the contents of Prota, Prosem, ATP, teaching modules, educational calendars, face-to- face schedules, daily agendas, grade lists, KKTP, and student attendance. In chapter 3 it contains the results of follow-up supervision.

Things that are done in the administrative supervision of learning planning are:

(Eddy Junaedi, 2018): Plan the stages of administrative supervision in accordance with the principles of the administrative supervision approach. Create a research tool consisting of an administrative supervision process monitoring form, a teacher performance monitoring form in developing learning materials, a list of interview questions, and field notes. Carry out teacher needs evaluations. Adjusting the schedule that has been set, researchers provide teaching about the technical development of learning materials and teaching materials. Plan an activity schedule for your next meeting.

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Tri Endang Indriyati, S.Pd. as the principal explained about the administrative supervision of learning planning at SD Negeri Salit Kajen: "The administrative supervision of learning planning at SD Negeri Salit Kajen is carried out for the new school year. Usually carried out in early July before the implementation of Teaching and Learning Activities (KBM). All teachers of SD Negeri Salit Kajen prepare Prota, Prosem, ATP, Teaching Modules, Kaldik, Face-to-Face Schedule, Daily Agenda, List of Grades, KKTP, and Student Attendance. I checked all the teacher administrations one by one. If there are administrative teachers, they are less asked to complete. This is done so that all teachers are ready to teach in their respective classes."

Supervision of Learning Activities at SD Negeri Salit Kajen

After being carried out in the administrative supervision of learning planning, then supervise learning activities. The principal or supervisor in supervising learning activities all educators conduct and review the instruments of supervision of learning activities in accordance with the appropriate standards of supervision (Ananda &

Amiruddin, 2017). In order for educators to carry out supervision on good learning techniques, the educator must be skilled and understand related to supervision techniques.

The implementation of leadership in supervision in schools involves analyzing student needs, prioritizing the most important or urgent needs, selectively designing the sequence of activities, allocating resources such as energy, time, and budget in accordance with predetermined priorities (Kadarsih et al., 2020). Some research in the field of leadership states that to maintain and manage change in school operations, steps such as evaluation, setting priorities, design, resource allocation, coordination, and direction are needed. The steps above should be applied when running the learning supervision process. In the context of leadership, a principal provides support and guidance in both academic and managerial aspects, both related to educational and administrative activities (Ubudiyah et al., 2021).

In carrying out the principles of good academic supervision, it requires concepts, approaches, and ways to be able to communicate. The supervision approach is the personality of the supervisor in being responsible for himself with the supervised teacher to be analyzed for teaching problems. The supervision approach is divided into 2, namely:

Direct Service to Teachers

In the Direct Service to Teachers approach, teachers will be assisted by the principal in helping to solve problems through communication. In the direct approach, the principal communicates with the teacher to overcome problems in learning. In the direct approach it is divided into three ways, namely: Directives are behavioral actions of responsibility that must be owned by supervisors. The various directives in this approach are: Clarifying means describing problems with teachers, Presenting means finding theories related to information that must be analyzed by educators, Directing means ascertaining how actions must be taken by teachers based on existing

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information, Demonstrating means justifying the behavior that must be owned by teachers based on set directions, Setting the standard means improving based on standards reinforcing means responding positively and providing feedback for the teacher.

Collaborative is an attitude of responsibility that supervisors must have with teachers. The supervisor's attitude in this approach is Presenting means verifying the teacher's response about aspects of learning that must be improved, Clarifying means that the supervisor asks the teacher about how learning problems must be faced, Listening means that the supervisor must listen clearly to the teacher's response, Problem solving means that the supervisor and teacher must provide alternative actions that must be done to improve the quality of education in Negotiation means that supervisors and teachers must have agreement in achieving learning objectives.

Non-directive is the attitude of responsibility possessed by the teacher. The supervisor's attitude in this approach is Listening means that the supervisor must listen clearly regarding the teacher's response, Encouraging means encouraging educators to undergo a more in-depth analysis related to the problems they face. Clarifying means redescribing the problems faced by educators, Presenting means providing feedback or input to teachers, and Problem solving means giving flexibility to teachers to determine action plans to be taken by trusting their decisions.

Indirect Service to Teachers

This means that supervisors support educators to be able to solve learning problems by involving various resources, such as MGMP, training in consultant or expert positions, and school supervisors. The headmaster really needs the ability to master the approach, supervision techniques, and communication skills to carry out academic supervision in accordance with the principles of supervision. Academic supervision has an important role in improving teacher professionalism, so prospective principals need to have a good understanding and skills in implementing academic supervision. There are 2 ways of academic supervision, namely (Yohanes Manggar and Yuli Cahyono, 2017):

How to Supervise Individuals

The method of individual supervision is to supervise one by one carried out by teachers who have special problems. In his capacity as a supervisor, the principal interacts with one by one teachers so that by carrying out the results of this supervision, the quality of teacher learning improves the quality of learning. This method can be implemented through various methods, such as classroom visits, direct observation in class, individual meetings, and self-evaluation.

How to Supervise Groups

Group supervision is a method of implementing a supervision strategy focused on two or more people. In this case the teacher is assumed to have similar problems, needs, or weaknesses, based on needs analysis, so that they are grouped or combined

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together. Then, they are given supervision tailored to the problems or needs they experience.

None of the individual or group supervision techniques can be used for teacher development in schools. A school principal needs to be able to determine appropriate ways to improve a teacher's learning skills. By establishing appropriate ways of academic supervision is a complex task. A school principal needs to understand the aspect or domain of skills to be improved, as well as understand the characteristics of each technique that has been explained and the personality of teachers who are undergoing academic supervision (Desak Ketut Sitaasih, 2020).

Tri Endang Indriyati, S.Pd. as the principal explained about the supervision of learning activities at SD Negeri Salit Kajen: "I supervise the teacher in the classroom from the beginning of learning to completion. The goal is for teachers to deliver Teaching and Learning Activities (KBM) according to the component item instruments."

Supervision of Learning Assessment Administration at SD Negeri Salit Kajen Supervision of the administration of learning assessments must be carried out by each teacher twice a semester. Therefore, every educational institution needs to design a supervision program at the beginning of the school year. In administrative supervision, learning assessment is carried out by observation and monitoring. Observation refers to the process of gathering information about a teacher's performance through direct observation of his or her methods while teaching or providing guidance to students in the classroom (Ramadhani, N. S., Hadiyanto, Sabandi, A., 2022).

Monitoring is the act of collecting teacher performance data related to teacher activities outside the learning process. The ability of an educator to realize his main duties as a professional educator cannot be separated from the ability of knowledge, skills, and attitudes he has. The proficiency of educators in mastering competencies plays a very important role in achieving the quality of the teaching and learning process or student guidance, as well as in carrying out additional tasks or other relevant tasks in accordance with the role of the school or madrasah.

Some of the administrative supervision functions of learning assessment are in order to evaluate whether teachers have increased ability to carry out all components needed in learning and guidance techniques. As a step to improve the quality of education through collaboration between teachers. To know the improvement of teacher competence in the field of leadership and guidance. Playing a role in supporting schools and governments to achieve the goal of producing excellent graduates. Give teachers time to join the KKG (Teacher Working Group) in an effort to develop their careers and professions.

Tri Endang Indriyati, S.Pd. as the principal explained about the supervision of learning assessment at SD Negeri Salit Kajen: "I asked and checked one by one the existence of a grade list book, gave structured and unstructured assignments, carried out

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remidials and checked the analysis of student test results whether they had met the KKM or not. If not, it means that the teacher evaluates in a remidial way."

CONCLUSION

Supervision of learning planning administration at SD Negeri Salit Kajen is teaching and learning in class in order to achieve good teaching and learning activities.

This is done by the principal, usually done in early July before teaching and learning activities are carried out, all teachers will prepare rota, Prosem, ATP, Teaching Modules, Kaldik, Face-to-Face Schedule, Daily Agenda, List of Grades, KKTP, and Student Attendance. Supervision of learning activities at SD Negeri Salit Kajen is an activity carried out by the principal who will monitor or research on classroom learning activities carried out by the teacher. This is intended to make teachers convey teaching and learning failures in accordance with the component item instruments. Supervision of the administration of learning assessment at SD Negeri Salit Kajen is carried out by supervisors through observation and monitoring so that teachers in carrying out learning activities evaluate themselves every year to improve the quality of better education.

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