scholarly journals PENINGKATAN KINERJA GURU MATA PELAJARAN MELALUI IMPLEMENTASI SUPERVISI EKSTERNAL DINAS PENDIDIKAN DI SMKS NUR AZIZI TANJUNG MORAWA

2020 ◽  
Vol 7 (2) ◽  
pp. 180
Author(s):  
Jhon Defri
Keyword(s):  
Teacher Performance ◽  
Lesson Plan ◽  
Department Of Education ◽  
Learning Activities ◽  
Learning Assessment ◽  
Enrichment Programs ◽  
Follow Up Study ◽  
Educational Supervision ◽  
Evaluation Of Learning

Abstrak: Penelitian bertujuan untuk meningkatkan kinerja guru mata pelajaran dalam kegiatan pembelajaran di Kelas, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam menyusun rencana pembelajaran, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam  pelaksanaan pembelajaran, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam melaksaksanakan evaluasi  pembelajaran, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam melaksanakan tindaklanjut pembelajaran (program remedial dan pengayaan). Hasil penelitian menunjukkan bahwa: kinerja  guru meningkat setelah dilakukan supervisi eksternal dalam menyusun rencana, melaksanakan pembelajaran, penilaian dan tindak lanjut pada siklus pertama dan kedua. Berdasarkan hasil Penelititan  kinerja guru meningkat pada; menyusun rencana pembelajaran pada siklus I  64%   naik  pada siklus II  menjadi 94 %; melaksanakan pembelajaran pada siklus I   61% naik  pada siklus II menjadi 88 %; menilai prestasi Belajar pada siklus 81 % naik  pada siklus II menjadi 97 %; melakukan tindak lanjut pada siklus I  49 %  naik pada siklus II  menjadi 78 %. Kata Kunci: implementasi supervisi eksternal, dinas pendidikan, meningkatkan  kinerja guru Abstract: The research aims to improve the performance of subject teachers in learning activities in class, explaining the steps supervision educative external periodic basis in preparing lesson plans, explain the steps supervision educative external periodically in the implementation of learning, explains the steps supervision educative external periodically in melaksaksanakan evaluation of learning, explains the steps periodic external educational supervision in carrying out a follow-up study (remedial and enrichment programs). The results showed that: the performance of teachers increased after external supervision in planning, implementing learning, assessment and follow-up on the first and second cycles. Based on the results Penelititan teacher performance increase on; prepare a lesson plan on the first cycle 64% rise in the second cycle to 94%; implementing learning in the first cycle 61% rise in the second cycle to 88%; Learning to assess achievement in cycle 81% rise in the second cycle to 97%; to follow up on the first cycle 49% rise in the second cycle to 78%. Keywords: implementation of external supervisors, department of education, improving teacher performance

scholarly journals UPAYA PENINGKATAN KINERJA GURU MATA PELAJARAN DI KELAS MELALUI IMPLEMENTASI SUPERVISI EKSTERNAL DI SMK NEGERI 5 MEDAN

2020 ◽  
Vol 7 (2) ◽  
pp. 191
Author(s):  
Edison .
Keyword(s):  
Teacher Performance ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Learning Activities ◽  
Learning Assessment ◽  
Enrichment Programs ◽  
Follow Up Study ◽  
Educational Supervision ◽  
Evaluation Of Learning

Abstrak: Penelitian bertujuan untuk meningkatkan kinerja guru mata pelajaran dalam kegiatan pembelajaran di Kelas, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam menyusun rencana pembelajaran, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam  pelaksanaan pembelajaran, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam melaksaksanakan evaluasi  pembelajaran, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam melaksanakan tindaklanjut pembelajaran (program remedial dan pengayaan). Hasil penelitian menunjukkan bahwa: kinerja  guru meningkat setelah dilakukan supervisi eksternal dalam menyusun rencana, melaksanakan pembelajaran, penilaian dan tindak lanjut pada siklus pertama dan kedua. Berdasarkan hasil Penelititan  kinerja guru meningkat pada; menyusun rencana pembelajaran pada siklus I  64%   naik  pada siklus II  menjadi 94 %; melaksanakan pembelajaran pada siklus I   61% naik  pada siklus II menjadi 88 %; menilai prestasi Belajar pada siklus 81 % naik  pada siklus II menjadi 97 %; melakukan tindak lanjut pada siklus I  49 %  naik pada siklus II  menjadi 78 %. Kata Kunci: implementasi supervisi eksternal, dinas pendidikan, meningkatkan  kinerja guru Abstract: The research aims to improve the performance of subject teachers in learning activities in class, explaining the steps supervision educative external periodic basis in preparing lesson plans, explain the steps supervision educative external periodically in the implementation of learning, explains the steps supervision educative external periodically in melaksaksanakan evaluation of learning, explains the steps periodic external educational supervision in carrying out a follow-up study (remedial and enrichment programs). The results showed that: the performance of teachers increased after external supervision in planning, implementing learning, assessment and follow-up on the first and second cycles. Based on the results Penelititan teacher performance increase on; prepare a lesson plan on the first cycle 64% rise in the second cycle to 94%; implementing learning in the first cycle 61% rise in the second cycle to 88%; Learning to assess achievement in cycle 81% rise in the second cycle to 97%; to follow up on the first cycle 49% rise in the second cycle to 78%.

Peningkatan kinerja guru dalam pembelajaran di kelas melalui supervisi edukatif Kolaboratif secara periodik MIS Lawe kongker Tahun pelajaran 2019/2020

2020 ◽  
Vol 1 (3) ◽  
pp. 316-324
Author(s):  
Syukrani Kadir
Keyword(s):  
Student Learning ◽  
Performance Improvement ◽  
Teacher Performance ◽  
Learning Cycle ◽  
Learning Achievement ◽  
Educational Supervision ◽  
Average Action ◽  
Learning Plans

periodically in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning achievement that can improve teacher performance. This performance improvement is through periodic collaborative educational supervision. Based on the results of educational supervision in cycle I and cycle II, teacher performance increased, namely in cycle I, teacher performance in preparing learning plans in cycle I reached 71.98%, while cycle II was 92.44%. Teacher performance in implementing learning cycle I reached 72.44% while cycle II reached 93.81%. Teacher performance in assessing learning achievement in cycle Im reached 81.30% while cycle II was 90.56%. Teacher performance in carrying out follow-up assessments of student learning achievement in the first cycle reached 59.76% while the second cycle was 83.00%. Thus, the average action cycle II was above 75.00%. Based on the results of this study, it can be concluded that the teacher's performance has increased in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning achievement.

scholarly journals Peningkatan pembelajaran keterampilan berbicara melalui media gambar seri di kelas I

2019 ◽  
Vol 4 (1) ◽  
pp. 8
Author(s):  
Zarlianti Zarlianti
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Lesson Plan ◽  
First Grade ◽  
Student Learning Outcomes ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Assessment Process ◽  
Learning Assessment ◽  
Research Subjects

<p><em>The</em><em> goal is that students are brave, accustomed to being able to speak in all functions according to proper pronunciation and intonation Data collection is carried out by tests, observations or observation sheets and other supporting instruments of research. This study uses a qualitative approach with a type of classroom action research. The research subjects were first grade students of SDN. 08 Painan District IV Jurai. Based on the results of the study, the serial image media can improve students' speaking skills with three-stage learning activities, namely: (1) initial activities, (2) core activities, and (3) final activities. The result of the first cycle of research based on the implementation of the lesson plan is 76.8% and the recapitulation of student learning assessment is 74%. The results of the second cycle research based on the implementation of lesson plans were 83.9% and the recapitulation of the assessment process and student learning outcomes was 83%. From the results of observations and recapitulation of values obtained by students, it appears that students are active in the learning process.</em><em></em></p>

scholarly journals PENINGKATAN KINERJA GURU MELALUI SUPERVISI EDUKATIF SEMESTER I SD NEGERI DOMBO 1 KECAMATAN SAYUNG KABUPATEN DEMAK TAHUN PELAJARAN 2021/2022

2021 ◽  
Vol 1 (3) ◽  
pp. 216-231
Author(s):  
REJO REJO
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
Research Design ◽  
Teacher Performance ◽  
Action Plan ◽  
Lesson Plans ◽  
Learning Achievement ◽  
Educational Supervision ◽  
Data Collection Instrument

This study aims to 1) Improve Teacher Performance at SD Negeri Dombo 1 through educational supervision. 2) Describe the steps of collaborative educational supervisionperiodically in preparing learning implementation plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student achievement that can improve teacher performance. This performance improvement is carried out through periodic collaborative educational supervision.This action research was conducted on 16 teachers of SD Negeri Dombo 1, Sayung District, Demak Regency. The action research was carried out from September 2021 to November 2021. The research design used is an action research design (reserch) whose flow is: making an action plan, implementing the action, and reflecting on the implementation of the action. The results of these reflections are used as guidelines for making decisions to continue or stop the research. The research was carried out in a spiral in cycles until the second cycle. The research data are in the form of observation notes, field notes, planning documentation and supervision results. The main data collection instrument is the researcher, while the supporting instruments are observation and documentation guidelines. Data analysis was carried out using qualitative and quantitative techniques.The results showed that the teacher's performance increased after the action in the form of direct educative supervision was carried out from cycle I to cycle II. These improvements include improvements in preparing lesson plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student achievement Based on the results of educative supervision in cycle I and cycle II, teacher performance increased, namely in cycle I, teacher performance in preparing learning plans for cycle I reached 76%, while in cycle II it was 91%. The teacher's performance in implementing the learning cycle I reached 71% while the second cycle reached 89%. Teacher performance in assessing learning achievement in the first cycle reached 70% while the second cycle was 90%. Teacher performance in carrying out follow-up assessments of student achievement in the first cycle reached 54% while the second cycle was 84%. Thus, the average cycle II action was already above 75%. Based on the results of the action research, it can be concluded that the teacher's performance increases in preparing lesson plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student achievement. For this reason, researchers suggest that schools carry out educational supervision. ABSTRAKPenelitian ini bertujuan ingin Meningkatakan Kinerja Guru SD Negei Dombo 1 melalui supervisi edukatif. Mendeskripsikan langkah-langkah supervisi edukatif kolaboratif secara periodik dalam menyusun Rencana Pelaksanaan pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar siswa yang dapat meningkatkan kinerja guru. Peningkatan kinerja ini melalui supervisi edukatif kolaboratif secara periodik. Penelitian tindakan Sekolah ini dilakukan terhadap guru SD Negeri Dombo 1, Kecamatan Sayung Kabupaten Demak yang berjumlah 16 orang. Penelitian tindakan dilaksanakan mulai bulan September 2021 sampai dengan November 2021. Rancangan penelitian yang digunakan adalah rancangan penelitian tindakan (reserch) yang alurnya: membuat rencana tindakan, melaksankan tindakan, dan refleksi pelaksanaan tindakan. Hasil refleksi tersebut digunakan sebagai pedoman untuk pengambilan keputusan melanjutkan atau menghentikan penelitian. Penelitian dilakukan secara spiral dalam siklus-siklus sampai siklus kedua. Data penelitian berupa catatan hasil pengamatan, catatan lapangan, dokumentasi perencanaan dan hasil supervisi. Instrumen pengumpul data utama adalah peneliti, sedangkan instrument penunjangnya adalah pedoman observasi, dokumentasi. Analisis data dilakukan dengan teknik kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa kinerja guru meningkat setelah dilakukan tindakan yang berupa supervisi edukatif secara langsung dari siklus I ke siklus II. Peningkatan tersebut meliputi peningkatan dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar siswa. Berdasarkan hasil penelitian tindakan tersebut dapat disimpulkan bahwa kinerja guru meningkat dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar siswa. Untuk itu, peneliti menyarankan agar di sekolah-sekolah melaksanakan supervisi edukatif.

scholarly journals The Analysis of The Lesson Plan Based 2013 Curriculum Designed by The English Teacher At MTS Al Hidayah Makassar

2021 ◽  
Vol 7 (1) ◽  
pp. 260-271
Author(s):  
Afdaliah Amin
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Junior High School ◽  
Lesson Plan ◽  
English Teachers ◽  
Learning Activities ◽  
Learning Assessment ◽  
English Teacher ◽  
Qualitative Research Design ◽  
Interview Research

This research discusses Analysis of the lesson plan based 2013 curriculum designed by the English teacher at MTS. Al – Hidayah” This research will cover how the English teacher designs learning activities relate with the basic competence to basic competence, and how English teacher do assessment to the students based on 2013 curriculum objectives. This research applied a qualitative research design. The subjects of this research were English teachers in Mts Alhidayah Makassar. Sample of the researcher took two English teachers in Mts Alhidayah Makassar, since there are two English teachers in the school. In collecting the data, the researcher used two kinds of instruments. In collecting the data through interview. Research results show dealing with finding out the basic competence and learning activities, it was that found some of learning activities are related and non related with the basic competences in 2013 curriculum for Junior High School which designed by the English teachers. In learning assessment, the teacher applied various kinds of assessment for cognitive and psychomotor domain. Teachers’ way in assessing students’ achievement in terms of cognitive and psychomotoric based on 2013 curriculum is applying instrument assessment

scholarly journals PROSES PEMBELAJARAN BIOLOGI PADA MATERI SISTEM PEREDARAN DARAH MANUSIA DI KELAS VIII SMP NEGERI 3 RAMBATAN

Ta dib ◽  
2016 ◽  
Vol 19 (2) ◽  
pp. 103
Author(s):  
NAJMIATUL FAJAR
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Lesson Plan ◽  
Learning Outcome ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Plan Implementation ◽  
Field Notes ◽  
Evaluation Of Learning

Leaning process can influence students’ achievement. The lack of students’ understanding on the particular materials could decrease students’ achievement. The purpose of this research is to evaluate the leaning process of biology in human circulator system at the eight grade of Junior High School (SMP) 3 Rambatan covering the lesson plan, implementation of learning proces, evaluation, and students’ learning outcome. This researh was descriptive using qualitative approach. It was conducted at SMP 3 Rambatan. Data were collected using IPKG on lesson, interview, document, and field notes. The reseach shows as follows: (1)  the format of lesson plan used by the teachers has fulfilled the IPKG and could be categorized into good; (2) the learning process had not yet referred to the IPKG but could be classified as good and enough category; (3) the evaluation of learning process had not referred to IPKG; (4) students’ learning activities were still low; and (5) students’ learning outcome were unsatisfactory.Kata Kunci: proses pembelajaran biologi, sistem peredaran darah manusia, aktivitas   siswa, hasil belajar.

scholarly journals Evaluasi Tujuan Pembelajaran dalam Rencana Pelaksanaan Pembelajaran (RPP): Implementasi Standar Proses pada Pembelajaran Sastra

2020 ◽  
Vol 3 (3) ◽  
pp. 277-294
Author(s):  
U'um Qomariyah
Keyword(s):  
Lesson Plan ◽  
Lesson Plans ◽  
Learning Objectives ◽  
Teacher Professionalism ◽  
Core Components ◽  
Evaluation Of Learning ◽  
Literary Learning ◽  
The Ideal

The preparation and development of the lesson plan is a hallmark of teacher professionalism. To support the learning process, teachers must arrange lesson plans according to standards. The preparation of the RPP standards must pay attention to the core components of the RPP, one of which consists of learning objectives. For this reason, an RPP evaluation is needed to determine the quality of the learning being done. Based on this, this article aims to evaluate the learning objectives in the CSP literary learning. The method used in this research is descriptive evaluative. Evaluation of learning objectives is based on the classification (grouping) of learning objectives into the learning domain, the suitability of the main steps (sequences) needed to achieve the objectives, and the completeness of the learning objectives component. The results show that the formulation of learning objectives in the three lesson plans analyzed did not fully meet the ideal learning objectives. The evaluation is expected to provide input and follow up efforts for improvement and decision making.

Experiential-Learning Activities in Undergraduate Developmental Psychology

1995 ◽  
Vol 22 (2) ◽  
pp. 115-118 ◽  
Author(s):  
Andrea D. Clements
Keyword(s):  
Experiential Learning ◽  
Real World ◽  
Developmental Psychology ◽  
Learning Activities ◽  
Student Responses ◽  
Follow Up Study ◽  
Real World Application ◽  
The Subject ◽  
Psychology Course

In two studies, I examined student responses to an increased emphasis on exiperiential actvites in a required underaduate developmental psychology course. For four experiential sections (n = 143), each class topic was related to a specific, real-world application. Four other sections (n = 187) were taught primarily by lecture, with one out-of-class observation assignment. The experiential sections rated the value of and interest in the subject matter higher and the courtesy and consideration of the instructor significantly more positively than did the lecture sections. Students in the two types of sections did not differ significantly in achievement. A follow-up study identified the origin of change in attitudes toward the course.

scholarly journals PROSES PEMBELAJARAN MATEMATIKA PADA ANAK SLOW LEARNERS (LAMBAN BELAJAR)

2016 ◽  
Vol 6 (01) ◽  
Author(s):  
Fida Rahmantika Hadi
Keyword(s):  
Learning Process ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Counseling Services ◽  
Enrichment Programs ◽  
Slow Learners ◽  
Process Implementation ◽  
Analysis Technique ◽  
Teacher Data

<p>This research is aimed to find out the mathematics learning process in class includes readiness of teacher before learning process, implementation and evaluation and follow up. It was a qualitative research. The subjects were taken by purposive sampling. The subjects of this research were mathematics teacher. Data collection techniques in this research were interviews and observation. Technical validity of the data used is triangulation time. The data analysis technique used was consisted of data reduction, data display, and conclusion. The results of this study were (1) teacher preparedness before learning process are by preparing syllabus, lesson plan (RPP), media and learning resources before the learning process begins. (2) the mathematics learning implementation in class done through three activities: pre activity, whilst activity and post activity (3) in evaluation and follow-up stage, teachers plan follow-up activities in the form of remedial learning, enrichment programs, counseling services for students (4) Factors and constraints experienced from slow learners child is may lose interest in the task and refused to resume the task.</p><pre> </pre>

scholarly journals Implementation of Thematic Learning on Curriculum 2013 in 4th Grade Elementary School

2018 ◽  
Vol 2 ◽  
pp. 7
Author(s):  
Husna Yusrina ◽  
Sri Yamtinah ◽  
Peduk Rintayati
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Lesson Plan ◽  
Learning Activities ◽  
Assessment Process ◽  
Learning Assessment ◽  
Public Elementary Schools ◽  
Time Required ◽  
Thematic Learning ◽  
Depth Interviews

<p class="Abstract">This study aims 1) to know the implementation of thematic learning on the curriculum 2013 in 4th-grade elementary school; 2) to know the needs of teachers in the implementation of thematic learning in 4th-grade elementary school. This study used qualitative research methods. The research was conducted in public elementary schools in the Gugus Pattimura, Klaten district which has been using the curriculum 2013. The subjects of the study were 4th-grade elementary school teachers. The data used to collect data is in-depth interviews, observation, and document analysis. The results of this research are: 1) All teachers have implemented thematic lesson in curriculum 2013. There are some teachers who still have difficulty in the implementation. Difficulties experienced by teachers, among others, in the making of the lesson plan, the implementation of thematic learning, assessment process, and develop the material in every learning. This is because of the needy costs, the amount of time required, and the teacher has other work to do besides teaching; 2) On the implementation of thematic learning, teachers still need other references to deepen the material and to develop the ability of learners to be more independent in learning activities and tailored to the competencies that must be achieved. The second requirement is that teachers need adequate facilities for the implementation of thematic learning can be maximized. In addition, teachers need regular coaching on the implementation of thematic learning so that learning activities can be given to learners maximally.</p><p class="Abstract"><strong>Keywords:</strong>Thematic Learning, Curriculum 2013, Education.<strong></strong></p>

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