12. Proses dan Teknik Supervisi

2020 ◽  
Author(s):  
Ditri Wily Mandayanti ◽  
Hade Afriansyah
Keyword(s):  
New Teachers ◽  
Field Trips ◽  
Literature Study ◽  
Self Assessment ◽  
Staff Members ◽  
Implementation Evaluation ◽  
Planning Implementation

The writing of this article discusses the process and techniques of supervision, the important consideration of supervision must be lived by every supervisor who discusses the performance of the teacher, controlling the work of the teacher and improving the work of the teacher. To achieve success in carrying out their duties as a supervisor must complete the process and supervision techniques properly. There are four supervision processes, namely planning, implementation, evaluation and follow-up. Judging from the number of people, supervision techniques are divided into two namely individual techniques (individual techniques) and group techniques (group techniques). Which includes supervision techniques that are included in the group of individual engineering groups namely class visits, class observations, personal conversations, interrelated classes and self-assessment. As for supervision techniques that are classified as technical groups namely meetings discussing new teachers, teacher meetings, studies between groups of teachers, discussions, seminars, panel discussions, supervision of bulletins, teaching, libraries, and explaining schools for staff members (Field trips). The method of evaluating this article uses literature study or literature study.

scholarly journals Proses dan Teknik Supervisi Pendidikan

2020 ◽  
Author(s):  
Dian Mutya
Keyword(s):  
Literature Review ◽  
Literature Study ◽  
Implementation Evaluation ◽  
Supervision Process ◽  
Educational Supervision ◽  
Planning Implementation ◽  
Literature Material

The writing of this article aims to describe the process and techniques of educational supervision. In this article the author uses the method of literature review or literature study, namely by collecting literature (material materials) sourced from books, journals, and other sources related to knowledge about the process and techniques of educational supervision and then the authors conclude from all references obtained . Supervision is a process, namely a series of activities that are regular and regular and related to one another and directed towards a goal. Broadly speaking, the activities in the supervision process can be divided into four, namely: planning, implementation, evaluation, and follow-up. While educational supervision techniques are divided into individual techniques, group techniques, direct techniques, and indirect techniques. Keywords - educational supervision

Proses dan Teknik Supervisi

2020 ◽  
Author(s):  
Ainay Lizana ◽  
Hade Afriansyah
Keyword(s):  
Information Collection ◽  
Implementation Evaluation ◽  
Supervision Process ◽  
Planning Implementation ◽  
Literary Techniques

This article describes the supervision techniques and processes. Supervision is a process, which is a series of activities that are organized and orderly and related to one another and directed to a purpose. Broadly, the activities in the supervision process can be divided into planning, implementation, evaluation, and follow-up. Information collection techniques using literary techniques.

scholarly journals Tugas 12 Winny Fajarny Suhada Ramzah (Proses dan Teknik Supervisi Pendidikan)

2020 ◽  
Author(s):  
Winny Fajarny Suhada Ramzah
Keyword(s):  
Process Planning ◽  
Educational Institutions ◽  
Implementation Evaluation ◽  
Supervision Process ◽  
Educational Supervision ◽  
Planning Implementation ◽  
Indirect Supervision

This article discusses the educational supervision process (planning, implementation, evaluation and follow-up) and educational supervision techniques (individual and group, direct and indirect). Supervision is a service from superiors to subordinates by giving direction to develop better performance. Supervision activities are also referred to as supervision or supervision activities. Supervision in the context of development in school institutions is good. Because with the supervision (supervision), it is expected that educational institutions will further develop. Learning the goals, principles, functions and objects in the supervision of education becomes important and mandatory. Because without knowing the basics above, educational supervision cannot be applied.

scholarly journals Proses dan Teknik Supervisi

2020 ◽  
Author(s):  
Mutiara Nurul Aulia
Keyword(s):  
Implementation Evaluation ◽  
Supervision Process ◽  
Educational Supervision ◽  
Planning Implementation

Supervision is a process, namely a series of activities that are regular and regular and related to one another and directed towards a goal. Broadly speaking, the activities in the supervision process can be divided into planning, implementation, evaluation, and follow-up. The education supervision process consists of planning, implementing, evaluating and following up. Educational supervision techniques are tools that are used by supervisors to achieve the objectives of supervision which at the end can make improvements in teaching that are appropriate to the situation and conditions. In the implementation of education supervision, as a supervisor must know and understand and carry out techniques in supervision.

scholarly journals Proses dan Teknik Supervisi Pendidikan

2020 ◽  
Author(s):  
sophia elvira
Keyword(s):  
New Teachers ◽  
Field Trip ◽  
Direct Approach ◽  
Indirect Approach ◽  
Staff Members ◽  
Educational Supervision ◽  
Planning Implementation ◽  
Implementation Stage

Supervision is a process, namely a series of activities that are regular and regular and related to one another and directed at one goal. The process of Educational Supervision is planning, Implementation, and Evaluation. At the implementation stage there are several activities, namely: collecting data, assessing, detecting weaknesses, correcting weaknesses, guiding and developing. The techniques used in educational supervision are individual techniques in the form of class visits, class observations, personal conversations, visiting between teachers, and self-assessing. Whereas group techniques in the form of orientation meetings for new teachers, teacher meetings, intergroup studies of teachers, seminars, panel discussions, supervision bulletins, teaching demonstrations, office libraries, and school trips for staff members (Field Trip). The approach used in the supervision of education is in the form of a direct approach and an indirect approach.

scholarly journals Proses dan Teknik Supervise

2020 ◽  
Author(s):  
Elza Dwi Putri
Keyword(s):  
Process Planning ◽  
Educational Goals ◽  
Good Source ◽  
Implementation Evaluation ◽  
The Subject ◽  
Planning Implementation

This article with the subject Process and Techniques Supervises students for all activities that support educational goals. With the Process and Supervision Techniques used in education, efforts are made to achieve educational goals. The method used in writing this article is the method used in the literature, where before making an article, we need a good source of books, as well as other materials related to the Process and Supervision Techniques, after gathering the material we need to read and improve to make new resolution developed by the author. Then the authors develop an understanding of the Process (planning, implementation, evaluation & follow-up), and Engineering (individual & group, direct & indirect).

PENINGKATAN KETERAMPILAN MENULIS PARAGRAF DESKRIPTIF PADA SISWA KELAS X4 SMA NEGERI 3 BULUKUMBA

2017 ◽  
Vol 15 (2) ◽  
pp. 130-146
Author(s):  
Suhartina Suhartina
Keyword(s):  
Action Research ◽  
Research Data ◽  
Direct Object ◽  
Average Score ◽  
Peer Editing ◽  
Implementation Evaluation ◽  
Reflection Phase ◽  
Writing Skill ◽  
Planning Implementation ◽  
Classroom Action Research

This classroom action research aims to improve students' writing skill of class X4 SMA Negeri 3 Bulukumba. The subjects of the study were the students of class X SMA Negeri 3 Bulukumba as much as 42 people. The object of research is the technique of direct object and peer editing, as well as the skill of writing the description. The action is done in two cycles. Each cycle consists of four stages, namely planning, implementation, observation / evaluation, and reflection. The research data is the data writing skill descriptions collected through the guidelines of writing descriptions and observation skills. Data were analyzed descriptively quantitative. The result of research shows that firstly, the process of learning with direct object technique that can improve the writing skill of descriptive paragraph of X-4 students of SMA Negeri 3 Bulukumba is by applying direct object technique in cycle I through planning, implementation, evaluation and reflection phase. In the first cycle of learning to write a descriptive paragraph is considered less than the maximum so that learning is continued into cycle II by designing the learning using direct object engineering and peer editing techniques. Second, the learning result of descriptive paragraph writing skill with direct object and peer editing technique has increased the average score of students who in cycle I only 81.3 increased to 88.1. In addition, there is also a significant change in attitude in students.

Model Pemberdayaan Masyarakat di Kabupaten Purbalingga: Dinamika Program dan Reorientasi Kebijakan Pengembangan

2012 ◽  
Vol 10 (2) ◽  
pp. 179-191
Author(s):  
Renny Savitri
Keyword(s):  
Community Development ◽  
Positive Impact ◽  
National Policy ◽  
Study Data ◽  
Field Trips ◽  
Exploratory Research ◽  
Development Programs ◽  
Literature Study ◽  
Decentralization Policy ◽  
Empowerment Practice

The decentralization policy has long been implemented in Indonesia, but issues related to community development was still a serious problem. Hence the concept of community-based development became the most attentive development concept meantime. This study was conducted in 2010 in Purbalingga Regency. This study used descriptive and exploratory research method. Data collection was done through in-depth interviews, discussions, field trips, and literature study. Data obtained were analyzed using qualitative research methods. The result shows that the implementation of regional autonomy increased empowerment practice both in quantity and quality. Developing empowerment models are Program PNPM Mandiri Pedesaan, TMMD, PKP, Puspahastama, and Desa Sehat Mandiri. Implementation of community development programs generates a positive impact on society both physical and nonphysical. Many problems encountered in community development programs, for instance in terms of the policy, planning, implementation, financial, human resources, and coordination. Amongst all those problems, we expected that in the future there will be a national policy which able to integrate and synergize all government levels and units, and also stakeholders in the implementation of community development programs.

scholarly journals Approaches to Anti-Ageism Interventions

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 672-672
Author(s):  
Tracey Gendron ◽  
Jennifer Inker
Keyword(s):  
Social Interactions ◽  
Self Esteem ◽  
Older Individuals ◽  
Staff Members ◽  
Self Development ◽  
And Behaviors ◽  
Aging Anxiety ◽  
Negative Impacts ◽  
Systemic Nature

Abstract Ageism, a multidimensional construct, is also understood as a relational process whereby perceptions and behaviors toward older individuals by younger individuals not only damage the self-esteem of elders, but also create a hostile environment for their own future social interactions and their own future self-development as elders. Anti-ageism interventions have the hefty task of improving attitudes and behaviors toward aging within all of these contexts. This presentation will discuss findings from two different anti-ageism interventions both designed to mitigate the negative impacts of ageism. Results from a study on an intergenerational arts-based program found that after participation students demonstrated a positive change in their attitudes toward older adults. Findings from a video-based ageism intervention among a sample of 265 staff members in 15 senior living communities demonstrated decreased internalized aging anxiety as well as decreased ageist behaviors directly after the training and at three month post follow-up. Given the complex and systemic nature of ageism, diversity is necessary in scope and type of intervention in order to reach the broadest audience.

Perceptions of barriers to patient financial hardship screening differ by provider role within gynecologic oncology outpatient care.

2021 ◽  
Vol 39 (28_suppl) ◽  
pp. 317-317
Author(s):  
Jhalak Dholakia ◽  
Maria Pisu ◽  
Warner King Huh ◽  
Margaret Irene Liang
Keyword(s):  
Nurse Practitioners ◽  
Gynecologic Oncology ◽  
Financial Hardship ◽  
Comprehensive Cancer Center ◽  
Cancer Center ◽  
Patient Centered ◽  
Staff Members ◽  
Care Plans ◽  
Patient Barriers

317 Background: Although approximately half of patients with gynecologic malignancy experience financial hardship (FH) during treatment, best practices to identify and assist patients with FH are lacking. To develop such practices, we assessed oncology provider and staff perspectives about FH screening and provision of assistance. Methods: An anonymous survey was conducted electronically within the Gynecologic Oncology outpatient office at a Comprehensive Cancer Center. Potential barriers to patient FH screening and follow-up were assessed within 2 domains: 1) logistic barriers to incorporating FH screening and follow-up into outpatient workflow and 2) perceived patient barriers to FH screening. Responses were elicited on a 5-point Likert scale from ‘very’ to ‘not at all’ significant and dichotomized into significant and not significant barriers. Results: Of 43 providers approached, 37 responded (86% response rate) of which 14 were physicians (MD)/nurse practitioners (NP) and 23 were other staff members (i.e., clinical and research nurses, social workers, pharmacists, care coordinators, lay navigators, and financial counselors). Altogether, 38% worked in their current position for >5 years (n=14), 11% for 3-5 years (n=4), and 51% for <3 years (n=19). For logistic barriers to implementing FH screening and follow-up, the most frequently reported significant barriers included lack of personnel training (69%) and lack of available staff (62%), training regarding follow-up (72%), and case tracking infrastructure (67%). The most frequent significant perceived patient barriers were lack of knowledge of whom to contact (72%), concerns about impact on treatment if FH needs were identified (72%), and lack of patient readiness to discuss financial needs (62%.) Compared to MD/NP, staff members more often indicated the following as significant barriers: difficulty incorporating FH screening into initial visit workflow (31 % vs. 57%, p=0.03), overstretched personnel (29% vs 73%, p=0.005), and patient concerns about influence on treatment (62% vs 86%, p=0.01). Conclusions: Care team members identified barriers to patient FH screening across logistic and patient-centered domains, although MD/NP less so than other staff possibly reflecting different exposures to patient financial needs during clinical encounters or burden of workflow. Implementation of universal FH screening, dedicated personnel, convenient tracking mechanisms, and multi-disciplinary provider and staff training may improve recognition of patient FH and facilitate its integration into oncology care plans.

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